Agenda for May 6th, 2021 3pm to 5pm, CCC ConferZoom Join ...

Agenda for May 6th, 2021 3pm to 5pm, CCC ConferZoom

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A. Confirmation of the Agenda B. Approval of the Minutes April 15th, 2021 C. Audience Comments. This section of the agenda is reserved for senate guests

who wish to speak on items not on the agenda. Comments are limited to a total of three minutes for each person giving comments. Time for audience comments will also be provided as needed or requested during each agenda item.

D. Reports a. Senate

i. Officers (President, VP, Secretary, State Senate Rep., Edu. Tech, Curriculum, PSE, Part-time faculty Rep.)

ii. SLOA Coordinators iii. Senators

b. Associated Students c. Administration d. Coordinators/Division Chairs e. Board of Trustees

E. Consent Agenda: The following items on the consent agenda will not be

discussed. If any senator wishes to remove an item from the consent agenda, the motion should be made during agenda confirmation, item A above.

a. Accounting Certificate-program Amendment b. CAD 2-year rotation cycle (new)

https://cccconfer.zoom.us/j/96059680540

mailto:[email protected]

c. NEW Course Outlines: FIRE 110- Firefighter Physical Abilities and Wellness (Brakebill)

d. Remove prerequisite of AUTO 004 from these courses: i. AUTO 018 Engine Performance I ii. AUTO 028 Hybrid and Electric Vehicle Technology iii. AUTO 035 Steering and Suspension Systems iv. AUTO 036 Automotive Brake Systems v. AUTO 044 Engine Repair vi. AUTO 045 Automatic Transmissions and Transaxles vii. AUTO 060 Air Conditioning and Heating viii. AUTO 065 Manual Transmissions and Transaxles ix. AUTO 078 Hybrid and Alternative Fuel Vehicles

e. Revised Course Outlines (stored in CurriQuNet): i. CIS 72D Excel I (Chlebik) ii. CIS 76B Word I (Chlebik) iii. CD 075 Observation and Assessment (Martin) iv. CD 030 Introduction to Curriculum (Martin)

F. Discussion/Action:

a. Hiring Committee- Payroll Services Specialist b. Update to Required Elements of the Syllabus Document & Syllabus

Template-Berger c. Curriculum: BI 023 Human Physiology -- change distance modality from

Hybrid to Both (online and hybrid). d. Curriculum: Deactivate CD 076 Guidance and Discipline for Young

Children -- effective FA 2022 e. Curriculum: Updated:

i. Qualified Early Childhood Educator: Associate Teacher (attached) ii. Qualified Early Childhood Educator: Teacher (attached)

G. Information/Discussion:

a. Re-brand LRC- Gibbons b. Results of Spring 2021 Learning Outcomes Survey-Berger c. Minutes of 4/23/21 Ed Tech Committee Meeting-Berger d. Fall Flex planning- Maclaughlin e. Education Master Plan 1st Read- Correa f. Update on the progress of Accreditation Efforts-Schiel g. Catalog Review-Schiel h. Academic Affairs Org. Structure Change-Schiel

H. Committee Reports: (Please inform DeSantis and Avila of Corrections)

a. Senate Committees

i. Curriculum-Anderson, Avila Berger, Brakebill, Bridenbecker, Chlebik, Christensen, DeSantis, Gibbons, Llort, Macluaghlin, Martin, Monypeny, Page, Pieper, Steines, Velasquez (Curriculum Program Assistant: Shannon Freschette).

ii. Library-Monypeny, Baird, Basu, Friedt, Parkin. iii. Guided Pathways Committee-Avila, Gibbons, Haig, Nafziger,

Pieper, Velazquez, Classified reps: Deanna Johnson and Joshua King, Management reps: Jane Abell VPSS and Melynie Schiel VPAA, Student rep: Vacant

iv. Professional Standards and Ethics- Baird, Christensen, Itnyre, Walker.

v. Educational Technology - Anderson, Berger, Connor, Holley, Martin, Monypeny, Parkin, Powell

vi. Cultural Education Enhancement – Allen, Baird, Gibbons, Martin, Monypeny.

vii. FLEX -, Brakebill, Friedt, Holley, Maclaughlin, Martin, Velasquez. viii. Minimum Qualifications and Equivalency - Avila, Basu,

Brakebill, Chlebik, Delaney, DeSantis, Friedt, Haig, Llort, Parkin, Powell, Tyne, Walker, Velasquez.

ix. Academic Integrity - Danza, Parkin, Walker. x. Hospitality (ad hoc) – Bridenbecker, Drozd, Itnyre, Parkin. xi. Transfer Center Advisory Committee – Anderson, Nafziger,

Velasquez. xii. MAVSAC- Anderson, Avila, Chlebik, DeGuzman, Nafziger,

Salomon, Management reps: O’Donnell xiii. Brown Bag Teaching- Danza, Friedt, Gibbons, Holley, Martin,

Page. b. District Committees:

i. Academic Calendar - Chlebik (alternate Connor). ii. Guided Pathways Committee iii. Budget Advisory - Velasquez (alternate Parkin). iv. Equal Employment Opportunity – Avila, Velasquez (alternate

Parkin). v. Commencement - Avila, Christensen, Velasquez vi. Scholarship – Allen, Baird, Chlebik, Llort, Monypeny, Nafziger vii. Desert Studies -Baird,Basu, Bridenbecker, Delaney, Powell,

Steines, Tyne. viii. Technology – Anderson, Berger, Monypeny (alternate Parkin). ix. Employee Development Fund-Velasquez. x. Professional Development – Maclaughlin (alternate Chlebik). xi. CTE-Brakebill, Chlebik, DeGuzman, Drozd, Friedt, Haig, Martin,

Page, Powell, Steines, Tyne. xii. Salary Advancement - Connor, Llort. xiii. Foundation Board – Brakebill. xiv. Marketing Committee –Nafziger xv. Institutional Effectiveness - Berger, Christensen, Gibbons.

xvi. Facilities –Friedt.

I. Future agenda items and items to be carried over to the next meeting (these items are on hold [but not forgotten] due to time constraints and pressing time-sensitive matters).

a. Call to Action shared resolution drafting (tabled at College Council) b. PT Faculty Participation on Academic Senate Committees c. Revisit Diversity, Equity and Inclusion Committee Membership d. Ad Hoc Bylaw committee

Minutes for April 15th, 2021 3pm to 5pm, CCC ConferZoom (96059680540); guest minute-taker – Heidi Gibbons

Present (bold denotes those not in attendance): ALLEN, CATHY; ANDERSON, JENNIFER; AVILA, KRYSTAL; BAIRD, ELLEN; BASU, ANAMIKA; BERGER, BRAD; BRAKEBILL, JIM; BRIDENBECKER, BRUCE; CHLEBIK, KATRINA; CHRISTENSEN, LEEANN; CONNOR, KYLEE; DANZA, MIKE; DE GUZMAN, LORENZA; DELANEY, PAUL; DESANTIS, JOE; DROZD, JEFF; FRIEDT, PAUL; GIBBONS, HEIDI; HAIG, JEFF; HOLLEY, JOHN; ITNYRE, CATHY; LLORT, YADIRA; MACLAUGHLIN, COLIN; MARTIN, KIM; MEDINA, MARY; MONYPENY, DEREK; NAFZIGER, CASSANDRA; NORTON, DAVID; PAGE, DAWN; PARKIN, STEVE; PIEPER, DEAN; POWELL, JIM; SALOMON, MARISSA; SICILIANO, ANTHONY; STEINES, HEIDI; SWANSON, CLARISSA; TYNE, SHEILA; VELASQUEZ, VICTORIA; WALKER, MICHEL

Part Time Rep: GILMORE, HEATHER

Student Rep: STEVE O’DONOGHUE

Others in attendance: JANE ABELL, MATTHEW BARBOZA, ALMA CORREA, MELYNIE SCHIEL, LINDA THOMAS, SHANNON FRECHETTE, JEN DIELEMAN, DEANNA JOHNSON,

J. Confirmation of the Agenda M/S/U – Llort/Velasquez / Discussion: DeSantis – add an action item “E” for hiring committees. No objections from motion or second, friendly motion carries unanimously.

K. Approval of the Minutes April 1st, 2021 M/S/U – Berger/Gilmore L. Audience Comments. No audience comments. M. Reports

a. Senate i. Officers (President-N/A; VP-N/A; Secretary-N/A; State Senate

Rep-N/A; Edu. Tech, Curriculum, PSE-N/A; Part-time faculty Rep.)

1. President – DeSantis Videos are due; PLOs were due; Haig is good about sending out College Council agenda, so look for that.

2. Edu. Tech – Berger: sent invitations for EdTech Committee meeting next Friday and will send agenda.

3. Part-time rep – Gilmore: thanked Professional Development Committee and mentions she communicated to all part-time faculty that this is available to them. She states, “…I know a lot of

our part time faculty have been … consistently asking for professional development opportunities.”

ii. SLOA Coordinators – good turnout for PLO submissions. iii. Senators – Velasquez: EOPS is accepting applications the entire

month of April; please send students their way. DeSantis: do announcements go out through Canvas or something similar. Velasquez: the application is on their student portal, and they can apply through the portal; also, Jeremy sends an email blast to the entire student body. It’s a really simple application.

b. Associated Students – O’Donoghue: By-laws and constitution were approved through Board of Trustees. They’re working on and ICC handbook, and the first part is finished. BoT’s solar project will be doing HVAC and solar upgrades this summer.

c. Administration – Correa: First draft of Education Masterplan will be sent to BoT for first read in their next meeting, May 6th. At about that time, the handbook will be distributed to all constituent groups for review. We need feedback relatively quickly to have that draft finalized for the following BoT meeting in June. Velasquez: Do you know when the results of the employee survey will be going out? Correa: It’s a very long survey; we’re working on it so hoping early summer. Abell: There is nothing definitive about the expansion of our athletics program, but just for full transparency, adding a women’s volleyball team is in the works. We’ve never fully met all the Title IX gender equity problems because of our student ratio. I think the last report was 70% female and 30% male. But we’ve always had more student athletes on our men’s basketball team than our women’s basketball team. In our Title IX report we’ve been putting the exploration of an additional women’s team to meet the requirement. This isn’t public and hasn’t gone through channels for approval yet, but since it’s being worked on, I thought I should let you know. We’re hoping to revise the varsity sports courses to be open to any sport to make it more flexible. It is going on College Council’s agenda next week and to the Foundation Board on the 26th for their approval because they would be the main funding source and the budget holder. Chlebik: Will this go through Curriculum correctly? Abell: This is a revision of the current course outline to make it more flexible to any sports. Llort: We have it on CTRAC’s next meeting agenda tentative pending receipt of documents. Yes, it is going through the proper channels. Schiel: The fire course is going back to Curriculum so it goes through all steps of the process. We want to limit any skipping or acceleration over the faculty process to extremely rare cases, which is not the case for volleyball. Understanding the timeline, I did reach out to Joe and Yadira to see if it could fit, and they said yes. [insert groaner pun from DeSantis here]. Thank you to faculty for SLO and PLO assessment submissions,

especially given the changing due dates. The Senate agenda will see an item for recruiting a committee for Educational Support Specialist. Carly Jacobs has tendered her resignation but given us a lot of time to find a replacement. I’m happy for her opportunities, but we are sorry to see her go. We’re going to send out a solicitation for anybody interested in the Distance Ed Coordinator position and student government as well. It’s in no way a reflection of the work that anybody has done; it’s to give people the opportunity to apply on a more regular basis. To Heather Gilmore’s point: There is a pool of money that’s available to part time faculty, and it’s just a matter of requesting it. I will send something out to PT and FT faculty to remind them it’s available and make sure they know the process. Thank you for bringing it up. DeSantis: Alternative FLEX is also available if you have things happening that relate to making you a better teacher. It can be approved by our deans. Chlebik: Professional Development money cannot be used for educational advancement or higher degrees to turn around and then apply for salary advancement based on that education.

d. Coordinators/Division Chairs – Gibbons: I’m sneaking in a name change for the Learning Resource Center. It’s going to be the Tutoring & Academic Skills Center. It’s not official, but you may see the LRC referred to as that in emails from me, etc. Also, we need tutors; please send your best and brightest students. DeSantis: Would you like an agenda item to endorse the name change? It appears in different documents. Gibbons: Oops, guess I went rogue; my apologies. I’ll submit an ASAP. Chlebik: Division chairs are starting to plan for spring 2022.

e. Board of Trustees – N/A N. Consent Agenda: N/A O. Discussion/Action:

a. CCAP Agreement – 2nd Read M/S/U Chlebik/Haig b. Updated CMC Governance Handbook M/S/U Gibbons/Chlebik

DeSantis: This is not the final version. Another larger revision will happen in the fall, but this is one of the updates for our ongoing compliance with ACCJC. Berger: Reiterates what Joe said. Correa: This will be a living document, and we can continue to improve.

c. Establish election committee for Senate positions and timeline Motion to create committee: M/S/U Chlebik/Gilmore and staff as part of the discussion. Volunteers for election committee: Maclaughlin, Powell, Gibbons.

d. Tenure Track faculty position discussion Motion to table: M/S/U Chlebik/Gilmore Schiel: Prioritization list is supposed to go to College Council next week, so I don’t want to jump ahead. I can say that the two instructional faculty on the list are chemistry, which is ranked higher than EMT, the other full time faculty on the list. I can share enrollment numbers for the ones that are vacated [screen share]. As mentioned last time, we are not required to

have a full time person in every discipline we have a degree for. DeSantis: Do we want to have this discussion and talk about how we want to prioritize, or do we want to table it? Chlebik: I think we should wait for the input from College Council. DeSantis: [after motion to table passed] I ask that we have an update on the timeline for recruitment.

e. Hiring committees volunteers: M/S/U Chlebik/Gilmore Student Data and Systems Administrator (previously MIS) Christensen Campus Experience Specialist Nafziger/Velasquez (alternate) Educational Support Specialist Brakebill

P. Information/Discussion: a. Student Government Academic Advisor needed for 2021-2022

DeSantis: Looking to staff this. Should interested parties contact Jane? Abell: Yes, I’ll send description and duties out soon. DeSantis: Are we still looking for an instructional faculty position on guided pathways? Schiel: Yes, we need someone to partner with our amazing Krystal Avila who is awesome to work with. Also, NCII workgroups have set up student success teams. There is no instructional faculty on the career exploration team. Correa: Our focus in on program review, and we do need some faculty representation and perspective. Schiel: This is compensated through grant funding.

b. Outlook Issues – Berger: To list email messages sequentially instead of in conversation strings, go to filter-show as-check messages (not conversations). Also, the default for replying to messages, campus-wide, should be reply to just the sender, not reply all. People are sending personal information accidentally, could be FERPA violations, even security issues. Martin: Shouldn’t we leave the default up to this user instead of forcing everyone into the same default? It depends on how you use it. Scheil: From Senate’s perspective, which default makes more sense? Itnyre: Are you calling for a straw poll? DeSantis: If you don’t care, don’t say anything; if you care, put it into chat.

c. ASSIST – Nafziger: Last week an updated flyer was sent out explaining what ASSIST is. It’s the official repository for all articulation agreements between the CCCs and the Cal State universities and the UCs. The flyer mentions what can be found on ASSIST, who uses it, and how it can be used. [insert groaner pun from DeSantis here] Berger: Thank you, Cassie, for sending the transfer advocate document. I’m hoping a FLEX activity will come of it.

Q. Committee Reports: (Please inform DeSantis and Avila of Corrections)

a. Senate Committees i. Curriculum – Anderson, Avila Berger, Brakebill, Bridenbecker, Chlebik,

Christensen, DeSantis, Gibbons, Llort, McLaughlin, Martin, Monypeny, Page, Pieper, Steines, Velasquez (Curriculum Program Assistant:

Shannon Freschette) Llort: Agenda for next Curriculum meeting (4/22) needs to be finalized by Monday 4/19, noon.

ii. Library – Monypeny, Baird, Basu, Friedt, Parkin Baird: (via chat/Llort reading): Library committee met and scholarship committee is working on applications. Martin: Addition of early childhood education books in the library was in yesterday’s paper. These are important because they are diverse and inclusive. If you have children’s literature books in good condition, you can donate to the collection.

iii. Guided Pathways Committee – Avila (counseling), [vacant] (faculty), Gibbons, Haig, Nafziger, Pieper, Velazquez; Classified reps: Deanna Johnson and Joshua King; Management reps: Jane Abell VPSS and Melynie Schiel VPAA; Student rep: Vacant Velasquez: I’m in the group with Alma Correa; we met April 6th. We need an instructional faculty partner for Krystal. We discussed design teams and the scrmbl board summaries. The GP summit is April 29th & 30th.

iv. Professional Standards and Ethics – Baird, Christensen, Itnyre, Walke v. Educational Technology – Anderson, Berger, Connor, Holley, Martin,

Monypeny, Parkin, Powell vi. Cultural Education Enhancement – Allen, Baird, Martin, Monypeny vii. FLEX – Brakebill, Friedt, Holley, Maclaughlin, Martin, Velasquez

Maclaughlin: Keep FLIX ideas coming; I’ll send an email to all faculty to solicit suggestions for activities.

viii. Minimum Qualifications and Equivalency – Avila, Basu, Brakebill, Chlebik, Delaney, DeSantis, Friedt, Haig, Llort, Parkin, Powell, Tyne, Walker, Velasquez Velasquez: We met on April 13th; continuing work on administrative procedure and will present a FLEX activity.

ix. Academic Integrity – Danza, Parkin, Walker x. Hospitality – Bridenbecker, Drozd, Itnyre, Parkin xi. Transfer Center Advisory Committee – Anderson, Nafziger,

Velasquez xii. MAVSAC – Anderson, Avila, Chlebik, DeGuzman, Nafziger, Salomon,

Management rep: O’Donnell xiii. Brown Bag Teaching – Danza, Friedt, Gibbons, Holley, Martin, Page b. District Committees:

i. Academic Calendar – Chlebik (alternate Connor) ii. Guided Pathways Committee iii. Budget Advisory – Velasquez (alternate Parkin) iv. Equal Employment Opportunity – Avila, Velasquez (alternate

Parkin v. Commencement – Avila, Christensen, Velasquez

Velasquez: Please get congratulatory videos in by the 30th. vi. Scholarship – Allen, Baird, Chlebik, Llort, Monypeny, Nafziger

Llort: Deadline of May 7th to complete the review process. Letters to the students will go out June 30th. Berger: Are applications down this year? Llort: Yes; various factors involved. Abell: We put

additional scholarship announcements to the banner on the front page of the website and an another all-student email was sent out.

vii. Desert Studies – Baird, Basu, Bridenbecker, Delaney, Powell, Steines, Tyne

viii. Technology – Anderson, Berger, Monypeny (alternate Parkin) ix. Employee Development Fund – Velasquez x. Professional Development – Maclaughlin (alternate Chlebik) xi. CTE – Brakebill, Chlebik, DeGuzman, Drozd, Friedt, Haig, Martin,

Page, Powell, Steines, Tyne xii. Salary Advancement – Connor, Llort xiii. Foundation Board – Brakebill xiv. Marketing Committee – Nafziger xv. Institutional Effectiveness – Berger, Christensen, Gibbons xvi. Facilities – Friedt

R. Future agenda items and items to be carried over to the next meeting

(these items are on hold [but not forgotten] due to time constraints and pressing time-sensitive matters).

a. Call to Action shared resolution drafting (tabled at College Council) b. PT Faculty Participation on Academic Senate Committees c. Revisit Diversity, Equity and Inclusion Committee Membership d. Ad Hoc Bylaw committee

Motion to adjourn- M/S/U- Chlebik/

Copper Mountain College

Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: May 6, 2021 Requested by: Curriculum Committee Subject: Accounting Certificate – program amendment. (attached)

Type of Consideration: Consent Desired Outcome: Action Background: Reviewed and approved by Curriculum Committee on Apr 22, 2021. ============================================

Required Core Courses Credit Hours: (23 Required)

Restricted Electives Credit Hours: (6 Required)

ACCOUNTING CERTIFICATE ANDEMPLOYMENT PREPARATION

CERTIFICATE OF ACHIEVEMENT 16 TO LESS THAN 30 SEMESTER UNITS OR 24 TO LESS THAN 45QUARTER UNITS (N)

DescriptionThe Accounting Certificate provides basic accounting skills combined with in-depth training in a variety ofaccounting concepts, preparing the student for entry-level and/or professional advancement in a selection ofaccounting occupations utilizing both spreadsheet software and commonly used accounting software programs.

These occupations include general accounting, cost accounting, payroll, inventory management, assetmanagement, accounts receivable, accounts payable, budgeting and forecasting, financial analysis, individualtax return preparation, property accounting, governmental accounting, among others.

Program Learning OutcomesUpon successful completion of this program, students will be able to:

1. Understand, interpret, and use financial accounting information to make financial decisions. (InstitutionalSLOs: Communication, Critical Thinking, and Personal Development)

2. Complete bookkeeping functions for payroll, purchasing, accounts payable, asset acquisition anddisposition, and bank reconciliation. (Institutional SLOs: Critical Thinking)

3. Apply economic models to plan, control, and assess managerial decisions. (Institutional SLOs: CriticalThinking)

4. Develop, use, and integrate computation skills at all levels and select the technological resourcesavailable for calculation, analysis, and interpretation of data. (Institutional SLOs: Critical Thinking andInformation Competency)

5. Utilize accounting software package to manage the finances of a business. (Institutional SLOs:Information Competency)

Degree Requirements:

ACCT001 Financial Accounting 4.5

ACCT002 Managerial Accounting 3.5

ACCT003 Introduction to Governmental and Not-for-Profit Accounting 3

ACCT004 Tax Accounting I - Individuals 3

BUAC010 Computer Accounting for Small Businesses 3

CIS070A Computer Business Apps for Windows 3

CIS072D Excel I 3

Chose 2 courses from the following:ACCT005 Tax Accounting II - Business Entities 3

BUMA020A Business Law 3

BUMA010 Introduction to Business 3

BUAA001 Administrative Professional 3

CS073 Introduction to Computer Science 3

CIS074 Excel II 3Students should consult one of the advisors to determine which elective courses are most appropriate to furthertheir individual objectives.Advisor: J. Haig

Total: 29

Generated on: 4/27/2021 10:01:30 PM


Academic Senate Agenda Packet

(ASAP)

Date of Senate Meeting: May 6, 2021

Requested by: Curriculum Committee

Subject: CAD 2-year rotation cycle (new). Attached.

Type of Consideration: Consent

Desired Outcome: Action

Background: Reviewed and approved by Curriculum Committee on Apr 22, 2021.

============================================

Student Name Date

Crs. No. Title Units Crs. No. Title Units

CADD 003Advanced Computer-Aided Design and Drafting, Rendering & Animation 3 CADD 004

3-Dimensional Computer-Aided Design and Drafting & 3-Dimensional Printing 3

Crs. No. Title Units Crs. No. Title Units

CADD 001Introduction to Computer-Aided Design and Drafting Fundamentals 3 CADD 002

Intermediate Computer-Aided Design and Drafting 3

COPPER MOUNTAIN COLLEGE

COMPUTER-AIDED DRAFTING AND DESIGNTWO YEAR PROGRAM COURSE CYCLE

FALL 2021 SPRING 2022

FALL 2022 SPRING 2023

Updated 03/24/2021



(ASAP)



Subject: NEW Course Outlines (stored in CurriQuNet):

1. FIRE 110 Firefighter Physical Abilities and Wellness (Brakebill)




============================================

1. FIRE 110 Firefighter Physical Abilities and Wellness (Brakebill)

• Distance Education: Hybrid only.

COPPER MOUNTAIN COLLEGEFIREFIGHTER PHYSICAL ABILITIES AND WELLNESS

Course Number: FIRE 110Non Credit Hours: 0.00

Contact: 90.00 hoursOutside of Class: hours

Advisory: FIRE 001Prerequisite: NoneCorequisite: None

Description:

This course is designed to give in-service firefighters and interested students information about firefighterconditioning and fire department physical ability test designs. This course includes manipulative drills and willprovide information on current physical assessment tests to include Candidate Physical Abilities Test (CPAT) andthe Biddle (Biddle and Associate Validated Test). Students will learn about firefighter wellness programs, reviewbasic nutrition and current National Fire Protection Association (NFPA) standards pertaining to firefighter healthand safety. Students must be able to perform some basic firefighter activities including climbing a ladder, usingsledgehammers, dragging 130lb to 150lb dummies, and wearing a self-contained breathing apparatus (SCBA).

Student Learning Outcomes:By the end of this course, a student will be able to:

1. Describe firefighter fitness and wellness for municipal and wildland firefighters.2. Using a dummy, demonstrate proper technique of dragging and carrying people to safety.3. Demonstrate knowledge of physical aspects of a career in firefighting.4. Safely carry a 24-foot extension ladder and explain its parts and safe operation.5. Compare and contrast the elements of different types of firefighter physical abilities tests utilized in

California.6. Describe physical abilities requirements for firefighter employment.7. Wear a non-operational, self-contained breathing apparatus to demonstrate weight adjustments while

moving.

Course Content:

1. Describe firefighter fitness and wellness.2. Complete a course of 11 events that is timed and includes firefighter-type manipulative skills.3. Safely carry a 24-foot extension ladder.4. Describe basic nutrition and why firefighters cook (at the fire station) low fat and healthy meals.5. Provide a baseline skills assessment and improve on this baseline prior to course end (improve

cardiovascular fitness during semester/term).6. Demonstrate knowledge of physical aspects of a firefighter's job.7. Using a dummy, demonstrate proper technique of dragging and carrying people to safety.8. Compare and contrast the elements of different types of firefighter physical abilities tests utilized in

California.

Lecture Content:

I. Firefighter health and fitness.A. Causes of firefighter fatalities (general overview).B. Need for health and fitness.C. Proper nutrition.D. Wellness programs.E. National standards/requirements.F. California standards.

II. CPAT (Candidate Physical Abilities Test).A. Test overview.B. Test requirements.C. Breakdown of needed skills and manipulative ability.D. Measured components (timed).

III. Biddle (Biddle & Associate Approved Test).A. Test overview.B. Manipulative skills.C. Test demonstration and student practice.D. Test props and other equipment.

IV. Baseline testing requirements.A. Record keeping, workout log, tracking.

V. Case studies of wellness programs throughout USA.A. Best practices.B. What works and why.C. California protocols.D. New tests being developed.

VI. Technique, skill, and ability to improve score on proctored tests.A. Firefighting techniques.B. Increase upper body strength.C. Strengthen cardiovascular ability.D. Receive performance feedback.

VII. Firefighter Ability Test throughout other parts of the country.A. Test requirements.B. Test validation.

Lab Content:

I. Biddle (Biddle & Associate) individual test events.A. Manipulative skills.B. Test demonstration and student practice.C. Utilize hose, ladders, sledgehammers, nozzles, chainsaw (for weight only).

II. Baseline testing, record keeping, workout log, tracking.III. Technique for testing, skill and ability, improving firefighting techniques to improve ability overall.IV. Group activities, manipulative events includes stacking hose, moving drag dummies, and carrying

firefighter tools and equipment.V. Basic physical training to include stretching, walking, running, hiking, and climbing.VI. Hands-on practice with firefighting tools and equipment used in physical abilities tests

Generated on: 4/27/2021 10:03:14 PM



(ASAP)



Subject: Remove prerequisite of AUTO 004 from these courses:

a. AUTO 018 Engine Performance I b. AUTO 028 Hybrid and Electric Vehicle Technology c. AUTO 035 Steering and Suspension Systems d. AUTO 036 Automotive Brake Systems e. AUTO 044 Engine Repair f. AUTO 045 Automatic Transmissions and Transaxles g. AUTO 060 Air Conditioning and Heating h. AUTO 065 Manual Transmissions and Transaxles i. AUTO 078 Hybrid and Alternative Fuel Vehicles




============================================

COPPER MOUNTAIN COLLEGEENGINE PERFORMANCE I

Course Number: AUTO 018Credit Hours: 4.00

Lecture: 3.00 hoursLab: 1.00 hoursOut-of-Class: 6.00 hours

Advisory: NonePrerequisite: NoneCorequisite: None

Description:

Automo�ve Engine Performance provides comprehensive coverage and hands-on experience in the fundamentals ofautomo�ve engine systems affec�ng engine performance and drivability. This course focuses on various automo�veigni�on systems, intake and exhaust systems, fuel injec�on systems, emission control devices, and system-relatedelectronics. Students will learn about the proper servicing, diagnosis, and repair of common engine managementmalfunc�ons.


1. Describe the relationship of engine construction to engine performance.2. Describe the functions of the cooling, fuel, and air induction systems.3. Identify automotive emission control devices and describe their function and operation.4. Identify the components of electronic fuel injection and describe their function and operation.5. Identify the components of the electronic ignition system and describe their function and operation.6. Inspect, test, diagnose, repair/replace components that directly affect engine performance.7. Additional Student Learning Outcomes are aligned with the 2012 tasks prescribed by the National

Automotive Technicians Education Foundation (NATEF). The following list includes the 2012 NATEFEngine Performance Student Learning Outcomes.

8. Identify and interpret engine performance concerns; determine necessary action.9. Research applicable vehicle and service information, vehicle service history, service precautions, and

technical service bulletins.10. Complete work order to include customer information, vehicle identifying information, customer concern,

related service history, cause, and correction.11. Diagnose abnormal engine noises or vibration concerns; determine necessary action.12. Diagnose abnormal exhaust color, odor, and sound; determine necessary action.13. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action.14. Perform cylinder power balance test; determine necessary action.15. Perform cylinder cranking and running compression tests; determine necessary action.16. Perform cylinder leakage test; determine necessary action.17. Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns; determine necessary

action.18. Verify engine operating temperature; determine necessary action.19. Verify correct camshaft timing.20. Access and use service information to perform step-by-step (troubleshooting) diagnosis.21. Retrieve and record diagnostic trouble codes, OBD monitor status, and freeze frame data; clear codes

when applicable.22. Diagnose emissions or driveability concerns without stored diagnostic trouble codes; determine necessary

action.23. Diagnose (troubleshoot) ignition system related problems such as no-starting, hard starting, engine

misfire, poor driveability, spark knock, power loss, poor mileage, and emissions concerns; determinenecessary action.

24. Remove and replace spark plugs; inspect secondary ignition components for wear and damage.25. Diagnose (troubleshoot) hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, poor

idle, flooding, hesitation, surging, engine misfire, power loss, stalling, poor mileage, dieseling, andemissions problems; determine necessary action.

26. Check fuel for contaminants; determine necessary action.27. Inspect and test fuel pumps and pump control systems for pressure, regulation, and volume; perform

necessary action.28. Replace fuel filter(s).29. Inspect, service, or replace air filters, filter housings, and intake duct work.30. Inspect throttle body, air induction system, intake manifold and gaskets for vacuum leaks and/or

unmetered air.31. Inspect and test fuel injectors.32. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail

pipe(s), and heat shields; perform necessary action.33. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields; repair or replace as

needed.34. Perform exhaust system back-pressure test; determine necessary action.

35. Diagnose oil leaks, emissions, and driveability concerns caused by the positive crankcase ventilation(PCV) system; determine necessary action.

36. Inspect, test, and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices,and hoses; perform necessary action.

37. Diagnose emissions and driveability concerns caused by the exhaust gas recirculation (EGR) system;determine necessary action.

38. Diagnose emissions and driveability concerns caused by the secondary air injection and catalyticconverter systems; determine necessary action.

39. Diagnose emissions and driveability concerns caused by the evaporative emissions control system;determine necessary action.

40. Inspect and test electrical/electronic sensors, controls, and wiring of EGR systems; perform necessaryaction.

41. Inspect, test, service, and replace components of the EGR system including tubing, exhaust passages,vacuum/pressure controls, filters, and hoses; perform necessary action.

42. Inspect and test electrical/electronically-operated components and circuits of air injection systems;perform necessary action.

43. Inspect and test catalytic converter efficiency.44. Inspect and test components and hoses of the evaporative emissions control system; perform necessary

action.45. Interpret diagnostic trouble codes (DTCs) and scan tool data related to the emissions control systems;

determine necessary action.

Course Content:

1. Describe the rela�onship of engine construc�on to engine performance.2. Describe the func�ons of the cooling, fuel, and air induc�on systems.3. Iden�fy automo�ve emission control devices and describe their func�on and opera�on.4. Iden�fy the components of electronic fuel injec�on and describe their func�on and opera�on.5. Iden�fy the components of the electronic igni�on system and describe their func�on and opera�on. 6. Inspect, test, diagn

1. Identify and interpret engine performance concerns; determine necessary action.2. Research applicable vehicle and service information, vehicle service history, service precautions, andtechnical service bulletins.3. Complete work order to include customer information, vehicle identifying information, customer concern,related service history, cause, and correction.4. Diagnose abnormal engine noises or vibration concerns; determine necessary action.5. Diagnose abnormal exhaust color, odor, and sound; determine necessary action.6. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary action.7. Perform cylinder power balance test; determine necessary action.8. Perform cylinder cranking and running compression tests; determine necessary action.9. Perform cylinder leakage test; determine necessary action.10. Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns; determine necessary action.11. Verify engine operating temperature; determine necessary action.12. Verify correct camshaft timing.13. Access and use service information to perform step-by-step (troubleshooting) diagnosis.14. Retrieve and record diagnostic trouble codes, OBD monitor status, and freeze frame data; clear codeswhen applicable.15. Diagnose emissions or driveability concerns without stored diagnostic trouble codes; determine necessaryaction.16. Diagnose (troubleshoot) ignition system related problems such as no-starting, hard starting, engine misfire,poor driveability, spark knock, power loss, poor mileage, and emissions concerns; determine necessary action.17. Remove and replace spark plugs; inspect secondary ignition components for wear and damage.18. Diagnose (troubleshoot) hot or cold no-starting, hard starting, poor driveability, incorrect idle speed, pooridle, flooding, hesitation, surging, engine misfire, power loss, stalling, poor mileage, dieseling, and emissionsproblems; determine necessary action.19. Check fuel for contaminants; determine necessary action.20. Inspect and test fuel pumps and pump control systems for pressure, regulation, and volume; performnecessary action.21. Replace fuel filter(s).22. Inspect, service, or replace air filters, filter housings, and intake duct work.23. Inspect throttle body, air induction system, intake manifold and gaskets for vacuum leaks and/or unmeteredair.24. Inspect and test fuel injectors.25. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tailpipe(s), and heat shields; perform necessary action.26. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields; repair or replace asneeded.27. Perform exhaust system back-pressure test; determine necessary action.28. Diagnose oil leaks, emissions, and driveability concerns caused by the positive crankcase ventilation (PCV)system; determine necessary action.29. Inspect, test, and service positive crankcase ventilation (PCV) filter/breather cap, valve, tubes, orifices, andhoses; perform necessary action.30. Diagnose emissions and driveability concerns caused by the exhaust gas recirculation (EGR) system;determine necessary action.31. Diagnose emissions and driveability concerns caused by the secondary air injection and catalytic convertersystems; determine necessary action.32. Diagnose emissions and driveability concerns caused by the evaporative emissions control system;determine necessary action.33. Inspect and test electrical/electronic sensors, controls, and wiring of EGR systems; perform necessaryaction.34. Inspect, test, service, and replace components of the EGR system including tubing, exhaust passages,vacuum/pressure controls, filters, and hoses; perform necessary action.35. Inspect and test electrical/electronically-operated components and circuits of air injection systems; performnecessary action.

36. Inspect and test catalytic converter efficiency.37. Inspect and test components and hoses of the evaporative emissions control system; perform necessaryaction.38. Interpret diagnostic trouble codes (DTCs) and scan tool data related to the emissions control systems;determine necessary action.

1. ose, repair/replace components that directly affect engine performance.

Lecture Content:

1. Overview of engine constuc�on and performance.2. Basic theories.

a. Atomic structure.b. Laws of mo�on.c. Types of energy.d. Aerodynamics.e. Pressure and compressibility.

3. Engine design and opera�on.a. Engine classifica�ons.b. Four stroke cycle.c. Valve and camsha� configura�ons and opera�on.d. Engine measurement and performance.e. Other engine designs.

i. Atkinson cycle.A. Two-stroke gasoline.B. Diesel.C. Rotary.D. Miller cycle.E. Electric motors.F. Hybrid electric vehicles.G. Fuel cells.

f. Lubrica�ng systems and components.g. Cooling systems and components.

4. Engine lubrica�on.a. Engine oil.

5. Electricity and electronics.a. Basic electricity.b. Types of circuits.c. Circuit components.d. Electromagne�sm basics.e. Basics of electronics.f. Communica�on signals.g. Ba�ery, charging, and star�ng systems.

6. Intake and exhaust systems.a. Importance of intake and exhaust systems.b. Air cleaners.c. Air filter duct.d. Intake manifolds.

i. Intake manifold design.ii. Intake manifold tuning valve.iii. Intake manifold runner control (IMRC).

e. Exhaust system components.i. Exhaust manifolds.ii. Exhaust pipe and seal.

f. Automo�ve pollutants and cataly�c converter.g. Diesel exhaust treatment.h. Mufflers: design and construc�on.i. Forced induc�on.

i. Turbochargers: construc�on and opera�on.ii. Superchargers: construc�on and opera�on.

7. Input sensors.a. Sensor types.

i. Reference voltage sensors.ii. Voltagfe-genera�ng sensors.iii. Hall-effect sensors.

b. Sensors.i. Oxygen sensors.ii. Air-fuel ra�o sensor.iii. Engine coolant temperature sensor (ECT).iv. Intake air temperature sensor (IAT).v. Thro�le posis�on sensor (TPS).vi. Manifold absolute pressure sensor (MAP).vii. Fuel tank pressure sensor.viii. Barometric pressure sensors.ix. Mass airflow sensors (MAF).x. Knock sensor.xi. Vehicle speed sensor (VSS).xii. Engine posi�on sensors (cam, crank sensor).xiii. Thro�le actuator control system (TAC).xiv. Accelerator pedal posi�on sensor.

8. Fuel systems.a. Gasoline composi�on and quali�es.b. Basic fuel addi�ves.c. Alterna�ve fuels.d. Electric vehicles.e. Feedback fuel control.f. Fuel injec�on.g. Types of fuel injec�on.

i. Thro�le body fuel injec�on.ii. Port fuel injec�on.iii. Central port injec�on.iv. Direct fuel injec�on.

h. Fuel delivery systems.i. Evapora�ve emissions and fuel tanks.j. Fuel system components.

i. Fuel lines and fi�ngs.ii. Fuel filters.iii. Electric fuel pumps.iv. Fuel pump driver module (FPDM).

9. Electronic fuel injec�on (EFI).a. Speed density EFI.b. Mass air flow EFI.c. Port fuel injec�on system design.d. Mul�port fuel injec�on system.e. Sequen�onal fuel injec�on system.f. Direct fuel injec�on system design and opera�on.g. Central mul�port and central sequen�al fuel injec�on.h. Idle speed control systems.

i. Idle air control bypass air motors (IAC BPA).ii. IAC BPA valves.iii. Fast idle thermo valve.iv. Star�ng air valve.v. Thro�le actuator control system components and opera�on.

10. Distributor igni�on.a. Igni�on system purpose, components and opera�on.b. Computer controlled electronic igni�on system overview.

i. Igni�on modules.ii. Triggering devices/engine posi�on sensors.iii. Spark distribu�on.iv. Computer controlled electronic igni�on opera�on.

11. Electronic igni�on (EI) systems.a. EI systems overview.b. Distributorless electronic igni�on systems.

i. Basic components.ii. System opera�on.iii. Fast-start systems: construc�on and opera�on.iv. Coil-on-plug systems: construc�on and opera�on.v. Compression sense igni�on.vi. Ion sensing igni�on.

12. Emission control systems.a. Legisla�ve history.b. Development of emission control devices.c. Exhaust emissions.

i. Hydrocarbons.ii. Carbon monoxide.iii. Oxides of nitrogen.iv. Oxygen.v. Carbon dioxide.

d. Evapora�ve emission control system.e. Engine design changes.f. PCV systems.g. Igni�on/�ming control systems.h. EGR systems and types of EGR valves.i. Cataly�c converts.j. Secondary air injec�on.

Lab Content:

1. Tools and safety.a. Shop safety survey.b. Demonstrate awareness of the safety aspects of supplemental restraint systems(SRS), electronic brake

control sysytems, and hybrid vehicle high voltage circuits.2. Typical shop procedues and equipment.

a. Demonstrate proper use of a digital mul�meter when measuring source voltage, voltage drop, currentflow, and resistance.

b. Inspect and test fusible links, circuit breakers, and fuses: determine necessary ac�on.3. General engine condi�on diagnosis.

a. Perform cooling system pressure and dye tests to iden�fy leaks; check coolant condi�on and levels,inspect and test radiator, pressure cap, coolant recovery tank, and heater core; determine necessaryac�on.

b. Perform cylinder power balance test; determine necessary ac�on.c. Perform ac�ve tests of actuators using a scan tool; determine necessary ac�on.d. Perform cylinder cranking and running compression tests; determine necessary ac�on.e. Perform cylinder leakage test; determine necessary ac�on.

4. Basic electrical tests and service.a. Diagnose engine mechanical, electrical, electronic, fuel, and igni�on concerns; determine necessary

ac�on.b. Inspect and test computerized engine control system sensors, powertrain/engine control module

(PCM/ECM), actuators, and circuits using a graphing mul�meter (GMM), digital oscilloscope (DSO);perform necessary ac�on.

c. Diagnose the cause(s) of excessive key-off ba�ery drain (parasi�c draw); determine necessary ac�on.d. Inspect and clean ba�ery; fill ba�ery cells; check batery cables, connectors, clamps and hold-downs.e. Diagnose (troubleshoot) charging system for causes of undercharge, no-charge, or overcharge condi�ons.

5. Intake and exhaust system diagnosis and service.a. Perform engine absolute (vacuum/boost) manifold pressure tests; determine necessary ac�on.b. Inspect integrity of exhaust manifold, exhaust pipes, muffler(s), cataly�c converter(s), resonator(s), tail

pipe(s), and heat shields; determine necessary ac�on.c. Inspect and test cataly�c converter efficiency.

6. Engine control system diagnosis and service.a. Inspect, test cranksha� and camsha� posi�on sensors; perform necessary ac�on.b. Test engine coolant temprerature (ECT) sensor; perform necessary ac�on.c. Check opera�on of a thro�le posi�on (TP) sensor; perform necessary ac�on.d. Test an oxygen (O2) sensor; perform necessary ac�on.e. Test a manifold absolute pressure (MAP) sensor; perform necessary ac�on.

7. Fuel system diagnosis and service.a. Check fuel for contaminants; determine necessary ac�on.b. Replace fuel filters.c. Inspect and test fuel pumps and pump control systems for pressure, regula�on, and volume; perform

necessary ac�on.d. Diagnose (troubleshoot) hot or cold no-star�ng, hard star�ng, poor driveability, incorrect idle speed,

poor idle, flooding, hesita�on, surging, engine misfire, power loss, stalling, poor mileage, dieseling, andemissions problems; determine necessary ac�on.

8. Electronic fuel injec�on diagnosis and service.a. Inspect thro�le body, air induc�on system, intake manifold, and gaskets for vacuum leaks and/or

unmetered air.b. Iden�fy and interpret engine performance concern; determine necessary ac�on.c. Inspect and test fuel injectors.d. Diagnose emissions or driveability concerns without stored trouble codes; determine necessary ac�on.e. Conduct an injector balance test.

9. Distributor igniton system diagnosis and service.a. Visually inspect a distributor igni�on system.b. Diagnose (troubleshoot) igni�on system related problems such as no-star�ng, hard star�ng, engine

misfire, poor driveability, spark knock, power loss, poor mileage, and emissions concerns; determinenecessary ac�on.

c. Scope test an igni�on system.d. Test an igni�on coil.e. Set ingin�on �ming.

10. Electronic igni�on system diagnosis and service.a. b. 11. Inspect, test cranksha� and camsha� posi�on sensors; perform necessary ac�on.

12. Emission control system diagnosis and service.a. Diagnose emissions or driveability concerns without stored diagnos�c trouble codes; determine

necessary ac�on.b. Check tailpipe emissions levels.c. Diagnose oil leaks, emissions, and driveability concerns caused by the posi�ve crankcase ven�la�on (PCV)

system; determine necessary ac�on.d. Inspect, test, and service posi�ve ven�la�on (PCV) filter/breather cap, valve, tubes, orifices, and hoses;

perform necessary ac�on.e. Diagnose emissions and driveability concerns caused by the exhaust gas recircula�on (EGR) system;

determine necessary ac�on.f. Inspect and test electrical/electronic sensors, controls, and wiring of exhaust gas recircula�on (EGR)

systems; perform necessary ac�on.g. Inspect, test, service, and repalce components of the EGR system including tubing, exhaust passages,

vacuum/pressure controls, filters, and hoses; perform necessary ac�on.

Generated on: 4/27/2021 9:42:34 PM

COPPER MOUNTAIN COLLEGEINTRODUCTION TO HYBRID AND ELECTRIC VEHICLE TECHNOLOGY




Description:

This course explores the use of hybrid and electrical battery power for vehicle transportation. Topics includesafety when using high voltage, maintenance procedures, drivability, inverter, DC/DC power transfer, andbattery technology. This course also covers physics of battery storage, hybrid generation systems, electricvehicle applications, and their integrated systems from many manufacturers. This course could be preparationfor the students' successful completion of the L3 ASE certification exam.

The Light Duty Hybrid/Electric Vehicle Specialist (L3) is an advanced level certification geared toward technicianswho perform diagnoses and repairs on hybrid/electric vehicles. Students are advised that the AutomobileElectrical/Electronic Systems (A6) and Engine Performance (A8) certifications are required to registered for the(L3) certification.


1. Demonstrate the precautions for personal and shop safety procedures needed to safely work on highvoltage systems.

2. Demonstrate acquired knowledge related to the components used on modern Hybrid/Electric vehicles.3. Demonstrate familiarity with reference materials such as wiring schematics, flow charts, logic trees, and

workshop manuals to aid in battery system troubleshooting.4. Demonstrate how to perform basic maintenance related to hybrid and electric vehicles.5. Demonstrate how to diagnose a basic hybrid or electric vehicle fault using standard diagnostic equipment.

Course Content:

1. Demonstrate the precautions for personal and shop safety procedures needed to safely work on highvoltage systems.

2. Demonstrate acquired knowledge related to the components used on modern Hybrid/Electric vehicles.3. Demonstrate familiarity with reference materials such as wiring schematics, flow charts, logic trees, and

workshop manuals to aid in battery system troubleshooting.4. Demonstrate how to perform basic maintenance related to hybrid and electric vehicles.5. Demonstrate how to diagnose a basic hybrid or electric vehicle fault using standard diagnostic equipment.

Lecture Content:Lecture.i. Working safely with High-Voltage.

1. Na�onal Fire Protec�on Associa�on (NFPA), and SAE high voltage standards.2. High-voltage safety.3. High-voltage safety equipment.4. De-powering the high-voltage system.5. Moving and towing a HEV.6. Removing high-voltage ba�eries.

ii. Main service plug disconnects.iii. Drive Systems.

1. Hybrid/EV drive systems.2. Design.3. Opera�on.

iv. Regenera�ve Braking (electrical energy recovery).1. Principles of opera�on.2. Types of regenera�ve braking.3. Regenera�ve braking systems.

v. Hybrid ba�eries and ba�ery service.1. Lead-acid ba�eries.2. Nickel-cadmium.3. Nickel-metal hydride.4. Lithium-ion.5. Lithium-polymer.6. Sodium-metal-chloride.7. Ba�ery ra�ngs.8. HV ba�ery construc�on, cooling, and service.9. SAE J1772 electric vehicle plug.10. Level 1, 2 and 3 charging sta�ons.

vi. Power Management Systems.1. Boost converters.

vii. System monitoring sensors.

1. Resolvers.2. Encoders.3. Proximity commuta�on.4. Current sensors.5. Accelerator pedal posi�on.6. Thro�le posi�on.7. Other miscellaneous inputs.

viii. Wiring.ix. Cables and harnesses.x. Hybrid controllers and inverters.

1. Power inverters.2. Motor control.

xi. High-voltage air condi�oning compressors.1. Hybrid cooling system components.2. Cabin hea�ng systems.3. Hybrid air-condi�oning systems.

Lab Content: Lab.

i. High-voltage safety demonstra�on.ii. Properly powering down system and verifica�on with meter. (Hybrid vehicle high-voltage

circuit disconnect).iii. HEV engine features.iv. Hybrid vehicle ICE service precau�ons.v. Service procedures associated with hybrid/high-voltage technology.vi. Connect and observe hybrid/electric vehicle scan tool data.vii. Inverter opera�on.viii. DC/DC opera�on.ix. AC to DC charging conversions.x. Electric power steering.xi. Electric braking.xii. Regenera�ve energy collec�on.xiii. Hybrid ba�ery iden�fica�on.xiv. Hybrid vehicle auxiliary ba�ery.xv. Hybrid trac�on motor iden�fica�on.xvi. Regenera�ve braking system component ID.xvii. Hybrid transmission iden�fica�on.xviii. Hybrid vehicle A/C system precau�ons.xix. High-voltage circuits iden�fica�on.xx. Iden�fy high-voltage of HEVs.xxi. High-voltage circuits iden�fica�on.

Generated on: 4/27/2021 9:43:36 PM

COPPER MOUNTAIN COLLEGEAUTOMOTIVE STEERING, SUSPENSION, AND ALIGNMENT




Description: Automotive Steering, Suspension, and Alignment (Auto- 035) provides theautomotive student with the basic knowledge and practical hands-on experience inthe service, inspection, diagnosis and repair of modern automotive steering andsuspension systems. This course includes information on the construction features,operating principles, service, repair, and adjustment of wheel bearings, tires andwheels, standard and electronic suspensions, steering columns, power steeringpumps, steering gears, tire pressure monitoring, and four-wheel steering systems.The theory and procedures related to four-wheel alignment are also covered. Thiscourse is aligned with the National Automotive Technicians Education Foundation(NATEF) 2012 accreditation standards.


1. Identify the major components of automotive steering systems and front and rear suspension systems.2. Describe the operating principles of electronic suspension systems and four-wheel steering systems.3. Properly service, inspect, diagnose, and repair automotive steering and suspension systems.4. Demonstrate correct procedures when performing four-wheel alignments.5. Utilize appropriate service information to determine vehicle specifications, adjustment, and repair

procedures.6. NATEF Performance Objectives.7. Research applicable vehicle and service information, vehicle service history, service precautions, and

technical service bulletins.8. Identify and interpret suspension and steering system concerns; determine necessary action.9. Disable and enable supplemental restraint system (SRS).

10. Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring).11. Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determine

necessary action.12. Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard

steering, and noise concerns; determine necessary action.13. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering,

and noise concerns; determine necessary action.14. Inspect steering shaft universal-joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism,

and steering wheel; perform necessary action.15. Remove and replace rack and pinion steering gear; inspect mounting bushings and brackets.16. Inspect rack and pinion steering gear inner tie rod ends (sockets) and bellows boots; replace as needed.17. Determine proper power steering fluid type; inspect fluid level and condition.18. Flush, fill, and bleed power steering system.19. Inspect for power steering fluid leakage; determine necessary action.20. Remove, inspect, replace, and adjust power steering pump drive belt.21. Remove and reinstall power steering pump.22. Remove and reinstall press fit power steering pump pulley; check pulley and belt alignment.23. Inspect and replace power steering hoses and fittings.24. Replace power steering pump filter(s).25. Inspect and replace pitman arm, relay (center link/intermediate) rod, idler arm and mountings, and

steering linkage damper.26. Inspect, replace, and adjust tie rod ends (sockets), tie rod sleeves, and clamps.27. Test and diagnose components of electronically-controlled steering systems using a scan tool; determine

necessary action.28. Identify hybrid vehicle power steering system electrical circuits and safety precautions.29. Diagnose short and long arm suspension system noises, body sway, and uneven ride height concerns;

determine necessary action.30. Diagnose strut suspension system noises, body sway, and uneven ride height concerns; determine

necessary action.31. Inspect, remove, and install upper and lower control arms, bushings, shafts, and rebound bumpers.32. Inspect, remove, and install strut rods and bushings.33. Inspect, remove, and install upper and/or lower ball joints (with or without wear indicators).34. Inspect, remove, and install steering knuckle assemblies.35. Inspect, remove, and install short and long arm suspension system coil springs and spring insulators.36. Inspect, remove, and install torsion bars and mounts.37. Inspect, remove, and install front stabilizer bar (sway bar) bushings, brackets, and links.

38. Inspect, remove, and install strut cartridge or assembly, strut coil spring, insulators (silencers), and upperstrut bearing mount.

39. Inspect, remove, and install track bar, strut rods/radius arms, and related mounts and bushings.40. Inspect rear suspension system leaf spring(s), bushings, center pins/bolts, and mounts.41. Inspect electric power-assisted steering.42. Inspect, remove, and replace shock absorbers; inspect mounts and bushings.43. Remove, inspect, and service or replace front and rear wheel bearings.44. Describe the function of the power steering pressure switch.45. Diagnose vehicle wander, drift, pull, hard steering, bump steer, memory steer, torque steer, and steering

return concerns; determine necessary action.46. Perform pre-alignment inspection and measure vehicle ride height; perform necessary action.47. Prepare vehicle for wheel alignment on alignment machine; perform four-wheel alignment by checking

and adjusting front and rear wheel caster, camber and toe as required; center steering wheel.48. Check toe-out-on-turns (turning radius); determine necessary action.49. Check SAI (steering axis inclination) and included angle; determine necessary action.50. Check rear wheel thrust angle; determine necessary action.51. Check for front wheel setback; determine necessary action.52. Check front and/or rear cradle (sub frame) alignment; determine necessary action.53. Inspect tire condition; identify tire wear patterns; check for correct tire size and application (load and

speed ratings) and adjust air pressure; determine necessary action.54. Diagnose wheel/tire vibration, shimmy, and noise; determine necessary action.55. Rotate tires according to manufacturer’s recommendations.56. Measure wheel, tire, axle flange, and hub run out; determine necessary action.57. Diagnose tire pull problems; determine necessary action.58. Dismount, inspect, and remount tire on wheel; balance wheel and tire assembly (static and dynamic).59. Dismount, inspect, and remount tire on wheel equipped with tire pressure monitoring system sensor.60. Inspect tire and wheel assembly for air loss; perform necessary action.61. Repair tire using internal patch. . 62. Identify and test tire pressure monitoring system (indirect and direct) for operation; calibrate system; verify

operation of instrument panel lamps.63. Demonstrate knowledge of steps required to remove and replace sensors in a tire pressure monitoring

system.

Course Content:Research applicable vehicle and service information, vehicle service history, service precautions, and technicalservice bulletins.b. Identify and interpret suspension and steering system concerns; determine necessary action.c. Disable and enable supplemental restraint system (SRS).d. Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring).e. Diagnose steering column noises, looseness, and binding concerns (including tilt mechanisms); determinenecessary action.f. Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard steering,and noise concerns; determine necessary action.g. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, andnoise concerns; determine necessary action.h. Inspect steering shaft universal-joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism, andsteering wheel; perform necessary action. i. Remove and replace rack and pinion steering gear; inspect mounting bushings and brackets.j. Inspect rack and pinion steering gear inner tie rod ends (sockets) and bellows boots; replace as needed.k. Determine proper power steering fluid type; inspect fluid level and condition.l. Flush, fill, and bleed power steering system.m. Inspect for power steering fluid leakage; determine necessary action.n. Remove, inspect, replace, and adjust power steering pump drive belt.o. Remove and reinstall power steering pump.p. Remove and reinstall press fit power steering pump pulley; check pulley and belt alignment.q. Inspect and replace power steering hoses and fittings.r. Replace power steering pump filter(s).s. Inspect and replace pitman arm, relay (center link/intermediate) rod, idler arm and mountings, and steeringlinkage damper. t. Inspect, replace, and adjust tie rod ends (sockets), tie rod sleeves, and clamps.u. Test and diagnose components of electronically-controlled steering systems using a scan tool; determinenecessary action.v. Identify hybrid vehicle power steering system electrical circuits and safety precautions.w. Diagnose short and long arm suspension system noises, body sway, and uneven ride height concerns;determine necessary action.x. Diagnose strut suspension system noises, body sway, and uneven ride height concerns; determine necessaryaction.y. Inspect, remove, and install upper and lower control arms, bushings, shafts, and rebound bumpers.z. Inspect, remove, and install strut rods and bushings.aa. Inspect, remove, and install upper and/or lower ball joints (with or without wear indicators).bb. Inspect, remove, and install steering knuckle assemblies.cc. Inspect, remove, and install short and long arm suspension system coil springs and spring insulators.dd. Inspect, remove, and install torsion bars and mounts.ee. Inspect, remove, and install front stabilizer bar (sway bar) bushings, brackets, and links.ff. Inspect, remove, and install strut cartridge or assembly, strut coil spring, insulators (silencers), and upper strut bearing mount.gg. Inspect, remove, and install track bar, strut rods/radius arms, and related mounts and bushings.hh. Inspect rear suspension system leaf spring(s), bushings, center pins/bolts, and mounts.ii. Inspect electric power-assisted steering.jj. Inspect, remove, and replace shock absorbers; inspect mounts and bushings.

kk. Remove, inspect, and service or replace front and rear wheel bearings.ll. Describe the function of the power steering pressure switch. mm. Diagnose vehicle wander, drift, pull, hard steering, bump steer, memory steer, torque steer, andsteering return concerns; determine necessary action.nn. Perform pre-alignment inspection and measure vehicle ride height; perform necessary action.oo. Prepare vehicle for wheel alignment on alignment machine; perform four-wheel alignment by checking andadjusting front and rear wheel caster, camber and toe as required; center steering wheel.pp. Check toe-out-on-turns (turning radius); determine necessary action.qq. Check SAI (steering axis inclination) and included angle; determine necessary action.rr. Check rear wheel thrust angle; determine necessary action.ss. Check for front wheel setback; determine necessary action.tt. Check front and/or rear cradle (sub frame) alignment; determine necessary action.uu. Inspect tire condition; identify tire wear patterns; check for correct tire size and application (load and speedratings) and adjust air pressure; determine necessary action.vv. Diagnose wheel/tire vibration, shimmy, and noise; determine necessary action.ww. Rotate tires according to manufacturer’s recommendations.xx. Measure wheel, tire, axle flange, and hub run out; determine necessary action.yy. Diagnose tire pull problems; determine necessary action.zz. Dismount, inspect, and remount tire on wheel; balance wheel and tire assembly (static and dynamic).aaa. Dismount, inspect, and remount tire on wheel equipped with tire pressure monitoring system sensor.bbb. Inspect tire and wheel assembly for air loss; perform necessary action.ccc. Repair tire using internal patch. . ddd. Identify and test tire pressure monitoring system (indirect and direct) for operation; calibrate system; verifyoperation of instrument panel lamps.eee. Demonstrate knowledge of steps required to remove and replace sensors in a tire pressure monitoringsystem.

Lecture Content:

1. Review of laboratory procedures, housekeeping, lab safety, and hazards.2. Overview of modern automo�ve steering and suspension systems.3. Basic theories of physics and chemistry.4. Special service tools and equipment.5. Wheel bearings and seals.

a. Ball bearings.b. Roller bearings.c. Seals.d. Bearing lubrica�on.

6. Tires and wheels.

1. Tire design.

2. Tire ra�ngs and sidewall informa�on.

3. Specialty �res.

4. Tire valves.

5. Tire chains.

6. Compact spare �res.

7. Run-flat �res.

8. Tire pressure monitoring systems.

9. Tire placard and infla�on pressure.

10. Wheel rims.

11. Sta�c wheel balance theory.

12. Dynamic wheel balance theory.

13. Noise vibra�on and harshness.

1. Shock absorbers and struts.

1. Shock absorber design.

2. Strut design.

3. Load-leveling shock absorbers.

4. Electronically controlled shock absorbers and struts.

1. Front suspension systems.

1. Suspension system components.

1. Coil springs.2. Torsion bars.3. Mul�ple-leaf springs.4. Mon-leaf springs.5. Ball joints.6. Strut rod.7. Upper and lower control arms.8. Steering knuckle.

9. Macpherson strut front suspension system design.10. Stabilizer bar.11. Double wishbone front suspension system.12. Mul�link front suspension system.13. Twin I-beam suspension systems.14. Curb riding height and camber angle.

a. Rear suspension systems.

1. Live-axle rear suspensions.

2. Coil spring rear suspension.

3. Semi-independent and independent rear suspension systems.

4. Mul�link Independent rear suspension.

5. Double wishbone rear suspension.

6. Curb riding height and caster angle.

1. Computer controlled suspension systems.

1. Programmed ride height control system.

2. Electronic air suspension system components.

a. Air springs, valves, compressor, control module, and height sensors.

3. Electronic air suspension system opera�on.

4. Air suspension system design varia�ons.

5. Vehicle dynamic suspension system.

6. Electronic suspension control (ESC) system.

7. Integrated electronic systems and networks.

a. Advantages.

b. Types of networks.

8. Vehicle stability control.

9. An�lock brake system opera�on.

10. Trac�on control system opera�on.

11. Ac�ve roll control systems.

12. Adap�ve cruise control systems.

13. Lane departure warning systems.

14. Collision mi�ga�on systems.

15. Telema�cs.

a. On-star system.

1. Steering columns and steering linkage mechanisms, diagnosis and service.

1. Conven�onal non-�lt steering column.

2. Tilt steering column.

3. Electronic �lt/telescoping steering column.

4. Ac�ve steering column.

5. Steering linkage mechanisms.

a. Parallelogram steering linkage and components.

i. Tie-rods.

ii. Pitman arm.

iii. Idler arm.

iv. Center links.

b. Rack and pinion steering linkage.

1. Power steering pumps, diagnosis and service.

1. Pump design and opera�on.

2. Hybrid electric vehicle power steering .

1. Recircula�ng ball steering gears, diagnosis and service.

1. Manual recircula�ng ball steering gears.

2. Power recircula�ng ball steering gears.

1. Rack and pinion steering gears, diagnosis and service.

1. Manual rack and pinion steering gears design and opera�on.

2. Power rack and pinion steering gears design and opera�on.

3. Types of power rack and pinion steering gears.

a. Power rack and pinion steering gears.

b. Electronic variable orifice steering.

c. Rack drive power steering.

4. Electronic power steering opera�on.

5. Ac�ve steering systems, components, and opera�on.

1. Electronic four wheel steering systems, components, opera�on.2. Overview of vehicle frame design and construc�on.3. Four wheel alignment procedures and adjustments.

1. Types of wheel alignment.

2. Caster.

3. Camber.

4. Toe.

5. Steering axis inclina�on.

6. Scrub radius.

7. Wheel setback

Lab Content:

1. Safety.2. Tools and shop procedures.3. Wheel bearing and seal service.4. Tire and wheel service and balancing.5. Shock absorber and strut diagnosis and service.6. Front suspension system service.7. Rear suspension service.8. Computer-controlled suspension service.9. Steering column and linkage diagnosis and service.

10. Power steering pump diagnosis and service.11. Recircula�ng ball steering gear diagnosis and service.12. Rack and pinion steering gear diagnosis and service.13. Electronic four-wheel steering diagnosis.14. Frame diagnosis and service.15. Four wheel alignment procedures.16. Four wheel alignment adjustments.

Generated on: 4/27/2021 9:48:00 PM

COPPER MOUNTAIN COLLEGEAUTOMOTIVE BRAKE SYSTEMS




Description: Automotive Brake Systems introduces the student to automotive brake components and providesfundamental information on the design, construction, and operating principles of modern automotive brakingsystems. Emphasis is placed on providing practical hands-on experience in the proper inspection, measurement,testing, general service, adjustment, repair, diagnosis, removal, disassembly, reassembly, and replacement ofbraking system components used on current production vehicles. New automotive brake system technology willbe introduced as it becomes available. This course is aligned with the National Automotive TechniciansEducation Foundation (NATEF) 2012 accreditation standards.


1. Identify and name the fundamental components that make up a modern automotive braking system.2. Diagnose, remove, disassemble, inspect, test, measure, repair and/or recondition, reassemble and

reinstall all major automotive brake and hydraulic system components.3. Identify and describe brake system safety concerns.4. Properly use and/or operate brake system specialty service tools.5. Additional Student Learning Outcomes are aligned with the 2012 tasks prescribed by the National

Automotive Technicians Education Foundation (NATEF). The following list includes the 2012 NATEFBraking Systems Student Learning Outcomes. Upon successful completion of this course, students will beable to:

6. Identify and interpret brake system concerns; determine necessary action.7. Research applicable vehicle and service information, vehicle service history, service precautions, and

Technical service bulletins.8. Describe procedure for performing a road test to check brake system operation; including an anti-lock

brake system (ABS).9. Diagnose pressure concerns in the brake system using hydraulic principles (Pascal’s Law).

10. Measure brake pedal height, travel, and free play (as applicable); determine necessary action.11. Check master cylinder for internal/external leaks and proper operation; determine necessary action.12. Remove, bench bleed, and reinstall master cylinder.13. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system

determine necessary action.14. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, and wear;

check for loose fittings and supports; determine necessary action.15. Replace brake lines, hoses, fittings, and supports.16. Fabricate brake lines using proper material and flaring procedures (double flare and ISO types).17. Select, handle, store, and fill brake fluids to proper level.18. Inspect, test, and/or replace components of brake warning light system.19. Identify components of brake warning light system.20. Bleed and/or flush brake system.21. Test brake fluid for contamination.22. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging or pedal pulsation concerns;

determine necessary action.23. Remove, clean, inspect, and measure brake drum diameter; determine necessary action.24. Refinish brake drum and measure final drum diameter; compare with specifications.25. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other

related brake hardware, and backing support plates; lubricate and reassemble.26. Inspect wheel cylinders for leaks and proper operation; remove and replace as needed.27. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel

bearings; perform final checks and adjustments.28. Install wheel and torque lug nuts.29. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging, or pulsation concerns; determine

necessary action.30. Remove and clean caliper assembly; inspect for leaks and damage/wear to caliper housing; determine

necessary action.31. Clean and inspect caliper mounting and slides/pins for proper operation, wear, and damage; determine

necessary action.32. Remove, inspect, and replace pads and retaining hardware; determine necessary action.33. Lubricate and reinstall caliper, pads, and related hardware; seat pads and inspect for leaks.34. Clean and inspect rotor; measure rotor thickness, thickness variation, and lateral runout; determine

necessary action.35. Remove and reinstall rotor.36. Refinish rotor on vehicle; measure final rotor thickness and compare with specifications.37. Refinish rotor off vehicle; measure final rotor thickness and compare with specifications.

38. Retract and re-adjust caliper piston on an integrated parking brake system.39. Check brake pad wear indicator; determine necessary action.40. Describe importance of operating vehicle to burnish/break-in replacement brake pads according to

manufacturer’s recommendations.41. Check brake pedal travel with, and without, engine running to verify proper power booster operation.42. Check vacuum supply (manifold or auxiliary pump) to vacuum-type power booster.43. Inspect vacuum-type power booster unit for leaks; inspect the check-valve for proper operation; determine

necessary action.44. Inspect and test hydraulically-assisted power brake system for leaks and proper operation; determine

necessary action.45. Measure and adjust master cylinder pushrod length.46. Diagnose wheel bearing noises, wheel shimmy, and vibration concerns; determine necessary action.47. Remove, clean, inspect, repack, and install wheel bearings; replace seals; install hub and adjust bearings.48. Check parking brake cables and components for wear, binding, and corrosion; clean, lubricate, adjust or

replace as needed.49. Check parking brake operation and parking brake indicator light system operation; determine necessary

action.50. Check operation of brake stop light system.51. Replace wheel bearing and race.52. Remove and reinstall sealed wheel bearing assembly.53. Identify and inspect electronic brake control system components; determine necessary action.54. Identify traction control/vehicle stability control system components.55. Describe the operation of a regenerative braking system.56. Diagnose poor stopping, wheel lock-up, abnormal pedal feel, unwanted application, and noise concerns

associated with the electronic brake control system; determine necessary action.57. Diagnose electronic brake control system electronic control(s) and components by retrieving diagnostic

trouble codes, and/or using recommended test equipment; determine necessary action.58. Depressurize high-pressure components of an electronic brake control system.59. Bleed the electronic brake control system hydraulic circuits.60. Test, diagnose, and service electronic brake control system speed sensors (digital and analog), toothed

ring (tone wheel), and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO)(includes output signal, resistance, shorts to voltage/ground, and frequency data).

61. Diagnose electronic brake control system braking concerns caused by vehicle modifications (tire size,curb height, final drive ratio).

Course Content:1. Identify and interpret brake system concerns; determine necessary action.2. Research applicable vehicle and service information, vehicle service history, service precautions, and Technical service bulletins.3. Describe procedure for performing a road test to check brake system operation; including an anti-lock brake system (ABS).4. Diagnose pressure concerns in the brake system using hydraulic principles (Pascal’s Law).5. Measure brake pedal height, travel, and free play (as applicable); determine necessary action.6. Check master cylinder for internal/external leaks and proper operation; determine necessary action.7. Remove, bench bleed, and reinstall master cylinder.8. Diagnose poor stopping, pulling or dragging concerns caused by malfunctions in the hydraulic system determine necessary action.9. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, and wear; checkfor loose fittings and supports; determine necessary action.10. Replace brake lines, hoses, fittings, and supports.11. Fabricate brake lines using proper material and flaring procedures (double flare and ISO types).12. Select, handle, store, and fill brake fluids to proper level.13. Inspect, test, and/or replace components of brake warning light system.14. Identify components of brake warning light system.15. Bleed and/or flush brake system.16. Test brake fluid for contamination.17. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging or pedal pulsation concerns; determinenecessary action.18. Remove, clean, inspect, and measure brake drum diameter; determine necessary action.19. Refinish brake drum and measure final drum diameter; compare with specifications.20. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other relatedbrake hardware, and backing support plates; lubricate and reassemble.21. Inspect wheel cylinders for leaks and proper operation; remove and replace as needed.22. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel bearings;perform final checks and adjustments.23. Install wheel and torque lug nuts.24. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging, or pulsation concerns; determinenecessary action.25. Remove and clean caliper assembly; inspect for leaks and damage/wear to caliper housing; determinenecessary action.26. Clean and inspect caliper mounting and slides/pins for proper operation, wear, and damage; determinenecessary action.27. Remove, inspect, and replace pads and retaining hardware; determine necessary action.28. Lubricate and reinstall caliper, pads, and related hardware; seat pads and inspect for leaks.29. Clean and inspect rotor; measure rotor thickness, thickness variation, and lateral runout; determinenecessary action.30. Remove and reinstall rotor.31. Refinish rotor on vehicle; measure final rotor thickness and compare with specifications.32. Refinish rotor off vehicle; measure final rotor thickness and compare with specifications.33. Retract and re-adjust caliper piston on an integrated parking brake system.34. Check brake pad wear indicator; determine necessary action.

35. Describe importance of operating vehicle to burnish/break-in replacement brake pads according tomanufacturer’s recommendations.36. Check brake pedal travel with, and without, engine running to verify proper power booster operation.37. Check vacuum supply (manifold or auxiliary pump) to vacuum-type power booster.38. Inspect vacuum-type power booster unit for leaks; inspect the check-valve for proper operation; determinenecessary action.39. Inspect and test hydraulically-assisted power brake system for leaks and proper operation; determinenecessary action. 40. Measure and adjust master cylinder pushrod length.41. Diagnose wheel bearing noises, wheel shimmy, and vibration concerns; determine necessary action.42. Remove, clean, inspect, repack, and install wheel bearings; replace seals; install hub and adjust bearings.42. Check parking brake cables and components for wear, binding, and corrosion; clean, lubricate, adjust orreplace as needed.43. Check parking brake operation and parking brake indicator light system operation; determine necessaryaction.44. Check operation of brake stop light system.45. Replace wheel bearing and race.46. Remove and reinstall sealed wheel bearing assembly.47. Identify and inspect electronic brake control system components; determine necessary action.48. Identify traction control/vehicle stability control system components.49. Describe the operation of a regenerative braking system.50. Diagnose poor stopping, wheel lock-up, abnormal pedal feel, unwanted application, and noise concerns associated with the electronic brake control system; determine necessary action.51. Diagnose electronic brake control system electronic control(s) and components by retrieving diagnostictrouble codes, and/or using recommended test equipment; determine necessary action.52. Depressurize high-pressure components of an electronic brake control system.53. Bleed the electronic brake control system hydraulic circuits.54. Test, diagnose, and service electronic brake control system speed sensors (digital and analog), toothed ring(tone wheel), and circuits using a graphing multimeter (GMM)/digital storage oscilloscope (DSO) (includes outputsignal, resistance, shorts to voltage/ground, and frequency data).55. Diagnose electronic brake control system braking concerns caused by vehicle modifications (tire size, curbheight, final drive ratio).

Lecture Content:

1. Brake system overview: func�ons and fundamentals.2. Principles and theories of opera�on.

a. Brake opera�on.b. Brake system energy.c. Braking dynamics.d. Brake fric�on materials.e. Energy and work.f. Hydraulic principles.g. Electrical principles.

3. Related systems: �res, wheels, bearings, and suspensions.a. Tire fundamentals.b. Wheel fundamentals.c. Wheel bearings.d. Wheel alignment fundamentals and effects on braking performance.

4. Master cylinders and brake fluid.a. Hydraulic brake fluid.b. Brake pedal and pushrod.c. Split hydraulic systems.d. Dual-piston master cyclinder construc�on and opera�on.e. Central-valve master cylinders.

5. Hydaulic lines, valves, and switches.a. Brake lines, hoses, and fi�ngs.b. Brake hydraulic valves.

i. Metering valve.ii. Propor�oning valve.iii. Height-sensing propor�oning valve.iv. Pressure differen�al valve.v. Combina�on valve.

c. Brake electrical warning systems.i. Parking brake switch.ii. Brake pad indicators.iii. Master cyclinder fluid level switch.iv. Stoplamp switch and circuit.

6. Power brake systems.a. Increasing brake force input.b. Vacuum principles.c. Vacuum and air systems for power brake.

i. Air systems.ii. Intake manifold systems.iii. Vacuum check valves.

d. Vacuum power boosters.i. Vacuum booster construc�on.ii. Diaphram suspension.iii. Types of vacuum boosters.

A. Single diaphram with reac�on disc.B. Single diaphram with reac�on lever.C. Tandem booster (dual diaphram) with a reac�on disc.

e. Auxillary vacuum pumps.f. Hydraulically-assisted power brakes.

g. Electro-hydraulic brake (EHB).7. Disc brakes.

a. Disc brakes advantages and disadvantages.i. Fade resistance.ii. Self-adjustment.iii. Reduced grabbing and pulling.iv. Disc brake noise.v. Parking brake disadvantage.

b. Disc brake construc�on.i. Rotors, hubs, and bearings.ii. Brake pads and fric�on material.iii. Brake pad wear indicators.iv. Caliper construc�on and opera�on.

A. Caliper body.B. Hydraulic passages and lines.C. Caliper pistons.D. Caliper piston seals.E. Caliper dust boots.

c. Types of disc brakes.i. Fixed calipers.ii. Floa�ng calipers.iii. Sliding calipers.

d. Rear wheel disc brakes.e. Performance disc brakes.

8. Drum brakes.a. Drum brake advantages and disadvantages.

i. Drum brake self-energizing and servo ac�on.ii. Drum brake pulling and grabbing.iii. Lack of noise.iv. Drum brake parking opera�on.v. Drum brake self adjustment.vi. Fade resistance.

b. Drum brake construc�on and opera�on.i. Brake drums and hubs.ii. Brake shoes and linings.iii. Backing plate.iv. Wheel cylinders.v. Return and hold down springs.vi. Self adjusters.vii. Parking brake linkage.

c. Drum brake designs.i. Leading-trailing brakes-construc�on and opera�on.ii. Duo-servo brakes-construc�on and opera�on.

9. Parking brakes.a. Parking brake opera�on.b. Parking brake controls-levers and pedals.c. Automa�c parking break release.d. Warning lamps.e. Parking brake linkage.f. Rear drum parking brakes.g. Electrical parking brakes.h. Rear disc parking brakes.

i. Auxillary drum parking brakes.ii. Caliper actuated parking brakes.

10. Electrical braking systems.a. Common components and terms.

i. Sensors.ii. Signals.iii. Actuators.iv. Controller.v. Mul�plexing.vi. Controller area network (CAN).vii. Hydaulic modulator.viii. Commands.

b. An�lock brake system (ABS) types and opera�ons.i. Integrated and nonintegrated ABS.ii. Rear-wheel ABS (RWAL or RABS).iii. Four-wheel ABS.

c. ABS components.i. Controllers.ii. Wheel sensors.iii. Magnetoresis�ve wheel speed sensors.iv. Brake switch.v. Mo�on sensors.vi. Pumps and accumulators.vii. Lamps and communica�ons.

d. Trac�on control systems.i. Steering, suspension, and braking integra�on.ii. Con�nental Teves Mark 20 and Mark 20E.iii. Mark 70, Mark 60E, and Mark 50.

e. Electronic stability control.i. Delphi DBC-7 ABS.

f. Ac�ve brake systems.11. Electrical braking systems and future brake technology.

Lab Content:

1. Brake safety.a. Shop safety and personal protec�on.b. Demonstrate awareness of the safety concerns associated with brake fluid, asbestos materials, solvents,

and other chemicals, an�lock brake, and air bag systems.2. Brake service tools and equipment.

a. Linear measurement prac�ce.b. Demonstrate proper use of a digital mul�meter when measuring souce voltage, voltage drop, current

flow, and resistance.c. Collect and use specific vehicle data.d. Complete a work order to include customer informa�on, vehicle iden�fying informa�on, customer

concern, related service history, cause, and correc�on.3. Related systems service.

a. Remove, clean, inspect, repack, and install wheel bearings and replace seals; install hub and adjust wheelbearings; replace wheel bearings and race.

b. Diagnose �re wear pa�erns; determine necessary ac�on.c. Install wheel, torque lug nuts, and make final checks and adjustments.

4. Master cylinder and brake fluid service.a. Select, handle, store, and fill brake fluids to proper level.b. Remove, bench bleed, and reinstall master cylinder.c. Bleed/flush a brake system using manual procedures.d. Bleed/flush a brake system using an air operated pressure bleeder.e. Bleed/flush a brake system using a suc�on\vacuum bleeder.

5. Hydraulic line, valve, and switch service.a. Inspect, test and/or replace metering (hold-off), propor�oning (balance), pressure differen�al, and

combina�on valves; inspect, test, and adjust height (load) sensing propor�oning valve.b. Inspect brake lines, flexible hoses, and fi�ngs for leaks, dents, kinks, rust, cracks, bulging or wear; �ghten

loose fi�ngs and supports; determine necessary ac�on.c. Fabricate and/or install brake lines (double flare and ISO types); replace hoses, fi�ngs, and supports as

needed.6. Power brake service.

a. Inspect the vacuum type power booster unit for vacuum leaks; inspect the check valve for properopera�on; determine necessary ac�on.

b. Measure and adjust master cylinder pushrod length.c. Check vacuum supply (manifold or auxillary pump) to vacuum-type power booster.

7. Disc brake service.a. Select, handle, store, and fill brake fluids to proper level.b. Remove caliper assembly from moun�ngs; inspect for leaks and damage to caliper housing; determine

necessary ac�on.c. Clean and inspect caliper moun�ng and slide pins opera�on, wear, and damage; determine necessary

ac�on.d. Remove, inspect, and replace pads and retaining hardware; determine necessary ac�on.e. Reassemble, lubricate, and reinstall caliper, pads, and related hardware.f. Seat pads and inspect for leaks.g. Clean, inspect, and measure rotor thickness, lateral runout, and thickness variia�on; determine necessary

ac�on.h. Refinish rotor off vehicle.i. Measure final rotor thickness.j. Refinish rotor on vehicle.

k. Measure final rotor thickness.8. Drum brake service.

a. Research applicable vehicle and service informa�on, such as brake system opera�on, vehicle servicehistory, service precau�ons, and technical service bulle�ns.

b. Select, handle, store, and fill brake fluids to proper level.c. Remove, clean, and inspect brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other related

brake hardware, and backing support plates.d. Lubricate and reassemble.e. Preadjust brake shoes and parking brake.f. Install brake drums or hub/drum assemblies and wheel bearings.g. Install wheel, torque lug nuts, and make fianl checks and adjustments.h. Remove, clean, and inspect brake drums; determine necessary ac�on.i. Refinish brake drum.j. Measure final drum diameter.

9. Parking brake service.a. Check parking brake cables and components for wear, rus�ng, binding, and corrosion; clean, lubricate,

adjustor replace as needed.b. Check parking brake and indicator light system opera�on; determine necessary ac�on.

10. Electrical braking systems service.i. ii. a. Remove, inspect, test, and reinstall an ABS wheel speed sensor.

Generated on: 4/27/2021 9:50:31 PM

COPPER MOUNTAIN COLLEGEAUTOMOTIVE ENGINE REPAIR




Description: This course provides the automo�ve student with basic theory and prac�cal hands-on experience in thetes�ng, diagnosis, disassembly, inspec�on, adjustment, service and/or repair, and reassembly of the automobile engine.Cylinder heads, valve trains, and other engine related components will also be covered. This course is aligned with theNa�onal Automo�ve Technicians Educa�on Founda�on (NATEF) 2012 accredita�on standards.


1. Identify and describe the primary engine operating systems; starting system, cooling system, lubricatingsystem, and fuel system.

2. Remove, disassemble, inspect, test, measure, repair and/or recondition, reassemble and reinstall anengine cylinder head.

3. Measure valve guide wear, clearance, and taper, and determine needed repairs. 4. Perform a complete visual inspection of valve seats and properly measure valve seat width and run-out. 5. Replace and properly time the timing mechanism on OHC and OHV engines.6. Remove, disassemble, inspect, test, measure, repair and/or recondition, reassemble and reinstall an

engine cylinder block. 7. Properly diagnose engine performance concerns by using appropriate test equipment and performing

proper test procedures to identify cause.8. NATEF Performance Objectives:9. Complete work order to include customer information, vehicle identifying information, customer concern,

related service history, cause, and correction.10. Research applicable vehicle and service information, such as internal engine operation, vehicle service

history, service precautions, and technical service bulletins.11. Verify operation of the instrument panel engine warning indicators.12. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary action.13. Install engine covers using gaskets, seals, and sealers as required.14. Remove and replace timing belt; verify correct camshaft timing.15. Perform common fastener and thread repair, to include: remove broken bolt, restore internal and external

threads, and repair internal threads with thread insert.16. Inspect, remove and replace engine mounts.17. Identify hybrid vehicle internal combustion engine service precautions.18. Remove cylinder head; inspect gasket condition; install cylinder head and gasket; tighten according to

manufacturer’s specifications and procedures.19. Clean and visually inspect a cylinder head for cracks; check gasket surface areas for warpage and

surface finish; check passage condition.20. Inspect pushrods, rocker arms, rocker arm pivots and shafts for wear, bending, cracks, looseness, and

blocked oil passages (orifices); determine necessary action.21. Adjust valves (mechanical or hydraulic lifters).22. Inspect and replace camshaft and drive belt/chain; includes checking drive gear wear and backlash, end

play, sprocket and chain wear, overhead cam drive sprocket(s), drive belt(s), belt tension, tensioners,camshaft reluctor ring/tone-wheel, and valve timing components; verify correct camshaft timing.

23. Establish camshaft position sensor indexing.24. Remove, inspect, or replace crankshaft vibration damper (harmonic balancer).25. Perform cooling system pressure and dye tests to identify leaks; check coolant condition and level;

inspect and test radiator, pressure cap, coolant recovery tank, and heater core; determine necessaryaction.

26. Identify causes of engine overheating.27. Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.28. Inspect and test coolant; drain and recover coolant; flush and refill cooling system with recommended

coolant; bleed air as required.29. Inspect, remove, and replace water pump.30. Remove and replace radiator.31. Remove, inspect, and replace thermostat and gasket/seal.32. Inspect and test fan(s) (electrical or mechanical), fan clutch, fan shroud, and air dams.33. Perform oil pressure tests; determine necessary action.34. Perform engine oil and filter change.35. Inspect auxiliary coolers; determine necessary action.36. Inspect, test, and replace oil temperature and pressure switches and sensors.

Course Content:

1. Iden�fy and describe the primary engine opera�ng systems; star�ng system, cooling system, lubrica�ng system,and fuel system.

2. Remove, disassemble, inspect, test, measure, repair and/or recondi�on, reassemble and reinstall an enginecylinder head.

3. Measure valve guide wear, clearance, and taper, and determine needed repairs. 4. Perform a complete visual inspec�on of valve seats and properly measure valve seat width and run-out. 5. Replace and properly �me the �ming mechanism on OHC and OHV engines.6. Remove, disassemble, inspect, test, measure, repair and/or recondi�on, reassemble and reinstall an engine

cylinder block. 7. Properly diagnose engine performance concerns by using appropriate test equipment and performing proper

test procedures to iden�fy cause.

NATEF Performance Objec�ves

1. Complete work order to include customer informa�on, vehicle iden�fying informa�on, customer concern,related service history, cause, and correc�on.

2. Research applicable vehicle and service informa�on, such as internal engine opera�on, vehicle service history,service precau�ons, and technical service bulle�ns.

3. Verify opera�on of the instrument panel engine warning indicators.4. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine necessary ac�on.5. Install engine covers using gaskets, seals, and sealers as required.6. Remove and replace �ming belt; verify correct camsha� �ming.7. Perform common fastener and thread repair, to include: remove broken bolt, restore internal and external

threads, and repair internal threads with thread insert.8. Inspect, remove and replace engine mounts.9. Iden�fy hybrid vehicle internal combus�on engine service precau�ons.

10. Remove cylinder head; inspect gasket condi�on; install cylinder head and gasket; �ghten according tomanufacturer’s specifica�ons and procedures.

11. Clean and visually inspect a cylinder head for cracks; check gasket surface areas for warpage and surface finish;check passage condi�on.

12. Inspect pushrods, rocker arms, rocker arm pivots and sha�s for wear, bending, cracks, looseness, and blocked oilpassages (orifices); determine necessary ac�on.

13. Adjust valves (mechanical or hydraulic li�ers).14. Inspect and replace camsha� and drive belt/chain; includes checking drive gear wear and backlash, end play,

sprocket and chain wear, overhead cam drive sprocket(s), drive belt(s), belt tension, tensioners, camsha�reluctor ring/tone-wheel, and valve �ming components; verify correct camsha� �ming.

15. Establish camsha� posi�on sensor indexing.16. Remove, inspect, or replace cranksha� vibra�on damper (harmonic balancer).17. Perform cooling system pressure and dye tests to iden�fy leaks; check coolant condi�on and level; inspect and

test radiator, pressure cap, coolant recovery tank, and heater core; determine necessary ac�on.18. Iden�fy causes of engine overhea�ng.19. Inspect, replace, and adjust drive belts, tensioners, and pulleys; check pulley and belt alignment.20. Inspect and test coolant; drain and recover coolant; flush and refill cooling system with recommended coolant;

bleed air as required.21. Inspect, remove, and replace water pump.22. Remove and replace radiator.23. Remove, inspect, and replace thermostat and gasket/seal.24. Inspect and test fan(s) (electrical or mechanical), fan clutch, fan shroud, and air dams.25. Perform oil pressure tests; determine necessary ac�on.26. Perform engine oil and filter change.27. Inspect auxiliary coolers; determine necessary ac�on.28. Inspect, test, and replace oil temperature and pressure switches and sensors.

Lecture Content:

1. Automo�ve engines overview.2. Theory of engine opera�on.

a. Major components.b. Engine opera�ng principles.c. Engine classifica�ons.d. Engine displacement.e. Engine measurements.f. Engine iden�fica�on.

3. Engine repair and rebuilding industry.a. Machine shop and engine rebuild facili�es.b. Engine component remanufacturing facili�es.

4. Engine opera�ng systems.a. Star�ng system.b. Lubrica�on system.c. Cooling system.d. Fuel system.

5. Engine materials, fasteners, gaskets, seals, sealant, and adhesives.6. Intake and exhaust systems.

a. Air induc�on system.b. Intake manifold.c. Turbochargers.d. Superchargers.e. Exhaust system components.

7. Factors effec�ng engine performance.a. Spark plugs.

b. Combus�on chamber sealing.c. Fuel and combus�on.d. Engine noises.

8. Engine configura�ons, mounts, and remanufactured engines.9. Cylinder heads.

a. Cylinder head components.b. Combus�on chamber design.c. Combus�on process.d. Mul�valve engines.

10. Camsha�s and valve trains.a. Valve train components.

11. Timing mechanisms.a. Valve �ming system.b. Chain drive systems.c. Belt driven systems.d. Gear driven systems.e. Variable valve �ming and li� systems.

12. Engine block construc�on.a. Cranksha�.b. Camsha�.c. Li�er bores.d. Harmonic balancer.e. Flywheel.f. Short blocks, long blocks, and crate engines.

13. Pistons, balance sha�s, rings, connec�ng rods, and bearings.

Lab Content:

1. Overview shop safety prac�ces.2. Basic tes�ng, ini�al inspec�on, and service wri�ng.3. Engine rebuilding tools and skills.4. Diagnosing and servicing engine opera�ng systems.5. Repair and replacement of engine fasteners, gaskets, and seals.6. Intake and exhaust system diagnosis and service.7. Diagnosing engine performance concerns.8. Engine removal and replacement.9. Cylinder head disassembly, inspec�on, and service.

10. Valve-train service.11. Timing mechanism service.12. Inspec�ng, disassembling, and servicing the cylinder block assembly.

Generated on: 4/27/2021 9:51:38 PM

COPPER MOUNTAIN COLLEGEAUTOMATIC TRANSMISSIONS AND TRANSAXLES




Description: This course introduces automo�ve students to the basic construc�on and opera�ng principles ofcommon, current produc�on, automo�ve automa�c transmissions and transaxles. Topics covered in this courseinclude: drivetrain theory, torque converter design and theory of opera�on, oil pumps, gear sets, reac�on units, fric�onunits, hydraulic circuits and controls, and electronic transmission/transaxle controls. Emphasis is placed on providingstudents prac�cal hands-on experience in the proper diagnosis, service, repair, and par�al overhaul of automo�veautoma�c transmissions and transaxles. New technology in this subject area will be introduced as it becomes available.This course is aligned with the Na�onal Automo�ve Technicians Educa�on Founda�on (NATEF) 2012 accredita�onstandards.


1. Identify the component parts of an automotive automatic transmission/transaxle and describe theirfunction and/or operation.

2. Safely test and perform minor service on an automotive automatic transmission/transaxle.3. Properly diagnose, remove, repair/overhaul, and replace an automotive automatic/transmission/transaxle.4. NATEF Performance Objectives:5. Identify and interpret transmission/transaxle concern, differentiate between engine performance and

transmission/transaxle concerns; determine necessary action.6. Research applicable vehicle and service information fluid type, vehicle service history, service

precautions, and technical service bulletins7. Diagnose fluid loss and condition concerns; determine necessary action.8. Check fluid level in a transmission or a transaxle equipped with a dip-stick.9. Check fluid level in a transmission or a transaxle not equipped with a dip-stick.

10. Perform pressure tests (including transmissions/transaxles equipped with electronic pressure control);determine necessary action.

11. Diagnose noise and vibration concerns; determine necessary action.12. Perform stall test; determine necessary action.13. Perform lock-up converter system tests; determine necessary action.14. Diagnose transmission/transaxle gear reduction/multiplication concerns using driving, driven, and held

member (power flow) principles.15. Diagnose electronic transmission/transaxle control systems using appropriate test.16. Diagnose pressure concerns in a transmission using hydraulic principles (Pascal’s Law).17. Inspect, adjust, and replace external manual valve shift linkage, transmission range sensor/switch, and

park/neutral position switch.18. Inspect for leakage; replace external seals, gaskets, and bushings.19. Inspect, test, adjust, repair, or replace electrical/electronic components and circuits including computers,

solenoids, sensors, relays, terminals, connectors, switches, and harnesses.20. Drain and replace fluid and filter(s).21. Inspect powertrain mounts.22. Remove and reinstall transmission/transaxle and torque converter; inspect engine core plugs, rear

crankshaft seal, dowel pins, dowel pin holes, and mating surfaces.23. Inspect, leak test, and flush or replace transmission/transaxle oil cooler, lines, and fittings.24. Inspect converter flex (drive) plate, converter attaching bolts, converter pilot, converter pump drive

surfaces, converter end play, and crankshaft pilot bore.25. Describe the operational characteristics of a continuously variable transmission (CVT).26. Describe the operational characteristics of a hybrid vehicle drive train.27. Identify and interpret drive train concerns; determine necessary action.28. Research applicable vehicle and service information, fluid type, vehicle service history, service

precautions, and technical service bulletins.29. Check fluid condition; check for leaks; determine necessary action.30. Drain and refill manual transmission/transaxle and final drive unit.

Course Content:Identify the component parts of an automotive automatic transmission/transaxle and describe their functionand/or operation. b. Safely test and perform minor service on an automotive automatic transmission/transaxle. c. Properly diagnose, remove, repair/overhaul, and replace an automotive automatic/transmission/transaxle.

NATEF Performance Objectivesd. Identify and interpret transmission/transaxle concern, differentiate between engine performance and transmission/transaxle concerns; determine necessary action.e. Research applicable vehicle and service information fluid type, vehicle service history, service precautions,

and technical service bulletins.f. Diagnose fluid loss and condition concerns; determine necessary action.g. Check fluid level in a transmission or a transaxle equipped with a dip-stick.h. Check fluid level in a transmission or a transaxle not equipped with a dip-stick.i. Perform pressure tests (including transmissions/transaxles equipped with electronic pressure control);determine necessary action.j. Diagnose noise and vibration concerns; determine necessary action.k. Perform stall test; determine necessary action.l. Perform lock-up converter system tests; determine necessary action.m. Diagnose transmission/transaxle gear reduction/multiplication concerns using driving, driven, and heldmember (power flow) principles.n. Diagnose electronic transmission/transaxle control systems using appropriate test.o. Diagnose pressure concerns in a transmission using hydraulic principles (Pascal’s Law).p. Inspect, adjust, and replace external manual valve shift linkage, transmission range sensor/switch, andpark/neutral position switch.q. Inspect for leakage; replace external seals, gaskets, and bushings.r. Inspect, test, adjust, repair, or replace electrical/electronic components and circuits including computers,solenoids, sensors, relays, terminals, connectors, switches, and harnesses.s. Drain and replace fluid and filter(s).t. Inspect powertrain mounts.u. Remove and reinstall transmission/transaxle and torque converter; inspect engine core plugs, rearcrankshaft seal, dowel pins, dowel pin holes, and mating surfaces.v. Inspect, leak test, and flush or replace transmission/transaxle oil cooler, lines, and fittings.w. Inspect converter flex (drive) plate, converter attaching bolts, converter pilot, converter pump drive surfaces,converter end play, and crankshaft pilot bore.x. Describe the operational characteristics of a continuously variable transmission (CVT).y. Describe the operational characteristics of a hybrid vehicle drive train.z. Identify and interpret drive train concerns; determine necessary action.aa. Research applicable vehicle and service information, fluid type, vehicle service history, service precautions,and technical service bulletins.bb. Check fluid condition; check for leaks; determine necessary action.cc. Drain and refill manual transmission/transaxle and final drive unit.

Lecture Content:

1. Drive train basics.

1. Engine, transmission, and driveline.

2. Gears and bearings.

3. Maintenance and fluids.

1. Drive train theory.

1. Ma�er, energy, force, mo�on, and work.

2. Chemical proper�es.

3. Electricity and electromagne�sm.

1. General theories of opera�on.

1. Planetary gearing.

2. Clutches and bands.

3. Transmission controls.

4. Laws of hydraulics.

5. Housings and mounts.

1. Electronic controls.

1. Basic electricity and electronic controls.

2. Electronically controlled transmissions.

3. Con�nuously variable transmissions.

4. Hybrid transmissions.

1. Transmission designs.

1. Transmission versus transaxle.

2. Internal components.

3. Final drives.

4. Gaskets and seals.

1. Torque converters and pumps.

1. Construc�on and opera�on.

2. Converter control circuits.

1. Hydraulic circuits and controls.

1. Valve bodies.

2. Hydraulic controls.

3. Governors.

4. Oil circuits.

1. Gears and sha�s.

1. Simpson gear sets.

2. Ravigneaux gear set.

3. Final drives and differen�als.

4. Four wheel drive designs.

1. Reac�on and fric�on units.

1. Reac�on members.

2. Brake bands.

3. Servos.

4. One way clutches and brakes.

5. Mul�ple fric�on disc clutch and brake assemblies.

1. Common automa�c transmissions.

1. Chrysler transmissions.

2. Ford Motor Company transmissions.

3. General Motors transmissions.

4. Honda and Acura transmissions.

5. Nissan transmissions.

6. Toyota transmissions.

7. Other common transmissions.

8. Con�nuously variable transmissions (CVT).

Lab Content:

1. Safety review.2. Special tools and procedures.3. Diagnosis, maintenance, and basic adjustments.4. Electrical and electronic system diagnosis.5. Rebuilding transmissions and transaxles.6. Torque converter and oil pump service.7. General hydraulic system service.8. Gear and sha� service.9. Fric�on and reac�on unit service.

10. Rebuilding common transmissions.

Generated on: 4/27/2021 9:53:51 PM

COPPER MOUNTAIN COLLEGEAUTOMOTIVE HEATING AND AIR CONDITIONING




Description: This course introduces students to the basic theory, construction, and operating principles relatedto automotive air conditioning, heating, and advanced climate control systems. Students gain practical hands-onexperience in the proper service, diagnosis, and repair of automotive heating, ventilation, and cooling (HVAC)systems used on current production vehicles. The currently accepted industry practices to retrofit early ACsystems to new refrigerants are also covered. In addition, AUTO-060 includes information on U.S. EnvironmentalProtection Agency (EPA) rules governing the handling and disposal of automotive air conditioning (AC)refrigerants. New automotive HVAC technology will be introduced as it becomes available.


1. Complete a work order to include customer information, vehicle identifying information, customer concern,related service history, cause, and correction.

2. Identify and interpret heating and air conditioning concern; determine necessary action.3. Research applicable vehicle service information, such as heating and air conditioning system operation,

vehicle service history, service precautions, and technical service bulletins.4. Locate and interpret vehicle and major component identification numbers.5. Test AC system performance; identify AC system malfunctions.6. Identify abnormal operating noises in the AC system; determine necessary action.7. Identify refrigerant type; select and connect proper gauge set; record temperature and pressure readings.8. Leak test AC system; determine necessary action.9. Inspect the condition of refrigerant oil removed from the system; determine necessary action.

10. Determine recommended oil and oil capacity for system application.11. Using a scan tool, observe and record related HVAC data and trouble codes.12. Diagnose AC system conditions that cause the protection devices (pressure, thermal, and Powertrain

Control Module) to interrupt system operation.13. Inspect and replace AC compressor drive belts, pulleys, and tensioners; determine necessary action.14. Inspect, test and/or replace AC compressor clutch components and or assembly; check compressor

clutch air gap and adjust as needed.15. Remove, inspect, and reinstall AC compressor and mountings; determine required oil quantity.16. Identify hybrid vehicle AC system electrical circuits, service and safety precautions.17. Determine the need for an additional AC system filter; perform necessary action.18. Remove and inspect AC system mufflers, hoses, lines, fittings, O-rings, seals, and service valves; perform

necessary action.19. Inspect AC condenser for airflow restrictions; perform necessary action.20. Remove, inspect, and reinstall receiver/drier; determine required oil quantity.21. Remove, inspect, and install expansion valve or orifice (expansion) tube.22. Inspect evaporator housing water drain; perform necessary action.23. Remove, inspect, and reinstall evaporator; determine required oil quantity.24. Remove, inspect, and reinstall condenser; determine required oil quantity.25. Diagnose temperature control problems in the heater/ventilation system; determine necessary action.26. Perform cooling system pressure tests; check coolant condition, inspect and test radiator, cap

(pressure/vacuum), coolant recovery tank, and hoses; perform necessary action.27. Inspect engine cooling and heating system hoses and belts; perform necessary action.28. Inspect, test, and replace thermostat and gasket/seal.29. Determine coolant condition and type for vehicle application; drain and recover coolant.30. Flush system; refill system with recommended coolant; bleed system.31. Inspect and test electric cooling fan, fan control system, and circuits; determine necessary action.32. Inspect and test heater control valve(s); perform necessary action.33. Remove, inspect, and reinstall heater core.34. Diagnose malfunctions in the electrical controls of heating, ventilation, and AC (HVAC) systems;

determine necessary action.35. Inspect and test AC-heater blower, motors, resistors, switches, relays, wiring, and protection devices;

perform necessary action.36. Test and diagnose AC compressor clutch control systems; determine necessary action.37. Diagnose malfunctions in the vacuum, mechanical, and electrical components and controls of the heating,

ventilation, and AC (HVAC) system; determine necessary action.38. Inspect and test AC-heater control panel assembly; determine necessary action.39. Inspect and test AC-heater control cables, motors, and linkages; perform necessary action.40. Inspect A/C-heater ducts, doors, hoses, cabin filters and outlets; perform necessary action.41. Identify the source of AC system odors.

42. Check operation of automatic or semi-automatic heating, ventilation, and air conditioning (HVAC) controlsystems; determine necessary action.

43. Perform correct use and maintenance of refrigerant handling equipment according to equipmentmanufacturer’s standards.

44. Identify and recover AC system refrigerant.45. Recycle, label, and store refrigerant.46. Evacuate and charge AC system; add refrigerant oil as required.

Course Content:i. Employ basic vocabulary and apply standard rules for grammar, punctuation, and syntax.ii. Develop, organize, and express ideas in paragraph form.iii. Perform basic mathematical skills.iv. Exhibit the ability to participate in class discussions and assigned projects.v. Demonstrate the proper use of any available and relevant reference materials.vi. Use a dictionary.vii. Determine the meaning of an unfamiliar word from context.viii. Locate the main ideas of a paragraph, including implied main idea.ix. Make inferences based on reading passages.x. Read actively.xi. Adjust reading rate for a variety of situations.xii. Use basic study-skill techniques.xiii. Demonstrate an 8.5 grade-level vocabulary proficiency.xiv. Read at 8.5 grade-level with 80% comprehension.xv. List, describe, and demonstrate proper storage, handling, and use of hazardous materials as mandated byregulatory agencies.xvi. Demonstrate and apply safe work practices.xvii. Use automotive tools and equipment properly and safely.xviii. Explain basic automotive electrical theory.

c. Additional Validation Method: (required only if a prerequisite or co-requisite is listed)1 Matrix (Create for sequential courses within discipline and attach).1 Content Review (for course outside of discipline – See “b” above).0 CSU/UC equivalents – documentation attached.0 Statistical analysis – request District conduct. Date conducted:_________________

6. Student Learning Outcomes (SLOs): (Upon completion of this course, students will be able to)a. Complete a work order to include customer information, vehicle identifying information, customer concern,related service history, cause, and correction.b. Identify and interpret heating and air conditioning concern; determine necessary action.c. Research applicable vehicle service information, such as heating and air conditioning system operation,vehicle service history, service precautions, and technical service bulletins.d. Locate and interpret vehicle and major component identification numbers.e. Test AC system performance; identify AC system malfunctions.f. Identify abnormal operating noises in the AC system; determine necessary action.g. Identify refrigerant type; select and connect proper gauge set; record temperature and pressure readings.h. Leak test AC system; determine necessary action.i. Inspect the condition of refrigerant oil removed from the system; determine necessary action.j. Determine recommended oil and oil capacity for system application.k. Using a scan tool, observe and record related HVAC data and trouble codes.l. Diagnose AC system conditions that cause the protection devices (pressure, thermal, and PowertrainControl Module) to interrupt system operation.m. Inspect and replace AC compressor drive belts, pulleys, and tensioners; determine necessary action.n. Inspect, test and/or replace AC compressor clutch components and or assembly; check compressor clutchair gap and adjust as needed.o. Remove, inspect, and reinstall AC compressor and mountings; determine required oil quantity.p. Identify hybrid vehicle AC system electrical circuits, service and safety precautions.q. Determine the need for an additional AC system filter; perform necessary action.r. Remove and inspect AC system mufflers, hoses, lines, fittings, O-rings, seals, and service valves; performnecessary action.s. Inspect AC condenser for airflow restrictions; perform necessary action.t. Remove, inspect, and reinstall receiver/drier; determine required oil quantity.u. Remove, inspect, and install expansion valve or orifice (expansion) tube.v. Inspect evaporator housing water drain; perform necessary action.w. Remove, inspect, and reinstall evaporator; determine required oil quantity.x. Remove, inspect, and reinstall condenser; determine required oil quantity.y. Diagnose temperature control problems in the heater/ventilation system; determine necessary action.z. Perform cooling system pressure tests; check coolant condition, inspect and test radiator, cap(pressure/vacuum), coolant recovery tank, and hoses; perform necessary action.aa. Inspect engine cooling and heating system hoses and belts; perform necessary action.bb. Inspect, test, and replace thermostat and gasket/seal.cc. Determine coolant condition and type for vehicle application; drain and recover coolant.dd. Flush system; refill system with recommended coolant; bleed system.ee. Inspect and test electric cooling fan, fan control system, and circuits; determine necessary action.ff. Inspect and test heater control valve(s); perform necessary action.gg. Remove, inspect, and reinstall heater core.hh. Diagnose malfunctions in the electrical controls of heating, ventilation, and AC (HVAC) systems; determinenecessary action.ii. Inspect and test AC-heater blower, motors, resistors, switches, relays, wiring, and protection devices;perform necessary action.jj. Test and diagnose AC compressor clutch control systems; determine necessary action.kk. Diagnose malfunctions in the vacuum, mechanical, and electrical components and controls of the heating,ventilation, and AC (HVAC) system; determine necessary action.ll. Inspect and test AC-heater control panel assembly; determine necessary action.mm. Inspect and test AC-heater control cables, motors, and linkages; perform necessary action.nn. Inspect A/C-heater ducts, doors, hoses, cabin filters and outlets; perform necessary action.oo. Identify the source of AC system odors.pp. Check operation of automatic or semi-automatic heating, ventilation, and air conditioning (HVAC) controlsystems; determine necessary action.

qq. Perform correct use and maintenance of refrigerant handling equipment according to equipmentmanufacturer’s standards.rr. Identify and recover AC system refrigerant.ss. Recycle, label, and store refrigerant.tt. Evacuate and charge AC system; add refrigerant oil as required.

Lecture Content:

1. Hea�ng and air condi�oning – history and the environment.a. Air condi�oning defined.b. Refrigera�on.c. Historical development of refrigera�on.d. Refrigerant and the environment.e. The ozone hole.f. Effects of loss of ozone on human health.g. Ozone and the greenhouse effect.h. The clean air act.i. Handling refrigerant.j. Technician cer�fica�on.

k. Special refrigerant safety precau�ons.l. An�freeze/coolant.

m. Hazardous materials.n. Breathing toxic gases.o. The air condi�oning industry.

2. Laboratory and personal safety.a. High-pressure injuries.b. Refrigerant dangers.c. An�freeze hazards.

3. Temperature and pressure fundamentals.a. Ma�er.b. Heat and cold.c. Sensible heat of a solid.d. Sensible heat of a liquid.e. Measuring heat energy.f. Heat flow.g. Personal comfort and conveniences of air condi�oning.

4. Air condi�oning service tools.a. Manifold and gauge sets.b. Can tap.c. Safety glasses.d. Common AC hand tools.e. Special service and repair tools.f. Common repair facility air condi�oning service equipment.

5. Service procedures and specifica�ons.6. The metric system.7. Engine cooling and comfort hea�ng systems.

a. Cooling system opera�on.b. Radiators.c. Pressure cap.d. Coolant recovery system.e. Engine block and cylinder head coolant passages.f. Coolant pump.g. Fan shroud, air baffles, and seals.h. Thermostats.i. Pulleys and belts.j. Cooling fans.

k. Hoses and clamps.l. Heater systems.

m. Cooling system addi�ves.n. An�freeze.o. Cooling system preven�ve maintenance.p. Engine overhea�ng.

8. Tes�ng and servicing various cooling-system components.9. Hybrid electric cooling system service.

10. Air condi�oning system opera�ng principles.a. Heat transfer.b. Humidity effects on AC systems.c. Role of refrigerant in the AC system.d. AC system pressure and vacuum rela�onship.e. Pressure versus temperature rela�onship.f. Refrigerant proper�es (physical state, pressure, and temperature) in different areas of the system.g. Air condi�oning cycle.h. Engine hea�ng and cooling concerns related to the AC system.

11. Manifold gauge sets.a. Manifold gauge set components.b. Connec�ng the manifold gauge set.

12. Refrigerant system components.a. Compressors.b. Service valves.c. Condensers.d. Hoses and lines.

e. Receiver-driers.f. Metering devices.g. Evaporators.h. Accumulators.i. Types of temperature control.j. Safety.

13. Diagnos�c techniques.a. Verifying complaint.b. Finding the root cause.

14. Proper tools, equipment, and parts.15. Refrigerant recovery/recycling procedure.16. Service procedures.

a. Following manufacturer’s instruc�ons.b. Fi�ng and O-ring service.c. Replacing AC components.

17. Refrigerant system servicing and tes�ng.a. Air condi�oning system performance test.b. Refrigerant analyzer.c. Leak detec�on and detectors.

i. Visual inspec�on procedures.ii. Soap solu�on leak check.iii. Dye solu�on leak detec�on.iv. Fluorescent leak detectors.v. Electronic (halogen) leak detectors.vi. Ultrasonic leak detectors.

d. Moisture and moisture removal.i. Moisture removal at higher eleva�ons.ii. Triple-evacua�on process.

e. Refrigerant recovery systems.f. Charging systems with refrigerant.g. System diagnosis by making basic checks.

18. Diagnosis of the refrigera�on system.a. System diagnosis-automo�ve air condi�oning condi�ons 1-7.b. Refrigerant.

i. Chemical makeup.ii. R-134.iii. Temperature and pressure rela�onships of R-134.iv. Temperature and pressure rela�onships of R-12.

c. Refrigerant oil.i. Purpose.ii. Circula�on.iii. PAG oil proper�es.iv. POE oil proper�es.v. Classifica�on.vi. Servicing �ps.

d. Causes of failure.i. High pressure.ii. Air in system.iii. Connec�on problems.iv. Restric�ons.v. Contamina�on.

e. Preventa�ve maintenance.f. System inspec�ons.g. Electrical diagnosis and tes�ng.h. Func�on tes�ng.i. Diagnosing orifice tube systems.j. Diagnosing the thermosta�c expansion valve system.

19. Compressors and clutches.a. Compressor func�on.b. Compressor design.c. Reciproca�ng (piston) type compressors.d. Reciproca�ng or piston type ac�on.e. Rotary vane compressors.f. Scroll compressors.g. Variable displacement compressors.h. Electric motor driven compressor.i. Diagnosis and repair.j. Compressor clutch electrical circuit.

k. Compressor iden�fica�on.l. Serving the compressor.

m. Servicing the vane-type compressor.20. Case and duct systems.

a. Types of duct systems.b. Air distribu�on.c. Defrost, heat, and cool modes.d. Servicing blower motors, heater cores, and evaporators.

21. System controls.a. Circuit protec�on.b. Master, temperature, and blower motor controls.c. Pressure, temperature, and vacuum controls.

d. Other input sensors.e. CAN and LAN bus network controls.f. Diagnosis and service of system controls.

22. Retrofit and future trends.a. R-12 to R-134a .b. Subs�tute refrigerants.c. Recovery, evacua�on, and flushing AC systems upon retrofit.

Generated on: 4/27/2021 9:54:53 PM

COPPER MOUNTAIN COLLEGEMANUAL TRANSMISSIONS & TRANSAXLES



Advisory: ENG 003APrerequisite: NoneCorequisite: None

Description: This course provides the automo�ve student with informa�on on the construc�on features and principlesabout the opera�on of current manual transmissions, transaxles, clutches, drive lines, axles, and differen�als for bothfront wheel drive and rear wheel drive vehicles. The student is also provided prac�cal hands-on experience in thetes�ng, diagnosis, disassembly, inspec�on, measurement, adjustment, service, and/or repair, and reassembly of thesemanual powertrain components. This course is aligned with the Na�onal Automo�ve Technicians Educa�on Founda�on(NATEF) 2012 accredita�on standards.


1. Identify the basic components of standard transmissions, transaxles, drivelines, differentials, constantvelocity joints, and half-shafts and explain their operation.

2. Use service tools and equipment necessary for the repair and service of manual transmissions, manualtransaxles, drivelines, and rear axles.

3. Properly test, service, repair, install, and adjust clutches, manual transmissions, manual transaxles,drivelines, and rear axle differentials.

4. Complete the NATEF-based task list (see attached).

Course Content:

1. Iden�fy and interpret drive train concerns; determine necessary ac�on.2. Research applicable vehicle and service informa�on, fluid type, vehicle service history, service precau�ons, and

technical service bulle�ns.3. Check fluid condi�on; check for leaks; determine necessary ac�on.4. Drain and refill manual transmission/transaxle and final drive unit.5. Diagnose clutch noise, binding, slippage, pulsa�on, and cha�er; determine necessary ac�on.6. Inspect clutch pedal linkage, cables, automa�c adjuster mechanisms, brackets, bushings, pivots, and springs;

perform necessary ac�on.7. Inspect and replace clutch pressure plate assembly, clutch disc, release (throw-out) bearing and linkage, and

pilot bearing/bushing (as applicable).8. Bleed clutch hydraulic system.9. Check and adjust clutch master cylinder fluid level; check for leaks.

10. Inspect flywheel and ring gear for wear and cracks; determine necessary ac�on.11. Measure flywheel runout and cranksha� end play; determine necessary ac�on.12. Inspect, adjust, and reinstall shi� linkages, brackets, bushings, cables, pivots, and levers.13. Describe the opera�onal characteris�cs of an electronically-controlled manual transmission/transaxle.14. Diagnose noise concerns through the applica�on of transmission/transaxle power flow principles.15. Diagnose hard shi�ing and jumping out of gear concerns; determine necessary ac�on.16. Diagnose transaxle final drive assembly noise and vibra�on concerns; determine necessary ac�on.17. Diagnose constant-velocity (CV) joint noise and vibra�on concerns; determine necessary ac�on.18. Diagnose universal joint noise and vibra�on concerns; perform necessary ac�on.19. Inspect, remove, and replace front wheel drive (FWD) bearings, hubs, and seals.20. Inspect, service, and replace sha�s, yokes, boots, and universal/CV joints.21. Check sha� balance and phasing; measure sha� runout; measure and adjust driveline angles.22. Clean and inspect differen�al housing; check for leaks; inspect housing vent.23. Check and adjust differen�al housing fluid level.24. Drain and refill differen�al housing.25. Diagnose noise and vibra�on concerns; determine necessary ac�on.26. Inspect and replace companion flange and pinion seal; measure companion flange runout.27. Diagnose noise, slippage, and cha�er concerns; determine necessary ac�on.28. Inspect and replace drive axle wheel studs.29. Remove and replace drive axle sha�s.30. Inspect and replace drive axle sha� seals, bearings, and retainers.31. Measure drive axle flange runout and sha� end play; determine necessary ac�on.32. Diagnose drive axle sha�s, bearings, and seals for noise, vibra�on, and fluid leakage concerns; determine

necessary ac�on.33. Inspect, adjust, and repair shi�ing controls (mechanical, electrical, and vacuum), bushings, mounts, levers, and

brackets.34. Inspect front-wheel bearings and locking hubs; perform necessary ac�on(s).35. Check for leaks at drive assembly seals; check vents; check lube level.36. Iden�fy concerns related to varia�ons in �re circumference and/or final drive ra�os.37. Diagnose noise, vibra�on, and unusual steering concerns; determine necessary ac�on.38. Diagnose, test, adjust, and replace electrical/electronic components of four-wheel drive systems.

Lecture Content:

1. Introduc�on and overview.

1. Drivetrain basics.

1. Drivetrain theory.

1. Ma�er, energy, force, mo�on, and work.

2. Chemical proper�es.

3. Electricity and electromagne�sm.

1. Clutches.

1. Overview.

2. Loca�on.

3. Design.

4. Opera�on.

5. Dual clutch transmissions.

1. Manual transmissions/transaxles.

1. Overview.

2. Types of manual transmissions/transaxles.

3. Synchronizers.

4. Transmission designs.

5. Basic opera�on of manual transmissions.

6. Basic transaxle opera�on.

7. Gearshi� linkage.

1. Front drive axles.

1. Overview.

2. Drive axle construc�on.

3. Drive axles.

4. CV joints.

5. Types of CV joints.

6. CV joint designs.

7. Outboard CV joint designs.

8. Inboard CV joint designs.

9. FWD bearings.

1. Drive sha�s and universal joints.

1. Overview.

2. Drive sha� construc�on.

3. Types of drive sha�s.

4. Universal joints.

1. Differen�als and drive axles.

1. Overview.

2. Func�on and components.

3. Differen�al opera�on.

4. Axle housings.

5. Differen�al gears.

6. Differen�al bearings.

7. Transaxle final drive gears and differen�al.

8. Limited-slip differen�als.

9. Drive axle sha�s and bearings.

10. Independent rear suspension (IRS) axle sha�s.

1. Four-wheel-drive systems.

1. Overview.

2. Four-wheel-drive design varia�ons.

3. 4WD systems.

4. Transfer cases.

5. Transfer case design.

6. Locking hubs.

7. Four-wheel-drive suspensions.

1. Advanced four-wheel drive systems.

1. Overview.

2. Four-wheel-drive systems.

3. All-wheel-drive systems.

4. Viscous coupling.

5. Newer 4WD design varia�ons.

1. Drivetrain electrical and electronic systems.

1. Overview.

2. Basic electricity.

3. Basics of electronics.

4. Clutch safety switch.

5. Reverse lamp switch.

6. Upshi� lamp circuit.

7. ABS speed sensor circuits.

8. Shi� blocking.

9. Electrical clutches.

10. Other electronic systems.

1. Electronically controlled and electronic transmissions.

1. Overview.

2. Con�nuously variable transmissions (CVTs).

3. CVT controls.

4. Hybrid transmissions.

5. Sequen�al transmissions.

6. Dual-clutch transmissions.

Lab Content:i. Prepare a service work order based on customer input, vehicle information, and service history.ii. Gathering vehicle information about a vehicle and its drivetrain and manual transmission or transaxle.iii. Inspect, adjust, replace, and bleed hydraulic clutch slave cylinder/actuator, master cylinder, lines and hoses.iv. Inspect fluid condition and type; clean and flush hydraulic system; refill with proper fluid.v. Diagnose clutch noise, binding, slippage, pulsation, and chatter problems; determine needed repairs.vi. Inspect clutch linkage and determine needed repairs.vii. Road test a vehicle and determine whether the clutch is slipping.viii. Inspect the clutch assembly and determine needed service.ix. Diagnose the cause of excessive fluid loss and contaminated fluid. x. Drain and refill a manual transmission/transaxle and final drive unit with the correct fluid.xi. Diagnose transmission noises, hard shifting, jumping out of gear, and fluid leakage problems, determineneeded repairs.xii. Inspect, replace, and align power train mounts.xiii. Inspect a vehicle for transmission linkage problems.xiv. Trace the power flow of all gear ranges of a transaxle, calculate the ratios of the individual gearset within thetransaxle, and calculate the overall gear ratio for each of the transaxles.xv. Remove and install a manual transmission or transaxle.xvi. Inspect and diagnose problems with drive axles.xvii. Inspect, service, and replace shaft, yoke, boots, and universal/CV joints.xviii. Remove and replace front-wheel-drive front wheel bearings.xix. Diagnose shaft and universal/CV joint noise and vibration problems; determine needed repairs.xx. Clean and inspect differential housing; refill with correct lubricant or additive.

xxi. Demonstrate the ability to road-test a vehicle and identify noises in the differential.xxii. Identify the cause of drive axle fluid leakage problems.xxiii. Measure and adjust drive pinion depth and measure and adjust differential side bearing preload, and ringgear pinion backlash.xxiv. Diagnose noise, slippage, and chatter concerns in a limited-slip differential assembly.xxv. Measure rotating torque of a limited-slip differential assembly.xxvi. Inspect a transfer case for leaks and properly check its fluid level.xxvii. Demonstrate the ability to road test a vehicle with a transfer case for proper operation.xxviii. Demonstrate the ability to check a transfer case for oil leaks.xxix. Remove and reinstall a transfer case.xxx. Inspect, service, and replace front-wheel bearings, seals, and hubs.xxxi. Identify concerns related to variations in tire circumference and/or final drive ratios.xxxii. Inspect, adjust, and repair transfer case manual shifting mechanisms, bushings, mounts, levers, andbrackets.xxxiii. Diagnose, test, adjust, and replace electrical/electronic components of four wheel drive systems.

Generated on: 4/27/2021 9:56:15 PM

COPPER MOUNTAIN COLLEGEHYBRID AND ALTERNATIVE FUEL VEHICLES




Description: This course introduces the automo�ve student to the role of hybrid and alterna�ve fuel vehicles intoday’s society. It covers the design, theory of opera�on and service of several current hybrid and alterna�ve fuelvehicles. Addi�onal topics include hybrid ba�ery design and service control and opera�on of electric motors andgenerators, hybrid vehicle transmissions, regenera�ve braking, hybrid vehicle hea�ng and air condi�oning, and fuel cellsand other advanced technologies. (Formerly AUTO-078A-B).


1. Identify the major components of alternative fuel vehicles. 2. Describe the operating principles of hybrid, electric, and fuel-cell vehicles. 3. Properly service, inspect, diagnose and repair alternative fuel vehicles.4. Demonstrate proper safety procedures when performing service on alternative fuel vehicles. 5. Utilize appropriate service information to determine vehicle specifications, adjustment and repair

procedures.6. NATEF Performance Objectives:7. Complete work order to include customer information, vehicle identifying information, customer concern,

related service history, cause, and correction.8. Research applicable vehicle and service information, such as internal engine operation, vehicle service

history, service precautions, and technical service bulletins.9. Describe the role of hybrid and alternative fuel vehicles in today’s society.

10. Describe the classifications of hybrid electric vehicles (HEV).11. Describe HEV components, including motors, energy sources, and motor controllers.12. Discuss the operation of a typical hybrid electric vehicle.13. Explain the Atkinson cycle and how it affects engine efficiency.14. Discuss the characteristics of reformulated gasoline.15. Describe alternatives to gasoline.16. Identify high-voltage circuits of electric or hybrid electric vehicle and related safety precautions.17. Safely de-power a HEV.18. Explain hazards while driving, moving, and hoisting a HEV.19. Describe the operation of DC and AC electric motors.20. Describe the design, operation, testing, and service of various designs of HEV batteries.21. Identify hybrid vehicle power steering system electrical circuits and safety precautions.22. Explain the principles involved in regenerative braking.23. Describe the operational characteristics of a hybrid vehicle drive train.24. Discuss modifications made to automatic transmissions installed in HEVs.25. Identify hybrid vehicle A/C system electrical circuits and service/safety precautions26. Explain the operation of the motor/electronics cooling system in a HEV.27. Perform routine vehicle service procedures on HEVs.28. Describe the features and operational characteristics of Honda HEVs.29. Describe the features and operational characteristics of Toyota/Lexus HEVs.30. Describe the features and operational characteristics of Ford/Mercury HEVs.31. Describe the features and operational characteristics of General Motors HEVs.32. List various types of fuel cells and explain how they generate electricity.

Course Content:

1. Complete work order to include customer informa�on, vehicle iden�fying informa�on, customer concern,related service history, cause, and correc�on.

2. Research applicable vehicle and service informa�on, such as internal engine opera�on, vehicle service history,service precau�ons, and technical service bulle�ns.

3. Describe the role of hybrid and alterna�ve fuel vehicles in today’s society.4. Describe the classifica�ons of hybrid electric vehicles (HEV).5. Describe HEV components, including motors, energy sources, and motor controllers.6. Discuss the opera�on of a typical hybrid electric vehicle.7. Explain the Atkinson cycle and how it affects engine efficiency.8. Discuss the characteris�cs of reformulated gasoline.9. Describe alterna�ves to gasoline.

10. Iden�fy high-voltage circuits of electric or hybrid electric vehicle and related safety precau�ons.11. Safely de-power a HEV.12. Explain hazards while driving, moving, and hois�ng a HEV.

13. Describe the opera�on of DC and AC electric motors.14. Describe the design, opera�on, tes�ng, and service of various designs of HEV ba�eries.15. Iden�fy hybrid vehicle power steering system electrical circuits and safety precau�ons.16. Explain the principles involved in regenera�ve braking.17. Describe the opera�onal characteris�cs of a hybrid vehicle drive train.18. Discuss modifica�ons made to automa�c transmissions installed in HEVs.19. Iden�fy hybrid vehicle A/C system electrical circuits and service/safety precau�ons20. Explain the opera�on of the motor/electronics cooling system in a HEV.21. Perform rou�ne vehicle service procedures on HEVs.22. Describe the features and opera�onal characteris�cs of Honda HEVs.23. Describe the features and opera�onal characteris�cs of Toyota/Lexus HEVs.24. Describe the features and opera�onal characteris�cs of Ford/Mercury HEVs.25. Describe the features and opera�onal characteris�cs of General Motors HEVs.26. List various types of fuel cells and explain how they generate electricity.

Lecture Content:Carbon based fuels and the environment.1. Chemical fundamentals of carbon based fuels.2. Emission standards.3. Health effects of air pollution.ii. Introduction to hybrid vehicles.1. Classifications of hybrid vehicles.2. Levels of hybrid vehicle.iii. Internal combustion engines.1. Atkinson cycle.2. Hybrid engine lubrication system.3. Hybrid engine ignition system.4. Fuel injection system.iv. Gasoline.1. Refining.2. Volatility.3. Additives.4. Blending.5. Reformulated gasoline.v. Alternative fuels.1. Ethanol.2. Methanol.3. Propane.4. Compressed natural gas.5. Liquefied natural gas.6. Synthetic fuels.vi. Diesel and biodiesel fuels.vii. Hybrid batteries and battery service.1. Lead-acid batteries.2. Nickel-cadmium.3. Nickel-metal hydride.4. Lithium-ion.5. Lithium-polymer.6. Sodium-metal-chloride.7. Battery ratings.8. Hybrid Vehicle (HV) battery construction, cooling, and service.9. SAE J1772 electric vehicle plug.10. Level 1, 2 and 3 charging stations.viii. Electric motors, generators and controls.1. Fundamentals of magnetism.2. Electromagnetism.3. Electromagnetic induction.4. Electric motors.5. Motor control.6. Converters and inverters.7. Electric power steering.ix. Regenerative braking.1. Principles of operation.2. Types of regenerative braking.3. Regenerative braking systems.x. Hybrid vehicle transmissions and transaxles.1. Continuously variable transmissions.2. GM Hybrid Electric Vehicle (HEV) automatic transmission.3. Honda five-speed automatic transmission.4. Toyota power-split system.5. Ford hybrid Electronic Contiguously Variable Transmission (ECVT).xi. Hybrid heating and air conditioning.1. Hybrid cooling system components.2. Cabin heating systems.3. Hybrid air-conditioning systems.xii. Hybrid safety and service procedures.1. High-voltage safety.2. High-voltage safety equipment.3. De-powering the high-voltage system.4. Moving and towing a HEV.5. Removing high-voltage batteries.xiii. Honda hybrid vehicles.1. Power train features.2. Safety procedures.3. Service features.xiv. Toyota/Lexus hybrid vehicles.1. Fuel system components.

2. High-voltage battery pack.3. Maintenance and service procedures.xv. Ford/Mercury hybrid vehicles.1. Electromechanical CVT.2. Electric traction motor.3. Generator motor.4. High-voltage battery pack.5. Electronic controller.6. Service procedures.xvi. General Motors hybrid vehicles.1. Parallel hybrid truck systems.2. General Motors two-mode hybrid.3. Chevrolet Volt.4. Buick LaCrosse.xxvii. Nissan Leaf.xxviii. Tesla Motors.xxix. Fuel cells and advanced technologies.1. Fuel cell vehicle systems.2. Proton Exchange Membrane (PEM) fuel cells.3. Direct methanol fuel cells.4. Hydrogen storage.

Lab Content:

1. Emission and chemical iden�fica�on.2. Emission label terms.3. Emission standard iden�fica�on.4. Hybrid electric vehicle iden�fica�on.5. Types of hybrid electric vehicles.6. Hybrid vehicle Internal Combus�on Engine (ICE) service precau�ons.7. HEV engine features.8. Flexible fuel vehicle iden�fica�on.9. Alterna�ve power and economy specifica�ons.

10. Gasoline engine iden�fica�on.11. Alcohol content of gasoline.12. Hybrid ba�ery iden�fica�on.13. Hybrid vehicle auxiliary ba�ery.14. Hybrid trac�on motor iden�fica�on.15. Regenera�ve braking system component ID.16. Hybrid transmission iden�fica�on.17. Hybrid vehicle A/C system precau�ons.18. High-voltage circuits iden�fica�on.19. Hybrid vehicle high-voltage circuit disconnect.20. Iden�fy high-voltage of HEVs.21. High-voltage circuits iden�fica�on.22. Hybrid power steering circuits.23. Honda HEV safety precau�ons.24. Honda high-voltage disconnect.25. Toyota HEV safety precau�ons.26. Toyota hybrid high-voltage disconnect.27. Ford/Mercury HEV safety precau�ons.28. Ford/Mercury hybrid high-voltage disconnect.29. General Motors HEV safety precau�ons.30. General Motors hybrid high-voltage disconnect.31. Electric/fuel cell vehicle iden�fica�on.

Generated on: 4/27/2021 9:57:15 PM



(ASAP)



Subject: Revised Course Outlines (stored in CurriQuNet):

2. CIS 72D Excel I (Chlebik) 3. CIS 76B Word I (Chlebik) 4. CD 075 Observation and Assessment (Martin) 5. CD 030 Introduction to Curriculum (Martin)




============================================

1. CIS 72D Excel I (Chlebik) Substantive: Updated student learning outcomes, updated specific objectives, updated lecture content, updated lab content, add Distance Ed modality (both online and hybrid). Non-Substantive: Added discipline, updated catalog description, changed effective date, updated textbooks, added DE contact types, stand-alone course approval list of programs/GE/degrees. Separate action: Proposed for Distance Education modality (both online and hybrid).

2. CIS 76B Word I (Chlebik)

Substantive: Updated student learning outcomes, updated lecture content, updated lab content. Non-Substantive: Added discipline, updated catalog description, changed effective date, updated textbooks, updated other learning materials, added DE contact types, stand-alone course approval list of programs/GE/degrees.

3. CD 075 Observation and Assessment (Martin)

Substantive: Updated student learning outcomes, added prerequisites, updated specific objectives, updated lecture content, added lab content. Non-Substantive: Updated discipline, updated catalog description, changed effective date, added textbooks.

4. CD 030 Introduction to Curriculum (Martin)

Substantive: Updated specific objectives. Non-Substantive: Added advisories, updated textbooks.

COPPER MOUNTAIN COLLEGEEXCEL I

Course Number: CIS 072DCredit Hours: 3.00


Advisory: NonePrerequisite: CIS 070ACorequisite: None

Description:

This course provides intermediate-level concepts and practical application using Excel for Windows. Studentsreceive instruction and computer experience using electronic spreadsheets to solve common numerical andaccounting-based problems. Topics include spreadsheet concepts, terms and definitions, common formattingand editing commands, embedded charts, formulas, functions, what-if analysis, and charting tools used whenworking with large worksheets, financial functions, data tables, amortization schedules, sorting, and queryingtables.


1. Define and describe essential Excel concepts, terms, and definitions.2. Create spreadsheets and tables using Excel features.3. Utilize formulas, functions, charting, and what-if analysis in creating spreadsheets.4. Apply tools used when working with large worksheets.5. Design real-world workbooks using financial functions, data tables, and amortization schedules.

Course Content:

1. Create worksheets with embedded charts.2. Demonstrate an understanding of formulas, functions, and formatting.3. Demonstrate an understanding of what-if analysis, charting, and working with large worksheets.4. Demonstrate an understanding of financial functions, data tables, and amortization schedules.5. Demonstrate an understanding of creating, sorting, and querying tables.

Lecture Content:

I. Computer information processing cycle as it relates to hardware and Excel.II. Worksheets with embedded charts.

A. Calculate with formulas and equations.B. Syntax of formulas and equations.C. Use the fill handle.D. Format the worksheet.E. AutoCalculate.F. Create and use charts.

III. Formulas, functions, and formatting.A. AVERAGE, MAX, MIN, and other basic functions.B. Option buttons.C. Verify formulas using range finder.D. Format the worksheet.E. Display and print the formulas.

IV. What-if analysis, charting, and working with large worksheets.A. Absolute versus relative addressing.B. Decision-making - the IF function.C. Add and format sparkline charts.D. Format the worksheet.E. Adding 3-D pie chart.F. Rename and reorder the sheets.G. Change the view of the worksheet.H. What-if analysis.

V. Financial functions, data tables, and amortization schedules.A. Use custom borders with ranges.B. Use data tables to analyze worksheets.C. Create an amortization schedule.D. Print sections of the worksheet.E. Protect and hide worksheets and workbooks.F. Check formulas.

VI. Create, sort, and query tables.A. Work with tables in Excel.B. Add a lookup table.C. Use database functions.D. Use the SUMIF, COUNTIF, MATCH, and other advanced functions.E. Conditional formatting.

Lab Content:

I. Computer information processing cycle as it relates to hardware and Excel.II. Create worksheets with embedded charts.

A. Online practice exercises.

B. Guided Excel project, designed and reviewed.C. Review your knowledge exercise.D. Extend your knowledge exercise.E. Three lab exercises to demonstrate the ability to:

i. Start Excel and open a workbook.ii. Select a cell.iii. Enter text.iv. Enter numbers.v. Calculate a sum.vi. Use the fill handle to copy.vii. Format the worksheet.viii. Use the name box to select a cell.ix. Add a clustered cylinder chart.x. Change the worksheet names.xi. Change document properties.xii. Preview and print a worksheet.xiii. Autocalculate.xiv. Correct errors.

III. Formulas, functions, and formatting.A. Online practice exercises.B. Guided Excel project, designed and reviewed.C. Review your knowledge exercise.D. Extend your knowledge exercise.E. Three lab exercises to demonstrate the ability to:

i. Enter the titles and numbers.ii. Enter formulas.iii. Use option buttons.iv. Use the AVERAGE, MAX, MIN, and other basic functions.v. Verify formulas using range finder.vi. Format the worksheet.vii. Check spelling.viii. Prepare to print the worksheet.ix. Print the worksheet.x. Display and print the formulas.

IV. What-If analysis, charting, and working with large worksheets.A. Online practice exercises.B. Guided Excel project, designed and reviewed.C. Review your knowledge exercise.D. Extend your knowledge exercise.E. Three lab exercises to demonstrate the ability to:

i. Utilize absolute versus relative addressing.ii. Rotate text and use the fill handle.iii. Copy a range of cells.iv. Make decisions - the IF function.v. Add and format sparkline charts.vi. Format the worksheet.vii. Add a 3-D pie chart to the workbook.viii. Rename and reorder the sheets.ix. Change the view of the worksheet.x. Understand what-if analysis.xi. Complete project - financial projection worksheet.

V. Financial functions, data tables, and amortization schedules.A. Online practice exercises.B. Guided Excel project, designed and reviewed.C. Review your knowledge exercise; to be worked on individually.D. Extend your knowledge exercise; to be worked on individually.E. Three lab exercises to demonstrate the ability to:

i. Use custom borders with ranges.ii. Use a data table to analyze worksheets.iii. Create an amortization schedule.iv. Print sections of the worksheet.v. Protect and hide worksheets and workbooks.vi. Check formula.vii. Complete project - loan payment calculator with data table.

VI. Creating, sorting, and querying tables.A. Online practice exercises.B. Guided Excel project, designed and reviewed.C. Review your knowledge exercise.D. Extend your knowledge exercise.E. Three lab exercises to demonstrate the ability to:

i. Work with tables in Excel.ii. Add computational fields to tables.iii. Add a lookup table.iv. Use conditional formatting.v. Sort a table.vi. Query a table using autofilter.vii. Use a criteria range on the worksheet.viii. Use database functions.ix. Use the SUMIF, COUNTIF, MATCH, and other advanced functions.x. Display automatic subtotals in tables.

Generated on: 4/27/2021 10:09:44 PM

COPPER MOUNTAIN COLLEGEWORD I

Course Number: CIS 076BCredit Hours: 3.00


Advisory: NonePrerequisite: CIS 070ACorequisite: None

Description:

This course progresses to intermediate word processing concepts and procedures in Word for Windows.Acquired knowledge and skills include creating an appropriate academic-level research paper with citations andreferences as well as a professional-level finished document. Students further their skills in integrating graphicsand templates in addition to creating a web page from a Word document.


1. Explain Word terminology, tools, and procedures at an intermediate level.2. Demonstrate Word skills by creating and editing a Word document with and without graphics.3. Apply Word skills by creating a research paper with citations and references.4. Employ Word skills in creating a business letter with a letterhead and table.5. Utilize Word skills to create a document with a title page, table, and watermark.6. Demonstrate Word skills by using a template to create a résumé and sharing the finished document.

Lecture Content:

I. Microsoft Word editing.A. Enter text.B. Format paragraphs and characters.C. Insert and format pictures in a Word document.D. Enhance a document.E. Correct errors and revise a document.F. Change document properties.G. Print a document.

II. Create a research paper using Word citations and references tools.A. Change document settings.B. Type the research paper text.C. Create an alphabetical works cited page.D. Proof and revise a research paper.

III. Create a business letter.A. Letterhead.B. Address and print envelopes and mailing labels.

IV. Create a document.A. Create a title page.B. Insert an existing document in an open document.C. Create headers and footers.D. Edit and format lists.E. Edit and format tables.F. Create a watermark.

Lab Content:

1. Lab Activities.A. Microsoft Word editing.

i. Enter text.ii. Format paragraphs and characters.iii. Insert and format pictures in a Word document.iv. Enhance a document.v. Correct errors and revise a document.vi. Change document properties.vii. Print a document.

B. Create a research paper using Word citations and references tools.i. Change document settings.ii. Type the research paper text.iii. Create an alphabetical works cited page.iv. Proof and revise a research paper.

C. Create a business letter.i. Letterhead.ii. Address and print envelopes and mailing labels.

D. Create a document.i. Create a title page.ii. Insert an existing document in an open document.iii. Create headers and footers.iv. Edit and format lists.v. Edit and format tables.vi. Create a watermark.

E. Use a template to create a résumé.F. Share documents between Microsoft Office applications.

G. Create a Web page from a Word document.

Generated on: 4/27/2021 10:11:00 PM

COPPER MOUNTAIN COLLEGEINTRODUCTION TO CURRICULUM

Course Number: CD 030Credit Hours: 3.00


Advisory: ENG 051, CD 010, and CD 014Prerequisite: NoneCorequisite: None

Description:

This course presents an overview of knowledge and skills related to providing appropriate curriculum andenvironments for young children. Students examine a teacher's role in supporting development and learning forall young children. This course provides strategies for developmentally-appropriate practice based onobservation and assessments across the curriculum. To comply with outside classroom regulations per SB 792,students are required to show proof of immunizations for MMR and Tdap and a recent negative TB test result.Formerly known as ECE-030.


1. Describe and apply developmentally-appropriate principles and teaching strategies in early childhoodeducation settings.

2. Demonstrate an understanding of the many aspects of the teachers’ role in early childhood programs.3. Identify theoretical and program model implications for curriculum.4. Demonstrate an understanding of the assessment, curriculum planning, implementation, and

documentation cycle and use it to plan, implement, and evaluate sample early childhood educationactivities.

5. Develop environments and teaching strategies to accommodate individual developmental needs of youngchildren.

Course Content:

1. Explore various early childhood curriculum models, approaches, and professional practices to inform andevaluate curriculum and environments.

2. Explain how the curriculum is integrated across all developmental domains and content areas.

3. Observe and evaluate teaching strategies and environmental designs.

4. Observe children in various early childhood settings as a basis for planning curriculum and environments.

5. Apply knowledge of academic discipline content and children’s growth and development to plan and evaluatedevelopmentally and linguistically appropriate, engaging, and supportive learning experiences.

6. Develop plans for environments that are appropriate for children’s individual ages and stages, skills andabilities, needs, and learning goals.

7. Explain how different teaching strategies could be used for a variety of curriculum goals.

8. Describe guidance and interaction approaches to support social relationships and learning.

9. Describe how specific learning experiences could be adapted to address individual children’s learning anddevelopment needs.

Lecture Content:

I. Theoretical and philosophical approaches to teaching and learning.A. Developmental theory, current research, and curriculum development.B. Contributions of values and beliefs.C. Teacher's role in the learning process.

II. Curriculum models and methods.A. Curriculum approaches (Reggio-Emilia, Montessori, Waldorf, Bank Street, High/Scope, Creative

Curriculum).B. Emergent curriculum and planned possibilities.C. Anticipatory curriculum webs.D. Project approach.

III. Designing the early learning environment.A. Relationships and routines.B. The environment as third teacher.C. Learning centers and integrated curriculum.

IV. Observation, documentation, and reflection.A. Teaching as reflective practice.B. The learning loop.C. Documentation process.

V. Curriculum content and standards.A. California Preschool Learning Foundations.B. California Preschool Curriculum Framework.C. National standards and accreditation criteria.

VI. Adapting curriculum to meet individual learning needs.A. Learning styles, motivations, and interests.

B. Cultural and linguistic diversity.C. Diversity in gender.D. Special learning needs.E. Infants and toddlers.F. Family involvement.

Generated on: 4/27/2021 10:07:15 PM

COPPER MOUNTAIN COLLEGEOBSERVATION AND ASSESSMENT

Course Number: CD 075Credit Hours: 3.00


Advisory: ENG 051Prerequisite: CD 010, and CD 044Corequisite: None

Description:

This course introduces the appropriate use of assessment and observation tools and strategies todocument young children’s development and learning. There is an emphasis on the use of findings toinform and plan learning environments and experiences. Recording strategies, rating systems, portfolios,and multiple assessment tools will be discussed, along with strategies for collaboration with families andprofessionals. To comply with outside classroom regulations per SB 792, students are required to showproof of immunizations for MMR and Tdap and an up-to-date negative TB test result and any additionalState-mandated immunization requirements.


1. Identify and evaluate the characteristics, strengths, limitations, and applications of contemporary, formal,and informal observation and assessment tools.

2. Complete systematic observations and assessments of children’s development and learning using avariety of data collection methods to inform classroom teaching, environment design, interactions, andcurriculum.

3. Discuss the role of partnerships with families and other professionals in utilizing interpretations ofobservational and assessment data.

Course Content:

1. Compare and contrast various observation and assessment tools according to their purpose and validity.2. Apply basic qualitative and quantitative assessment techniques.3. Apply knowledge of development to interpret observations and assessments.4. Use observation and assessment tools to evaluate quality in environments, interactions, and curriculum.5. Identify logistical challenges, biases, and preconceptions about observing and assessing children.6. Explain how observation and assessment are used to plan for and adjust learning experiences so that

children continue to be actively engaged in their learning.7. Describe legal and ethical responsibilities in relation to observation, documentation, and recordkeeping.8. Collaborate with parents and other professionals.

Lecture Content:

I. Observation and assessment based on theories of child development and learning.A. California Infant-Toddler Learning and Development Foundations.B. California Preschool Learning Foundations.

II. Tools of observation and assessment.A. Purpose and use.B. Current and historic.C. National tools (e.g., Early Childhood Environmental Rating Scale [ECERS], Classroom

Assessment Scoring System [CLASS], and Quality Rating Improvement System [QRIS]).D. State tools (e.g., Desired Results Developmental Profile [DRDP], and the resources of the

California early care and learning systems).III. Observation and reporting.

A. Formal and informal.B. Data collection methods such as:

i. Direct observation.ii. Time and event samples.iii. Interviews.iv. Questionnaires.v. Rating scales.

C. Reporting methods such as:i. Anecdotal records.ii. Running records.iii. Checklists.

D. Subjective and objective reporting.E. Documentation.

i. Types.ii. Purposes.

IV. Impact of situational factors in the process of observation and assessment.A. Factors outside of the school setting.B. Demographics, cultural background, and perspectives of the children and families.C. Observers’ cultural perspectives, expectations, and personal biases.

V. Use of observation and assessment to:A. Monitor children’s health, well-being, development, and learning.B. Determine, plan, and adjust teaching strategies and curriculum to meet:

i. Various content and curriculum purposes.ii. Child’s interests, skills, and abilities.iii. First and dual-language learners.

iv. Environmental design needs.v. Guidance and behavior needs.

C. Inform referral and intervention.VI. The on-going cycle of curriculum development.

A. Observation.B. Planning.C. Implementation.D. Assessment.E. Reflection.

VII. Collaboration with families and professionals.A. Use of assessment data.B. Referral processes.C. Legal and ethical responsibilities.D. National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct.E. Confidentiality.F. Recordkeeping.G. Rights of children and families.

Lab Content:

1. Orientation to observation and assessment.A. Subjective and objective data collection.B. Confidentiality: legal and ethical responsibilities.C. Personal biases and expectations.

2. Connecting theories and research with classroom practices.A. Review of key child development theories.B. Developmentally-appropriate practices.C. The observation, assessment, and planning process.

3. Contexts and standards.A. Evidence-based observation.B. State and national early learning standards.C. Environmental observation and planning.

4. Methods of observation and assessment.A. Documenting children's learning.B. Narratives and running records.C. Time and event sampling.D. Rating scales and portfolios.

5. Adaptations for individual differences.A. Gender.B. Dual-language learners.C. Children with special learning needs.

6. Partnering with parents and professionals.A. Family involvement and communication.B. Professional collaboration.

7. Observation and reporting.A. Formal and informal.B. Data collection methods such as:

i. Direct observation.ii. Time and event samples.iii. Interviews.iv. Questionnaires.v. Rating scales.

C. Reporting methods such as:i. Anecdotal records.ii. Running records.iii. Checklists.

D. Subjective and objective reporting.E. Documentation.

i. Types.ii. Purposes.

Generated on: 4/27/2021 10:05:54 PM



(ASAP)

Date of Senate Meeting: 5/6/21

Requested by: B. Berger

Subject: Update to Required Elements of the Syllabus Document & Syllabus Template

Type of Consideration:

x Action Item

□ Information/Discussion

Desired Outcome:

Approve update.

Background:

The Required Elements of the Syllabus and Syllabus Template were discussed at the 4/1/21 Academic Senate meeting. Brad Berger pointed out that the topic was unfinished business from an earlier Senate meeting (11/21/19) and that a committee was formed to do an update. At the 4/1 meeting Brad showed the proposed update in its current state. The Senate agreed that it should be finished and sent through the Curriculum Committee with the hope that it could come back to the Senate for final approval in time for use in Summer 2021.

The attached update was finalized through collaboration with faculty and was approved by the Curriculum Committee at its 4/22/21 meeting.

It is suggested that even if the Senate would like to spend time to refine the “Code of Conduct” (“Inclusivity”) Statement, the update could be approved immediately without it, and when the Statement is finished and hopefully approved in early Fall 2021, it can be added.

The update to the Required Elements of the Syllabus document includes putting the elements into tabular form, and rewording portions of the document to make it more readable.

The Syllabus Template is a completely new document that has two parts. The first part is a template that can be filled in and only contains the required elements. The second part is an example syllabus that includes all the required elements, as well as some optional elements.


Required Elements of the Syllabus

Your course syllabus should be the document a student can refer to for the expectations, policies, schedule, and other important details of the course. Consider it to be your contract with the student.

The syllabus should include:

• Required elements from the current class schedule, the Course Outline of Record (COR), and other required elements listed below.

• Optional elements (some suggestions are listed below, but you may include anything you believe will be useful in your students’ success).

A syllabus template that can be used as a starting point is available on the Academic Senate webpage of the CMC website.

Your contract with the student, the syllabus, contains information derived from two main sources: the current class schedule and the course outline of record. Every semester, you must give the Office of Academic Affairs a copy of the syllabus you are using for every class you teach. This is done by emailing the syllabus as an attachment to a message sent to [email protected]. Include the course number (including section number) in the subject line of the email. Please Nnote: Tthe Course Outline of Record (COR) guarantees that the college is meeting the content standard set by the Chancellor’s Office; the syllabus is the document that indicates how the standard will be met by a particular instructor. Thus, two or more instructors teaching the same course will have different syllabi, but there will be is only ONE course outline of record COR for that course. To view a Course Outline of Record (COR) without having to log into Curriqunet follow these instructions: 1) Click on the Curriqunet link on your Portal home page on the CMC website. 2) In the upper right of the Curriqunet window you’ll see “Selections”: For Curriculum Type, select “Course”; for Subjects select the discipline you want the COR for; for Status select “Active”, then click the box labeled “Search”. 3) Scroll to desired course and click “Reports” and select “Course Outline”.

ITEM Required Elements of the Syllabus 1 Name of the college.


Berger, Brad

The current template is a PDF file that is not editable. I think it might be better if it was an MS Word document.

2 Course number (code), title, and section number. 3 Prerequisites, corequisites, and/or advisories. 4 Date and time of meeting(s). 5 Location of class. 6 Name of instructor. 7 Office hours/contact information for instructor. 8 CMC Pphone number of instructor. 9 CMC e-mail address of instructor. 10 Course description.

At a minimum, the course description from should match the college catalog; however, a paragraph or two about the specific content of the course is helpful for students.

11 Text(s), and other required reading materials (author, title, date and edition, publisher; ISBN), and other required course materials.

12 Recommended supplementary texts, reading(s) materials and/or course materials. 13 Student learning outcomes (SLOs) and how they will be assessed.

The SLOs should be copied exactly as they appear on the currently active Course Outline of Record.

14 Calendar or schedule of class readings, topics, and assignments, exams, etc. 15 Course policies, including for the following (as appropriate):

a) Attendance, lateness. b) Class participation: what constitutes good participation specifically,

as well as how it will be assessed or graded. c) Missed exams or assignments. d) Lab safety/health concerns: “Even if detailed materials are handed

out early in the course, the syllabus should include a short statement about the importance of these issues and indicate that more detailed information will follow.”* Inform students that lab safety and health concerns will be important aspects of the course and detailed information regarding those issues will be discussed and/or distributed as needed.

e) Academic integrity dishonesty: cheating and plagiarism. f) Grading: how students will be evaluated; information about

appeals procedures. g) Available support services (tutors, writing or math skills labs, etc.) h) Classroom etiquette (cell phones, civility expectations).

16 Student e-mail contact statement. Suggested wording:

For security and privacy, all e-mail contact between students and instructors must be done using the student and instructor’s CMC e-mail accounts. If you need to contact the instructor via e-mail, be sure to use your CMC e-mail account that is accessible via the Portal on the CMC website. E-mail received from a non-CMC e-mail account cannot be responded to, other than to remind the sender to use their CMC student e-mail account.

Berger, Brad

I moved the Course Description up in the list. It was after the Text and Supplementary Reading items before.

Berger, Brad

The quotes are due to this being taken from another source, but can we more cleanly just paraphrase and drop the cumbersome citation? See my sentence in red. Note: MS Word crossed out the d), but that will still be retained.

17 Students with disabilities statement (Suggested wording:

Students with disabilities, whether physical, learning or psychological, who believe that they may need accommodations in this class, are encouraged to contact ACCESS as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with ACCESS Staff to verify your eligibility for any classroom accommodations and for Academic assistance related to your disability. ACCESS is located in the Student Services building, in Phase III of the main college campus.

18 Equal opportunity statement (Suggested wording:

Copper Mountain College is committed to Equal Employment Opportunity for all persons and to provide educational and employment opportunities free from discrimination on the basis of ethnic group identification, national origin, religion, age, veteran status, sex, race, color, ancestry, sexual orientation, or physical or mental disabilities, and other physical or verbal conduct or communication constituting sexual harassment.

19 Military/Veteran support statement:

Veterans and active-duty military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to the instructor.

20 Code of Conduct Statement: The code of conduct in the classroom for this course shall support and foster a civil, respectful, and open-minded climate so that students and the instructor can live and work in an environment free of harassment, bias-motivated behaviors, unfair treatment, and fear. By committing to working with our better selves, we can work, in all our communities, towards greater mutual understanding of the questions that guide our inquiries. Copper Mountain College expects all members of our community to refrain from actions or behaviors that intimidate, humiliate or demean persons or groups, or that undermine their security or self-esteem based on traits related to ethnicity, country of origin, religion, gender identity/expression, sexual orientation, age, or physical or mental ability, including learning and/or developmental disabilities and past/present history of mental health concerns or other category protected by State or Federal law. Learning is most effective when the classroom is comfortable, challenging, and fun. As such, we as a group must cultivate mutual respect for ideas, the freedom/ability to speak in class, and a professional manner. Consequently, any form of disrespect geared towards anyone in this class or the instructor, inappropriate language, dishonesty, or disruptive activity will not be tolerated. Spirited engagement and exciting disagreement, however, are encouraged. (adopted from Yale general syllabus resources)

21 Disclaimer: include a notation that the syllabus is subject to change.

Brad Berger

I believe “active-duty” should be hyphenated.

ITEM Optional Elements of the Syllabus at CMC

1 Information about how students will be notified of about their performance and grades.

2 Information about where how student work will be returned to them and can be retrieved; how long student work will be held by the instructor.

3 Include in the course calendar or schedule important dates for students (such as: withdraw without transcript responsibility; drop dates; filing for intent to graduate; etc.)

4 Suggestions for student success in the course. 5 Information about free tutoring available in the Learning Resource Center (LRC)

located in the Library and online. 6 Additional Information for Veterans. Suggested wording:

Your prior military service may count towards the credits needed to complete a degree and/or transfer to a four-year university.

7 Trigger Warning. You may wish to advise students that the class will be discussing or viewing material that will likely evoke emotion or controversy. Also state if the student may request alternative activities/assignments where, within professional criteria, an alternative is possible.

8 A statement that food is not allowed in the classroom. (This is a CMC District policy.)

9 General rules about assignments and homework. 10 Testing conditions such as using the restroom, calculator usage, etc. 11 CMC Faculty-Initiated Drop Policy.

Suggested wording: In an effort to promote student success, the Academic Senate and the college administration has approved the implementation of an instructor-initiated Drop Policy. When a student has been absent from classes to such an extent that his or her success is at risk, the instructor has the option of dropping the student. If a student has missed 12.5% of the semester without notifying the instructor with a satisfactory explanation (unexcused absences), the student may be dropped by the instructor. Faculty may drop a student using this policy until the last day that students are allowed to drop a course. This faculty-initiated drop will result in a “W” appearing on the student’s transcript, and it is the student’s responsibility to learn how it affects financial aid and course repeatability. Students are responsible for their regular attendance in the courses in which they are enrolled and are responsible for notifying instructors when they are unable to attend class. Likewise, students are responsible for dropping a course they are no longer able to attend (do not rely on the instructor to drop you just because you have stopped attending). Prior to dropping a student, faculty are encouraged but are not required to make an attempt to contact students who are no longer attending class. If you have missed 5 classes and have not spoken to the instructor about it you should assume the instructor will drop you from the class.

12 Additional Information about Office Hours. Suggested Wording: My office hours are for your benefit to help you succeed in the course. My office hours are for you, the student, not for me. I am available during those hours not only to discuss the course, but to answer any questions you may have about insert

discipline and/or program courses at the college, your field of study, and your transfer or career path.

* Howard B. Altman and William E. Cashin, ”Writing a syllabus,” handout from Curriculum Institute Summer 2005.

This document was approved by the Academic Senate November 15, 2012.

Syllabus Template with Required Elements Course Title: Course Number: Section Number: Prerequisites, co-requisites, and/or advisories: Meeting Dates & Times: Location of Class: Instructor: Instructor Contact Information & Office Hours CMC Phone Number: CMC E-Mail Address: Office Hours Schedule: Office Hours Location: Course Description: Required Textbook(s), Reading Materials, Course Materials: Recommended Textbook(s), Reading Materials, Course Materials: Course Student Learning Outcomes (SLOs): 1) 2) Etc. Methods of Assessment for SLOs: Course Calendar: Course Policies Attendance & Lateness: Class Participation: Missed Exams or Assignments: Lab Safety & Health Concerns: Academic Integrity: Grading: Available Support Services: Classroom Etiquette:

Email Contact Policy: For security and privacy, all e-mail contact between students and instructors must be done using the student and instructor’s CMC e-mail accounts. If you need to contact the instructor via e-mail, be sure to use your CMC e-mail account that is accessible via the Portal on the CMC website. E-mail received from a non-CMC e-mail account cannot be responded to, other than to remind the sender to use their CMC student e-mail account.

ACCESS: Students with disabilities, whether physical, learning or psychological, who believe that they may need accommodations in this class, are encouraged to contact ACCESS as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with ACCESS Staff to verify your eligibility for any classroom accommodations and for Academic assistance related to your disability. ACCESS is located in the Student Services building, in Phase III of the main college campus. Equal Opportunity: Copper Mountain College is committed to Equal Employment Opportunity for all persons and to provide educational and employment opportunities free from discrimination on the basis of ethnic group identification, national origin, religion, age, veteran status, sex, race, color, ancestry, sexual orientation, or physical or mental disabilities, and other physical or verbal conduct or communication constituting sexual harassment. Military Personnel & Veterans: Veterans and active-duty military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to the instructor. Code of Conduct Statement The code of conduct in the classroom for this course shall support and foster a civil, respectful, and open-minded climate so that students and the instructor can live and work in an environment free of harassment, bias-motivated behaviors, unfair treatment, and fear. By committing to working with our better selves, we can work, in all our communities, towards greater mutual understanding of the questions that guide our inquiries.

Copper Mountain College expects all members of our community to refrain from actions or behaviors that intimidate, humiliate or demean persons or groups, or that undermine their security or self-esteem based on traits related to ethnicity, country of origin, religion, gender identity/expression, sexual orientation, age, or physical or mental ability, including learning and/or developmental disabilities and past/present history of mental health concerns or other category protected by State or Federal law.

Learning is most effective when the classroom is comfortable, challenging, and fun. As such, we as a group must cultivate mutual respect for ideas, the freedom/ability to speak in class, and a professional manner. Consequently, any form of disrespect

geared towards anyone in this class or the instructor, inappropriate language, dishonesty, or disruptive activity will not be tolerated. Spirited engagement and exciting disagreement, however, are encouraged. Note: The instructor reserves the right to change this syllabus at any time.

Example Syllabus Contains all Required Elements except the Lab Safety & Health Concerns element,

since that isn’t applicable to a math course. It also contains various Optional Elements. Course Title: Intermediate Algebra Course Number: MATH040 Section Number: 50 Units: 4 Prerequisites, co-requisites, and/or advisories: MATH-050 with a grade of “C” or better, or placement exam, or secondary (7-12) school Integrated Math II (or two years of high school Algebra) with a grade of “B” or better completed within the last three years. Meeting Dates & Times: Mondays and Wednesdays 8:00 – 11:05 AM Location of Class: Room 119 Instructor: Your Name Instructor Contact Information & Office Hours CMC Phone Number: 760-366-3791 extension XXXX CMC E-Mail Address: Your email address Office Hours Schedule: Mondays 1 to 3 PM, Tuesdays 1 to 2 PM, Thursdays 1 to 3 PM. Office Hours Location: My office is located in the faculty office hall next to the Copy Center in Phase II. Note: My office hours are for your benefit to help you succeed in the course. My office hours are for you, the student, not for me. I am available during those hours not only to discuss the course, but to answer any questions you may have about the math program and math courses at the college, your field of study, and your transfer or career path. Course Description: (From the CMC Course Catalog) "This course focuses on solving problems using linear, quadratic and exponential models with an introduction to the concept of a function. Topics include evaluating, solving and graphing linear, quadratic and exponential functions, solving systems of linear equations, simplifying rational exponents, solving radical equations and quadratic inequalities, and applications of these concepts."

Required Textbook(s), Reading Materials, Course Materials:

1) Miller, O’Neill, Hyde; Beginning and Intermediate Algebra, 5th Ed., 2018, McGraw Hill; with 18 weeks of ALEKS 360; ISBN10: 126014707X is the loose-leaf version of the text with ALEKS and is generally less expensive than the bound version of the text. 2) Some portions of this class will require the use of a scientific calculator. A Texas Instruments TI-30XIIS is an excellent non-graphing calculator that will be sufficient for homework and exams. A Texas Instruments TI-83 or TI-84 (both have “Plus” models with additional memory) are good graphing calculators that can be useful for quickly visualizing graphs – they are considerably more expensive than the TI-30XIIS, and are not required. Recommended Textbook(s), Reading Materials, Course Materials: Student Solution Manual: ISBN-10: 0321760522 Course Student Learning Outcomes (SLOs):

1) Demonstrate knowledge of functions and basic algebraic properties and concepts to solve rational, polynomial, absolute value, radical, exponential, logarithmic equations and inequalities, and 3x3 systems of linear equations.

2) Graph basic functions, including identity, quadratic, cube, absolute value, square root, reciprocal, exponential and logarithmic. Graph linear inequalities and systems of linear inequalities.

3) Simplify and combine rational, radical, exponential, logarithmic expressions and complex numbers.

4) Solve applications including shared work, exponential, variation, uniform motion, using algebraic methods, formulas, tables of values, equations, graphs, or 3x3 systems.

A successful student will be able to demonstrate learning related to these SLOs and be assessed using coursework and the final exam.

Course Policies and Other Information Attendance & Lateness: Attendance will be taken at the start of each class period. The student is responsible for all course material regardless of absences. Class Participation: Students are expected to participate in class discussions. Missed Exams or Assignments: One make-up exam will be allowed for a missed midterm exam during the semester. You must inform the instructor that you will miss the exam before or on the day of the exam and you must take the make-up exam no later than two days after the date of the exam, otherwise the exam score will be zero. A make-up exam may not be taken before the scheduled exam date and time. The lowest-scoring midterm will not be used to calculate the final course score. A make-up final exam may be permitted for any student provided that the student has a legitimate excuse and has contacted the instructor prior to the exam by phone

message, email or in person to schedule a make-up exam, otherwise that exam will be graded as a zero. Academic Integrity: Students are expected to behave ethically and with integrity. All forms of cheating, including plagiarism, on an assignment or exam could result in that assignment or exam receiving a zero and the incident may be reported to the appropriate Dean. See the Student Rights & Responsibilities section of the CMC Course Catalog on the CMC website for more information about academic integrity. Exams: Talking during an exam with anyone other than the instructor and any form of cheating on an exam may result in your exam being graded as a zero. During an exam a student may leave the classroom briefly to use the restroom – only one student may be gone from the room at a time (excluding students finished with the exam). Students may not use their cell phones or smart watches at any time during the exam, including breaks to use the restroom – leave these devices with the instructor while you are gone from the classroom. Students who have finished the exam may leave, but must not communicate with any other student still taking the exam or both students risk receiving a zero for the exam.

Grading: A student’s final grade will be assessed using coursework including homework, midterm exams, a comprehensive final exam, and other possible assignments and activities.

Credit is divided as follows: Homework 10% Midterms 20% each (best 3 of 4) Final Exam 30% The course grading scale will be:

90100 ≥≥ A , 8090 ≥> B , 7080 ≥> C , 6070 ≥> D , F>60 Student Support Services: Students encountering difficulty with the course material are encouraged to seek help outside of class. Options include: meeting with the instructor during office hours, and tutoring at the Learning Resource Center (LRC) located in the CMC Library or online. There is no cost, just walk in or sign up for the online service. Classroom Etiquette: Students are expected to participate in a respectful, civil manner. Due to the distracting nature of cell phones, laptop computers, smart watches and other electronic devices to their users and others, use of these types of devices during class is prohibited. These devices may be used during the break times that will be announced by the instructor in class. A laptop computer may be used with instructor permission.

If you have a situation that necessitates your ability to use an electronic device during class, you must ask for permission to do so from the instructor and give a legitimate reason. If you are granted permission to use your phone by the instructor you must set your phone to ring mode and put the phone away – it may not be placed on your desk where others can see it. Calls must be answered outside the classroom. Checking for texts during class (except during breaks) is not allowed.

Vaping devices are not allowed to be used in the classroom at any time and must not be visible on classroom tables or desks (they must be put away). These devices may be used outside the classroom in designated areas during designated breaks. Smoking and vaping are strictly prohibited in or out of the classroom during testing times if you are still taking an exam.

Food: School policy does not allow food and drinks in classrooms. Anyone having food, especially fried foods, will be required to immediately take it outside of the classroom. NO FOOD PLEASE!

CANVAS Course Pages: Resources for this course are available online on CANVAS, which can be accessed from the CMC Portal. Materials available on CANVAS include all assignments, handouts (including the syllabus), solutions to the homework assignments (after they are graded), and other information. Email Contact Policy: For security and privacy, all e-mail contact between students and instructors must be done using the student and instructor’s CMC e-mail accounts. If you need to contact the instructor via e-mail, be sure to use your CMC e-mail account that is accessible via the Portal on the CMC website. E-mail received from a non-CMC e-mail account cannot be responded to, other than to remind the sender to use their CMC student e-mail account.

Drop Policy: In an effort to promote student success, the Academic Senate and the college administration has approved the implementation of an instructor-initiated Drop Policy. When a student has been absent from classes to such an extent that his or her success is at risk, the instructor has the option of dropping the student.

If a student has missed 12.5% of the semester without notifying the instructor with a satisfactory explanation (unexcused absences), the student may be dropped by the instructor. Faculty may drop a student using this policy until the last day that students are allowed to drop a course. This faculty-initiated drop will result in a “W” appearing on the student’s transcript, and it is the student’s responsibility to learn how it affects financial aid and course repeatability.

Students are responsible for their regular attendance in the courses in which they are enrolled and are responsible for notifying instructors when they are unable to attend class. Likewise, students are responsible for dropping a course they are no longer able

to attend (do not rely on the instructor to drop you just because you have stopped attending).

Prior to dropping a student, faculty are encouraged but are not required to make an attempt to contact students who are no longer attending class. If you have missed 5 classes and have not spoken to the instructor about it you should assume the instructor will drop you from the class.

ACCESS: Students with disabilities, whether physical, learning or psychological, who believe that they may need accommodations in this class, are encouraged to contact ACCESS as soon as possible to ensure that such accommodations are implemented in a timely fashion. Please meet with ACCESS Staff to verify your eligibility for any classroom accommodations and for Academic assistance related to your disability. ACCESS is located in the Student Services building, in Phase III of the main college campus. Equal Opportunity: Copper Mountain College is committed to Equal Employment Opportunity for all persons and to provide educational and employment opportunities free from discrimination on the basis of ethnic group identification, national origin, religion, age, veteran status, sex, race, color, ancestry, sexual orientation, or physical or mental disabilities, and other physical or verbal conduct or communication constituting sexual harassment. Military Personnel & Veterans: Veterans and active-duty military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to the instructor. Note: Your prior military service may count towards the credits needed to complete a degree and/or transfer to a four-year university. Code of Conduct Statement The code of conduct in the classroom for this course shall support and foster a civil, respectful, and open-minded climate so that students and the instructor can live and work in an environment free of harassment, bias-motivated behaviors, unfair treatment, and fear. By committing to working with our better selves, we can work, in all our communities, towards greater mutual understanding of the questions that guide our inquiries.

Copper Mountain College expects all members of our community to refrain from actions or behaviors that intimidate, humiliate or demean persons or groups, or that undermine their security or self-esteem based on traits related to ethnicity, country of origin, religion, gender identity/expression, sexual orientation, age, or physical or mental ability, including learning and/or developmental disabilities and past/present history of mental health concerns or other category protected by State or Federal law.

Learning is most effective when the classroom is comfortable, challenging, and fun. As such, we as a group must cultivate mutual respect for ideas, the freedom/ability to speak in class, and a professional manner. Consequently, any form of disrespect geared towards anyone in this class or the instructor, inappropriate language, dishonesty, or disruptive activity will not be tolerated. Spirited engagement and exciting disagreement, however, are encouraged.

Note: The instructor reserves the right to change this syllabus at any time.

See next page for Tentative Course Calendar.

Tentative Course Calendar Week Meeting Date Exam Text Section Notes --------------------------------------------------------------------------------------------------------------------------------- 1 1 M 8/19 7.1, 7.2 2 W 8/21 7.3, 7.4 ........................................................................................................................................................... 2 3 M 8/26 7.4, 7.5 4 W 8/28 7.6, 7.7 - F 8/30 - Last day to add a class (or drop with a refund) ........................................................................................................................................................... 3 - M 9/2 - No Class - Holiday 5 W 9/4 8.1, 8.2 ........................................................................................................................................................... 4 6 M 9/9 8.3, 8.4

7 W 9/11 MT 1 - Census and last day to drop to avoid transcript responsibility ........................................................................................................................................................... 5 8 M 9/16 8.5, 9.1 9 W 9/18 9.1, 9.2 ........................................................................................................................................................... 6 10 M 9/23 9.2, 9.3 11 W 9/25 9.4, 9.5 ........................................................................................................................................................... 7 12 M 9/30 10.1, 10.2 13 W 10/2 MT2 - ……………………………………………………………………………………………………………….. 8 14 M 10/7 10.3, 10.4 15 W 10/9 10.5, 10.6 ........................................................................................................................................................... 9 16 M 10/14 10.7, 10.8 17 W 10/16 11.1, 11.2 ........................................................................................................................................................... 10 18 M 10/21 11.3, 11.4 19 W 10/23 11.4, 11.5 ........................................................................................................................................................... 11 20 M 10/28 12.1, 12.2 21 W 10/30 MT3 - ......................................................................................................................................................... 12 22 M 11/4 12.3, 12.4 23 W 11/6 12.4, 12.5 ........................................................................................................................................................... 13 - M 11/11 - No Class - Holiday - TU 11/12 - Last day to drop and get a “w” 24 W 11/13 12.5, 12.6 ……………………………………………………………………………………………………………….. 14 25 M 11/18 4.5 26 W 11/20 MT4 ........................................................................................................................................................... 15 - M 11/25 - No Class - Holiday - W 11/27 - No Class - Holiday ………………………………………………………………………………………………………………... 16 27 M 12/2 4.5, Appendix 4 28 W 12/4 Appendix 4, Appendix 5 ........................................................................................................................................................... 17 29 M 12/9 Appendix 5 30 W 12/11 COURSE REVIEW ........................................................................................................................................................... 18 31 M 12/16 FINAL EXAM



(ASAP)


Requested by: Curriculum

Subject:

1. BI 023 Human Physiology -- change distance modality from Hybrid to Both (online and hybrid).

Type of Consideration: Action


Background: This COR is currently Hybrid per CurriQuNet documentation. No other COR changes. This COR was not on the Apr 22, 2021 Curriculum Committee agenda.

============================================

If approved also update COR-related sections, e.g. DE Contact Types, to reflect this change.

COPPER MOUNTAIN COLLEGEHUMAN PHYSIOLOGY

Course Number: BI 023Credit Hours: 5.00


Advisory: NonePrerequisite: BI 022, and CH 003Corequisite: None

Description: In this course, students study the physiological principles, function, integration andhomeostasis of the human body at the cellular, tissue, organ, organ system and organism level:integumentary system, bone, skeletal, smooth and cardiac muscles, nervous system, sensoryorgans, cardiovascular system, lymphatic and immune systems, respiratory system, urinarysystem, digestive system, endocrine system, and reproductive system. This course is primarilyintended for Nursing, Allied Health, Kinesiology, and other health related majors. It may be usedto satisfy a General Education Life Science requirement. Pre-medical, pre-dental and pre-veterinary students are advised to take BI-005 and BI-006 rather than BI-022 and BI-023.


1. Describe and distinguish various roles of major classes of biomolecules in living cells, key functionalfeatures of different types of human cells, and how these cells communicate.

2. Demonstrate an understanding of key functions of major organ systems, the physiological mechanismsunderlying their operation, and how they are integrated and regulated to maintain homeostasis in thebody.

3. Demonstrate knowledge of metabolic and physiological disorders of the major organ systems.4. Design and execute experiments, and analyze data, to demonstrate understanding of physiological

principles, the scientific method, experimental design, and the philosophy of science.

Course Content:

1. Describe and distinguish various roles of major classes of biomolecules in living cells.

2. Describe key functional features of different types of human cells and how they communicate.

3. Identify key functions of major organ systems and the physiological mechanisms underlying theiroperation.

4. Demonstrate an understanding of how organ systems of the body are integrated and regulated.

5. Demonstrate an understanding of how homeostasis is maintained in the body.

6. Demonstrate knowledge of metabolic and physiological disorders of the major organ systems.

7. Analyze experimental data to demonstrate physiological principles.

8. Demonstrate an understanding of the scientific method, experimental design, and the philosophy ofscience.

9. Apply the scientific method and philosophy of science by designing and carrying out physiologicalexperiments.

Lecture Content:

1. The chemistry of life2. Homeostasis and feedback systems3. Cell membrane, and cell-cell communication4. Major body control systems5. Functions of the integumentary system6. Role of bone tissue in homeostasis7. Skeletal muscle structure and function8. Membrane potential and action potentials9. Nervous system and integration

10. Sense organ function11. Heart and cardiac cycle12. Cardiovascular system function and regulation13. Lymphatic system functions and immunity14. Respiratory system function and regulation15. Urinary system function and regulation16. Water, electrolyte and acid-base balance17. Digestion and nutrition18. Metabolism19. Thermoregulation20. Endocrine functions and regulation21. Reproductive functions and regulation22. Clinical applications (Critical thinking exercises about case studies in pathophysiology).

Lab Content:

This course includes greater than 80% hands-on learning supporting the course outcomes. Typical labactivities involve investigations or activities related to human respiration, cardiac function, bloodpressure, acid-base balance, urinary output, sensory reflexes and sensory systems, and similaractivities that illustrate the principles of human body function and homeostasis. Lab experimentationinvolves the application of the philosophy of science, the scientific method, and experimental design.

A. Experiments.

1. Cell surface area/volume ra�o (SLO 1).2. Osmosis and diffusion (SLO 2, 4).3. Effect of vascularity on skin temperature recovery (SLO 2, 4).4. Baroreceptor effect of heart rate (SLO 1, 2, 4).5. Effect of reinforcement on neuromuscular reflexes (SLO 1, 2,4).6. Electromyography and muscle fa�gue (SLO 1, 2, 4).7. Recording and analyzing electrocardiograms (SLO 2, 3, 4).8. Exercise effect on blood pressure and heart rate (SLO 2, 4).9. Spirometry and normal lung volumes (SLO 2, 4).

10. Kidney func�on and urinalysis (SLO 1, 2, 3).11. Analysis of aerobic metabolism expired oxygen and carbon dioxide (SLO 2, 4).12. An�gen-an�body reac�ons and simulated blood typing (SLO 1, 2, 3).

B. Case Studies (Cri�cal thinking applica�ons in human physiology).

1. Chromium supplementa�on in athletes (SLO 1, 4).2. Pap test (SLO 3).3. Tay-Sachs disease (SLO 3).4. Cys�c fibrosis (SLO 1, 3).5. Diabetes mellitus (SLO 1, 3).6. Graves’ disease (SLO 1, 3).7. Paralysis (SLO 2, 3).8. Infan�le spasms (SLO 1, 3).9. Meniere’s disease (SLO 1, 3).

10. Nico�ne addic�on (SLO 1,3).11. Tetanus (SLO 3).12. Myocardial infarc�on (SLO 3).13. Essen�al hypertension (SLO 3).14. Blood doping in athletes (SLO 1, 3).15. High al�tude pulmonary edema (SLO 3).16. Gout (SLO 1, 3).17. Hyponatremia (SLO 3).18. Pep�c ulcers (SLO 3).19. Ea�ng disorders (SLO 1,3).20. Hyperparathyroidism (SLO 1, 3).21. Treatment for AIDS (SLO 3).22. Heat stroke (SLO 3).23. Hyponatremia (SLO 3)24. Infer�lity (SLO 1, 3).

Generated on: 4/30/2021 3:26:20 PM



(ASAP)



Subject: Deactivate CD 076 Guidance and Discipline for Young Children -- effective Fall 2022. (attached)




============================================

All FieldsCourse Deactivation: CD 076 - Guildance and Discipline for Young Children

Cover

CoverCourse Number

076Discipline(s)

Subject

CDTitle

Guildance and Discipline for Young ChildrenDescription

Students explore guidance and discipline theories and strategies appropriate for young children and their impact on cognitive, social, emotional, and physicaldevelopment. Students become familiar with practical principles and techniques for providing developmentally appropriate guidance for young children withand without disabilities, including those at risk. Students study methods that foster self-esteem, self-confidence, impulse and emotional control, motivation,stress management, persistence, cultural awareness, effective communication, empathy, respect for others, and cooperation. Students gain observation skillsthat are designed to understand underlying causes of behavior and in using positive methods to guide young children’s behavior. This course is appropriatefor parents, teachers, and other adults who work with young children.Has Enrollment Limitation No

Limitation Text

Is this a replacement course?

NoRationale for Deactivation

The course is not part of the AS-T degree nor part of the Certificates offered. The CCCECE CAP pilot program recommends deactivating this course to be in line with other colleges who are doing the same.

Effective Semester

FallEffective Year

2022BOT Approval Date

Hours/Units

Credit Status Type[CB04] Credit Status Degree Credit

UnitsTotal Units 3.000

Lecture Units 3.000

Lab Units 0.000

Weekly HoursTotal Weekly Hours 3.000

Weekly Lecture Hours 3.000

Weekly Lab Hours 0.000

Semester HoursSIUs 3.000

Total Semester Hours 54.000

Semester Lecture Hours 54.000

Semester Lab Hours 0.000

Out of Class HoursOut-of-Class Hours 6.000

Grading MethodGrading Method Letter Grade

Recommend course for credit by examination? No

Student Learning Outcomes

Comment

Enter one outcome at a time

1. Interpret children’s behavior as an expression temperament, life experiences, and needs.

2. List, explain, and demonstrate the role that developmentally-appropriate, social-emotional skills play inrelationships, family, school, and work for adults and children, as they explore key values such as integrity,interdependence, respect, commitment, cooperation, compassion, and responsibility.

3. Describe the relationship between the development of social-emotional skills and child guidance methods.

4. Summarize and evaluate the effectiveness of major early child guidance theories and strategies related to social-emotional development from birth through age five.

5. Explain how early childhood social experiences affect the development of autonomy, self-discipline, and life-longsocial skills in older children.

6. Discuss how culture, family issues, and individual differences affect the use of various child guidance strategies.

7. Demonstrate knowledge of and skill in the use of individual and group guidance and problem-solving techniquesto develop positive and supportive relationships with children; to encourage positive social interaction amongchildren; to promote positive strategies of conflict resolution; and to develop personal self-control, self-motivation, and self-esteem.

8. Apply appropriate guidance methods to specific situations relating to children’s behaviors.

Requisites

A minimum grade of "C" is implied.

1. Advisory

Subject CD - Child Development

Requisite Course CD 010 - Child Growth and Development (Active)

Requisite Comment

Discuss the major theoretical approaches, concepts, principles, and issues in human development. Discuss how theories can be useful in studying development. Discuss the influence of culture and ethnicity on development. Requisite Knowledge

Condition

Course Content

Course ContentSpecific Objectives (Formerly Known as Course Objectives)

Lecture Content

1. Social-emotional learning.1. Components.

1. Emotional self-regulation.2. Self-awareness.3. Social knowledge and understanding.4. Social skills.5. Temperament and character traits.

2. Theoretical approaches.1. Piaget’s cognitive developmental approach.2. Erikson’s psychoanalytic developmental approach.3. Maslow’s hierarchy of needs.4. Roger’s person-centered theory.5. Gesell’s maturational approach.6. Watson’s classical conditioning approach.7. Skinner’s operant conditioning approach.8. Bandura’s observational learning theory.9. Miller’s relational-cultural model.

10. Bowlby and Ainsworths’ attachment theories.11. Adler and Sullivan’s communication models.12. Siegel, Goldberg, and Jensen’s neurological models.13. Dennison’s kinesiology model.14. Gardner emotional intelligence.15. Kohlberg and Gilligan’s moral development theories.16. Chess’s temperament types.

2. Relationship of social-emotional learning to other domains of development.1. Brain development.

1. Three-brain, two-hemisphere model.2. Effect of environmental connections on neural connection.3. Brain function and emotional states.

2. Motor development.1. Gross motor skill development.2. Fine motor skill development.3. Proprioception and balance.4. Locomotion.

3. Cognitive development.1. Piaget’s constructivist theory.2. Vygotsky’s adult scaffolding model.3. Behaviorist approaches.

3. Definitions.1. Discipline.2. Guidance.3. Punishment.

1. Styles of guidance and discipline.1. Types.

1. Authoritarian.2. Authoritative.3. Permissive.4. Neglectful.

2. Advantages and disadvantages of each type.3. Precursors to development of style.4. Outcomes of each style.

2. The role of guidance methods and strategies in fostering social-emotional development.1. Structuring the physical environment.2. Enhancing play experiences.3. Adult-child communication.4. Stress management and self-regulation.5. Fostering self-esteem and self-confidence.6. Teaching social understanding and social skills.7. Supporting social relationships.8. Fostering the development of empathy and prosocial behavior.9. Teaching cooperative problem-solving.

10. Teaching conflict resolution.3. Developmentally appropriate methods and strategies.

1. Infants.1. Responding appropriately to needs.2. Bonding and fostering attachment.3. Establishing the foundation for trust and security.4. Supports viewing self as separate from environment.5. Acknowledging empathic reflexes.

2. Toddlers.1. Nurturing growing independence and exploration.2. Setting appropriate limits3. Nurturing task persistence and success.4. Teaching awareness of feelings and emotional regulation.5. Encouraging the development of impulse control.6. Nurturing increasing awareness of others and empathic understanding.7. Teaching effective communication of feelings and needs.8. Nurturing awareness of personal qualities and abilities.9. Encouraging adult help-seeking.

10. Enhancing the development of associative play.11. Teaching basic turn-taking and sharing of materials.

3. Preschoolers.1. Encouraging self-initiated goals.2. Teaching clear verbal and nonverbal communication.3. Nurtures growing awareness of unique abilities and accomplishments.4. Promoting verbal expression of feelings and needs.5. Promoting appreciation for one’s abilities and accomplishments.6. Encouraging participation in social games, cooperative play, and pretend play.7. Promoting pair play with preferred other.8. Encouraging conversations and cooperative activities with peers and adults.9. Promoting understanding of others’ experiences and needs as separate from self.

10. Teaching appropriate methods of impulse control.11. Nurturing self-initiated sharing.12. Teaching understanding and concern for others.13. Encouraging beginning prosocial behaviors.14. Promoting a sense of inclusion and fairness.

1. Kindergarten.1. Encouraging awareness and appreciation of own role within a group.2. Teaching appropriate language to describe understanding of others’ experiences.3. Encouraging self-expression while listening to differing perspectives.4. Encouraging the development of mutually satisfying friendships.5. Teaching creative problem-solving and conflict resolution.6. Teaching how to make accommodations for others with limitations.7. Encouraging the development and application of rules for managing problem situations.8. Teaching impulse control through using rules and empathic understanding.9. Teaching democratic methods of group decision-making.

1. Reasons why children misbehave.1. Normal developmental behaviors that are mislabeled as misbehavior.2. Attention.3. Revenge.4. Power.5. Inadequacy.6. Boredom.7. Coping with physical distress.

1. Fatigue.2. Hunger.3. Illness.4. Injury.

8. Coping with emotional upset.1. Anger.2. Anxiety.3. Hurt.4. Sadness.

9. Curiosity.10. Learned family behavior.11. Reaction to restrictive adult behavior.12. Unmet developmental needs.13. Inadequate training in appropriate responses.

2. Evaluation of common discipline methods.1. Reward and punishment.

1. Time out.2. Verbal reprimands.3. Love/attention withdrawal.4. Corporal punishment.5. Praise.

2. Distraction and redirection.3. Natural and logical consequences.4. Active listening.5. Problem-solving.6. Modeling and teaching.7. Relationship-based guidance.8. Positive discipline.9. Conscious discipline.

3. Effective guidance strategies for problem behaviors.1. Tattling.

1. When feeling unsafe.2. For revenge.3. When intrusion occurs.

2. Oppositional behavior.3. Shyness and withdrawal.4. Aggression.

1. Accidental.2. Reactive.3. Instrumental.4. Relational.5. Bullying.

5. Attention Deficit Hyper Activity Disorder (ADHD).6. Autism.

Lab Content

Methods of Instruction

Instruction Method

1. OtherOther Text

a. Reading and note-taking.

Method Of Instruction to SLO Map

2. OtherOther Text

b. Video presentations.


3. OtherOther Text

c. Discussion.


4. OtherOther Text

d. Demonstrations and role-playing.


5. OtherOther Text

e. Individual and small group presentations.


6. OtherOther Text

f. Speakers.


Assignments

AssignmentsList samples of activities students are expected to complete outside of class/lab time.

1. Reading of text and supplementary materials.2. Critiques of scenarios.3. Self-reflective journals.4. Reaction papers.5. Individual and group projects.6. Problem-solving of behavior issues.7. Child observations.

Methods of Evaluation

Describe how you will evaluate students, the basis for grading and how this is tied to the student learning outcomes. You must show that thegrade is partially based on either proficiency in the form of writing or problem solving ability.

Evaluation Method

1. OtherIf you selected "Other", please provide details.

a. Tests: Multiple choice, true-false, short answer, essay.


b. Rubrics.


c. Observation of students.


d. Participation.

5. Other

If you selected "Other", please provide details.

e. Critical thinking during discussion and in written work.


f. Peer feedback.

Textbooks/Learning Materials

List in APA or MLA format. (Please list more than one, if possible, in each applicable section. Materials should be current, i.e., published not morethan seven years. However, some disciplines may require text content currency, e.g. Computer Science, Criminal Justice, Fire, etc. If a textbook isnot within the currency guidelines, a brief explanation should be included.)

a. Specify the material/s (reading level must be 13 or above, except for basic skills courses).

b. Required for Science courses: Specify the lab manual (reading level must be 13 or above, except for basic skills courses).

Textbook

Author Title PublisherPublicationLocation

PublicationDate Rationale

Nelson, J. Positive discipline - Rev. ed. Edition BallantineBooks

New York 2006

Nelson, J.andTamborski,M.N.

Positive Discipline Parenting Tools: The 49Most Effective Methods to Stop PowerStruggles, Build Communication, andRaise Empowered, Capable Kids

HarmonyPublishing

2016 New book

Siegel,D.J. andBryson,T.P.

No-Drama Discipline: The Whole-BrainWay to calm the Chaos and Nurture YourChild’s Developing Mind.

Bantam 2014 New book

Software

Title Edition Publisher Description

If student is required to purchase materials additional to the text, list the materials and their respective fee here. This information must also beincluded in the course syllabus.

Additional Materials

Required Material Cost

Distance Education

Distance EducationB-Both, H-Hybrid Only

Has DE Modality No

Proposed Date

Proposed For Distance Education No

Approved for Distance Education

Approved Date

Proposed Removal Date

Proposed to Remove Distance Education

Removed Date

Removed Distance Education

Will this Distance Education class comply with federal laws regarding accommodation for students with disabilities?

No**If not selected then this course cannot be approved for Distance Education**

DE Contact Types

Specify how the design of this course will meet the requirements of CMC's Regular and Effective Contact Policy, State requirements, andaccreditation requirements. The CMC policy is available on our website at:

(http://www.cmccd.edu/Faculty-Resources-Documents)

Distance Education Regular and Effective Contact

Cross Listed

Related

General Education Status

Course has been approved for CSU GE No

Area/#

http://www.cmccd.edu/Faculty-Resources-Documents

Request that the CMC Articulation Officer submit the course for: No

CSU Area/#

If Yes, List 3 Similar Courses in this CSU area- Documentation attached.

Course has been approved for IGETC: No

IGETC Area/#

Request that the CMC Articulation Officer submit the course for: No

IGETC Area/#

If Yes, List 3 Similar Courses from this IGETC Area- Documentation attached.

Course Approved for CMC GE: No

Area/#

Request that Course be Approved for CMC GE: No

Area/#

Course Transfer Status

Course Transfer InfoNot Transferable No

Request that course be designated as transferable to CSU No

Request that CMC Articulation Officer submit the course for UC transfer No

Approved for C-ID

Request C-ID Submission

Approved for UC Transfer No

Date Approved

Approved for CSU Transfer No

Date Approved

List 3 Similar Courses from UC Area

Transferable prior to separation from College of the DesertTransferable to CSU prior to the separation from College of the Desert No

Or Approval Date 03/11/2010

Transferable to UC prior to the separation from College of the Desert No

Or Approval Date

Program Impact

Are you requesting this course be added to an existing Program (major)? No

If Yes, then see Program assistant for Curriculum to revise Program Documents.

If No, then answer the question below.

Does this course revision require that the changes are made to the program(s) in which it is part? No

If Yes, then see Program Assistant for Curriculum to revise Program Documents.

Stand-Alone Course Approval

Is the course part of a Chancellor's Office approved program, recommended for inclusion in any general education pattern, or part of a programpending submission to the Chancellor's Office?

YesWhat is the program name/GE pattern?

Child Development - Teacher Certificate and Associate of Arts Degree.If the answer is yes, the course is not a stand-alone and does not require any special approval.

If no, are there more than 18 units in the same 4 digit TOP code linked together by prerequisites or co-requisites?

(If yes, this course cannot be approved.)

Codes/Dates

Special Dates

Originator Martin, Kim

[G101] College ID - 971

[CB00] CCCCO Control ID CCC000516689

[CB01] Course ID CD-076

[CB02] Course Title Guildance and Discipline for Young Children

[CB03] T.O.P. Code 130500 - Child Development/Early Care and Education

[CB04] Credit Status Degree Credit

[CB05] Transfer Status B - Transferable to CSU only.

[CB06] Max Credit 3.000

[CB07] Min Credit 3.000

[CB08] Basic Skills Status N - Course is not a basic skills course.

[CB09] Vocational Status Clearly Occupational

[CB10] Co-op Ed N - Is not part of a cooperative work experience education program.

[CB11] Course Classification Y - Credit Course.

[CB12] Repeatability 0 - May be repeated zero times.

[CB13] Course Special Status N - Course is not a special class.

[CB21] Course Prior to College Level Y - Not applicable

[CB22] Course Noncredit Category Y - Not Applicable, Credit course

[CB23] Funding Agency Category Y - Not Applicable

[CB24] Program Status PA - 1 - Program Applicable

[CB25] Course General Education Status

Y. Not Applicable

[CB26] Course Support Course Status N - Course is not a support course



(ASAP)



Subject: Updated:

1. Qualified Early Childhood Educator: Associate Teacher (attached) 2. Qualified Early Childhood Educator: Teacher (attached)




============================================

Required Courses: Credit Hours: (19 Required)

QUALIFIED EARLY CHILDHOODEDUCATOR: ASSOCIATE TEACHER

CERTIFICATE OF ACHIEVEMENT:18 OR GREATER SEMESTER (OR 27 OR GREATER QUARTER) UNITS

Description

“An Early Childhood Teacher provides service in the care, development, and instruction of children in achild care and development program and may also supervise the work of other adults in the specific ECEsetting,” (California ECE Teacher Performance Expectations, 2019).

This certificate is designed to fully prepare students for a career in teaching in early childhood educationsettings and satisfies the education and performance requirements for the California Child DevelopmentPermit at the Associate Teacher level. The Permit at the Associate Teacher level authorizes the holder toprovide service in the care, development and instruction of children in a child care and developmentprogram; and supervise an Aide or Assistant Permit holder (California Child Development Permit Matrix,2018). The certificate's learning outcomes are taken directly from the California ECE TeacherPerformance Expectations, 2019.

Students holding the Qualified Early Childhood Educator: Associate Teacher certificate will be trainedand eligible for employment as: preschool lead teachers in privately-owned preschools and teachers inHead Start and State Preschools (if they have the California Child Development Permit).

Students seeking the California Child Development Permit: Associate Teacher are also required to have50 days of experience at 3+ hours per day within 2 years. Most students meet this requirement/gain thisexperience while already working in early childhood classrooms as assistants/aides while also continuingtheir coursework towards their AA/AS transfer degree.

All coursework for the Qualified Early Childhood Educator: Associate Teacher Certificate must becompleted with a grade of “C” or better.

Additional Certificate Requirements:

1. Students in this program must show proof of immunizations for MMR and Tdap; and an up-to-datenegative TB test result in order to comply with outside classroom regulations regarding in-personpreschool observations per SB 792.

2. Students are also required to obtain their Pediatric CPR/Pediatric 1st Aid certification in order toreceive their California Child Development Permit. Students are advised to obtain CPR/Pediatric 1st Aidcertification in their third semester.


1. Engage and support all young children in development and learning by: understanding and applyingtheories, principles, and practices for the comprehensive language instruction of young first-and dual-language learners; designing and implementing learning experiences based on the child's level oflanguage proficiency and developmental learning; and communicating and collaborating in partnershipswith families in a culturally-appropriate and responsive manner to support young children’s developmentand learning. (California Early Childhood Education Teacher Performance Expectations #1, 2019) [CMCInstitutional Learning Objectives: Critical Thinking, Communication, Information Competency, Ethics,Personal Development]

2. Create and maintain effective environments for young children’s development and learning by: creatinghealthy learning environments by promoting positive relationships and behaviors; welcoming all childrenand families; using routines and procedures that maximize children’s engagement; supporting conflictresolution skills; and fostering children's independent and collaborative learning. (California EarlyChildhood Education Teacher Performance Expectations #2, 2019) [CMC Institutional LearningObjectives: Critical Thinking, Communication, Information Competency, Ethics, Personal Development]

3. Understand and organize content knowledge for young children’s development and learning by: designingand implementing a culturally-, linguistically- and developmentally-appropriate curriculum in social-emotional development, language development, cognitive development, and perceptual and motordevelopment for all young children and working with colleagues through collaboration and consultation tosupport children' engagement with learning. (California Early Childhood Education Teacher PerformanceExpectations #3, 2019) [CMC Institutional Learning Objectives: Critical Thinking, Communication,Information Competency, Ethics, Personal Development]

4. Develop as a professional early childhood educator by: organizing and supervising the work of otheradults such as assistants and/or aides in the early childhood setting; communicating effectively with theprogram’s Teacher(s), Master Teacher(s) and administrator(s), and other staff and parents employed atthe early childhood center; and reflecting on and improving their practice through collaborative inquiry,observation feedback, and their own performance data. (California Early Childhood Education TeacherPerformance Expectations #6, 2019) [CMC Institutional Learning Objectives: Critical Thinking,Communication, Information Competency, Ethics, Personal Development]


CD010 Child Growth and Development 4

CD012 Child, Family & Community 3

CD014 Principles and Practices of Teaching Young Children 3

CD030 Introduction to Curriculum 3

CD044 Child Health, Safety, and Nutrition 3

CD019 or Language Arts and Literacy for Young Children 3

CD040 Fostering Creativity in Young Children 3Advisor: Kim Martin

Total: 19

Generated on: 4/27/2021 10:13:27 PM

All FieldsProgram Amendment: Qualified Early Childhood Educator: Associate Teacher

Main

Department Child Development

Title Qualified Early Childhood Educator: Associate Teacher

Award Type Certificate of Achievement:18 or greater semester (or 27 or greater quarter) units

Program Description:

“An Early Childhood Teacher provides service in the care, development, and instruction of children in a child care and development program and may alsosupervise the work of other adults in the specific ECE setting,” (California ECE Teacher Performance Expectations, 2019).

This certificate is designed to fully prepare students for a career in teaching in early childhood education settings and satisfies the education and performancerequirements for the California Child Development Permit at the Associate Teacher level. The Permit at the Associate Teacher level authorizes the holder toprovide service in the care, development and instruction of children in a child care and development program; and supervise an Aide or Assistant Permitholder (California Child Development Permit Matrix, 2018). The certificate's learning outcomes are taken directly from the California ECE TeacherPerformance Expectations, 2019.

Students holding the Qualified Early Childhood Educator: Associate Teacher certificate will be trained and eligible for employment as: preschool lead teachersin privately-owned preschools and teachers in Head Start and State Preschools (if they have the California Child Development Permit).

Students seeking the California Child Development Permit: Associate Teacher are also required to have 50 days of experience at 3+ hours per day within 2years. Most students meet this requirement/gain this experience while already working in early childhood classrooms as assistants/aides while also continuingtheir coursework towards their AA/AS transfer degree.

All coursework for the Qualified Early Childhood Educator: Associate Teacher Certificate must be completed with a grade of “C” or better.


1. Students in this program must show proof of immunizations for MMR and Tdap; and an up-to-date negative TB test result in order to comply with outsideclassroom regulations regarding in-person preschool observations per SB 792.

2. Students are also required to obtain their Pediatric CPR/Pediatric 1st Aid certification in order to receive their California Child Development Permit.Students are advised to obtain CPR/Pediatric 1st Aid certification in their third semester.

Effective Semester

Effective Year

BOT Approval Date

Program Outcomes

Outcome

1. Engage and support all young children in development and learning by: understanding and applying theories,principles, and practices for the comprehensive language instruction of young first-and dual-language learners;designing and implementing learning experiences based on the child's level of language proficiency anddevelopmental learning; and communicating and collaborating in partnerships with families in a culturally-appropriate and responsive manner to support young children’s development and learning. (California EarlyChildhood Education Teacher Performance Expectations #1, 2019) [CMC Institutional Learning Objectives: CriticalThinking, Communication, Information Competency, Ethics, Personal Development]Upon successful completion of the program, students will be able to:

Teach in an early childhood setting.

2. Create and maintain effective environments for young children’s development and learning by: creating healthylearning environments by promoting positive relationships and behaviors; welcoming all children and families;using routines and procedures that maximize children’s engagement; supporting conflict resolution skills; andfostering children's independent and collaborative learning. (California Early Childhood Education TeacherPerformance Expectations #2, 2019) [CMC Institutional Learning Objectives: Critical Thinking, Communication,Information Competency, Ethics, Personal Development]Upon successful completion of the program, students will be able to:


3. Understand and organize content knowledge for young children’s development and learning by: designing andimplementing a culturally-, linguistically- and developmentally-appropriate curriculum in social-emotionaldevelopment, language development, cognitive development, and perceptual and motor development for allyoung children and working with colleagues through collaboration and consultation to support children'engagement with learning. (California Early Childhood Education Teacher Performance Expectations #3, 2019)[CMC Institutional Learning Objectives: Critical Thinking, Communication, Information Competency, Ethics,Personal Development]Upon successful completion of the program, students will be able to:


4. Develop as a professional early childhood educator by: organizing and supervising the work of other adults suchas assistants and/or aides in the early childhood setting; communicating effectively with the program’sTeacher(s), Master Teacher(s) and administrator(s), and other staff and parents employed at the early childhoodcenter; and reflecting on and improving their practice through collaborative inquiry, observation feedback, andtheir own performance data. (California Early Childhood Education Teacher Performance Expectations #6, 2019)[CMC Institutional Learning Objectives: Critical Thinking, Communication, Information Competency, Ethics,Personal Development]Upon successful completion of the program, students will be able to:


Required Courses

Course Block Definitions

1. Required Courses:Block Header

Block Footer

Advisor: Kim MartinOverride Default Unit Calculations

YesUnit Min

19.00Unit Max

19.00

Program Courses

1. CourseCD 010 - Child Growth and Development 4.000 *Active*Non-Course Requirements

Subject

CD - Child DevelopmentCourse

CD 010 - Child Growth and Development 4.000 *Active*Condition

Unit RangeUnits Low

Units High

Exception Identifier

Exception

2. CourseCD 012 - Child, Family & Community 3.000 *Active*Non-Course Requirements

Subject


CD 012 - Child, Family & Community 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

3. CourseCD 014 - Principles and Practices of Teaching Young Children 3.000 *Active*Non-Course Requirements

Subject


CD 014 - Principles and Practices of Teaching Young Children 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

4. CourseCD 030 - Introduction to Curriculum 3.000 *Active*Non-Course Requirements

Subject


CD 030 - Introduction to Curriculum 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

5. CourseCD 044 - Child Health, Safety, and Nutrition 3.000 *Active*Non-Course Requirements

Subject


CD 044 - Child Health, Safety, and Nutrition 3.000 *Active*

Condition

Unit RangeUnits Low

Units High


Exception

6. CourseCD 019 - Language Arts and Literacy for Young Children 3.000 *Active*Non-Course Requirements

Subject


CD 019 - Language Arts and Literacy for Young Children 3.000 *Active*Condition

or

Unit RangeUnits Low

Units High


Exception

7. CourseCD 040 - Fostering Creativity in Young Children 3.000 *Active*Non-Course Requirements

Subject


CD 040 - Fostering Creativity in Young Children 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

Codes/Dates


Implement Date

Top Code 130500 - Child Development/Early Care and Education

Program Control Number

MIS Degree CodeA- A.A. Degree No

S- A.S. Degree No

Y- A.A.-T No

X- A.S.-T No

B- Certificate of Achievement: 12 to fewer than 18 semester units No

C- Certificate of Achievement: 18 or greater semester units Yes

Noncredit Program No

MIS Certificate CodeMIS Certificate Code L - Certificate requiring fewer than 30 units

Co-Contributor

Contributor

Dieleman, JenniferHenderson, CherilynMartin, KimMartin, Kim

QUALIFIED EARLY CHILDHOODEDUCATOR: TEACHER

CERTIFICATE OF ACHIEVEMENT 30 TO LESS THAN 60 SEMESTER UNITS OR 45 TO LESS THAN 90QUARTER UNITS (T)

Description

“An Early Childhood Teacher provides service in the care, development, and instruction of children in achild care and development program and may also supervise the work of other adults in the specific ECEsetting,” (California ECE Teacher Performance Expectations, 2019).

This certificate is designed to fully prepare students for a career in teaching in early childhood educationsettings and satisfies the education and performance requirements for the California Child DevelopmentPermit at the Teacher level. The Permit at the Teacher level authorizes the holder to provide service inthe care, development and instruction of children in a child care and development program; andsupervise Aide or Associate Teacher Permit holders (California Child Development Permit Matrix, 2018).The certificate's learning outcomes are taken directly from the California ECE Teacher PerformanceExpectations, 2019.

Students holding the Qualified Early Childhood Educator: Teacher certificate will be trained and eligiblefor employment as: preschool lead teachers in privately-owned preschools and teachers in Head Startand State Preschools (if they have the California Child Development Permit).

Students seeking the California Child Development Permit are also required to have 175 days of 3+hours per day working in an early childhood setting within 4 years. Most students meet thisrequirement/gain this experience while already working in early childhood classrooms asassistants/aides while also continuing their coursework towards their AA/AS transfer degree.

All coursework for the Qualified Early Childhood Educator: Teacher Certificate must be completed with agrade of “C” or better.


1. Students in this program must show proof of immunizations for MMR and Tdap; and an up-to-datenegative TB test result in order to comply with outside classroom regulations regarding in-personpreschool observations per SB 792.

2. Students are also required to obtain their Pediatric CPR/Pediatric 1st Aid certification in order toreceive their California Child Development Permit. Students are advised to obtain CPR/Pediatric 1st Aidcertification in their third semester.


1. Engage and support all young children in development and learning by: understanding and applyingtheories, principles, and practices for the comprehensive language instruction of young first-and dual-language learners; designing and implementing learning experiences based on the child's level oflanguage proficiency and developmental learning; and communicating and collaborating in partnershipswith families in a culturally-appropriate and responsive manner to support young children’s developmentand learning. (California Early Childhood Education Teacher Performance Expectations #1, 2019) [CMCInstitutional Learning Objectives: Critical Thinking, Communication, Information Competency, Ethics,Personal Development]

2. Create and maintain effective environments for young children’s development and learning by: creatinghealthy learning environments by promoting positive relationships and behaviors; welcoming all childrenand families; using routines and procedures that maximize children’s engagement; supporting conflictresolution skills; and fostering children's independent and collaborative learning. (California EarlyChildhood Education Teacher Performance Expectations #2, 2019) [CMC Institutional LearningObjectives: Critical Thinking, Communication, Information Competency, Ethics, Personal Development]

3. Understand and organize content knowledge for young children’s development and learning by: designingand implementing a culturally-, linguistically- and developmentally-appropriate curriculum in social-emotional development, language development, cognitive development, and perceptual and motordevelopment for all young children and working with colleagues through collaboration and consultation tosupport children' engagement with learning. (California Early Childhood Education Teacher PerformanceExpectations #3, 2019) [CMC Institutional Learning Objectives: Critical Thinking, Communication,Information Competency, Ethics, Personal Development]

4. Assess and document young children’s development and learning by: understanding and applying basicprinciples for observing, documenting, and interpreting children’s development as the context forcurriculum development in all domains, play and social interactions; using multiple ways to inform theirjudgment about what a child knows and is able to do; accurately documenting children’s learning anddevelopmental progress; and supporting children in learning how to peer- and self-assess their work.(California Early Childhood Education Teacher Performance Expectations #5, 2019) [CMC InstitutionalLearning Objectives: Critical Thinking, Communication, Information Competency, Ethics, PersonalDevelopment]

5. Develop as a professional early childhood educator by: organizing and supervising the work of otheradults such as assistants and/or aides in the early childhood setting; communicating effectively with theprogram’s Master Teacher(s) and administrator(s), and other staff and parents employed at the earlychildhood center; and reflecting on and improving their practice through collaborative inquiry, observationfeedback, and their own performance data. (California Early Childhood Education Teacher PerformanceExpectations #6, 2019) [CMC Institutional Learning Objectives: Critical Thinking, Communication,Information Competency, Ethics, Personal Development]

Required Courses: Credit Hours: (25 Required)

Math or Science Elective Credit Hours: (3 - 4 Required)

English or Language Arts Elective Credit Hours: (3 Required)

Humanities or Fine Arts Elective Credit Hours: (3 - 5 Required)

Social Sciences Elective Credit Hours: (3 - 6 Required)


CD010 Child Growth and Development 4

CD012 Child, Family & Community 3

CD014 Principles and Practices of Teaching Young Children 3

CD030 Introduction to Curriculum 3

CD074 Living and Teaching in a Diverse Society 3

CD044 Child Health, Safety, and Nutrition 3

CD019 or Language Arts and Literacy for Young Children 3

CD040 Fostering Creativity in Young Children 3

CD075 Observation and Assessment 3

CD015 Child Development Practicum 3Advisor: Kim Martin

Select at least one course.MATH040 Intermediate Algebra 4

BI004 Elements of Biology 3

NR001 Conservation of Natural Resources 3

MATH016 Mathematics for Elementary School Teachers 3

G010 The Earth Sciences 4

Select at least one courseENG003A College Composition 3

ENG005A Creative Writing 3

Select at least one courseASL001 Elementary American Sign Language I 5

SPAN001 Elementary Spanish 5

ART010 Introduction to Art 3

MUS010 Introduction to Music 3

PHIL013 Perspectives on Death and Dying 3

Select at least one courseANTH002 Cultural Anthropology 3

PSY001 General Psychology 3Students are required to take at least 16 units of elective courses. Substitutions of courses within the electiveareas are permitted if they are reviewed with a counselor or advisor.

Total: 37.00 - 43.00

Generated on: 4/27/2021 10:15:26 PM

All FieldsProgram Amendment: Qualified Early Childhood Educator: Teacher

Main

Department Child Development

Title Qualified Early Childhood Educator: Teacher

Award Type Certificate of Achievement:18 or greater semester (or 27 or greater quarter) units

Program Description:

“An Early Childhood Teacher provides service in the care, development, and instruction of children in a child care and development program and may alsosupervise the work of other adults in the specific ECE setting,” (California ECE Teacher Performance Expectations, 2019).

This certificate is designed to fully prepare students for a career in teaching in early childhood education settings and satisfies the education and performancerequirements for the California Child Development Permit at the Teacher level. The Permit at the Teacher level authorizes the holder to provide service in thecare, development and instruction of children in a child care and development program; and supervise Aide or Associate Teacher Permit holders (CaliforniaChild Development Permit Matrix, 2018). The certificate's learning outcomes are taken directly from the California ECE Teacher Performance Expectations,2019.

Students holding the Qualified Early Childhood Educator: Teacher certificate will be trained and eligible for employment as: preschool lead teachers inprivately-owned preschools and teachers in Head Start and State Preschools (if they have the California Child Development Permit).

Students seeking the California Child Development Permit are also required to have 175 days of 3+ hours per day working in an early childhood setting within4 years. Most students meet this requirement/gain this experience while already working in early childhood classrooms as assistants/aides while alsocontinuing their coursework towards their AA/AS transfer degree.

All coursework for the Qualified Early Childhood Educator: Teacher Certificate must be completed with a grade of “C” or better.


1. Students in this program must show proof of immunizations for MMR and Tdap; and an up-to-date negative TB test result in order to comply with outsideclassroom regulations regarding in-person preschool observations per SB 792.

2. Students are also required to obtain their Pediatric CPR/Pediatric 1st Aid certification in order to receive their California Child Development Permit.Students are advised to obtain CPR/Pediatric 1st Aid certification in their third semester.

Effective Semester

Effective Year

BOT Approval Date

Program Outcomes

Outcome

1. Engage and support all young children in development and learning by: understanding and applying theories,principles, and practices for the comprehensive language instruction of young first-and dual-language learners;designing and implementing learning experiences based on the child's level of language proficiency anddevelopmental learning; and communicating and collaborating in partnerships with families in a culturally-appropriate and responsive manner to support young children’s development and learning. (California EarlyChildhood Education Teacher Performance Expectations #1, 2019) [CMC Institutional Learning Objectives: CriticalThinking, Communication, Information Competency, Ethics, Personal Development]Upon successful completion of the program, students will be able to:


2. Create and maintain effective environments for young children’s development and learning by: creating healthylearning environments by promoting positive relationships and behaviors; welcoming all children and families;using routines and procedures that maximize children’s engagement; supporting conflict resolution skills; andfostering children's independent and collaborative learning. (California Early Childhood Education TeacherPerformance Expectations #2, 2019) [CMC Institutional Learning Objectives: Critical Thinking, Communication,Information Competency, Ethics, Personal Development]Upon successful completion of the program, students will be able to:


3. Understand and organize content knowledge for young children’s development and learning by: designing andimplementing a culturally-, linguistically- and developmentally-appropriate curriculum in social-emotionaldevelopment, language development, cognitive development, and perceptual and motor development for allyoung children and working with colleagues through collaboration and consultation to support children'engagement with learning. (California Early Childhood Education Teacher Performance Expectations #3, 2019)[CMC Institutional Learning Objectives: Critical Thinking, Communication, Information Competency, Ethics,Personal Development]Upon successful completion of the program, students will be able to:


4. Assess and document young children’s development and learning by: understanding and applying basicprinciples for observing, documenting, and interpreting children’s development as the context for curriculumdevelopment in all domains, play and social interactions; using multiple ways to inform their judgment about whata child knows and is able to do; accurately documenting children’s learning and developmental progress; andsupporting children in learning how to peer- and self-assess their work. (California Early Childhood EducationTeacher Performance Expectations #5, 2019) [CMC Institutional Learning Objectives: Critical Thinking,Communication, Information Competency, Ethics, Personal Development]Upon successful completion of the program, students will be able to:


5. Develop as a professional early childhood educator by: organizing and supervising the work of other adults suchas assistants and/or aides in the early childhood setting; communicating effectively with the program’s MasterTeacher(s) and administrator(s), and other staff and parents employed at the early childhood center; and reflectingon and improving their practice through collaborative inquiry, observation feedback, and their own performancedata. (California Early Childhood Education Teacher Performance Expectations #6, 2019) [CMC InstitutionalLearning Objectives: Critical Thinking, Communication, Information Competency, Ethics, Personal Development]Upon successful completion of the program, students will be able to:


Required Courses

Course Block Definitions

1. Required Courses:Block Header

Block Footer

Advisor: Kim MartinOverride Default Unit Calculations

YesUnit Min

25.00Unit Max

25.00

Program Courses

1. CourseCD 010 - Child Growth and Development 4.000 *Active*Non-Course Requirements

Subject


CD 010 - Child Growth and Development 4.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

2. CourseCD 012 - Child, Family & Community 3.000 *Active*Non-Course Requirements

Subject


CD 012 - Child, Family & Community 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

3. CourseCD 014 - Principles and Practices of Teaching Young Children 3.000 *Active*Non-Course Requirements

Subject


CD 014 - Principles and Practices of Teaching Young Children 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

4. CourseCD 030 - Introduction to Curriculum 3.000 *Active*Non-Course Requirements

Subject


CD 030 - Introduction to Curriculum 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

5. CourseCD 074 - Living and Teaching in a Diverse Society 3.000 *Active*Non-Course Requirements

Subject


CD 074 - Living and Teaching in a Diverse Society 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

6. CourseCD 044 - Child Health, Safety, and Nutrition 3.000 *Active*Non-Course Requirements

Subject


CD 044 - Child Health, Safety, and Nutrition 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

7. CourseCD 019 - Language Arts and Literacy for Young Children 3.000 *Active*Non-Course Requirements

Subject


CD 019 - Language Arts and Literacy for Young Children 3.000 *Active*Condition

or

Unit RangeUnits Low

Units High


Exception

8. CourseCD 040 - Fostering Creativity in Young Children 3.000 *Active*Non-Course Requirements

Subject


CD 040 - Fostering Creativity in Young Children 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

9. CourseCD 075 - Observation and Assessment 3.000 *In Review*Non-Course Requirements

Subject


CD 075 - Observation and Assessment 3.000 *In Review*Condition

Unit RangeUnits Low

Units High


Exception

10. CourseCD 015 - Child Development Practicum 3.000 *Active*Non-Course Requirements

Subject


CD 015 - Child Development Practicum 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

2. Math or Science ElectiveBlock Header

Select at least one course.Block Footer

Override Default Unit Calculations

YesUnit Min

3.00Unit Max

4.00

Program Courses

1. CourseMATH 040 - Intermediate Algebra 4.000 *Active*Non-Course Requirements

Any course with a Math 040 prerequisite will be accepted to meet this requirement.Subject

MATH - MathCourse

MATH 040 - Intermediate Algebra 4.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

2. CourseBI 004 - Elements of Biology 3.000 *Active*Non-Course Requirements

Subject

BI - BiologyCourse

BI 004 - Elements of Biology 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

3. CourseNR 001 - Conservation of Natural Resources 3.000 *Active*Non-Course Requirements

Subject

NR - Natural ResourcesCourse

NR 001 - Conservation of Natural Resources 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

4. CourseMATH 016 - Mathematics for Elementary School Teachers 3.000 *Active*Non-Course Requirements

Subject

MATH - MathCourse

MATH 016 - Mathematics for Elementary School Teachers 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

5. CourseG 010 - The Earth Sciences 4.000 *Active*Non-Course Requirements

Subject

G - GeologyCourse

G 010 - The Earth Sciences 4.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

3. English or Language Arts ElectiveBlock Header

Select at least one courseBlock Footer


YesUnit Min

3.00Unit Max

3.00

Program Courses

1. CourseENG 003A - College Composition 3.000 *Active*Non-Course Requirements

Subject

ENG - EnglishCourse

ENG 003A - College Composition 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

2. CourseENG 005A - Creative Writing 3.000 *Active*Non-Course Requirements

Subject

ENG - EnglishCourse

ENG 005A - Creative Writing 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

4. Humanities or Fine Arts ElectiveBlock Header



YesUnit Min

3.00Unit Max

5.00

Program Courses

1. CourseASL 001 - Elementary American Sign Language I 5.000 *Active*Non-Course Requirements

Subject

ASL - American Sign LanguageCourse

ASL 001 - Elementary American Sign Language I 5.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

2. CourseSPAN 001 - Elementary Spanish 5.000 *Active*Non-Course Requirements

Subject

SPAN - SpanishCourse

SPAN 001 - Elementary Spanish 5.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

3. CourseART 010 - Introduction to Art 3.000 *Active*Non-Course Requirements

Subject

ART - ArtCourse

ART 010 - Introduction to Art 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

4. CourseMUS 010 - Introduction to Music 3.000 *Active*Non-Course Requirements

Subject

MUS - MusicCourse

MUS 010 - Introduction to Music 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

5. CoursePHIL 013 - Perspectives on Death and Dying 3.000 *Active*Non-Course Requirements

Subject

PHIL - PhilosophyCourse

PHIL 013 - Perspectives on Death and Dying 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

5. Social Sciences Elective

Block Header


Students are required to take at least 16 units of elective courses. Substitutions of courses within the elective areas are permitted if they are reviewed with a counselor or advisor. Override Default Unit Calculations

YesUnit Min

3.00Unit Max

6.00

Program Courses

1. CourseANTH 002 - Cultural Anthropology 3.000 *Active*Non-Course Requirements

Subject

ANTH - AnthropologyCourse

ANTH 002 - Cultural Anthropology 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

2. CoursePSY 001 - General Psychology 3.000 *Active*Non-Course Requirements

Subject

PSY - PsychologyCourse

PSY 001 - General Psychology 3.000 *Active*Condition

Unit RangeUnits Low

Units High


Exception

Codes/Dates


Implement Date

Top Code 130500 - Child Development/Early Care and Education

Program Control Number

MIS Degree CodeA- A.A. Degree No

S- A.S. Degree No

Y- A.A.-T No

X- A.S.-T No

B- Certificate of Achievement: 12 to fewer than 18 semester units No

C- Certificate of Achievement: 18 or greater semester units Yes

Noncredit Program No

MIS Certificate CodeMIS Certificate Code

Co-Contributor

Contributor

Dieleman, JenniferHenderson, CherilynMartin, KimMartin, Kim



(ASAP)

Date of Senate Meeting: 6 May 2021

Requested by: Heidi Gibbons

Subject: Re-brand LRC


□ Action Item

� Information/Discussion

Desired Outcome:

To receive input from faculty body about renaming the Learning Resource Center to the Tutoring and Academic Support Center.

Background:

The rationale is to align the acronym with the courses offered (ASC), as well as to have the word “tutoring” in its title.



(ASAP)


Requested by: SLO Assessment Coordinators

Subject: Results of Spring 2021 Learning Outcomes Survey


□ Action Item

x Information/Discussion

Desired Outcome:

Discuss the results of the Learning Outcomes Survey conducted in Spring 2021 and suggest courses of action that could improve the process and meaningfulness of assessing SLOs, PLOs, and ILOs.

Background:

To promote a positive culture of Learning Outcomes assessment at the Course, Program and Institutional levels, it’s helpful to engage in dialog about it on a regular basis. The survey provides an illuminating snapshot of faculty opinion on the process.

Learning Assessment at CMC Survey Conducted April 1st -April 11th 2021 46 Respondents, Anonymous Survey Monkeylink sent to All Faculty

Question

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

N/A

Positive (Strongly

Agree and Agree)

Neutral

Negative (Disagree

and Strongly

Disagree)

I can explain SLO assessments to someone new to education 21 21 2 2 0 0 42 2 2 46% 46% 4% 4% 0% 0% 91% 4% 4%

The college provides me adequate support in the development of student learning outcomes

21 18 11 2 3 0 39 11 5 38% 33% 20% 4% 5% 0% 71% 20% 9%

I am comfortable assessing student learning outcomes 21 24 2 4 2 0 45 2 6 40% 45% 4% 8% 4% 0% 85% 4% 11%

The assessment of student learning outcomes helps me to improve my teaching

21 14 11 5 4 0 35 11 9 38% 25% 20% 9% 7% 0% 64% 20% 16%

The college provides me adequate support in the assessment of student learning outcomes

21 17 14 6 1 0 38 14 7 36% 29% 24% 10% 2% 0% 64% 24% 12%

I feel confident that my SLO assessments are designed well. 21 18 9 7 2 0 39 9 9 37% 32% 16% 12% 4% 0% 68% 16% 16%

I feel confident that my analysis of SLO assessment data provides information to help me improve my classes.

21 19 8 8 3 0 40 8 11 36% 32% 14% 14% 5% 0% 68% 14% 19%

I feel confident that my SLO assessment reports are done well. 21 20 8 3 3 0 41 8 6 38% 36% 15% 5% 5% 0% 75% 15% 11%

I have conducted program learning outcome assessments 21 9 1 5 0 17 30 1 5 40% 17% 2% 9% 0% 32% 83% 3% 14%

Program learning outcome assessment is valuable work 21 9 10 1 2 13 30 10 3 38% 16% 18% 2% 4% 23% 70% 23% 7%

I can explain PLO assessments to someone new to education 21 15 3 5 1 11 36 3 6 38% 27% 5% 9% 2% 20% 80% 7% 13%

The college provides me adequate support in the development of program learning outcomes

21 10 9 4 4 14 31 9 8 34% 16% 15% 6% 6% 23% 65% 19% 17%

I am comfortable assessing program learning outcomes 21 8 8 4 3 12 29 8 7 38% 14% 14% 7% 5% 21% 66% 18% 16%

The assessment of program learning outcomes helps me to improve my program

21 7 11 4 3 12 28 11 7 36% 12% 19% 7% 5% 21% 61% 24% 15%

The college provides me adequate support in the assessment of program learning outcomes

21 14 7 3 4 14 35 7 7 33% 22% 11% 5% 6% 22% 71% 14% 14%

I feel confident that my PLO assessment work is done well 21 10 7 6 1 16 31 7 7 34% 16% 11% 10% 2% 26% 69% 16% 16%

I collaborate with other faculty on PLO assessment 21 5 10 6 1 16 26 10 7 36% 8% 17% 10% 2% 27% 60% 23% 16%

I am aware of CMC's Institutional Learning Outcomes 21 16 8 4 0 5 37 8 4 39% 30% 15% 7% 0% 9% 76% 16% 8%

I understand how my program learning outcomes map to CMCs ILOs

21 14 11 5 0 6 35 11 5 37% 25% 19% 9% 0% 11% 69% 22% 10%

I know how CMC assesses ILOs 21 8 12 12 4 6 29 12 16 33% 13% 19% 19% 6% 10% 51% 21% 28%

I have reviewed ILO assessment results 21 6 9 17 2 7 27 9 19 34% 10% 15% 27% 3% 11% 49% 16% 35%

CMC's ILOs should be revised 21 5 24 3 1 8 26 24 4 34% 8% 39% 5% 2% 13% 48% 44% 7%

My work conducting learning outcome assessment is valued by my supervisor

21 16 14 7 2 1 37 14 9 34% 26% 23% 11% 3% 2% 62% 23% 15%

CMC uses learning outcome assessment to improve as an institution

21 15 18 8 0 1 36 18 8 33% 24% 29% 13% 0% 2% 58% 29% 13%

The CMC administration is aware of faculty efforts in learning assessment

21 14 20 3 4 0 35 20 7 34% 23% 32% 5% 6% 0% 56% 32% 11%

I discuss learning outcome assessment results with my peers 21 11 13 10 5 0 32 13 15 35% 18% 22% 17% 8% 0% 53% 22% 25%

Learning outcome assessment is valuable work 21 13 12 4 5 0 34 12 9 38% 24% 22% 7% 9% 0% 62% 22% 16%

I am fully engaged in my learning outcome assessment work 21 12 17 6 1 1 33 17 7 36% 21% 29% 10% 2% 2% 58% 30% 12%

CMC needs a better system for collecting SLO and PLO assessment reports.

21 9 14 3 4 0 30 14 7 41% 18% 27% 6% 8% 0% 59% 27% 14%

All Faculty


Full-time faculty

Question

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

N/A

Positive (Strongly

Agree and Agree)

Neutral

Negative (Disagree

and Strongly

Disagree)



6 8 4 0 2 0 14 4 2 30% 40% 20% 0% 10% 0% 70% 20% 10%



8 5 4 2 1 0 13 4 3 40% 25% 20% 10% 5% 0% 65% 20% 15%


4 9 4 3 0 0 13 4 3 20% 45% 20% 15% 0% 0% 65% 20% 15%



6 7 3 4 0 0 13 3 4 30% 35% 15% 20% 0% 0% 65% 15% 20%






2 8 4 1 3 2 10 4 4 10% 40% 20% 5% 15% 10% 56% 22% 22%



6 4 5 2 1 1 10 5 3 32% 21% 26% 11% 5% 5% 56% 28% 17%


1 10 2 2 3 2 11 2 5 5% 50% 10% 10% 15% 10% 61% 11% 28%





8 9 2 1 0 0 17 2 1 40% 45% 10% 5% 0% 0% 85% 10% 5%





3 8 4 3 2 0 11 4 5 15% 40% 20% 15% 10% 0% 55% 20% 25%


2 5 10 3 0 0 7 10 3 10% 25% 50% 15% 0% 0% 35% 50% 15%


2 5 7 2 4 0 7 7 6 10% 25% 35% 10% 20% 0% 35% 35% 30%





8 6 4 1 1 0 14 4 2 40% 30% 20% 5% 5% 0% 70% 20% 10%

Full-time Faculty


Part-time faculty

Question

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

N/A

Positive (Strongly

Agree and Agree)

Neutral

Negative (Disagree

and Strongly

Disagree)



6 11 7 2 1 0 17 7 3 22% 41% 26% 7% 4% 0% 63% 26% 11%



4 9 8 3 3 0 13 8 6 15% 33% 30% 11% 11% 0% 48% 30% 22%


4 8 11 3 1 0 12 11 4 15% 30% 41% 11% 4% 0% 44% 41% 15%



2 12 6 4 3 0 14 6 7 7% 44% 22% 15% 11% 0% 52% 22% 26%






3 2 6 3 1 12 5 6 4 11% 7% 22% 11% 4% 44% 33% 40% 27%



2 3 7 2 2 11 5 7 4 7% 11% 26% 7% 7% 41% 31% 44% 25%


3 4 6 1 1 12 7 6 2 11% 15% 22% 4% 4% 44% 47% 40% 13%





2 5 10 4 0 6 7 10 4 7% 19% 37% 15% 0% 22% 33% 48% 19%





3 9 10 4 0 1 12 10 4 11% 33% 37% 15% 0% 4% 46% 38% 15%


2 11 8 5 0 1 13 8 5 7% 41% 30% 19% 0% 4% 50% 31% 19%


3 9 14 1 0 0 12 14 1 11% 33% 52% 4% 0% 0% 44% 52% 4%





9 3 10 2 3 0 12 10 5 33% 11% 37% 7% 11% 0% 44% 37% 19%

Part-time Faculty

Learning Assessment at CMC Faculty Open-ended Responses - Survey Conducted April 1-11, 2021 Full-time intructor responses Do you have any other comments or questions about learning assessment at CMC? can students take a survey once they have finished their program/degree to see if they knew of and/or that the PLOs were met? None SLO and PLO assessments are pre-determined by the SLO/PLO. Yet classrooms are dynamic. What we encounter during the semester may not have anything to do with the SLO. What we encounter is often addressed in real time and any "plan" is implemented immediately rather than at the end of the semester. The SLO/PLO assessments tend to be contrived to meet a external requirement rather than have a meaningful relation to actual teaching and learning. Thank you for the opportunity to be a part of this. The schedule for SLOs always feels out of step with what we are doing. I give final grade for the Spring in May but SLOs are due in Sept! I'm focusing on the FALL in Sept. I do not want to look back at the Spring when I have SO MUCH WORK at the beginning of the semester. You are getting crappy product because you are assigning me a lot of work when I need to prep for success for the coming semester. We need to automate our SLO and PLO assessments. Take a look at how COD uses eLumen What 3 modifications, if any, would you make to CMC's learning assessment process and/or support? (1) feedback from someone other than the SLOAC (2) help with PLOs, how the hell do you do it? (3) it feels like there are so many variables but we are just focusing on one. I have no idea how to fix it but a more complex approach would be appreciated. I would like to see the actual processes written out step by step. As a new faculty, I was given a difficult to understand manual for SLOs. I taught myself how to use Task Stream and then how to use the PLO form and the Program Review form. I taught myself how to use the SLOs in Canvas, and I went to several workshops to develop better SLOs and PLOs. I would like to have more than one form to use to submit the data. There needs to be more than one form. There needs to be training on the whys and what for's about these if they are supposed to be embraced and valuable to the institution. The Institution needs to create faculty buy in and make these things palatable. The Institution needs to give consistent feedback, not just let the reports sit. My Task Stream work from 2018 was never commented on. I only get feedback when something is NOT done. I get a thank you and good job from the SLOAC but never anything from the Institution/Admins showing me how my input was used and what it shows and how it contributes to the betterment of the students, the Institution and the community. I would like to know that the hard work I am doing on my end semester after semester is actually being used and I want to see this. I need results as well. I want to have better training. I want to have the Admin recognize the work being done. It would be nice if people could could discuss their findings with others to share ideas and action plans. Make SLO submission process more user friendly. Integrate SLO submission with grade submission on Canvas. more information on how ILOs work and more explanation on the ALOs

More training on the processes if PLO and Program review. More useful feedback from Admin about SLOs and PLOs. More workshops and training for what Admin expects and how they use our data. More rewards and acknowledgement and support for those who do the hard work on time every time. None PLO's every three years revise SLOs and PLOs to better map what is actually being taught and assessed Use eLumen like COD. Makes assessments easy and provides more accurate data. Use google docs to enter and collect so that data can be more easily retrieved, entered, and sorted. Word doc seems outdated & difficult to amass data from. Part-time instructor responses Do you have any other comments or questions about learning assessment at CMC? Assessment of a faculty member's ability to provide quality instruction that is useful to the student is a significant portion of any teacher's work. S/he needs to know if they are transmitting ideas and concepts in an effective manner and one that helps the student progress to a goal. With assessment, that is difficult to determine in any reasonable fashion except by one's opinion or assertion. And that holds little value through data or opinion. But the process needs to be refined and should be available through the assessment process at the end of every course taught. There should not be a delay in providing this information at the end of the course. That said, it may also be wise to ask the indiviudal instructor to take these assessments after three or more course sequences to see if there is measurable progress towards a goal. Increases workload for little value nope Not at this time The current form is not fun and makes SLOs a chore rather than a true reflection on that instructors semester. Make it easier for SLOs to be updated and encompassing of what needs to be evaluated. The SLOACS are great but they really don’t know or understand what assessment really means. There needs to be individuals that have strong backgrounds in EDUC with learning, instruction, and assessment. This is missing. We work in independent silos and throw then over the wall to administrators, whose work does not come back to me, except in fearmongering reports that we might not be accredited unless more of us complete the exercise. What 3 modifications, if any, would you make to CMC's learning assessment process and/or support? 1) make SLOs easy to access fir all instructors within a department that teach courses in that area; 2) provide information on PLO and ILO at upcoming Flex sessions;l A live form that can be added to and you can trend the assessments. SLOs with checked boxes can help interpreting data better than a WORD document. Every SLO can be assessed each semester in a "CHECK BOX" format. A workshop just for PLOs An online SLO submittal system would be preferable to the form. Collaboration between faculty, Streamlined evaluation tracking, Creative Assessments Instead of just filing reports, my colleagues could share their SLO reports so I could learn form their assessments as well as my own. Is it possible to enter data in taskstream? Make the entire process less BSy and easier to complete. I never know what I am really supposed to do with SLOs. It seems like a futile exercise that really does not bear any fruitful results.

On the SLO process, which is all I can speak to, there is only one issue: The process and support are good, if all we are doing is getting SLOs done to get them done. But without standardization within disciplines and courses, or a consistent assessment plan over time at the SLO level, these assessments seem mostly meaningless from an institutional/analytical standpoint. They may be a useful exercise for individual instructors to conduct to reflect on their teaching and students' progress, but with zero standardization across the board and no specifications as to which standards are even being assessed on what basis, any data gathered is scattershot at best. In recent years support and regular reminders (for part-time faculty at least) have been consistent and helpful; that's very good. But perhaps compliance is negatively affected by the lack of overall structure and questionable usefulness of the whole procedure. I'm not suggesting we need more micromanagement; the current level of supervision is positive and seems to work. But, if we are to be really invested in this as a process, instructors and departments need a more systematic way of determining WHAT data (as in, which specific SLO at a time) to gather and assess, and preferably an easier and more consistent way to do it. Ultimately, this would probably mean taking the time and money to devise common assessments and yearly/semesterly rotations for them; or at the very least a fixed rotation of assigned individual SLOs per semester/department across courses. Specifics of what needs to be covered in the reports for the school to improve as well as to receive accreditation. The report itself. Have the reports completed in the semester by multiple dates (3-5 times) to complete and submit so it’s not completed all at once.



(ASAP)


Requested by: B. Berger – Ed Tech Committee Chair

Subject: Minutes of 4/23/21 Ed Tech Committee Meeting


□ Action Item

x Information/Discussion

Desired Outcome:

Background:

Educational Technology Committee Mission The Educational Technology Committee of the CMC Academic Senate shall provide information and recommendations to the Senate regarding technology that assists student learning and success, allows faculty to teach effectively and creatively, and will evaluate and/or recommend technology support services to help students and faculty get the most out of the technology being used. The Ed Tech committee shall strive to consider the following:

• The status of existing technology for classrooms and courses and services delivered online. • Desired new technology. • Equity of technology resources for students. • Technology supplied by ACCESS to students, and faculty awareness of its use. • Issues surrounding the use of Canvas, including student and faculty support. • Faculty office technology. • Technology training for faculty and students. • Technology training to assist in educational resources to help improve user academic performance. • Recommend FLEX sessions related to technology. • Compatibility of technology across the campus. • Disseminate information about using technology.

4/23/21 Meeting

Minutes Attending: Kim Martin, Kylee Connor, Jenn Anderson, Jim Powell, John Holley, Anthony Siciliano, Derek Monypeny

1. Labster, virtual lab software is due to expire in June 2021. Should CMC retain its license?

No one uses this software and no one knows anyone who uses it. Brad will send out all-faculty email to double check that it’s ok to not renew.

2. CMC’s license for Proctorio, an online exam proctoring system, expired in

December 2020. Should CMC renew its license?

Kim – heard that there may be equity barriers. Students may not have means to use it and that would be a barrier to taking a class. Brad – testing integrity in online environment is an issue. Jim – when we go back to F2F it won’t be as big an issue. We can use ACCESS etc to do proctoring. Jenn – ACCESS can help as long as the numbers aren’t too high. Jim – was wondering if there are other options. Jim – can system administrator determine if proctorio was used by anyone? May have to call proctorio to find out.

Kim – says she knows someone at cmc that was taking tests using it this semester. (How can that be if license is expired?)

Brad will ask IS about use of proctorio. 3. Accessibility rules for online courses are written into law and are outlined in the

Course Design Rubric published by the California Community Colleges through the Online Education Initiative. CMC is required to ensure accessibility. Does the purview of the Ed Tech Committee include addressing accessibility? If so, what is the scope of that purview and what recommendations should it make to the Academic Senate with regard to accessibility? Kim – explained issue. Lawsuits due to accessibility issues. Lack of training etc are cause, but that won’t nullify the lawsuits. Rec from Office of Civil Rights sent out. Thinks Ed Tech can work on getting tools for checking accessibility. Includes CMC website. Documents faculty use are an issue – PDF files often need to be fixed. There are courses about making docs accessible. Some colleges create policy to ensure accessibility. Jenn may have tools they use in ACCESS. Jenn- ACCESS program review. We need to hire someone to be accessibility and compliance officer. Kylee – can we use Cares Fund to pay for this. Jim – Jolee should have tools to check accessibility. Jenn – there are others beside Jolee that have access to the website. Jim – has links that still aren’t fixed on website even after requests to do so. Kim – there are lots of areas that need to get involved, like IS. Jim – thinks IS will say “not our problem”. They don’t monitor content. Kim – is email ,etc compliant? Jenn – it’s more about reading the email – fonts, etc Brad – wonders if Ed Tech is the venue for this. Ed Tech isn’t the compliance police, but deals with recommending technology. Kim – thinks the mission of Ed Tech covers some of it. Kylee – likes idea of a compliance officer. Where should we take this? Senate?

Kim – with importance of DE, we need to address this. Thought Ed Tech was a suitable place to bring the issue. Jim – if there’s some technology we can recommend? Kim – district needs to start moving on this. Perhaps some flex workshops will help. Kylee – Cares funds could help us get a start right now, before getting compliance officer. A new senate committee? Kim – Senate shot down DE committee. Jim – way back the issue of needing a paid person came up. After the compensation came, the committee ended. Kim – the position is only paid through June, not year-round. Kylee – need to bring ideas to Kim. Kim – that’s what a DE committee would do. People are spread too thin. Kylee – the decision-making may be too much for one person (and workload). Kim – should DE coord be a classified position? Kylee and John and Jim – faculty issue/purview, not for classified. John – put DE coordinator on the Senate Agenda. (He was trying to recall the arguments behind not supporting a DE committee.) Jim – does DE coord oversee any faculty? Kim – no. That’s a big point – can only help if asked. Brad – what should we do? John – bring the issue up at senate. Jenn’s been asking for it for a while. Jim – CMC’s website’s deficiencies are not an Ed Tech issue. If Kim says we need particular software to do the job, Ed Tech can help make that happen. Kylee – thinks Jenn could bring issue of compliance officer to Senate. That would bring more weight. Probably shouldn’t come from Ed Tech.

Kim and Jenn – said they’ll work together to bring the issue to senate. Kylee – let’s revisit the DE committee idea.

4. Other topics?

Kim – asked if there’s an Ed Tech convention. Jim – yes, there’s an education technology convention in Palm Springs. That’s where Jim first saw the sliding TV monitor equipment. Minimal cost. Kim – thinks we should all go as a committee. (special t-shirts!) Brad – will keep eye out for a convention.



(ASAP)


Requested by: Colin Maclaughlin

Subject: Fall Flex planning


□ Action Item

Information/Discussion

Desired Outcome:

This is a call for suggestions and volunteers for August 2021 Flex. We can discuss the format: in-person/online/hybrid. I am attaching Kim Martin’s list of suggestions in the DE area for discussion. There have been many requests for Canvas presentations but since that is such a broad topic we need more specifics.

Background:

Kim Martin 4/15/2021

Fall 2021 FLEX Session Ideas

TITLE/TOPIC SUMMARY TIME FACILITATOR(S) (possible choices)

Teaching Basics: Equitable Syllabus

Design *based on the Social

Justice Syllabus design Tool

Overview of equitable syllabus content and language (1 hour); Practice doing this using CMC Syllabus Template (1 hour)

2 hours

Any faculty who are proficient

(also passionate about equitable teaching practices)

Teaching Basics: Rubrics Review

Overview, Canvas rubric review (1 hour); Practice it (1 hour)

2 hours

--DE Coordinator or --Any faculty who are proficient

Canvas Basics: Module Prerequisites

Why we use them, how to use them, etc.

1 hour


Canvas Tools: Canvas Studio

Overview, creating a video, embedding quiz questions (1 hour); Practice it (1 hour).

2 hours

--DE Coordinator or

--Any faculty who are proficient

Canvas Tools:

Outcomes

How to align outcomes in Canvas (1 hour); Inputting and creating (1 hour)

2 hours

--DE Coordinator or

--Any faculty who are proficient

Canvas Tools:

Apps Available to You

Brief overviews on: Proctorio, TurnItIn; ConferZoom, Pisces/Tutoring, SimCheck, Labster, etc.

2 hours

--DE Coordinator or

--Any faculty who are proficient (As many presenters as needed)

Canvas Tools:

Gradebook

How to use; weighted grades, Learning Mastery Gradebook

1 hour

--DE Coordinator or

--Any faculty who are proficient (perhaps some math instructors to discuss weighted grades, etc)

Canvas Basics: Drop-In Canvas Help

A panel of people who can give 1-1 help

3 hours

--DE Coordinator or --Any faculty who want to help

Canvas Design: Creative Course

Design

A survey of some uniquely and creatively-designed Canvas courses; how to use course templates.

2 hours


All of these ideas are topics that can be facilitated by any faculty. There are faculty who are proficient in design, weighted grades, etc. We could have more than one facilitator per topic.

The facilitators can be anyone who feels comfortable enough with the topic to present.


2021-2026

First Read DRAFT May 2, 2021

Education Master Plan

Table of Contents President’s Message 1 The History and Future of Copper Mountain College 2 Mission, Vision, Equity Statements and Core Values 3 Service Area 4 Demographics 5-7 Types of Courses Taken at CMC 8 Annual Program Awards 9 Economic Trends 10-12 Population Trends 13-14 Workforce Assessment 15-17 Major Developments 18-22 Master Planning Process 22-23 Success of Previous Strategic Initiatives 24-25 Status of Current External Initiatives and Mandates 25-26 Current Strategic Initiatives 26-29 Supporting Plans 29 Implementation 29-30 Assessment 30 Appendices 31

1

President’s Message

Copper Mountain College (CMC) has been serving the higher education needs of the Morongo Basin since 1966. Initially, Copper Mountain College was part of Desert Community College District, and since 2001 has been an independent, fully accredited Community College District. CMC is celebrating 20 years as an independent College and is currently looking towards the next five years and long-term with this Educational Master Plan through the Guided Pathways Framework lens with the following tagline: Honor the Legacy. Change the Future. Create Tomorrow.

Traditionally, CMC has prepared area residents for transfer to private and state universities and colleges and provided Career and Technical Education and training in accounting, administration of justice, automotive technology, fire science, nursing, early childhood education certification, and computer technology. CMC offers Associate degrees and certificate programs in 27 fields of study, with 16 specific associates' degrees for guaranteed transfer. Additionally, CMC's Developmental Education program provides all Morongo Basin adults the opportunity to enroll in classes directed at completing a high school diploma and/or GED. Several non-credit and community education offerings directly align with local interest or employment opportunities are also generally offered annually.

This Education Master Plan is a comprehensive review to determine how our curriculum, campus, and infrastructure will meet the current and future needs of our students and our community. This document represents the findings of a thorough analysis of several internal and external data sets that have included student focus groups, student surveys, employee surveys, and community surveys. The data analysis culminated in a public webinar sharing the data collected from the various instruments, and additional input was sought to contextualize the information. All of these efforts have helped to clarify our strengths and areas of opportunity as we move forward.

The Educational Master Plan highlights the insight and opportunities that have been gleaned from this effort. It is worth noting that this planning was also very much influenced by a global pandemic that has reaffirmed both our responsibility as an institution of higher education and as an accessible community hub. We have had the opportunity to partner and serve in ways never imagined, and this has brought many new community members to the campus for COVID testing and vaccination.

As we prepare for a post-pandemic environment, we actively are seeking ways to engage our employees, students, business, and community members with the College. We are evaluating the expansion of athletics, student life activities, and connected local internship opportunities.

The completion of the Education Master Plan is just the beginning. This document will serve as a framework and provide information that will lead to updates in other longer-term plans focused on student success, facilities, and infrastructure. With our Board of Trustees' leadership and our communities' ongoing support, the future of CMC is truly exciting, and the College is well-positioned to serve the next generations within the Morongo Basin.

Daren M. Otten, Ed.D

Superintendent/President

2

The History and Future of Copper Mountain College Copper Mountain College (CMC), located six miles east of Joshua Tree, is renowned as the college built by the people, its first phase having been paid for almost entirely with local private money and subsequent phases with substantial private help. Now governed by its own locally elected board of trustees, CMC's road to independence was accelerated by legislative action in recognition of the college's uniquely strong local support. The college currently serves approximately 6,000 enrolled students annually with 30 full-time faculty and 100 adjunct faculty. The college was initially founded in 1966 when the residents of the Morongo Unified School District, comprised of the communities of Morongo Valley, Yucca Valley, Landers, Joshua Tree, and Twentynine Palms, elected to join the Desert Community College District. Classes were first offered in the High Desert in the Fall of 1967 at the Twentynine Palms High School to approximately 60 students. In 1981, a group of Morongo Basin Rotary Club members decided to build a campus with funds raised by community volunteers. Upon completion, the new campus quickly attracted a host of first-generation college students, including a large population of Marines and their dependents stationed at the Marine Corps Air Ground Combat Center in Twentynine Palms. Community leaders began to suggest pursuing independence from College of the Desert as a natural next step. When State Senator James Brulte (R-Rancho Cucamonga) learned of CMC’'s desire to achieve college status, he introduced legislation that created the Copper Mountain Community College District (CMCCD). By a 90 percent vote in November 1999, Morongo Basin residents endorsed their new college. As a final step, in June 2001, CMC was granted full accreditation status by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges. CMC has created a variety of unique programs and services designed to provide specialized support to the growth and stability of the local region. This in turn, has fostered an environment of hope and enthusiasm for the future success of the college. CMCCD will celebrate its 20th anniversary in 2021 and over twenty months will honor the pioneers that brought the dream of a College alive in the Morongo Basin. Each month, on the second Thursday at 3pm, the community is invited to the CMCCD Board of Trustees’ Meeting to HONOR THE LEGACY. This is a chance to meet those who saw a vision and persevered to see a place for its Morongo Basin residents to get an education close to home. As we celebrate the 20th anniversary of being an independent college, we look to the future and to reducing our carbon footprint by investing in our infrastructure. Expanding solar canopies, installing Electric Vehicle (EV) charging stations, instituting a recycling program on campus and upgrading our HVAC systems are the backbone of a $1.1M project in 2021. CMC Foundation has secured commitments from Susan Luckie Reilly's bequest, various rebates, incentives, and grants. All are invited to CHANGE THE FUTURE to help CMC reach its fundraising goals. Finally, as we write this Education Master Plan, we commit to CREATE TOMORROW in line with the evolving needs of our students and the community.

3

Mission, Vision, Equity Statements and Core Values Mission Statement Our mission is to provide educational opportunities for diverse desert communities and beyond through a comprehensive curriculum and support services that demonstrate a passion for the success of every individual student. Copper Mountain College offers high quality, affordable instruction that enables students to attain mastery in basic skills, and career development, as well as building pathways to associate degrees, certificates, university transfer, and personal enrichment. (Revised 5/2016) Vision Statement Copper Mountain College will be the educational and cultural center of the Morongo Basin. Through cooperative efforts with the community and within the college, we will develop innovative curricula matched to the needs of our students to prepare them to achieve their educational, employment, and life-long learning goals. Equity Statement Copper Mountain College commits to closing the achievement and opportunity gaps that exist in the education system by intentionally focusing on disproportionately impacted and historically marginalized student groups. The college further commits to breaking down existing systemic barriers, fostering equal opportunity, and providing access to quality higher education for all students. Core Values Mutual Respect: to work in a spirit of cooperation and collaboration. Ethical Behavior: to demonstrate through personal action that people should relate to each other in accordance with the accepted principles of right and wrong. Service: to help others become morally and ethically wiser, freer in thought, and better able to serve. Integrity: to act ethically and honestly toward our students, colleagues, and community in order to hold their trust and to be true to our word. Collaboration: to work together to shape the future of the college. Accountability: to accept responsibility for our actions. Commitment: to work actively in promoting the academic, social, and economic well-being of the students and communities we serve.

4

Service Area The combined population of our high-desert communities is about 70,000 covering an area of approximately 45 miles east to west and 20 miles north to south. Copper Mountain College (CMC) serves the communities of Morongo Valley, the Town of Yucca Valley, Pioneertown,Landers, Joshua Tree, the City of Twentynine Palms, and the Marine Corps Air Ground Combat Center (MCAGCC) in Twentynine Palms.

5

Demographics by Age

Source: California Community Colleges Chancellor’s Office Datamart

25.1%

32.7%

15.4%

9.4%

6.1%

6.3%5.1%

2019-2020 Student Age

19 or Less 20 to 24 25 to 29 30 to 34 35 to 39 40 to 49 50+

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Copper Mountain

Total 2,677 2,673 2,810 2,664 2,565

19 or Less 19.2% 18.7% 24.1% 25.7% 25.1%

20 to 24 36.2% 34.0% 34.2% 32.1% 32.7%

25 to 29 16.0% 16.8% 15.2% 15.6% 15.4%

30 to 34 9.1% 10.2% 9.2% 10.0% 9.4%

35 to 39 6.5% 7.3% 6.0% 5.7% 6.1%

40 to 49 6.5% 6.7% 6.3% 6.0% 6.3%

50+ 6.5% 6.3% 5.1% 4.9% 5.1%

http://www.cccco.edu/

6

Demographics by Gender

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Copper

Mountain

Total

2,677 2,673 2,810 2,664 2,565

Female 57.6% 58.7% 58.7% 58.8% 60.6%

Male 42.1% 41.0% 40.7% 40.6% 38.8%

Unknown 0.3% 0.3% 0.6% 0.6% 0.6%


57.6% 58.7% 58.7% 58.8% 60.6%

42.1% 41.0% 40.7% 40.6% 38.8%

0.3% 0.3% 0.6% 0.6% 0.6%

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020

Female Male Unknown


7

Demographics by Ethnicity


0.6%

0.7%

1.6%

1.8%

3.2%

6.6%

6.7%

38.4%

40.4%

American Indian/Alaskan Native

Pacific Islander

Asian

Filipino

Unknown

Multi-Ethnicity

African-American

Hispanic/Latino

White Non-Hispanic

2019-2020 Student Ethnicity

2015-

2016

2016-

2017

2017-

2018

2018-

2019

2019-

2020

Copper Mountain Total 2,677 2,673 2,810 2,664 2,565

African-American 6.% 5.9% 7.4% 6.9% 6.7%

American Indian/Alaskan Native 0.9% 1.0% 0.8% 0.7% 0.6%

Asian 2.6% 2.2% 2.0% 1.6% 1.6%

Filipino 1.6% 1.3% 1.8% 1.7% 1.8%

Hispanic 30.1% 32.3% 34.4% 37.1% 38.4%

Multi-Ethnicity 6.4% 6.6% 6.3% 6.6% 6.6%

Pacific Islander 0.4% 0.8% 0.7% 0.6% 0.7%

Unknown 2.2% 2.1% 1.4% 1.4% 3.2%

White Non-Hispanic 49.6% 48.0% 45.3% 43.5% 40.4%


8

Types of Courses Taken at CMC by Two-Digit TOP Code

2015-

2016

2016-

2017

2017-

2018

2018-

2019

2019-

2020

Copper Mountain Total FTES 1,497 1,531 1,680 1,448 1,295

Agriculture and Natural Resources-01 7 4 6 3 6

Biological Sciences-04 129 140 152 134 150

Business and Management-05 38 34 40 38 37

Education-08 27 106 49 60 45

Engineering and Industrial

Technologies-09 21 15 21 27 30

Family and Consumer Sciences-13 32 29 32 25 24

Fine and Applied Arts-10 71 85 89 79 65

Foreign Language-11 25 21 26 22 17

Health-12 119 129 128 118 97

Humanities (Letters)-15 277 249 319 213 173

Information Technology-07 72 69 79 70 59

Interdisciplinary Studies-49 110 121 133 112 83

Mathematics-17 288 247 292 229 188

Media and Communications-06 7 4 9 4 4

Physical Sciences-19 83 85 84 88 92

Psychology-20 48 46 52 61 81

Public and Protective Services-21 35 39 42 47 38

Social Sciences-22 107 107 126 116 107

Note. FTES includes credit and noncredit.



9


Annual Program Awards 2019-2020

Total Awards 380

Certificate requiring 16 to fewer than 30 semester units

15

Business and Management-05 4

Environmental Sciences and Technologies-03 1

Family and Consumer Sciences-13 2

Information Technology-07 6

Public and Protective Services-21 2

Associate in Science for Transfer (A.S.-T) Degree 51




Mathematics-17 14


Associate in Arts for Transfer (A.A.-T) Degree 55

Fine and Applied Arts-10 5

Humanities (Letters)-15 8

Interdisciplinary Studies-49 5

Psychology-20 18

Social Sciences-22 19

Associate of Science (A.S.) degree 68


Health-12 41



Associate of Arts (A.A.) degree 123


Foreign Language-11 1


Psychology-20 1

Social Sciences-22 14

Certificate requiring 30 to <60 semester units 68


Health-12 12




10

Economic Trends 2016-2021 Fastest Growing Occupations in the Inland Empire

Occupational Title Base Year

Employment Estimate

Projected Year

Employment Estimate

Median Hourly Wage

Median Annual Wage

Associate's degree

Preschool Teachers, Except Special Education 4,180 4,630 15.51 32,255

Paralegals and Legal Assistants 1,880 2,290 28.2 58,667

Radiologic Technologists 1,820 2,100 38.96 81,032

Respiratory Therapists 1,640 2,070 36.09 75,060

Human Resources Assistants, Except Payroll and Timekeeping

1,270 1,330 21.86 45,459

Medical and Clinical Laboratory Technicians 1,070 1,230 * *

Web Developers 820 970 * *

Electrical and Electronics Engineering Technicians

850 930 30.33 63,078

Diagnostic Medical Sonographers 520 660 42.21 87,795

Postsecondary non-degree award

Heavy and Tractor-Trailer Truck Drivers 27,910 32,990 23.79 49,483

Medical Assistants 8,570 10,990 16.39 34,082

Nursing Assistants 9,040 10,380 * *

Licensed Practical and Licensed Vocational Nurses

7,900 9,410 27.63 57,462

Automotive Service Technicians and Mechanics 7,520 8,480 20.84 43,349

Dental Assistants 4,760 5,590 17.96 37,376

Heating, Air Conditioning, and Refrigeration Mechanics and Installers

3,040 3,920 20.87 43,429

Telecommunications Equipment Installers and Repairers, Except Line Installers

3,420 3,410 27.26 56,709

Emergency Medical Technicians and Paramedics 2,220 2,700 * *

Firefighters 2,240 2,330 31.99 66,542

Medical Records and Health Information Technicians

1,700 2,000 * *

Phlebotomists 1,190 1,480 21.6 44,922

* Information is not available. ** In occupations where workers do not work full-time all

year-round, it is not possible to calculate an hourly wage. For additional information about occupation, please visit Bureau of Labor Statistics

Occupational Outlook Handbook. http://www.bls.gov/ooh/home.htm

Source: State of California Employment Development Department

http://www.bls.gov/ooh/home.htm

http://www.labormarketinfo.edd.ca.gov/

11

Largest Employers in the Region – San Bernardino County


Employer Name Location Industry Amazon Fulfillment Ctr Redlands Mail Order Fulfillment Service Amazon Fulfillment Ctr San Bernardino Mail Order Fulfillment Service Arrowhead Regional Medical Ctr Colton Hospitals Bear Mountain Big Bear Lake Skiing Centers & Resorts Big Bear Mountain Resorts Big Bear Lake Resorts Burlington Distribution Ctr San Bernardino Distribution Services

California State Univ Sn San Bernardino Schools-Universities & Colleges Academic

Community Hospital-Sn Brnrdn San Bernardino Hospitals Environmental Systems Research Redlands Geographics Information Systems Fedex Ground Bloomington Delivery Service Inland Empire Health Plan Rancho Cucamonga Health Plans

Loma Linda Univ Health Board Loma Linda Univ/Clg-Governing Body/Regent/Trustee

Loma Linda University Med Ctr Loma Linda Hospitals Mountain High Ski Resort Wrightwood Skiing Centers & Resorts Ontario International Airport Ontario Airports Ontario Montclair School Dist Ontario School Districts Patton State Hospital Patton Hospitals Redlands Community Hospital Redlands Hospitals San Antonio Regional Hospital Upland Hospitals San Bernardino County Sch Supt San Bernardino Schools & Educational Services NEC San Bernardino County Sheriff San Bernardino County Government-General Offices St Bernardine Medical Ctr San Bernardino Hospitals St Mary's Medical Ctr Apple Valley Hospitals Transportation Department San Bernardino Government Offices-State YRC Freight Bloomington Trucking-Motor Freight


https://www.labormarketinfo.edd.ca.gov/aspdotnet/databrowsing/empDetails.aspx?menuchoice=emp&geogArea=0604000071&empId=439308853

























12

Largest Employers in the Region – Riverside County

Employer Name Location Industry Abbott Vascular Inc Temecula Hospital Equipment & Supplies-Mfrs Abbott Vascular Inc Temecula Hospital Equipment & Supplies-Mfrs Agua Caliente Casino Resrt Spa Rancho Mirage Casinos Amazon Fulfillment Ctr Moreno Valley Mail Order Fulfillment Service Collins Aerospace Riverside Aircraft Components-Manufacturers Corona City Hall Corona Government Offices-City/Village & Twp Corona Regional Medical Ctr Corona Hospitals Department-Corrections-Rehab Norco Government Offices-State Desert Regional Medical Ctr Palm Springs Hospitals Eisenhower Medical Ctr Rancho Mirage Hospitals Fantasy Springs Resort Casino Indio Casinos J Ginger Masonry LP Riverside Masonry Contractors Kleinfelder Construction Svc Riverside Engineers-Structural La Quinta Golf Course La Quinta Golf Courses Parkview Community Hosp Med Riverside Hospitals Pechanga Resort Casino Temecula Casinos Riverside Community Hospital Riverside Hospitals Riverside County Public Health Riverside Government Offices-County Riverside University Health Moreno Valley Hospitals Southwest Healthcare System Murrieta Health Care Management Spa Resort Casino Palm Springs Casinos Starcrest of California Perris Internet & Catalog Shopping Starcrest Products Perris E-Commerce Sun World Intl LLC Coachella Fruits & Vegetables-Wholesale Time Rack Corona Computer Software




























13

Population Trends for San Bernardino County San Bernardino and Riverside Counties will see further increases in diversity. Our population will continually change over the next 50 years.

Year

San Bernardino County Projected Ethnicity

Total (All

race groups)

White,

not Hispanic

or Latino

Black,

not Hispanic

or Latino

American

Indian, not

Hispanic or Latino

Asian,

not Hispanic

or Latino

Native Hawaiian

and other

Pacific Islander,

not Hispanic or Latino

Hispanic

or Latino

Multi- Race, not

Hispanic or

Latino

2010 2,045,118 33.4% 8.5% 0.4% 6.2% 0.3% 49.2% 2.0%

2020 2,227,066 29.7% 9.0% 0.5% 7.5% 0.3% 50.9% 2.2%

2030 2,515,972 26.3% 9.1% 0.5% 8.1% 0.3% 53.3% 2.4%

2040 2,783,746 22.3% 9.0% 0.5% 8.8% 0.3% 56.5% 2.6%

2050 2,997,446 18.5% 8.8% 0.5% 9.5% 0.2% 59.5% 2.8%

2060 3,190,566 15.2% 8.6% 0.6% 10.3% 0.2% 62.0% 3.0%

Source: California Department of Finance

Year

San Bernardino County Projected Age

Total (All ages)

Preschool Age (0-4

years)

School Age (5-17

years)

College Age (18-24 years)

Working Age (25-64 years)

Young Retirees (65-74 years)

Mature Retirees (75-84 years)

Seniors (85 or more years)

2010 2,044,890

7.8% 16.0% 16.8% 50.5% 5.1% 2.8% 1.0%

2020 2,184,112

6.9% 14.6% 14.9% 50.9% 7.8% 3.5% 1.4%

2030 2,368,002

6.5% 13.0% 13.7% 50.4% 9.2% 5.5% 1.8%

2040 2,536,592

6.3% 12.5% 12.1% 51.1% 8.5% 6.7% 2.9%

2050 2,681,796

6.0% 11.8% 11.8% 51.2% 8.8% 6.5% 3.8%

2060 2,818,707

6.0% 11.2% 11.1% 49.6% 11.2% 6.9% 4.0%

https://www.dof.ca.gov/Forecasting/Demographics/Projections/

14

Local K-12 School District: Morongo Unified

Source: California Department of Education DataQuest

8,466

8,652 8,616

8,481

8,005

2016-17 2017-18 2018-19 2019-20 2020-21

Morongo Unified K-12 Total Enrollments

https://dq.cde.ca.gov/dataquest/dqcensus/EnrGrdYears.aspx?cds=3667777&agglevel=district&year=2019-20

15

Copper Mountain College Workforce Assessment – Middle Skill Training Opportunities The following are middle-skill opportunities in the CMC region for sectors with existing programs at CMC and sectors with no existing programs which may be expanded in the future to provide additional training opportunities for students.

Source: Centers of Excellence for Labor Market Research January 2021

Number of Job Opportunities within Existing Sectors Offered at CMC

Number of Job Opportunities in Sectors Not Offered at CMC

Transportation 93 Building and Construction Trades 136

Health Science and Medical Technology 37 Marketing, Sales, and Services 41

Public Service 6 Energy, Environment, and Utilities 20

Hospitality, Tourism, and Recreation 5 Agriculture and Natural Resources 14

Education, Child Development, and Education 4 Manufacturing and Product Development 12

Arts, Media, and Entertainment 2

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Potential Sectors for Expansion Recommended occupations are those which are projected to have 100 or more annual job openings in the region with median wages greater than $20.86. There are two sectors which may warrant further research in order to reveal whether these programs may be expanded to meet future industry needs. CMC currently offers existing programs in the transportation sector, however the occupations listed in the table below represent potential areas for expansion within this sector. One area with no programs currently offered at CMC is the building and construction trades sector, expected to add the most jobs with the highest wages through 2024.

Sector Occupation Annual Job Openings

Median Hourly Wage

Transportation – Driving and Logistics

Heavy and tractor-trailer truck drivers

36 $21.57

First-Line Supervisors of Transportation and Material Moving Workers

10 $27.19

Production, Planning, and Expediting Clerks

8 $22.06

Transportation, Storage, and Distribution Managers

6 $41.71

Cargo and Freight Agents 1 $23.15 Building and Construction Trades

Carpenters 31 $22.93 Plumbers, Pipefitters, and Steamfitters

29 $24.48

Electricians 27 $24.28 Source: Centers of Excellence for Labor Market Research January 2021

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Impact of COVID-19 The global COVID-19 pandemic dramatically impacted the CMC region. Although the overall unemployment rate in both California and the Inland Empire increased as a result of the mandatory shutdown and restrictions, the most populated cities in the Morongo Basin saw even higher levels of unemployment. Average 2019 unemployment rates in Joshua Tree and Twentynine Palms were 6.2% and 5.0%, respectively. At the end of 2020, unemployment rates in both cities were approximately double the 2019 unemployment rates.

Source: Centers of Excellence for Labor Market Research January 2021

13.8%

9.3% 8.7% 8.7%

12.6%

8.7%7.9% 7.9%

14.5%

9.9%9.1% 8.8%

Joshua Tree Twentynine Palms Inland Empire California

Unemployment Rate

Oct-20 Nov-20 Dec-20

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Major Developments in the Community College System Copper Mountain College (CMC) operates as part of the largest higher education system in the country. Therefore, key policy decisions and initiatives implemented by the California Community College (CCC) system provide both potential opportunities and constraints for CMC. The following initiatives must be considered significant factors in the environment of CMC’s Education Master Plan. Vision for Success In 2017, the Chancellor's Office rolled out the Vision for Success initiative with specific goals for the CCC system over the subsequent five to 10 years. The plan includes six goals:

1. Increase by at least 20 percent the number of CCC students annually who acquire associates degrees, credentials, certificates, or specific skill sets that prepare them for an in-demand job.

2. Increase by 35 percent the number of CCC students transferring annually to a University

of California (UC) or California State University (CSU) institution.

3. Decrease the average number of units accumulated by CCC students earning associate’s degrees, from approximately 87 total units (the most recent system-wide average) to 79 total units—the average among the quintile of colleges showing the strongest performance on this measure.

4. Increase the percent of exiting Career Technical Education (CTE) students who report

being employed in their field of study, from the most recent statewide average of 60 percent to an improved rate of 69 percent—the average among the quintile of colleges showing the strongest performance on this measure.

5. Reduce equity gaps across all of the above measures through faster improvements among

traditionally underrepresented student groups, with the goal of cutting achievement gaps by 40 percent within five years and fully closing those achievement gaps within 10 years.

6. Reduce regional achievement gaps across all of the above measures through faster improvements among colleges located in regions with the lowest educational attainment of adults, with the ultimate goal of fully closing regional achievement gaps within 10 years.

The following system initiatives were developed to move all colleges in the direction of attaining the Vision for Success goals.

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Guided Pathways Guided Pathways encompasses the structured and focused improvement work required of colleges to achieve the Vision for Success Goals. Guided pathways work is sorted into four pillars or focus areas. Each pillar has essential Guided Pathways practices and equity considerations that colleges are required to address. Clarify the Path - Create clear curricular pathways to employment and further education

a) Programs are organized and marketed in broad career-focused academic communities or “meta-majors”.

b) Every program is well designed to guide and prepare students to enter employment and further education in fields of importance to the college’s service area.

c) Detailed information is provided on the college’s website on the employment and further education opportunities targeted by each program.

d) Programs are clearly mapped out for students. Students know which courses they should take and in what sequence. Courses critical for success in each program and other key progress milestones are clearly identified. All this information is easily accessible on the college’s website.

e) Required math courses are appropriately aligned with the student’s field of study. Enter the Path - Help students choose and enter their pathway

a) Every new student is helped to explore career/college options, choose a program of study, and develop a full-program plan as soon as possible.

b) Special supports are provided to help academically underprepared students to succeed in the “gateway” courses for the college’s major program areas.

c) Special supports are provided to help academically underprepared students to succeed in the program-relevant “gateway” math courses by the end of their first year.

d) Special supports are provided to help academically underprepared students to succeed in the “gateway” English courses by the end of their first year.

e) Intensive support is provided to help very poorly prepared students to succeed in college-level courses as soon as possible.

f) The college works with high schools and other feeders to motivate and prepare students to enter college-level coursework in a program of study when they enroll in college.

Stay on the Path - Help students stay on their path

a) Advisors monitor which program every student is in and how far along the student is toward completing the program requirements.

b) Students can easily see how far they have come and what they need to do to complete their program.

c) Advisors and students are alerted when students are at risk of falling off their program plans and have policies and supports in place to intervene in ways that help students get back on track.

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d) Assistance is provided to students who are unlikely to be accepted into limited-access programs, such as nursing or culinary arts, to redirect them to another more viable path to credentials and a career.

e) The college schedules courses to ensure students can take the courses they need when they need them, can plan their lives around school from one term to the next, and can complete their programs in as short a time as possible.

Ensure Learning - Follow through and ensure that better practices are providing improved

student results

a) Program learning outcomes are aligned with the requirements for success in the further education and employment outcomes targeted by each program.

b) Instruction across programs (especially in program introductory courses) engages students in active and applied learning, encouraging them to think critically, solve meaningful problems, and work and communicate effectively with others.

c) Students have ample opportunity to apply and deepen knowledge and skills through projects, internships, co-ops, clinical placements, group projects outside of class, service learning, study abroad and other experiential learning activities that program faculty intentionally embed into coursework.

d) Faculty/programs assess whether students are mastering learning outcomes and building skills across each program, in both arts and sciences and career/technical programs.

e) Results of learning outcomes assessments are used to improve teaching and learning through program review, professional development, and other intentional campus efforts.

f) The college helps students document their learning for employers and universities through portfolios and other means beyond transcripts.

g) The college assesses effectiveness of educational practice (e.g. using CCSSE or SENSE, etc.) and uses the results to create targeted professional development.

Colleges are also required to engage students in planning and implementation of reforms as well as align course offerings to student education plans. AB 705 Assembly Bill 705 (AB 705) modified the Seymour-Campbell Student Success Act of 2012 to maximize the likelihood that students complete transfer-level English and math within the first year of attending a community college. Colleges are no longer permitted to use assessment tests to place students in remedial math and English courses and students may not be prohibited from entering transfer level coursework without compelling evidence that the likelihood of completing transfer level work was significantly higher by completing remedial work. Across the state, colleges have changed placement policies and developed support mechanisms to assist students with transfer-level in real time. Colleges’ math and English throughput rate, time-to-completion of transfer level courses, and student support are being carefully and continuously reviewed by the Chancellor's Office for both compliance and improvement.

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Call to Action The Vision for Success plan specifically focuses on closing achievement gaps among traditionally underrepresented student groups. With the death of George Floyd and resulting social justice movement, the Chancellor’s Office issued the “Call to Action” which “called for our system to actively strategize and take action against structural racism.” Specific directives in the “Call to Action” include reviewing first responder and law enforcement curriculum; holding open dialogues addressing campus climate and auditing classroom climate and curriculum; review of college Equity plans by campus leadership; accelerating plans to diversify the community college employee base; and engagement with training and collaborative materials curated to support the effort. Student Centered Funding Formula (SCFF) Beginning with the 2018-19 state budget, the traditional method of community college funding based on enrollment alone was abandoned and the Student Centered Funding Formula (SCFF) was adopted. While a base allocation reflective of enrollment remains, colleges receive a supplemental allocation derived from the number of students qualifying for certain forms of aid. A third allocation earned by colleges is based on predefined counts of student success metrics. The metrics include the number of students earning associate degrees and credit certificates, the number of students transferring to four-year colleges and universities, the number of students who complete transfer-level math and English within their first year, the number of students who complete nine or more career education units and the number of students who have attained the regional living wage. The SCFF directs resources to assist students most in need based on socioeconomic factors while incentivizing and rewarding colleges for student success such that efforts must be made to realize the Vision for Success in order to maintain funding. COVID-19 Pandemic In March of 2020, the community college landscape and course delivery changed with the declaration of a global pandemic. The entire educational system in the state of California was asked to close their doors and continue conducting business online. Community college employees across the state migrated most courses and services to remote online delivery. As the pandemic continued into subsequent semesters, familiarity with online content delivery and technology increased significantly changing expectations for students and colleges alike such that more delivery variability will be demanded as operations resume. While the pandemic has permanently changed the way colleges will do business in the future, many students have stopped attending. A disproportionate number of Black and Native American students separated from the community college system during the pandemic, exaggerating gaps in success and achievement, leaving a mandate for colleges to intentionally re-engage students in their educational journeys. CMC experienced a similar trend in which a disproportionate number of Black students withdrew from their courses in Spring 2020, as compared to course withdrawal rates in the previous spring term.

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Source: Copper Mountain College 2020 Institutional Effectiveness Report Master Planning Process

The Copper Mountain College (CMC) Education Master Planning process aimed to develop a long-range, five-year plan defined by the CMC mission and informed by data. This data-driven process was also designed to support meaningful engagement across the campus community and facilitate understanding of CMC’s priorities and potential opportunities for improvement. At the center of CMC’s planning process were CMC staff, faculty, students, and Morongo Basin community members. Engagement and input across all campus constituent groups was sought during the development of the Education Master Plan in an effort to ensure adequate representation of all stakeholder groups.

Data Inputs

One method utilized to obtain input from the various groups across campus and the Community were surveys created and deployed in Spring 2021. Survey questions requested input from all groups around the most critical priorities for CMC over the next five years. A Community Survey was sent to over 25 organizations across the Morongo Basin region. The electronic survey was accessible to community members for two weeks. During that time period CMC received 254 responses to its survey. Additionally, planning-specific questions were added to CMC’s annual student and employee surveys to obtain input from students, staff, and faculty. There were 124 and 98 survey responses collected from students and employees, respectively. The content of open-ended survey responses was analyzed for themes related to what CMC is currently doing well and potential opportunities for improvement.

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Additional student input considered in the development of the Education Master Plan priorities included data from 100% Student Success focus groups. This data was collected utilizing student focus groups conducted completely online via Zoom in Fall 2020. The focus groups were initiated by CMC’s Board of Trustees at the beginning of the 2020-2021 academic year as a priority to better understand the obstacles that students face and how CMC can best support achievement of 100% student success. Due to the many changes that occurred as a result of COVID-19 restrictions in Spring 2020, there was an emphasis on understanding how students were navigating the additional challenges in their new educational environment.

To further aid planning for the Education Master Plan, a thematic analysis was conducted on CMC’s most recent program-level data. Specifically, analysis of Program Review data revealed instructional and non-instructional program strengths and needs. This information combined with CMCs most recent Program Learning Outcomes Assessment data was an added layer of input to better understand CMC’s operating environment and aid in the development of planning objectives.

Continued campus engagement and input was vital for the development of a unified vision for the Education Master Plan. The internal and external survey data, student focus group data, program-level data, along with regional demographic, economic, and employment trends were presented during a Zoom webinar to engage the campus community further in the planning process (see Appendix A). To build on the information that was reviewed, additional input was requested from the college community via a survey after the webinar. This data were analyzed for themes and used to identify the top priorities for CMC’s Education Master Plan. The table below summarizes the data collected with the post-webinar survey.

Post-Webinar Survey Themes Campus Priorities

Development and expansion of degree/certificate, vocational programs

Program development and expansion

Outreach, partnerships, and connections to Morongo Basin K-12 students, community members and organizations Community

Increase commitment to diversity by reducing barriers Equitable student access, momentum and achievement

Improve internal communication and culture, streamline processes, and increase employee support and engagement

Institutional operations and supports

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Success of Previous Strategic Initiatives

An evaluation of CMC’s 2016 Education Master Plan conducted in Spring 2021 by the Institutional Effectiveness Committee (IEC) was incorporated into the planning process to ensure a comprehensive understanding of CMC’s environment and current needs. The evaluation of CMC’s performance over the last five years, as operationalized by its 2016 goals, was a necessary component of the continuous quality improvement cycle in which past improvement efforts are monitored. The review was necessary as part of this ongoing process, which also highlighted some of CMC’s successes over the past five years. The 2016-2021 CMC Education Master Plan outlined the seven strategic initiatives discussed below.

Strategic Initiative #1: Program Development

CMC’s first strategic initiative focused on developing new programs based on regional needs to help recruit students and improve employment opportunities, with a set goal of adding three new programs. CMC met this goal by offering more than three new programs including Desert Studies (Environmental Science certificate), Hospitality, Computer Aided Design and Drafting (CADD) Technician, and most recently the Wildland Fire Academy. Additionally, men’s and women’s basketball were new athletics programs for CMC during this time.

Strategic Initiative #2: Technology

Five years ago, CMC recognized that technology was necessary for the success of its students and its mission. Financial resources for technology upgrades being the main challenge to this priority, CMC sought to implement a budgeting process for equipment and software replacement. Although the technology goal was not entirely met, a desktop computer replacement cycle was developed and is on target as planned. CMC implemented several additional technology strategies over the last five years including upgrading classroom technology (e.g. OWL, Podium, video conferencing), deployment of open source materials, and student online payments.

Strategic Initiative #3: Staff Development

Although there was no set goal for the Staff Development strategic initiative, an onboarding process was developed for all new part-time and full-time faculty and classified employees.

Strategic Initiative #4: Facilities

One of CMC’s ongoing challenges has been the need for more physical space to accommodate staff and faculty needs. No measurable goal was set for the Facilities priority, however several strategies were implemented to improve the space needs of the College. The Student Success Center (SSC), previously located in the Bell Center, was moved to its current location on campus with awarded grant money. Additionally, CMC expanded to provide Adult Education services at two off-campus locations, the Academic College and Career Excellence (ACCE) Center East (previously Monument High School) and West. With the addition of the basketball programs, CMC has utilized the Bell Center for athletic events as well.

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Strategic Initiative #5: Student Success

The highest priority for CMC in the last five years has been Student Success. CMC identified several student success metrics by which to measure its progress, with a goal to meet all targets over time. Appendices B and C summarize the metrics measured, six-year targets, and current rates or counts as of the most recent data available. CMC exceeded it’s 2016 targets for credit course successful completion rates, total awards, and degrees awarded.

Strategic Initiative #6: Partnerships

CMC also sought to increase partnerships with organizations in the Morongo Basin in order to help students gain employment experience and opportunities, while also providing resources and support to the Community. CMC met this goal, developing a partnership with Morongo Unified School District (MUSD) to allow high school students to dual enroll in up to 15 units per term at CMC. The California College and Career Access Pathways (CCAP) program (AB 288) goals were to develop pathways from high school to college, improve high school graduation rates, or help students achieve college and career readiness while still in high school. Courses accessible to high school students are part of an academic program defined in the CCAP partnership agreement and meet criteria for both a high school diploma and an Associate of Arts or other credential at CMC. In Spring 2021 CMC and MUSD expanded this agreement.

Strategic Initiative #7: Community and Business Engagement

The last goal outlined in CMC’s prior Education Master Plan was to increase community engagement and support. The set measurable goal to track progress of this initiative was to double Community Survey responses over five years. Although CMC did not reach this goal to double survey responses, there was an increase of 46% between the 2015 and 2021 Community Survey responses. CMC also increased campus events open to the community including campus tours and athletics events. Most recently, CMC was able to extend the use of the Bell Center and its campus to the County of San Bernardino to provide a COVID-19 testing and vaccination site to high-desert residents.

Status of Current External Initiatives and Mandates Several of the recent CCC system initiatives were developed to guide colleges towards attainment of the Vision for Success goals. Equity is the common core in the work across these initiatives with an overarching goal to best serve the most diverse student population in U.S. higher education. Over the past several years CMC has updated its assessment processes and practices to best meet student needs (AB 705). Assessment tests are no longer used and student placement recommendations are made based on high-school grades and other multiple measures in order to maximize the probability that a student will enter and complete transfer-level English and math within one year. Although processes have been modified in an effort to increase student success, at this time, the college does not yet have robust transfer-level English and math support.

26

In summer 2020, the Chancellor’s Office called for the CCC system to advance our diversity, equity, inclusion, and anti-racism work within six areas. There are several areas in which CMC plans to advance. The first is a review of our Emergency Medical Technician (EMT) curriculum to include future training that will impact the way responders interact with the community. Another part of the call asked for colleges to review and update their equity plans to identify barriers and areas where work could progress. CMC also plans to establish a Diversity, Equity, and Inclusion Committee as a strategy to accelerate the mandate from the Chancellor’s Office to create and implement a diversity, equity, and inclusion (DEI) plan by 2023. Although plans around the “Call to Action” have begun to materialize at CMC, institution-wide dialogue has not yet taken place. Guided Pathways is a student-centered framework to guide colleges on the design and implementation of highly structured institutional systems and processes that support student success throughout a student’s educational journey. Guided Pathways has been a key focus of CMC, with cross-campus collaboration leading to the development of pathways of interest, program maps, along with plans to implement additional aspects. CMC’s accomplishments in this area are outlined in the Guided Pathways Essential Practices: Scale of Adoption Self-Assessment (Appendix D). Current Strategic Initiatives “A Guided Pathway is a descriptive and easy-to-use plan that guides a student INTO and THROUGH college to the successful COMPLETION of a credential and the transition to a baccalaureate program or the labor market. A Guided Pathway integrates academic and student services together in a coherent and intentional system of curricular and co-curricular experiences that match a student’s interests and goals, and better prepare him or her for success in a rapidly changing global environment.” - Building Guided Pathways: Practical Lessons from Completion by Design Colleges CMC is committed to the Guided Pathways approach and has been actively working towards the redesign of services and supports into clear and concise pathways to better help students meet their education goals. Because of CMC’s focus on Guided Pathways, it was important to consider the current priorities through this lens. After analyzing and synthesizing the data reviewed throughout this plan, it was determined that the priorities and strategic initiatives outlined in the current section were most crucial for CMC over the next five years. The CMC campus community selected the priorities during the master planning process and the strategies were subsequently categorized by the four Guided Pathways pillars (Clarify the path, Enter the path, Stay on the path, Ensure learning) to continue to advance the work that is currently underway at CMC.

27

Priority 1: Program development

Goal: Develop new programs and/or expand existing programs based on data, available resources, and contingent on local and regional employment needs.

Clarify the Path

Enter the

Path

Stay on the

Path

Ensure Learning

Develop and expand degree/certificate and/or vocational programs.

✓ ✓

Expand dual enrollment offerings. ✓ ✓

Fully implement credit for prior learning to increase the number of students benefiting from the program.

✓ ✓

Priority 2: Community

Goal: Expand outreach, partnerships and connections to Morongo Basin K-12 students, community members, and organizations.

Clarify the Path

Enter the

Path

Stay on the

Path

Ensure Learning

Increase general and specific advertising and marketing, promotion of program offerings and special events measured by follow up questions in community survey.

✓ ✓

Expand dual enrollment offerings. ✓ ✓

Develop a community wellness program. ✓ ✓

Add new community engagement opportunities measured by partnerships, memorandum of understanding (MOU), contract, affiliation or other agreement.

✓ ✓

Improve web and social media presence. ✓ ✓

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Priority 3: Student Success

Goal: Increase equitable student access, momentum, and achievement.

Clarify the Path

Enter the

Path

Stay on the

Path

Ensure Learning

Close achievement gaps to help all students succeed with their educational goals.

✓ ✓ ✓ ✓

Increase course retention and success, graduation rates, and post-completion employment outcomes.

✓ ✓

Increase availability of student sociocultural engagement opportunities.

✓ ✓

Strive for faculty and staff diversity that better reflects student demographics as evidenced by employee demographic snapshots over time.

✓ ✓ ✓ ✓

Fully implement credit for prior learning to increase the number of students benefiting from the program.

✓ ✓

Develop a student wellness program through credit, non-credit, or not-for-credit offerings.

✓

Integrate student educational planning with program and course scheduling.

✓ ✓ ✓

Provide additional support resources to students (e.g. early alert, affinity groups, special programs, basic needs, financial support and literacy).

✓ ✓ ✓ ✓

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Priority 4: Institutional operations and supports

Goal: Improve institutional communication and culture, streamline processes, and increase employee support.

Clarify the Path

Enter the Path

Stay on the Path

Ensure Learning

Review and improve functionality of the college governance structure.

✓ ✓ ✓ ✓

Evaluate and improve communication mechanisms for all college constituents.

✓ ✓ ✓ ✓

Establish proactive professional development plans and training to increase employee engagement and support.

✓ ✓ ✓ ✓

Supporting Plans Data analyzed and reviewed for input into the Education Master Plan will be revisited to determine the potential implications for other plans across campus. Below are the timelines for CMC plans that are currently in progress.

CMC Plan Timeline

Facilities Master Plan To be determined

Technology Plan Summer 2022

Student Equity Plan Three-year plan due 2021-2022

CTE/Perkins Plan Summer 2021 Implementation

The Education Master Plan is ultimately a roadmap of education projects informed by CMC’s mission, data, and institutional priorities. This plan will guide the execution of projects as outlined in the Strategic Initiatives section, over the next five years. We may view this master plan as a tool to manage anticipated changes and positive outcomes. However, implementation of the plan will remain flexible and adaptable to unforeseen factors that may impact colleges in the future. A flexible implementation plan will support multiple scenarios to achieve longer term outcomes. Utilizing data to inform the master plan allows CMC to more readily explore adaptations to the plan as circumstances change. Opportunities and obstacles will arise that may require CMC to execute other strategies that have not been included in this plan, but this

30

document will allow for informed adjustments. Therefore, the Education Master Plan will be continuously reviewed and utilized to incorporate relevant components across future institutional planning at CMC. Assessment Assessment is an integral and ongoing component of CMC’s institutional processes. Annual Program Reviews are opportunities for instructional and non-instructional units to develop their plans to improve student learning, obtain additional resources through the resource allocation process, and implement more efficient and effective processes. These reviews are supported by student achievement data and by student, program, and institutional learning outcomes collected throughout the year. Program Review priorities are influenced, in part, by the strategic initiatives in the Education Master Plan. As such, program outcomes is one element in which to measure the progress of this Education Master Plan. Likewise, implementation of the strategies within this plan will be regularly assessed for progress or the need to adjust objectives due to changing priorities or environment. The strategic initiatives outlined in this document will be the framework from which action-oriented tasks will be formulated to achieve the stated goals. These tasks will be defined by the specific campus groups familiar with the priority area and will enable CMC to gauge the extent to which the planned strategies have an impact on moving the institutional priorities forward. Therefore, assessment data collected across the institution and the current Education Master Plan will be a focal point of ongoing institutional dialogue to support the full realization of CMC’s mission, goals, and objectives.

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Appendices A-D

Appendix A. Education Master Plan March 2021 Webinar Slides

Appendix B. Evaluation of 2016 Student Success Priority

Appendix C. 2016 Education Master Plan Data Definitions

Appendix D. Guided Pathways Scale of Adoption Assessment

5/2/2021

1

Copper Mountain College Education Master Plan: Data Sharing and Input

March 31, 2021

3:00‐5:00pm

What is the Education Master Plan?

External inputs Workforce Demand Assessment

Community Survey

Internal inputs Annual Employee and Student Surveys

100% Student Success Focus Groups

Operational inputs Program Learning Outcomes (PLO) Assessment Summary

Instructional and Non‐Instructional Program Review

Webinar Attendees Input

Next steps

EMP Webinar Agenda

Appendix A. Education Master Plan March 2021 Webinar Slides

5/2/2021

2

What is the CMC Education Master Plan?

Education Master Plan will guide theCollege’s planning over the next five years

Mindful of environments in which CMCfunctions

Receive input from external and internal sources

Not exhaustive

Research considerations and limitations

Collective informs the plan

WorkforceDemand Assessment

Mr. Michael Goss,

Centers of Excellence for Labor Market Research and the California Community Colleges

5/2/2021

3

Community Survey, Annual Surveys, and100% Student Success

Focus Groups

Alma Correa, PhD

Dean of Planning, Research, & Institutional Effectiveness

Community Survey Results

5/2/2021

4

Community Survey Results

What is CMC doing well?

Student Support

Financial support including financial aid and scholarships

Special programs (e.g. EOPS, CARE, Veterans)

Basic needs (e.g. food, bus transportation)

“CMC is providing an excellent opportunity for our students in the Morongo Basin to bridge the gap between high school and a four‐year college at a reasonable cost.” – Community survey participant

5/2/2021

5


Educational opportunities for diverse community

General education fortransfer to 4‐yearcolleges

Technical and non‐technical career paths

Dual enrollment forhigh school students

Athletics program

Local learning centerfor personal well‐beingand enrichment

Connection to Community

Presence in Community throughadvertising and marketing

Providing quality educationalopportunities to advanceeducation and fill local jobs

Offering facilities allow forconnection with the Collegethrough community events (e.g.athletics, celebrations).

Providing services (e.g. COVIDservices in partnership with theCounty)

What can CMC do in the future to improve?

More Communication Promotion of program

offerings (Adult Ed, ESL)

Job opportunities at CMC

Sports programs andevents

Campus updates (e.g. newbuildings, solar project)

Student outcomes,showcases and successes

Faculty and staffaccomplishments

“Provide the community with more information about the academic side of CMC, especially through radio news, although not recruitment oriented; rather for the community to be more knowledgeable about the College.” – Community survey participant

“Broaden promotion of programs and community related activities. Even a feature article now and then in the local print media about CMC

successes would go a long way.” –Community survey participant

5/2/2021

6

What can CMC do in the future to improve?

More Outreach

Disabled community,senior citizens, artcommunity

Military community

Local middle and highschools

Expand Programs

CTE and Transferprograms

Physical education

Dual enrollment

Continuing educationand communityprograms

How can CMC best serve your community or business?

Community Engagement

Increase Collegepresence

Host communityevents

Expand learningopportunities forskills‐builders andfor enrichment

More informationto community

Strengthen partnerships

Alignment of studentcoursework and skills toemployer/field needs

Expand localinternship/externshipopportunities to students

Promotion of CMC programs

Strengthen relationships:MUSD, Senior Center, MCAGCC,local law enforcement

5/2/2021

7

What should CMC do to prepare students coming from high schools?

Outreach

Elementary through highschool

Provide information aboutprograms, Collegerequirements andexpectations

Host events for potentialstudents and their families(campus tours)

Expand dual enrollmentopportunities

“Reaching out to elementary schools and middle school with information on community college and how important higher education is. Also what programs are available.” – Community Survey

Participant

“Pay the schools visits and do presentations. I have seen some before and they were very good. Keep that up.” – Community Survey Participant

What should CMC do to prepare students coming from high schools?

Transition to College

Advising alignmentbetween HS and CMC

Strengthen high schoolto CMC pipeline

Transition programs(summer bridge)

Financial Aidopportunities (help withFAFSA)

Remediation

“Host college counselor‐high school counselor (and open to middle school) events for parents and students to create fluidity of information sharing, knowledge, planning, etc.” – Community Survey

Participant

“Many students need some further remediation classes to transition from high school to college. I believe with COVID we will see a larger need than before.” – Community Survey Participant

5/2/2021

8

What should CMC do to prepare students for the workforce?

Job Preparation & Placement

Expand CTE/vocational programs to meet community needs

Partnerships with regional employers (internship/externship programs)

Help students to gain specific skills

“Provide coursework that prepares people to market the skills that accompany an area of study. Flexibility and marketability are vital in today's ever changing world.” – Community Survey Participant

“Giving them practical hands‐on programs. Providing internship/partnership programs with local and low desert businesses.” – Community Survey Participant

What should CMC do to prepare students for the workforce?

Specific skills Technical (e.g. Google or

Security+ certifications, coding, programming)

Financial (e.g. budgeting)

Soft skills

Communication

Resume‐writing and interview

Networking

Time management

Analytical and critical thinking

“Real‐life, practical training. More certificate programs. Bring in business owners to discuss actual skills needed in the workforce…Help students understand their strengths and how to excel based on their unique qualities.” – Community

Survey Participant

“Help with the soft skills that are not being taught in the home (e.g. how to dress for an interview/work, importance of being on time, etc.).” – Community Survey Participant

5/2/2021

9

Other Community Input

Don't be afraid of change!

Think big and bold! This community is rich with history and weknow that it is growing fast. We want to make sure thatstudents in our area have access to the best and have options.

Doing exactly what you are doing ‐ asking the community forinput. Thank you for all you do.

Be prepared for change, embrace change. Be prepared tomake adjustments as needed.

I like to see and hear about the expansions happening, keep itup!

Let's keep expanding and become a powerhouse communitycollege.

I love CMC. I graduated when there was one building and acouple classrooms. Since then, I've earned two Mastersdegrees. CMC set me up for success.

Annual Employee and

Student Surveys

5/2/2021

10

CMC Priorities

Employees

Other

Facilities

Partnerships

Community and BusinessEngagement

Staff Development

Technology

Program Development

Student Success

Students

Other

Facilities

Partnerships

Community and BusinessEngagement

Staff Development

Technology

Program Development

Student Success

Annual Employee Survey


Student Success

COVID response

Met student needs

More online classes

Online training for faculty

Community leadership

Employees Retention

Pay equity

Employee support, training, engagement

Streamline processes

Greater commitment to diversity, equity, inclusion

What can CMC do to improve?

5/2/2021

11

Annual Student Survey


COVID response

Communication

Support services

Online learning

Faculty and staff

Communication

Expand

Ease

Online learning

Technology use

Schedule of classesand course availabilityfor planning

What can CMC do to improve?

100% Student SuccessFocus Groups

5/2/2021

12

100% Student Success Focus Groups

Participants: Students enrolled in at least one creditclass in Spring 2020 and re‐enrolled in Fall 2020.1. Students who withdrew (received EW or W grade) SP20

2. Students who did not withdraw in SP20

Research questions:1. How do students define student success?

2. What challenges or barriers have hindered student success?

3. What has CMC done to help students achieve success and howcan we improve?

Methodology: Focus groups were conducted virtuallyusing Zoom platform.

Student Success: How are students defining it?

Short Term Goals Long Term Goals

“To me, that would just be achieving the best that I can in my classes and eventually, moving on. I do think as great as CMC is, it is meant to push yourself forward to other places.“ – Focus group 1 student

ILOs

Transferring to a four‐year college or university.

Earning an Award or Graduating from CMC.

Starting career or building skills at current job

Applying skills outside of CMC

Developing and improving soft skills

Earning or maintaining good grades

Passing classes.

5/2/2021

13

What obstacles are students facing?

“I'm also working, I work remotely anyway. And I am self‐employed. However, because of the effects of all ofthis, I'm not able to set my own schedule, but I feel a lot more pressure now to take on work. I would normally say, oh, you know what this week I'm kind of busy. So maybe I’ll reject a few jobs, rather than taking everything,

but I really feel the pressure to be like okay income is sort of uncertain.” ‐ Group 2 Student

Conducive Learning

Environment

Technology Skills

No Support System

Covid‐19 Related

Difficulties

Time Management

Missing Info

Cancelled or Infrequently

offered classes

Lack of Comm or Miscomm

Financial Issues

Study Skills

Fear or Confidence

Support & Resources

“There's something I need to do. But I don't know what it is, but my counselor knows and I can ask, and she'll help just take care of it instantly…it just takes a big burden of stress off because we have enough

things to be stressed about.” – Focus Group 3 Student

Who do students seek for support? What support do students need?

5/2/2021

14

Connections and Communication

Fostering direct connection to CMC throughEngagement and Affiliations

CANVAS and website

Events Clubs

Student Government

Friends

Student WorkerEOPS & Other Programs

CMC emails, updates, and online announcements

Smaller campus

Cancelled classes

Many students emphasized communication when learning about resources and how to get involved.

Operational Inputs: PLO Assessment Summary

and Program Review

Melynie Schiel, Vice President of Academic Affairs

Jane Abell, Vice President of Student Services

5/2/2021

15

2019‐20 PLO Assessment SummaryPLO Assessment Summary and Mapping to CMC ILOs

CommunicationCritical Thinking Ethics

Personal Development

Information Competency

"Successful" PLO 15 27 14 15 30"Unsuccessful" PLO 4 5 2 1 6Success could not be

determined3 12 2 2 5

Total PLO Assessments mapped to each ILO (each

PLO may be mapped to more than one ILO)

22 44 18 18 41

% Successful 68% 61% 78% 83% 73%% Unsuccessful 18% 11% 11% 6% 15%

% Unable to determine 14% 27% 11% 11% 12%

Total PLOs assessed: 81

Copper Mountain College 19‐20 Instructional Program ReviewThemes from "Strengths, Weaknesses, Collaborations" Worksheet

Program Review Category Counts

Strengths

Weaknesses

Collaborations

Program Review Category Counts

Strengths

Weaknesses

Collaborations

Breaking down barriers for students 5 2 Program Resources 9 17 4

College Organization 1 1 2 Program Safety 2

Cross‐college collaboration 2 4 Program Staffing 2 3 5

Curriculum 13 10 4 Program Technology Resources 1 1

Dual Enrollment 1 Recruitment 1 2

Employment 4 3 Regulations 1

Enrollment 1 Research Request 1 1

Equity 2 1 Resources to support student success 4 1

Facility needs 1 Scheduling 1 1

Faculty Attributes 4 1 1 Short‐term training 2 3 2

Faculty Training 2 SLO/PLO 5 4

High School Pathway 1 Staffing 2

Off‐site learning needs 3 2 1 Student requirements 1 1

Outreach 6 3 28 Student Success 11 4 1

Program Accreditation 1 Transfer 6 2

Program Attributes 22 2 2 Website Navigation 2 3

Program Innovation 1 Grand Total 105 71 67

5/2/2021

16

Top Categories for Instructional

Workplan Items Deemed External

Strengths

Weaknesses

Collaborations

Grand Total

Outreach 1 2 20 23

Program Resources 8 12 3 23

Curriculum 2 4 5 11

Program Staffing 1 4 2 7

Website Navigation 2 1 3

Analysis ofprogramreview data

Developmentof externalgoals

Most frequentthemes

Connection tocommunity survey

Non‐Instructional Program Review

AUO – Administrative Unit Outcome

Mapped to accreditation standards

Linked to institutional strategic initiatives

5/2/2021

17

Institutional Initiatives, Goals, Framework

Guided Pathways Pillars Local Vision Goals Student Equity Metrics

Student Centered Funding Formula (Student Success Metrics)

Clarify the PathCompletion: Increase All Students Who Earned an Associate Degree (including ADTs) Transferred to a Four Year Institution Students who earned an ADT

Enter the Path

Completion: Increase All Students Who Earned a Chancellor's Office Approved Certificate

Completed Both Transfer‐Level Math and English Within One Year Students who earned an Associate Degree

Stay on the PathTransfer: Increase All Students Who Earned an Associate Degree for Transfer

Retained from Fall to Spring in Same College

Students who earned a credit certificate of 16 units or more

Ensure LearningTransfer: Increase All Students Who Transferred to a CSU or UC Institution

Enrolled in the Same Community College

Students who successfully completed transfer level math and English in their first year

Unit Accumulation: Decrease Average Number of Units Accumulated by All Associate Degree Earners

Students who successfully transferred to a 4 year university

Workfore: Increase Median Annual Earnings of All StudentsDisproportionately Impacted Student Groups based on 2019 Equity Report Students who completed 9 or more CTE Units

Equity: Increase success, transfer, completion rates for DI student groups Latino/a

Students who are earning a regional living wage after completion

Black/African American

Student with Disabilities

LGBTQ+

Veterans

Foster Youth

50+ Students

20‐24 Students

Data Informed – Data Warehouse, Survey Information

Campus Success Rate by Ethnicity Campus Success Rate by Gender

5/2/2021

18

Non‐Instructional Program Review: AUO themes

Outreach

Completion

Transfer

Student Connection

Early Alert/Intervention

Equitable access to programs and services

Ease of access to programs and services

Focus on student success

Increase commitment to diversity, equity,and inclusion

Reduce barriers

Support for students

Build on positive, personal connections with students

Provide more social engagement and affiliation opportunities

Provide intervention and resources to help students complete and/or transfer

Increase employee support, training,engagement

Leadership in response to COVID

Increase Community outreach,engagement, and presence

Providing educationalopportunities

Continue to expand programs

Expand

Community programs

Dual enrollment

College transition

Workforce preparation

Online learning and technology

Courses needed for transfer

Regular and clear communicationacross institution

Streamline and update internalprocesses

Enrollment management andscheduling

Opportunities for improvement

5/2/2021

19

Next Steps

Provide your input by completing the survey byFriday April 2.

Institutional Effectiveness Committee to reviewand evaluate current EMP goals

Management will discuss goals and strategies

EMP document draft will be shared withconstituent groups in April

EMP draft will be presented to the BOT forfeedback in May

Final EMP will be presented to the BOT forapproval in June

Thank you!Don’t forget to

submit your input by Friday April 2!

Appendix B. Evaluation of 2016 Student Success Priority

2016 Education Master Plan Evaluation

Metric 6-yrTarget

Standard Current Rates/Count

Goal Met (compared to Target)

College-Prepared Completion Rate

54.7% 34.7% 50.6% No

College Unprepared Completion Rate

42.8% 22.8% 31.3% No

Overall Completion 45.4% 25.4% 35.3% No

Remedial Rates - Math 51% 25.4% 30.1% No

Remedial Rates – English 58.4% 31.5% 31.7% No

CTE Completion Rate 96.6% 44.2% 58.2% No

Credit Course Success Rate

71.6% 68% 72.0% Yes

Total Awards 332 159 380 Yes

Degrees 237 138 297 Yes

Certificates 95 21 83 No

Transfers 120 73 43 No Data sources: CCCCO Datamart and CMC 2019 Scorecard

Appendix C. 2016 Education Master Plan Data Definitions

College Indicator

Definition Source

Completion Rate Percentage of degree, certificate and/or transfer-seeking first-time to college students tracked for six years who completed a degree, certificate or transfer-related outcomes.

Scorecard March 16 Board of Governors Approval of Goals Framework

College-Prepared Student’s lowest course attempted in math and/or English was college level


Unprepared for College

Student’s lowest course attempted in math and/or English was pre-collegiate level


Overall Completion Student attempted any level of math or English in the first three years


Remedial Rates – Math and English

Percentage of credit students tracked for six years who started below transfer level in English, mathematics, and/or ESL and completed a college-level course in the same discipline


CTE Completion Rate

Percentage of students tracked for six years who completed more than eight units in courses classified as career technical education in a single discipline and completed a degree, certificate or transferred


Credit Course Success Rate

Percentage of students who earn a grade of “C" or better or credit in Credit courses

Chancellor’s Office Datamart

Total Awards Number of associate degrees earned Chancellor’s Office Datamart

Degrees Number of associate degrees and Chancellor’s Office approved certificates earned


Certificates Number of Chancellor’s Office approved certificates earned


Transfers First-time to college students who transfer to In-State Private (ISP) and Out-of-State (OOS) baccalaureate granting institutions


1

GUIDED PATHWAYS ESSENTIAL PRACTICES: SCALE OF ADOPTION SELF-ASSESSMENT

CALIFORNIA COMMUNITY COLLEGES’ ASSESSMENT OF PROGRESS IN THE IMPLEMENTING OF GUIDED PATHWAYS

Revised February 2019, November 2019

Institution Name: Date:

This tool is designed to help your college assess how far along you are toward adopting essential guided pathways practices at scale. The first part of the Scale

of Adoption Assessment (SOAA) includes essential practices examined in CCRC’s book, Redesigning America's Community Colleges: A Clearer Path to Student

Success by Thomas Bailey, Shanna Smith Jaggars, and Davis Jenkins (Harvard University Press, 2015). This document is for planning purposes only, as the

official SOAA will be completed in the Chancellor’s Office NOVA system by your project leads.

We suggest that you convene faculty, staff, and administrators from across areas of your college to discuss the extent to which each essential practice listed in

the first column is currently implemented at your college as of fall/winter 2020. In column two, indicate the extent to which the practices have been adopted

at your college using the following scale:

Scale of Adoption Definition

Not occurring College is currently not following, or planning to follow, this practice

Not systematic Practice is incomplete, inconsistent, informal, and/or optional

Planning to scale College is has made plans to implement the practice at scale and has started to put these plans into

place

Scaling in progress Implementation of the practice is in progress for all students

At scale Practice is implemented at scale—that is, for all students in all programs of study

In column three, describe the progress your college has made toward implementing each practice at scale. For practices that are scaling or at scale, note that

we are also asking you to indicate which semester a practice first reached this point. Finally, in column four, indicate the next steps your college plans to take

toward implementing the given practice at scale and the college’s timeline for implementing these steps. Don’t be concerned if your college has made minimal

progress implementing any given practice. This assessment will help your college develop and refine a plan for implementing guided pathways at scale at your

college. Project partners and the Chancellor’s Office will also use this information to follow the system’s progress in implementing guided pathways over time.

Appendix D. Guided Pathways Scale of Adoption Assessment

2

Equity Considerations

A fundamental goal of guided pathways is to increase the rate at which underrepresented students earn college credentials, particularly degrees and

credentials in fields of high economic value, while also closing gaps for low-income students, students of color, returning adults, students with disabilities, and

other groups with inequitable outcomes. As colleges seek to strengthen supports for all students to explore options for careers and college and choose and

complete a program of study suited to their interests and aspirations, we encourage colleges to critically examine each practice to think about how the college

is serving students who have been historically underrepresented and/or underserved in higher education.

In fall 2018 the SOAA was updated to include “Equity Considerations” in each practice area so that your pathways team can discuss and articulate connections

between the college’s pathways reforms and equity goals. Your team does not need to answer all of these questions as part of the SOAA process and they are

not intended to be used as “assessments.” Also, don’t be concerned if your college has had minimal discussion and/or efforts related to any given question.

We hope the questions help initiate or advance conversations about whether and how institutional practices are having differential impact on historically

underserved groups and how your college can leverage your pathways work to close equity gaps by identifying and addressing causes of inequity, removing

systemic barriers, and focusing design decisions and resource allocation in ways that more effectively address needs of underserved groups. In doing so, you

may want to include details about how the college is addressing these concerns in the “progress to date” and/or “next steps/timeline” column.

As your team completes the SOAA, please refer to the equity consideration questions to facilitate conversations about connections between the college’s

pathways and equity efforts. Please submit the certified SOAA within the NOVA system by March 1 2020. For more information about the SOAA, please

email [email protected].

For assistance in obtaining access to the NOVA system, please email [email protected].



3

Guided Pathways Essential Practices Scale of Adoption

at Our College

Progress to Date Implementing

Practice

(If Scaling in Progress or At Scale, please

indicate which term (e.g., fall 2015) the

college first reached this point)

Next Steps Toward Implementing

Practice at Scale & Timeline

We are interested in how colleges connect equity efforts to their pathways work, planning, and discussions. The guiding questions in each of the four areas can help colleges consider

how equity intersects with specific pathways practices. As themes, ideas, or areas for future work emerge during your discussion, please note the ways in which equity issues connect

with guided pathways implementation in “Progress to Date” and “Next Steps”.

Equity Considerations in Area 1:

● Are the college’s website and program pages easy to navigate and understand for students and families without prior experience with higher education?

● How could the college ensure that access to and use of this information is equitable for students who have been historically underrepresented and/or underserved in

higher education (e.g., racial/ethnic minority students, lower-income students, first-generation students, students with disabilities, indigenous students, formerly

incarcerated students, veterans, undocumented students, etc.)?

● How are financial costs, potential debt, and economic benefits of program completion (including paths to program-relevant regional employment, projected earnings,

and transfer outcomes) made clear for prospective students? Do program websites clarify differences in earnings potential between related certificates and degrees and

across levels of educational attainment?

1. MAPPING PATHWAYS TO STUDENT END GOALS

a. Programs are organized and marketed

in broad career-focused academic and

communities or “meta-majors”. (Note:

This practice was added to the SOAA in

February 2019)

Place an X next to one:

X Not occurring

Not systematic

Planning to scale

X Scaling in progress

At scale

Progress to date: (2,500 character)

Copper Mountain College (CMC) has

already developed Pathways of Interest

(meta-majors) which include: Business

and Industry, Creative Arts and Design,

Health and Public Services, Social

Sciences and Human Services, and

STEM. However, the pathways were

revisited as instructional faculty began

to discuss how the college instructional

programs can be organized around

pathways. There are 7 total pathways

with supporting college structure by the

end of spring 2021. The marketing of the

pathways was delayed and then further

complicated by revisiting the pathway

organization. College structures are

aligning to pathways from the inside out

Next steps: (1,000 character)

The college has begun to develop a

marketing plan to make these pathways

of interest more visible through

publications, the college website, social

media, inclusion in the next edition of the

college catalog, and throughout campus.

Efforts need to be made specifically to

create a web presence and marketing

material that is accessible to families

with no experience navigating higher

education. This can be an outreach

opportunity in partnership with our local

K-12 district to engage district families.

The goal is to engage students in the

decision process to enter a pathway

leading to transfer, a degree, a certificate,

or to enter the workforce.

4

which will make the marketing effort

more intuitive.

Term, if at scale or scaling: Fall 2021

Marketing efforts outside of publishing and

promoting pathways have been stalled.

This aspect of the “essential practice” is not

occurring which is why we initially chose

two categories.

Investigate the program pathway mapper

designed by Bakersfield College.

Provide materials in Spanish.

We need to create a set of general

courses for each pathway of interest to

inform initial ed plans for students who

are unsure of their major. (Counseling)

Timeline: within the next academic year.

1. a. Support Needed? Type of Support - place an X next to one or

more:

Policy guidance Connections with other GP teams

Regional training X On campus /individual training

X Technology Reporting/data

Other

Challenge or barrier: (1,000 character)

CMC lacks a dedicated staff member who

has the expertise to develop this much

needed web presence for our efforts

around Guided Pathways. We may need to

update the structure of our college website.

With our existing operational

communication needs, the site and support

personnel for the site are minimal.

Support Needed – Detail: (1,000 character)

In order to broadly communicate and

make our pathways more visible, we

need additional support and expertise in

web design so that our existing work is

both user-friendly and interactive. It may

be necessary to hire a company to

redesign the website.

b. Every program is well designed to guide

and prepare students to enter

employment and further education in

fields of importance to the college’s

service area.


Not occurring

Not systematic

Planning to scale


At scale


CMC currently has all of its ADT Programs

mapped using the Guided Pathways

framework of backward design.

CTE Programs have regular advisory

committee meetings where industry

members contribute to curriculum

discussions.

Aa essential skills (soft skills/people

skills/professionalism)course has been


This semester’s focus is now on mapping

all of our CTE degrees and certificates.

Next steps will include broadly marketing

each of these program maps to students

and including these maps as part of the

advisement process. The college has

begun to develop a marketing plan to

make these program maps more visible

through publications, the college

website, social media, inclusion in the

5

approved for development by the

Curriculum Committee.

Term, if at scale or scaling: Spring 2021

next edition of the college catalog, and

throughout campus.

While mapping is occurring in CTE,we

need to have a dialogue about the

“what’s next?” for the vocational

programs of study to explicitly tie the

work in the advisory committees to

pathways. The Job Developer at CMC is

charged with bringing back information

to the campus about industry needs and

positions. The Job Developer can

collaborate with CTE faculty in this area.

Complete curriculum approval process

for the essential skills course.


1. b. Support Needed? Type of Support - place an X next to one or

more:


Regional training On campus /individual training

XTechnology Reporting/data

Other



c. Detailed information is provided on the

college’s website on the employment

and further education opportunities

targeted by each program.


Not occurring

Not systematic

X Planning to scale

Scaling in progress

At scale


While CMC has detailed information on

employment opportunities available to

students through our Job Developer

Program, we have yet to connect these

programs with specific career

opportunities.

Term, if at scale or scaling:


Work with our Career Center and Job

Developer to bridge our program maps

with specific work and career

opportunities.

We need faculty to provide more

information about this area. We can add

an item in the program review

6

documents to identify current jobs and

further ed opps for the program.

Investigate the program pathway mapper

designed by Bakersfield College.

For existing program areas on the

website, Guided Pathways faculty leads

will look to find the best Career

Cafe/Onet link for addition to each of the

pages. Will be sent to faculty to review for

their program areas. Also ask faculty to

provide extra info for students looking at

the program page. An example is a blurb

for the Computer Science program.


1. c. Support Needed? Type of Support - place an X next to one or more:




Other


Given our small size, we experience a lack of

resources to be able to scale this initiative.


Staff and resources needed to develop

connections between our degree programs

and career and employment opportunities.

This has not been a focus this fall but it can

be for the early spring.

d. Programs are clearly mapped out for

students. Students know which courses

they should take and in what sequence.

Courses critical for success in each

program and other key progress

milestones are clearly identified. All this

information is easily accessible on the

college’s website.


Not occurring

Not systematic

X Planning to scale

Scaling in progress

At scale


As detailed above, CMC currently has all of

its ADT Programs mapped using the Guided

Pathways framework of backward design.

Each program map shows a clear sequence

and order of courses needed to complete a

degree.


Milestones have been developed and will

be incorporated into the student

education plan. Our plan is to make

these milestones specific to individual

degree programs.

We are beginning to add cycles for spring

starts specifically.

7

Mapping activities have led to refinement

of programs, to better direct students to

courses that would meet their

requirements. The CIS program

deactivated excess electives, for example.


A meeting to discuss student success was

held and it was recommended that

milestones be enhanced to include areas

of self awareness, goal setting and self

actualization. This will be discussed with

our counseling group and a sample script

or support form could be developed.


1. d. Support Needed? Type of Support - place an X next to one or

more:




XOther – dedicated staff/time.


We need to dedicate more resources from our

GP funding to individuals who could focus their

efforts on this practice.


The college is exploring a different GP

support structure including increasing the

number of faculty and staff devoted to this

reform.

e. Required math courses are

appropriately aligned with the student’s

field of study (Note: This essential

practice was moved from Area 2)


Not occurring

Not systematic

Planning to scale

Scaling in progress

X At scale


After the modification of math curriculum

brought about by AB 705, our students

have math pathways that align to their

eventual program of study.

We have a stats track and an algebra track.

Also, a new course has been developed to

meet the Math criteria that may be very

helpful to the pathway for non-STEM or

non- business students. Personal Finance

will soon become an option for students

along with the algebra sequence and

statistics.


Continue to assess both student success

rates and outcomes assessment to

ensure learning and achievement.

Get final approval for Personal Finance

course.

8

Term, if at scale or scaling: – Fall 2019

1. e. Support Needed? Type of Support - place an X next to one or

more:



Technology Reporting/data

Other



9


at Our College

Progress to Date Implementing Practice (If Scaling in Progress or At Scale, please

indicate which term (e.g., fall 2015) the college

first reached this point)




● Does the college assess whether historically underrepresented and high needs students are disproportionately enrolled in programs that lead to lower remuneration

careers? Has the college considered how it can help underrepresented students raise their educational and career expectations while at the same time meeting their more

immediate economic needs?

● For critical program courses, does the college disaggregate enrollment, pass rate, and subsequent success data by student characteristics? What strategies has the

college used to improve overall student success in these courses?

● Does the college proactively partner with feeder high schools that serve predominantly underrepresented and high needs students to help students explore academic and

career interests and develop viable plans for college? Are dual enrollment opportunities made available to high school students who are deemed “not yet college ready”?

Is the college building bridges to high-opportunity college programs for students in adult basic skills programs?

2. HELPING STUDENTS CHOOSE AND ENTER A PROGRAM

PATHWAY

a. Every new student is helped to explore

career/college options, choose a

program of study, and develop a full-

program plan as soon as possible.


Not occurring

Not systematic

Planning to scale

Scaling in progress

X At scale


As soon as a student applies to the

college, they are directed to CCCMyPath.

CCCMyPath breaks down the next steps

for students based on information

collected in the college application. This

includes services available for the

students and career coaching tools.

CCCMyPath is a guided onboarding

platform that provides information and

resources to incoming students, and

bridges the gap between the online

application and CMC’s local systems.

Every student must meet with a counselor

prior to enrolling in courses. For the most

part, Counselors are able to give students

a Comprehensive Student Education Plan

using the GP Maps. If for some reason this

is not able to happen an appointment is

created to complete within the first term.

Students are encouraged to meet with

their counselors every term. Students in


We need to look into how students can

go back and look at CCCMyPath after

going through the initial application and

registration process.

10

special programs (EOPS, ACCESS,

CalWORKs) meet with their counselors

several times each term to ensure they are

still on track with their educational goals.


2. a. Support Needed? Type of Support - place an X next to one or more:




Other



b. Special supports are provided to help

academically underprepared students

to succeed in the “gateway” courses for

the college’s major program areas.


Not occurring

Not systematic

Planning to scale


At scale


After we eliminated some basic skills

courses, we addressed the need for

additional student support through the

following: co-requisites, workshop-based

support, and summer/winter college-level

preparatory courses designed for student

success in transfer-level coursework.

Data should be requested to discover

which courses are considered “gateway”

for programs of study. These may be

discipline specific. It would be interesting

to look at which courses have the highest

attrition rates and whether those occur

early in a program.



Continue to assess both student success

rates and outcomes assessment to

ensure learning and achievement.

Identify gateway courses for program

areas. Work with GP committee to

discuss and disseminate to discipline

faculty for feedback. Determine where

support gaps may exist relating to

gateway courses.

Set up a spreadsheet in the shared drive

with column 1: degree or certificate, 2:

identified gateway course, 3:

disaggregated success information for

the last 3 years, 4: available support

11

2. b. Support Needed? Type of Support - place an X next to one or more:




Other



c. Special supports are provided to help


to succeed in the program-relevant

“gateway” math courses by the end of

their first year. (Note: This practice was

added to the SOAA in February 2019)


Not occurring

Not systematic

Planning to scale


At scale


Currently we have co-requisite support for

students enrolled in MATH 40, our one

below transfer-level course. In addition,

we offer an algebra review course for those

students not ready to enroll in Math 14 –

Statistics.

In the winter and summer… prep courses

Also, for the math program, there was an

initiative to provide reassigned time for the

math department to provide targeted

supports and to develop support courses

for transfer level program-relevant math

courses.



Curriculum discussion include offering a

non-credit option, open-entry/open-exit

support course and eliminate the credit

support course currently offered.

Timeline – within the next academic year.

Design and implement targeted supports

for program-relevant math courses.





Other



d. Special supports are provided to help


to succeed in the “gateway” English

courses by the end of their first year.


Not occurring

Not systematic


In lieu of creating a co-requisite support

course for ENG 3A (College Composition),


12

(Note: This practice was added to the

SOAA in February 2019)

X Planning to scale

Scaling in progress

At scale

the faculty recently submitted and

obtained approval for 3 workshop-style

courses offered in our Learning Resource

Center to support students. CMC also

offers ENG 51 (Introduction to Expository

Writing) for those students who do not yet

feel prepared for ENG 3A.


Our plan is to start offering ASC 102 – 104.

Workshops for college level English in the

next academic year.

Timeline for implementing next steps:

Spring 2021

This has not yet happened. The ENGLISH

support courses still need to be

developed and run. The non-credit

ENGLISH courses were approved and

chaptered at the Chancellor's office.They

just have not been offered to students

yett. These will be offered beginning

spring 2021.

2. d. Support Needed? Type of Support - place an X next to one or more:




Other



e. Intensive support is provided to help

very poorly prepared students to

succeed in college-level courses as soon

as possible. Place an X next to one:

Not occurring

Not systematic

Planning to scale

Scaling in progress

X At scale


Both the Student Success Center and

Learning Resource Center have been in

existence for many years. The services

range from high school completion to

reading skills proficiency. Students who

complete programs in both centers

become more college ready.



2. e. Support Needed? Type of Support - place an X next to one or more: Support Needed – Detail: (1,000 character) Challenge or barrier: (1,000 character)

13




Other

f. The college works with high schools and

other feeders to motivate and prepare

students to enter college-level

coursework in a program of study when

they enroll in college.


Not occurring

Not systematic

Planning to scale

Scaling in progress

X At scale


Well established and in place.



2. f. Support Needed? Type of Support - place an X next to one or more:




Other



14

GUIDED PATHWAYS ESSENTIAL PRACTICES Scale of Adoption at Our College







● How does the institution support advisors to incorporate engaging, proactive, and culturally relevant advising practices to better support underrepresented students’

success in their programs?

● How does the college ensure that underrepresented students are not disproportionately directed away from competitive, limited access programs?

● How does the college integrate academic and student support services into pathways so that the support is unavoidable and therefore less stigmatized?

● How does the college ensure that low-income students' financial stability needs (e.g., nutrition, transportation, childcare, public benefits, emergency assistance) are

being met so they can make progress toward program completion?

3. KEEPING STUDENTS ON PATH

a. Advisors monitor which program every

student is in and how far along the

student is toward completing the

program requirements.


Not occurring

Not systematic

Planning to scale

Scaling in progress

X At scale


Every student must meet with a counselor

prior to enrolling in courses. For the most

part, Counselors are able to give students

a Comprehensive Student Education Plan

using the GP Maps. If for some reason this

is not able to happen an appointment is

created to complete within the first term.

Students are encouraged to meet with

their counselor’s every term. Students in

special programs (EOPS, ACCESS,

CalWORKs) meet with their counselors

several times each term to ensure they are

still on track with their educational goals.








Other



15

b. Students can easily see how far they

have come and what they need to do to

complete their program.


Not occurring

Not systematic

Planning to scale


At scale


All students receive a copy of their

Student Education Plan from their

Counselor and are encouraged to meet at

least once a term to update.



CMC is in the process of Launching Student

Planning through Ellucian. This will allow

students to have access to their SEPs at all

times.

Counselors are starting to load student

information into the Ellucian Student

Planning tool. The students will begin to

have access in SP21.


Spring 2021





X Other


Resource funding for personnel to maintain the

student planning tool.


Counselors are still getting used to the

new tool and ongoing technical support

capacity is uncertain.

c. Advisors and students are alerted when

students are at risk of falling off their

program plans and have policies and

supports in place to intervene in ways

that help students get back on track. Place an X next to one:

Not occurring

Not systematic

X Planning to scale

Scaling in progress

At scale


● We currently have a Student

Support Referral Form that is used

by Faculty and Staff to refer

students who are at risk or need

additional resources. It is on our

faculty portal and accessible to all

faculty.

● Students are notified shortly after

grades have posted of their

academic standing. If a student is

placed on academic/progress

probation they are alerted to meet

with a counselor. The counselor


We would like to implement a larger scale

program that will be embedded into our

existing infrastructures such as Canvas,

and is more readily accessible to staff and

faculty, as well as have direct and

immediate communication with students.

The probation process can be streamlined.

The counselors have been discussing

different interventions including other

software programs so faculty can alert

issues throughout the entire term.

Probation course on canvas in process

16

will discuss the issues that lead to

an unsuccessful semester with the

student and determine the best

course of action (I.e. a student

development course, limit the

number of units). The student is

required to meet with the

counselor again midway through

the term with Progress Reports.

This allows the student and the

counselor to have honest

conversations about the progress

for the term and the student's

likelihood of getting off of

probation or continuing. The

Counselor is able to offer

supportive services like tutoring or

discuss options like a “W” or “EW”

if permitted.


The current grading system in colleague

can be modified to include an early alert

system. Initial steps to do this have been

taken.


Spring 2021





Other


Collaboration with the IT department


Limited personnel in IT, and limited

resources in adding additional new

software such as time, funding, and

personnel.

d. Assistance is provided to students who

are unlikely to be accepted into limited-

access programs, such as nursing or

culinary arts, to redirect them to

another more viable path to credentials

and a career


Not occurring

Not systematic

Planning to scale


At scale


Counselors have discussions with each

student who is pursuing limited-access

programs. Counselors discuss all the

options, including choosing broad

majors while meeting specific

requirements. This allows the student to


Marketing the Pathways of Interest will

allow for transfers of programs to happen

easily as students will be taking the same

general education courses. Students

should be able to transfer into another

17

transfer into another program if needed.

The impaction of these programs is

discussed from the very beginning with

backup options like LVN for RN

applicants.


program by completing major specific

requirements only.

Development of degrees in chemistry,

biology, kinesiology and other science

degrees would provide more options for

students who may have been hoping to

enter a limited-access program.


Spring 2021





Other

Support Needed – Detail: (1,000 character) More information could be placed onto the website

specifically in the program areas, notifying students

to meet with a counselor early to ensure all options

are discussed. A larger web presence for the Guided

Pathways efforts could also increase student

awareness.


In order to broadly communicate and

make our pathways more visible, we

need additional support and expertise in

web design so that our existing work is

both user-friendly and interactive.

e. The college schedules courses to ensure

students can take the courses they need

when they need them, can plan their

lives around school from one term to

the next, and can complete their

programs in as short a time as possible.


Not occurring

Not systematic

Planning to scale

x Scaling in progress

At scale


Each area of study has a 2-year course

cycle that is posted to our website.

Counselors use these guides when

completing SEPs. Special circumstances

(I.e. classes offered only in SP or FA) are

notated on the SEP, so students can

prioritize course enrollment according to

the schedule.

Course scheduling also relies on the 2-

year course cycles. If a course is in the

cycle, it goes on the schedule. Further,

where a distance education modality

exists, a set of courses are offered online

to allow better scheduling access.


Incorporate the degree map work when

updating 2-year rotations.

Add summer to 2-year rotations for

program areas that are in high demand or

a long chain of sequenced courses.

Continue to increase the availability of

online courses to ensure students can take

the courses they need for their programs.

Increase the availability of Session I and

Session II courses.

18


Look into implementing Winter

Intersession and 2 summer sessions.


● Beginning of spring 2021- all

pathways mapping should be

done

3. e. Support Needed? Type of Support - place an X next to one or more:




Other



Being a small school, we are limited in the

amount of sections and times we can offer

students.

19


at Our College







● How is the college ensuring that underrepresented students participate in program-relevant active and experiential learning opportunities?

● As faculty make curricular changes to better align course assignments with program learning outcomes, how does the college support faculty to implement pedagogical

changes that better support learning outcomes success for underrepresented students (e.g., culturally responsive teaching)?

● What opportunities exist for faculty or advisors to critically examine their role in advancing equity-minded teaching and advising practices at the college (e.g., critically

examining the role of unconscious bias in the classroom or advising that could affect student aspirations for a particular field and/or program selection)?

● Is the college disaggregating program learning outcomes data, program retention and completion data, and other assessment measures by race, income, age, and gender

to examine equity gaps? How is this data disseminated and discussed among college staff, with students, and with the outside community?

4. ENSURING THAT STUDENTS ARE LEARNING

a. Program learning outcomes are aligned

with the requirements for success in the

further education and employment

outcomes targeted by each program. Place an X next to one:

Not occurring

Not systematic

Planning to scale


At scale


CTE programs have targeted employment

outcomes for their courses and discuss

this with students, community members,

and other stakeholders.

Transfer-directed programs are guided by

feedback received from transfer

institutions through the articulation

process.

Core academic areas are aligned with

Transfer Model Curricula and C-ID

descriptors.



Better align courses to employment opportunities

for each program of study.

Continue to ensure that the revised curriculum is

up-to-date with ADT and C-ID descriptors.

Engage the job developer to continue efforts in

outreach with employers and provide

employment needs/feedback to discipline faculty

to inform curriculum and program updates.


Spring 2021




Technology x Reporting/data

Other


Support for Associate Dean of CTE to work

with staff and faculty on aligning courses

to employment opportunities.


Being in a remote, rural community, there

is a lack of employment opportunity in the

area. It is also difficult to track students

who have left the area to gather

employment data.

20

Dedicated institutional reporting to

support CTE program development and

improvement (labor market trends, CTEOS

summary etc).

b. Instruction across programs (especially

in program introductory courses)

engages students in active and applied

learning, encouraging them to think

critically, solve meaningful problems,

and work and communicate effectively

with others. (Note: This practice was

added to the SOAA in February 2019) Place an X next to one:

Not occurring

Not systematic

Planning to scale


At scale


Critical thinking, solving meaningful

problems, and working to communicate

effectively with others are part of our

Institutional Learning Outcomes. Our

Program Learning Outcomes are mapped

to our Institutional Learning Outcomes,

which are assessed regularly.

Faculty are encouraged to participate in

training to engage students in active and

applied learning. Inclusive classroom

practices, professional learning

communities, and creativity and

innovation in the classroom have all been

topics at Flex.

Term, if at scale or scaling: Our institution is

committed to continuously improving in

this area.


We will continue to be intentional about

planning and supporting training and

learning opportunities for faculty to

improve student engagement and

learning outcomes.


Continuous quality improvement for

faculty and students.



Regional training x On campus /individual training


Other


Additional time and resources for faculty

involvement.


Increasing faculty involvement and

scheduling of competing training.

c. Students have ample opportunity to

apply and deepen knowledge and skills

through projects, internships, co-ops,

clinical placements, group projects

outside of class, service learning, study

abroad and other experiential learning


Not occurring

x Not systematic

Planning to scale

Scaling in progress


At the course level, students have

opportunities for group projects, service

learning, and other experiential learning


Discussions in academic senate

regarding operational implications of

guided pathway pillars.

21

activities that program faculty

intentionally embed into coursework.

At scale activities. However, this is not happening

systematically in every program.

CMC has a CTE Job Developer who aims

to place students into careers based on

their selected majors. We also have a

Community Internship Liaison who places

students into internships in local business

in their field of interest.

CMC has also hosted a Community

Resource and Job Fair. This fair allows

students to interview on the spot and to

get valuable feedback on improving this

skill. This fair has not been run recently.

Faculty advisors discuss career and

school related topics throughout the

term.


Updating program review to reflect the

goals of guided pathways

It has been noted that the responsibility

for organizing a student job fair has been

in flux. In reviewing the Job Developer

role, the plan is to assign this task to that

position.

Guided Pathways faculty lead will set up

a meeting with CTE faculty to address the

items on this SOAA.


Spring 2021





Other






We are a small school with limited

resources and limited community

opportunities.

d. Faculty/programs assess whether

students are mastering learning

outcomes and building skills across

each program, in both arts and sciences

and career/technical programs.


Not occurring

Not systematic

Planning to scale


At scale


Programs are assigned to assess their

PLOs each year during the program review

cycle.

CTE – faculty regularly meet with CTE

advisory committees and take employer


Ensure that all program learning outcome

assessments are completed and that a

review cycle is in place to ensure that all

listed outcomes are assessed.

Review of CTEOS results by CTE faculty.

22

feedback into consideration in assessing

program learning outcomes.

Many non-CTE areas have capstone

projects and Program Learning Outcome

assessments designed to demonstrate

subject matter mastery.


Arts and sciences faculty will be working to

review career clusters that apply to their

respective areas. This will inform program

revision and development.


Ongoing.





X Other Personnel and Resources


Additional faculty time and resources.


Too many activities competing for

institutional capacity.

e. Results of learning outcomes

assessments are used to improve

teaching and learning through program

review, professional development, and

other intentional campus efforts. Place an X next to one:

Not occurring

Not systematic

Planning to scale


At scale


The Program Review process integrates

learning outcome assessment and

institutional resource planning.

Processes related to fiscal resources are

well defined, however processes that

integrate learning assessment and other

institutional efforts could be improved.



Work with Academic Senate and

Institutional Effectiveness to develop

systematic mechanisms to consolidate

non-financial program review information

in order to direct institutional activity.


● Spring 2021

4. e. Support Needed? Type of Support - place an X next to one or more:




23



Other




Prior emphasis on the financial aspect of

program review may create some

challenges as non-financial items are

reviewed.

f. The college helps students document

their learning for employers and

universities through portfolios and other

means beyond transcripts.


Not occurring

Not systematic

Planning to scale


At scale


The career counselor used to assist with

resume building, cover letters and

interview skills.

The Business Honor Society also hosts

resume building workshops throughout

the year.

Students in the ART program participate

in guided activities that assist them with

creating portfolios.

CTE Programs prepare students for

certification testing.



Work with Job Developer to assist students

with resume building, cover letters and

interview skills.

Add to the counseling student planning

tool SOP that students are encouraged to

keep their syllabi and major

projects/papers completed for each

course.

The Essential Skills courses will also

support this goal.


Spring 2021

4. f. Support Needed? Type of Support - place an X next to one or more:




Other



g. The college assesses effectiveness of

educational practice (e.g. using CCSSE

or SENSE, etc.) and uses the results to

create targeted professional

development.


X Not occurring

Not systematic

Planning to scale

Scaling in progress

At scale


N/A



Work with the Institutional Effectiveness

Department to implement a student

engagement survey.


24

Spring 2021

4. g. Support Needed? Type of Support - place an X next to one or more:

Policy guidance x Connections with other GP teams

xRegional training On campus /individual training

Technology xReporting/data

Other

Support Needed – Detail: (1,000 character


Additional REQUIRED questions:

Student Engagement and Support

STUDENT ENGAGEMENT Guided Pathways legislation specifically asks for a report on progress in engaging students in the

planning and implementation of the reforms. Your answers below will provide the Chancellor’s Office a

system-wide qualitative measure of this effort.

In what ways are you continually

engaging students in the

planning and implementation of

Guided Pathways on your

campus? (Minimum of one

required)

Place an X next to one or more:

X Student survey(s)

X Students serve on campus GP advisory committee(s)

Student focus groups were convened to study results of the most recent student survey and to

discuss the definition of 100% student success.

Other:

Engagement Efforts - Details: (1,000 character)

We need to improve on this front by being more intentional in engaging students in our Guided Pathway efforts. We have

created a Guided Pathways committee that should allow a more direct connection to student reps.

COURSE ALIGNMENT How is the college exploring alignment of course offerings with student education plans? (To help answer

this question, consider the college's answers to the following self-assessment questions 1.D., 2.A., 3.B.,

and 3.E.)

Course Alignment - Details: (1,000 character)

25

The college has begun to connect ADT pathways and course cycles as well as scheduling. We are looking at using aggregate

pathway data to modify our 2-year course cycles. We are building out our student planning functionality so that student ed

plans are captured and the data can be mined to better inform scheduling. Further, as student pathways are being utilized by

counseling, course enrollment behavior has been noted and schedule development modified to accommodate the greatest

number of students.

Additional OPTIONAL questions:

Success Story

SUCCESS STORY Optional: Please share a success story for collaborative purposes and to help establish best practices.

Other NOVA users will be able to see this information as part of your submitted self-assessment, however

the Chancellor’s Office will not share the information with outside parties without first obtaining your

college’s consent. Note: All fields are required should you choose to include a success story.

*Changing of scheduling patterns

*Quantity of students who are getting a comprehensive SEP at initial Counseling visit - organic

revision to schedule and helps with predictability of the demand...

*Refining program offerings

*Scheduling for students - courses set up for balance and fulfilling student demand and then faculty

are assigned - also following our two year cycle

*Electronic ed plan which embeds the program maps (which incorporate the 2 year course cycle) set

to inform whole campus enrollment management

Title:

Follow-up Contact Person(s):

Challenge: (1,000 character)

26

Success Story: (10,000 character)

Outcomes: (1,000 character)

Vision for Success Goals - Please select the goals that apply to this success story. Place an X next to one or more:

Increase by at least 20 percent the number of California Community College students annually who acquire associate degrees,

credentials, certificates, or specific skill sets that prepare them for an in-demand job.

Increase by 35 percent the number of California Community College students transferring annually to a UC or CSU

Decrease the average number of units accumulated by California Community College students earning associate degrees

Increase the percent of exiting CTE students who report being employed in their field of study

Reduce equity gaps across all of the above measures through faster improvements among traditionally underrepresented student

groups

Reduce regional achievement gaps across all of the above measures through faster improvements among colleges located in

regions with the lowest educational attainment of adults



(ASAP)


Requested by: Melynie Schiel

Subject: Accreditation Update


□ Action Item

X Information/Discussion

Desired Outcome: The Academic Senate is updated on the progress of Accreditation Efforts.

Background: CMC is working on some items that relate to our accreditation compliance and a follow-up report due in the fall.

1. The Ad-Hoc Accreditation Advisory Workgroup met on April 8th and April 22nd. The roster of committee members can be found below and the current work plan and status of each of the items can be found on the following page.

2. PLO Assessment status: Embedded in the accreditation response effort is the intent to have 100% compliance in SLO and PLO assessment compliance. PLO Assessments were due on April 12th. As of April 30th our PLO assessments are 82.54% complete. On-time PLO assessment submission was right around 80%! Our general programs have not been assessed at this time. Our dean is working with faculty to assign assessments to faculty members who do not have PLO assessment work due to our current method of defining programs.

3. SLO Assessment status: Our SLO assessment completion rate for last fall sits at 97.71%. Thank you to all of the faculty who are participating in this very important continuous improvement work. The SLO assessments we are missing are from faculty who are still connected to the college with at least one assigned course this semester or next semester. In the past, we were unable to track down submissions from faculty who may have separated from the college. This is not the case. SLO assessments for this semester will be due when grades are due this semester and going forward. Thank you to the SLOACS and Academic Senate for the leadership in discussing the work flow of SLO Assessments.

Work group membership:

Brad Berger (SLOAC) LeeAnn Christensen (SLOAC) Heidi Gibbons (SLOAC) Linda Thomas (Dean of Arts and Sciences) Matthew Barboza (Associate Dean of CTE and Non-Credit) Alma Correa (Dean of Planning, Research and Institutional Effectiveness) Jenn O’Donnell (Dean of Student Services) Jared Zwicker (Classified Representative from IEC) Leila Smith (President, ASCMC) Melynie Schiel (VPAA/CIO/ALO) Jane Abell (VPSS)

Accreditation Response Work plan as of 4-30-2021

Action Parties/ Committee Responsible

Governance or Management Process

Action Initiation Date

Projected Implementation/ Completion Date

1. Modify SLO Due dates to align with semester workflow

SLOACS Academic Senate

Completed Completed

2. Provide access and oversight to SLO and PLO assessment to Instructional deans

VPAA Management Completed Completed

3. Hold Academic Senate discussion on the Culture and Purpose of SLO Assessment

ALO and SLOACS

Academic Senate Discussion

By first meeting in April May

By first meeting in April May

Email report to Brad and ASAP with discussion item

4. Implement (Propose) “Researcher of Student Learning” minute at Academic Senate

Academic Senate and/or Deans, ALO

Senate only or broader group? Discuss with Advisory Workgroup

Proposal to senate by First meeting of May

4/8 Update: This item was discussed by the Accreditation Response Advisory Committee and modified. Taking the item to senate is delayed.

5. Discuss options for SLO/PLO and Program Review dialogue – pathways as programs?

Academic Senate, Deans, (ALO)

Academic Senate

Ongoing Target decision by second meeting in April

4/8 Update: The Academic Senate took action on this item defining pathways as programs and approved it on ____ (get date)

Dialogue for PLO and SLO assessment results still pending, consider FLEX?

6. Include SLO and PLO assessment discussion summary as program review inputs (update to program review template…depends on Pathways as Programs decision)

Division Chairs, Deans

Academic Senate/IEC

Completed by second meeting in May

The Academic Senate elected to define pathways as programs for the purpose of program review. Pathway program review is being discussed through the NCII design team 2 with the intent of building in equity focused data to support the program review process. The program review concept and document was discussed during spring flex and has been (will be) provided to the NCII team as a starting point. The team will also be asked to incorporate this aspect of the accreditation work plan. However, since program review by pathway is new and may take a while to implement, we should consider adding some explicit SLO and PLO assessment questions into our current program review template.

A

7. Update governance documents to show leaning assessment timelines and cycles. Include specific times that learning assessment takes place and is discussed at all levels of the institution. Clarify/solidify how learning assessments feed into planning and dialogue.

IEC All constituent groups

IEC meeting on April 1st

College Council Meeting on April 7th

Return from Constituent Groups on April 21st and again on May 5th if 2 reads are desired. BOT meeting on May 13th

4/8 Update: Revised governance document was approved by Academic Senate on April 15th

4/22 Update: governance document returned to college council on 4/21.

8. Update faculty handbook to include SLO and PLO assessment

Deans, ALO, SLOACS

Review by CMCFA

June 1st Completion by July 15th

processes (also ensure these are reflected in the faculty welcome letter)

9. Update faculty SLO Assessment Canvas shell (formerly handbook)

SLOACS Inform Academic Senate

Need target date here

By fall FLEX


Academic Senate Agenda Packet (ASAP)

Date of Senate Meeting: 5/6/2021 Requested by: Melynie Schiel Subject: Information about Academic Affairs Reorganization Type of Consideration:

□ Action Item X Information/Discussion

Desired Outcome: The Academic Senate is informed that the recommendation to align the Academic Affairs structure to Pathways of interest will be implemented on July 1st, the first day of the 21-22 Academic Year. A few reporting lines and discipline responsibilities are changing. No changes to program review or learning assessment are happening currently. Also, funding available to programs does not change based on assigned division or dean. A summary of moves follows. Division only movements - EMT: The CTE division will pick up the EMT discipline. EMT was placed in the “Public Services” pathway. It is moving out of Health Sciences to join CJ and Fire in this division. Anthropology, Psychology and Sociology will be moving out of the Math and Science Division and into the Humanities and Social Sciences division. These disciplines were placed into the Behavioral and Social Sciences pathway. Dean and Division movement - Child Development/ECE and Education will be moving to the Behavioral and Social Sciences Division and overseen the Dean of Arts and Humanities. These disciplines were placed into the Behavioral and Social Sciences pathway. Multiple Pathways – Computer Science/Programming, Economics, and Communication Studies have been included in 2 pathways of interest. The faculty in these areas will be asked

to participate in 2 pathway discussions. As applicable, the administration will work with the Faculty Association for issues related to workload. Background: On 12-17-2020, the Academic Senate approved the adopted 7 pathways of interest and endorsed the alignment of the college instructional (and services) structure to guided pathways. The structure modification recommendation was distributed through college council.

Agenda for May 6th, 2021 3pm to 5pm, CCC ConferZoom Join ...

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Transcript of Agenda for May 6th, 2021 3pm to 5pm, CCC ConferZoom Join ...