Course Descriptions

DHYG-124 Nutrition

Credits 1 / 1 Contact Hours
Pre-requisite: Placement into College Level Reading, completion of ELAP-120 with a 2.0 or higher, or successful completion of ACRD-090, ACRD-091 or ACRD-092; DHYG-121. Note: Coordinator’s signature required to register in this course.

 
This course provides a higher order discussion of nutritional considerations of oral health and disease and general nutrition information. Periodontal health is stressed.

Course Outcomes
Chapter 1 - Overview of Healthy Eating Habits • List the general physiological functions of the six nutrient classifications of foods. • Identify factors that influence food habits. • Name the food groups in MyPlate. • State the amounts needed from each of the food groups in MyPlate for a well-balanced 2000 kilocalorie diet. • Identify, significant nutrient contributions of each food group, and assess their implications for oral health. • State the Dietary Guidelines for Americans and their purpose. • Assess dietary intake of a patient, using the Dietary Guidelines for Americans and MyPlate Food Guidance System. • Explain the different purposes of dietary reference intakes (DRIs), MyPlate, and reference daily intakes (RDIs). • Apply basic nutritional concepts to help patients with nutrition-related problems. Chapter 2 - The Alimentary Canal: Digestion and Absorption • Discuss factors that influence food intake. • Describe general functions of each digestive organ. • Identify chemical secretions necessary for digestion of energy-containing nutrients and in what parts of the gastrointestinal tract they are secreted. • Name the nutrients that require digestion and the digested products that can be absorbed. • Explain the role of gastrointestinal motility in the digestion and absorption process. • Use the information from the points in Nutritional Directions for a dental patient. • Describe how the digestion and absorption processes may affect nutritional status and oral health. Chapter 3 - Carbohydrate: The Efficient Fuel • Identify major carbohydrates in foods and in the body. • List ways glucose can be used by the body. • State the functions of dietary carbohydrate. • State why carbohydrates should be included in the diet. • Identify dietary sources of lactose, other sugars, and starches. • State the role and sources of dietary fiber. • State the number of kilocalories provided per gram of carbohydrate. • Describe the role of carbohydrate in the caries process. • Make recommendations concerning carbohydrate consumption when counseling patients to reduce risk for dental caries. Chapter 4 - Protein: The Cellular Foundation Specific Learning Objective: • List the possible fates of amino acids. • Classify foods as sources of high-quality or lower-quality proteins. • Explain how protein foods can be used to complement one another. • Plan menus to include the recommended protein level for a meat-containing diet and a vegetarian diet. • Explain why various physiological states require different amounts of protein. • State the problems associated with protein deficiency or excess. • Assess a patient’s protein consumption in terms of deficiency or excess. • Incorporate nutrition principles regarding food intake to prevent protein deficiency and protein excess into patient counseling. Chapter 5 - Lipids: The Condensed Energy • Identify the basic structural units of dietary lipids. • Describe how fatty acids affect the properties of fat. • Name the essential fatty acids and some of their functions. • List the functions of fats in the body, and explain how these affect oral health. • List dietary sources for saturated, monounsaturated, polyunsaturated, omega-3 and trans fatty acids, and cholesterol. • State the number of kilocalories provided per gram of fat. • Plan appropriate interventions when dietary modification of fat intake has been recommended to a patient. • Identify nutritional directions for patients concerning fats. Chapter 6 - Utilization of the Energy and Nutrients: Metabolism and Balance • Calculate energy needs according to the patient’s weight and activities. • Explain physiological sources of energy. • Identify factors affecting the basal metabolic rate. • Assess factors affecting energy balance. • Describe the effects of inadequate energy intake. • Explain the principles for regulating energy balance to a patient. Chapter 7 - Vitamins Required for Calcified Structures • List the fat-soluble vitamins. • Compare the characteristics of water-soluble vitamins with those of fat-soluble vitamins. • Identify functions, deficiencies, surpluses, and toxicities and oral symptoms for vitamins A, D, E, K, and C. • Select food sources for vitamins A, D, E, K, and C. • Identify dental hygiene considerations for vitamins A, D, E, K, and C. • Discuss nutritional directions for patients regarding vitamins A, D, E, K, and C. Chapter 8 - Minerals Essential for Calcified Structures • List the minerals found in collagen, bones, and teeth, and describe their main physiological roles and sources. • Describe causes and symptoms of mineral excesses or deficits. • Discuss the role of water fluoridation in the prevention of dental caries. • Describe advantages and disadvantages of mineral supplementation. • Discuss dental hygiene considerations for patients regarding calcium, phosphorus, magnesium, and fluoride. • Describe nutritional directions for patients regarding calcium, phosphorus, magnesium, and fluoride. Chapter 9 - Nutrients Present in Calcified Structures • List physiological roles and how these might apply to oral health along with sources of copper, selenium, chromium, and manganese. • List ultratrace elements present in the body. • List reasons why large amounts of one mineral may cause nutritional deficiencies of another. • Apply dental hygiene considerations for trace elements present in calcified structures. • Discuss nutritional directions for patients regarding the role of trace elements present in calcified structures. Chapter 10 - Vitamins Required for Oral Soft Tissues and Salivary Glands • Describe oral soft tissue changes that occur in a B-complex deficiency. • Compare and contrast the function, sources, and deficiencies or toxicities and associated symptoms of vitamins and minerals important for healthy oral soft tissues. • Identify dental hygiene considerations for vitamins closely involved in maintaining healthy oral soft tissues. • Differentiate between scientifically based evidence versus food fads concerning vitamins. • Discuss the role and sources of vitamin B12 for vegetarians. • Discuss nutritional directions for vitamins closely involved in maintaining healthy oral soft tissues. • Describe the association between beriberi and alcoholism. Chapter 11 - Water and Minerals Required for Oral Soft Tissues and Salivary Glands • Describe the process of osmosis. • Explain fluid and electrolyte balance. • Identify normal fluid requirements and factors that may affect these requirements. • Discuss the roles, imbalances, and sources of water, sodium, potassium, iron, zinc, and iodine. • Describe oral signs and symptoms of fluid and electrolyte imbalances. • Identify nutritional directions for patients with fluid and electrolyte imbalances. • Identify diseases and medications that may require patients to restrict sodium intake. • Identify the most prominent oral symptoms or signs of iron, zinc, and iodine deficiency. Chapter 12 - Nutritional Requirements Affecting Health in Females Specific Learning Objective: • Assess nutrients commonly supplemented during pregnancy and lactation. • Use national guidelines to recommend food intake during pregnancy and lactation to provide adequate nutrients. • List factors affecting fetal development. • Implement nutrition and oral health considerations for patients who are pregnant or breastfeeding. • Apply nutritional directions for patients who are pregnant or breastfeeding. Chapter 13 - Nutritional Requirements Throughout the Life Cycle and Eating Habits Affecting Oral Health • Describe the procedure for introducing solid foods after the initial stage of feeding by bottle or breast. • Discuss ways to handle typical nutritional problems that occur in infants, young children, school-age children, and adolescents. • Apply dental hygiene aspects related to nutritional needs during infancy, early childhood, elementary school years, and adolescence to patient care. • Assess nutrition education needs for patients during infancy, early childhood, elementary school years, and adolescence. • Discuss physiological changes that alter the nutritional status of infants and adolescents. Chapter 14 - Nutritional Requirements Throughout the Life Cycle and Eating Habits Affecting Oral Health • Discuss ways to handle typical nutritional problems occurring in older adults. • Know dental hygiene considerations of nutritional needs that occur in older patients. • Identify nutrition education needs for older patients. • Discuss physiological changes altering an older patient’s nutritional status. • Discuss differences in amounts of nutrients needed by older patients compared with younger patients. • Describe factors influencing food intake of older patients. • Suggest dietary changes that could be implemented to provide optimum nutrient intake for older patients. Chapter 15 - Other Considerations Affecting Nutrient Intake • Explain how a patient can obtain adequate nutrients from different cultural food patterns. • Identify reasons for food patterns. • Respect cultural and religious food patterns while providing nutritional counseling for patients. • Describe food preparation and storage techniques to retain nutrient value. • Provide referral sources for nutritional resources. • Identify patient education necessary for economical food purchases. • Explain the effects of food processing, convenience foods, and fast foods on a patient’s overall intake. • Discuss reasons why food additives are used. • List reasons why health quackery can be dangerous. • Identify common themes of health quackery and why they are contrary to evidence-based research. Chapter 16 - Effects of Systemic Disease on Nutritional Status and Health • Recognize various diseases, conditions, and treatments that commonly have oral signs and symptoms. • Recognize diseases, conditions, and treatments likely to affect nutritional intake. • Critically assess the implications of the patient’s systemic disease or conditions for optimal oral health. • Plan appropriate dental hygiene interventions for patients with systemic diseases or conditions with oral manifestations based on dietary guidelines. Chapter 17 - Nutritional Aspects of Dental Caries: Causes, Prevention and Treatment • Explain the role each of the following play in the caries process: tooth, saliva, food, and plaque biofilm. • Identify foods that stimulate salivary flow • Suggest food choices and their timing to reduce the cariogenicity of a patient’s diet. • Describe characteristics of foods having noncariogenic or cariostatic properties. • Provide dietary counseling to a patient at risk for dental caries. Chapter 18 - Nutritional Aspects of Gingivitis and Periodontal Disease • Identify the role nutrition plays in periodontal health and disease. • List the effects of food consistency and composition in periodontal disease. • Describe nutritional factors associated with gingivitis and periodontitis. • Discuss components of nutritional counseling for a periodontal patient. • List major differences between full liquid, mechanical soft, bland, and regular diets.

DHYG-125 Dental Pharmacology

Credits 2 / 2 Contact Hours
Pre-requisite: Coordinator signature required to register; Program Eligibility Requirements; Placement into College Level Reading, completion of ELAP-120 with a 2.0 or higher, or successful completion of ACRD-090, ACRD-091 or ACRD-092.

 
A study of the properties, indications and therapeudic effects of drugs, with special consideration given to those used in dentistry.

Course Outcomes
1. Recognize pharmaceutical agents used by patients whose systemic or oral conditions, including drug abuse, require special procedures in the dental office. 2. Describe effects of pharmaceutical and therapeutic agents used as adjuncts in dental hygiene procedures. 3. Describe effects of pharmaceutical and therapeutic agents used in dental procedures. 4. Obtain information about current pharmacotherapeutics from authoritative sources.

DHYG-140 Periodontics

DHYG-180 Pain Management

DHYG-180L Pain Management Lab

Credits 0 / 2 Contact Hours
Pre-requisite: Program Eligibility Requirements; Coordinator’s signature required to register in this course; Placement into College Level Reading, completion of ELAP-120 with a 2.0 or higher, or successful completion of ACRD-090, ACRD-091 or ACRD-092. Co-requisite: DHYG-180  
This course will provide the student with basic current concepts of local anesthetic and pain control for the safe and effective administration of local anesthetics and nitrous oxide/oxygen sedation. This course will prepare candidates for the NERB examination for local anesthesia and nitrous oxide/oxygen sedation certification.

Course Outcomes
Local Anesthesia

• Define pain • List the functions of pain • Define and explain pain perception • Define and explain pain reaction threshold Define and explain pain threshold • List the factors that affect the pain reaction threshold Explain the sensory pathway of pain perception and reaction Discuss the Gate Control theory • Describe the physiological process of pain perception and nerve conduction • Discuss methods of pain control • Describe the anatomy of a neuron • Describe the physiology of nerve conduction • Explain how local anesthetics work to block nerve conduction Name and describe the major divisions of the trigeminal nerve Given the name of each of the divisions of the trigeminal nerve, name and describe the branch of that division and the structures they supply • Describe the location of the anatomical landmarks and relate their significance to major dental anesthetic injections • Name and describe the location and function of the four muscles of mastication • Name the vessels in close proximity to the injection sites Name and describe the properties of an ideal local anesthetic Describe the changes in nerve conduction resulting from the administration of local anesthetics • Discuss the effect pH has on ionization of local anesthetics Describe the chemical classes of local anesthetics • Given the name of a local anesthetic, describe the classification, onset of action, duration, metabolism and excretion • Calculate maximum safe doses of local anesthetics Discuss the pharmacology of vasoconstrictors • Relate the basic chemical properties of vasoconstrictors with clinical application of local anesthetics • List the reasons for the use of vasoconstrictors in local anesthetic agents • List the vasoconstrictors that are available in local anesthetic solutions • Describe the effects of vasoconstrictors on the central nervous system and the cardiovascular system • List the normal concentration of specific local anesthetic agents and the dilution of vasoconstrictors • List the most common local complications associated with the administration of local anesthetics • List the systemic complications associated with local anesthesia Classify a patient using the ASA classification system • Classify adverse drug reactions • Describe predisposing factors and causes of adverse drug reactions • Describe drug factors and how they influence local anesthesia Describe the manner of preventing, recognizing and managing local and systemic complications • Discuss infection control procedures relevant to preparation, administration and breakdown of local anesthesia and the necessary equipment • Identify indications and contraindications for specific local anesthetic injections • Administer local anesthesia safely and effectively

Nitrous Oxide/Oxygen Analgesia

 • Describe the development of analgesia/inhalation sedation Define and differentiate the indications and contraindications for inhalation analgesia • Define the aspect of nitrous oxide/oxygen to respiratory physiology • Define the gas laws related to the administration of nitrous oxide/oxygen • Describe the utilization of the fail-safe type of machines List the components of nitrous oxide/oxygen delivery and scavenger systems • Describe titration of nitrous oxide/oxygen gases Demonstrate proficiency in the use of nitrous oxide/oxygen delivery equipment • List contraindications of the use of nitrous oxide/oxygen analgesia • Recognize adverse reactions and implement appropriate actions Describe prevention and management of nitrous oxide medical emergencies • Administer nitrous oxide/oxygen to produce a relative state of • analgesia and return the patient to pre administration status

DHYG-212 General and Oral Pathology

DHYG-221 Dental Hygiene III

Credits 7 / 1 Contact Hours
Pre-requisite: Coordinators signature required to register in this course; Placement into College Level Reading, completion of ELAP-120 with a 2.0 or higher, or successful completion of ACRD-090, ACRD-091 or ACRD-092; DHYG-122.

  Co-requisite: Student must register in one section of DHYG-221C  
A continuation of clinical experience with patients including treatment planning initial and maintenance appointments patient education nutritional counseling sealant application and radiographic surveys.

Course Outcomes
1. The student and instructor will reach a consensus as to the best methods for clinical operations in DH 221 clinic 2. Students will develop their skills in critical thinking 3. Student will explore the provision of a clinical dental hygiene services in the areas of a) assessing patient characteristics, b) obtaining and interpreting radiographs, c) planning/managing dental hygiene care, d) performing periodontal procedures, e) using preventative agents and f) providing supportive treatment services 4. Students will determine areas of improvement and areas requiring further study and skill development 5. Students will provide critical thinking skills in the provision of clinical dental services

DHYG-221C Dental Hygiene III Clinic

DHYG-224 Dental Hygiene IV

DHYG-224C Dental Hygiene IV Clinical

DHYG-227 Ethics and Current Topics

DHYG-232 Community Dental Health I

DHYG-233 Community Dental Health II

DHYG-234 Dental Materials for Dental Hygiene

DHYG-234L Dental Materials for Dental Hygiene Lab

ECED-100 Intro to Early Childhood Education

ECED-103 Professional Ethics Early Childhood Educ

ECED-105 School Age Development and Education

Credits 3 / 3 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080. Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students must meet all state licensing health requirements prior to start of their lab experience.  Must have transportation to/from lab worksite. Co-Requisite: ECED 105L  
This course is designed to develop an understanding of the physical intellectual social and emotional development of the child ages 5-9. The influence of the culture the family the school and the peer group upon the developing school age child is considered.

Course Outcomes

1. Establish an appropriate learning environment for school age children through an understanding of their developmental needs

Learning Objectives

1. Learner will distinguish normal growth patterns of the school age child
2. Learner will interpret the developing physical capabilities and limitations of the school age child
3. Learner will analyze the changing ability of school age children to postpone gratification or wait for rewards
4. Learner will define what is meant by mastery and what is meant by achievement
5. Learner will identify how school age children gain a sense of mastery and achievement
6. Learner will define metacognition and its influence on student learning
7. Learner will analyze characteristics of children who feel that they control their success
8. Learner compares intrinsic and extrinsic motivation as means of encouraging life-long learning in school age children
9. Learner will identify factors that develop persistence and positive self-images in school age children
10. Learner explores sources for pressure and anxiety during the school years
11. Learner will analyze effects play can have on the school age child’s sense of self
12. Learner will compare the changing aspects of emotional maturity during the school age years
13. Learner will analyze interviews of moral development of school age children according to Kohlberg’s stages of moral development
14. Learner will analyze interviews of school age perceptions of peer relationships
15. Learner compares Gardner’s seven multiple intelligences areas and Sternberg’s three components of intelligence
16. Learner will compare Gardner’s and Sternberg’s intelligence theories to use of traditional psychometric intelligence tests
17. Learner will acquaint themselves with the developing language competencies of the school age child
18. Learner will investigate aspects of the influential role of television on children, families, and society

Competence will be demonstrated by:

• Written assignments
• Oral demonstration
• Small group work

1. Analyze developmentally appropriate decisions leading to optimal growth of 6-11 year olds

Learning Objectives:

1. Learner will describe experiences that help develop a sense of initiative for early school age children
2. Learner will apply met cognitive strategies (PQ4R, outlining, visual imagery, mnemonics) and explore their value in improving student learning
3. Learner will differentiate between physical games and activities that instill lifelong health-promoting habits for school age children, and those that do not
4. Learner will analyze the effects of competition and cooperation on school age children
5. Learner will compare self-esteem and self-efficacy and explore the effects of a child’s learning experiences on each
6. Learner will describe how learning experiences can affect a child’s sense of industry
7. Learner analyzes the influences television can have on school age children
8. Learner list developmentally appropriate ways to help children cope with stress
9. Learner applies the intelligence theories of Gardner and Sternberg in lesson planning
10. Learner plans appropriate activities to enhance literacy development of the school age child
11. Learner will design activities that develop language competencies in school age children

Competence will be meant by:

• Oral presentations
• Written assignments
• Small group work
• Lesson plan activities

1. Communicate effectively and work cooperatively with others involved in care of the child

Learning Objectives:

1. Learner will describe the need for and nature of quality care for school age children before and after school
2. Learner will debate issues surrounding the benefits and pitfalls of before and after school programs
3. Learner will analyze community resources that can be used for improvement of before and after school programs
4. Learner will develop a plan for working with volunteers in before and after school programs
5. Learner will practice appropriate communication skills with parents and children of school age settings in role play simulations
6. Learner will describe and classify school age children’s behaviors and thought patterns, using developmental terms
7. Learner  will compare potential outcomes to methods of communicating in typical case scenarios
8. Learner will distinguish appropriate ways to communicate with caregivers and staff
9. Learner will compare considerations regarding communication in multicultural or other settings that propose barriers to communication
10. Learner will recommend strategies for enhancing communication with limited English speaking students, the hearing or visually impaired, or others experiencing language barriers

Competence will be meant by:

• Oral demonstrations
• Written assignments
• Small group work
• Lesson plans

ECED-105L School Age Development and Education Lab

Credits 0 / 2 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080. Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students must meet all state licensing health requirements prior to start of their lab experience.  Must have transportation to/from lab worksite. Students may be required by selected lab site to have completed a physical and/or TB testing. Student will need access to computer, storage device for assignments, and transportation to/from lab site. Co-Requisite: ECED 105  
This course requires participation online and an outside 45 hour lab in an approved state licensed or accredited school-age classroom which must be completed simultaneously with ECED-105 The School Age Development and Education course. Lab hours will be completed weekly, 3 consecutive hours, same day/same class. Lab assignments will be made with collaboration of course instructor.

Course Outcomes
I.  GOAL - Students in the “The School Age Child” lab will be able to develop an understanding of the developmental domains and how they are integrated into a school age classroom.

OBJECTIVES:

1.  The student will be able to distinguish the differences between the developmental domains (physical, social, cognitive, creative, emotional, communication) and explain how they are integrated into school age curriculum.

2.  The student will be able to plan one developmentally appropriate activity for each of the following developmental areas:  cognitive, physical, creative, and literacy.

3.  The student will be able to provide equipment, activities, and experiences that encourage questioning, probing, hypothesizing, problem solving, and analysis of data. Learner will provide written and video submissions demonstrating competence in the following:

a. Learner develops experiences to integrate reading and writing

                        Learning Objectives:

                        1. Learner will demonstrate integrating reading and writing experiences

                        2. Learner will analyze books, stories and poems

  3. Learner will compare room arrangements and routines that support integrating literacy

b. Learner will apply fundamental concepts, attitudes and skills of math

                        Learning Objectives:

1. Learner will demonstrate activities to support ordering, serration and pattering

2. Learner will analyze experiences that include volume, weight, length and temperature

             3. Learner will compare activities that support understanding of time

4. Learner will demonstrate the use of graphs and symbols with school age children

II. GOAL - The students in the “The School Age Child” lab will develop an understanding of methods and/or techniques used to build relationships with parents in a school-age classroom.

OBJECTIVES:

1.  The student will be able to design and implement/or participate in a parent involvement activity.

2.  The student will be able to list 6 ways parents can become involved in a school age classroom.

3.  The student will identify 5 ways parents’ multi-cultural background can be integrated into the classroom curriculum.

III.  GOAL - The students in the “The School Age Child” lab will develop an understanding of ways to extend the classroom curriculum in to the community.

OBJECTIVES:

1.  The student will be able to compile at least 10 different community resources and explain  how they could extend the child’s learning beyond the classroom to be shared as a family resource.

IV.  GOAL - The students in the “The School Age Child” lab will develop an understanding of classroom procedures and activities in a school age classroom.

OBJECTIVES:

1. The student will be able to complete a 45 hour lab experience in an early childhood classroom during the semester.

2.  The student will be able to complete self-evaluation forms and student agenda sheets during the laboratory experience.

3.  The student will be able to plan, do and evaluate a developmentally appropriate curriculum activities with a group of school age children.

V.  GOAL - The students in the “The School Age Child” lab will develop the ability to communicate information to parents in a meaningful way.

OBJECTIVE:

1.  The student will create a form of communication to inform families of child progress in all developmental domains covered by a school age classroom curriculum.

ECED-110 Applied Child Development & Family Engagement

ECED-111 CDA Fieldwork Experiences I

ECED-112 CDA Fieldwork Experiences II

ECED-190 Literacy and Numeracy

ECED-199 Guidance and Discipline

ECED-200 Early Childhood Learning Environments

ECED-201 Curriculum Planning in Early Childhood

ECED-202 Admin of Programs for Young Children

Credits 3 / 3 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080;  ECED-110 with minimum grade of 2.0 or ECED-100 and ECED-102 with minimum grade of 2.0. Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students must meet all state licensing health requirements prior to start of their lab experience. Must have transportation to/from lab worksite.
This course includes an analysis of the planning administration and operation of a child development center. Licensing standards staffing financial operation physical facilities and program planning to meet the needs of children parents and staff will be considered. Procedures for parent involvement and the continued growth and development of the early childhood professional will also be discussed.

Course Outcomes

1. Incorporate appropriate business practices as applied to a child development program

Learning Objectives:

1. Learner will analyze program philosophies of child development programs
2. Learner will create job descriptions for staff in child development programs
3. Learner will develop staff policies in child development programs
4. Learner will develop child and staff discipline policies
5. Learner will prepare a budget for child development programs
6. Learner will prepare an equipment order
7. Learner will develop an agenda
8. Learner will prepare a lesson plan
9. Learner will design a newsletter
10. Learner will develop a parent handbook
11. Learner will design a public relations brochure
12. Learner will analyze evaluation tools
13. Learner will develop and assemble an administrator’s reference manual

Competence will be demonstrated by:

• Reference manual
• Oral presentation
• Written assignments

II. Interpret and apply child care licensing regulations

Learning Objectives:

1. Learner will analyze child care licensing regulations for the State of Michigan
2. Learner will develop child/staff ratios based on licensing requirements
3. Learner will describe room dimensions based on licensing requirements
4. Learner will describe the process for attaining a license
5. Learner will compare, family day care and child care licensing requirements

Competence will be demonstrated by:

• Oral presentations
• Written assignments
• Small group work

III. Illustrate the legal and ethical responsibilities entailed in operating a program

Learning Objectives:

1. Learner describes the legal responsibilities of operating a program
2. Learner describes the ethical responsibilities of operating a program

Competence will be demonstrated by:

• Oral presentations
• Written presentations

IV. Identify the tasks involved in recruiting and selecting staff

Learning Objectives:

1. Learner will compare job descriptions for early childhood staff
2. Learner will analyze interview questions that can and cannot be asked
3. Learner will complete a mock interview

Competence will be demonstrated by:

• Oral presentations
• Written assignments
• Mock interview

V. Access appropriate professional web sites

Learning objectives:

1. Learner will compare major sites available in the field of early childhood

Competence will be demonstrated by:

• Oral presentations
• Computer software review
• Written assignments

ECED-203 Learning Env: Infants and Toddlers

Credits 3 / 5 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080; ECED-101 or ECED-110 with minimum grade of 2.0; Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students
must meet all state licensing health requirements prior to start of their lab experience. Must have transportation to/from lab worksite.
This course supports the NAEYC Standards for Higher Education, the Michigan Early Childhood Standards of Quality for Infants and Toddlers and the Division for Early Childhood of the Council for Exceptional Children (DEC) and is designed to expose students to the development of atypical and typical  0-3-year olds across the physical, cognitive, social/emotional and linguistic (including bilingual) domains; Students will gain knowledge of how child development and the learning process occur within relationships in the contexts of families, culture, language, community and the 0-3 learning setting. Further study of health and safety guidelines, state infant and toddler standards, and the Division for Early Childhood of the Council for Exceptional Children (DEC) will also be investigated.

Included in this course is an outside lab consisting of 45 hours (minimum 39 with children) in an infant/toddler classroom. Each student will work approximately 4 hours each week (12 weeks) in an approved infant/toddler classroom where students will design, implement and reflect on curriculum plans based on evidence- based practices and the use of assistive tools and technology.

Course Outcomes

1. Analyze Parent/Child/Caregiver Relationships
2. Reviews Developmentally Appropriate Daily Routines for Infants and toddlers
3. Review health and safety guidelines state infant and toddler standards, and the Division for Early Childhood of the Council for Exceptional Children (DEC) for infant and toddler environments
4. Create Developmentally Appropriate Curriculum plans for infant and toddlers using state infant and toddler standards, and the Division for Early Childhood of the Council for Exceptional Children (DEC) 

ECED-204 Infant and Toddler Curriculum Planning

ECED-205 Field Work

ECED-206 Infant & Toddler Fieldwork Practicum

Credits 4 / 6 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080.  Pre-requisite: ECED-103 , ECED-203  and ECED-204 . Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005.  Students must meet all state licensing health requirements prior to start of their lab experience.  Must have transportation to/from lab worksite.
This course which consists of 200 field hours and seminars provides the student with the opportunity to demonstrate competency in the infant/toddler classroom. The field site and college faculty will provide field supervision.

Course Outcomes
1. Develop a safe and healthy environment for young children

2. Investigate practices that support the physical and intellectual growth of children

3. Develop children’s emotional development and provide for positive guidance to support this development

4. Interacts with families to develop positive and productive relationships

5. Explain what is included in a well-run program responsive to participant needs

6. Recognizes the commitment to professionalism

ECED-210 Child Observation & Assessment

Credits 3 / 4 Contact Hours
Pre-requisite: Placement into College Level Reading, completion of ELAP-120 with a 2.0 or higher, or successful completion of ACRD-090, ACRD-091 or ACRD-092, or a minimum score of 20 on the reading portion of the ACT; ECED 110  and PSYC 184  with a minumum grade of 2.0. Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students must meet all state licensing health requirements prior to start of their lab experience.  Must have transportation to/from lab worksite. NOTE: A requirement of 45 hours (39 with children) of participation outside of class in an approved child care facility must be completed simultaneously with course.

  Pre- or Co-Requisite: ECED-211. 
Course Outcomes
1. Describe the ways in which ongoing child observations and assessment are critical for guiding teaching so that children develop and learn 2. Describe the various purposes for which assessment is conducted 3. Demonstrate the appropriate selection and use of ongoing child observation and assessment strategies to critically guide teaching and facilitate children’s development and learning 4. Demonstrate cooperative work with families and colleagues as they gather observation and assessment information and explain the purpose, process and results of assessment to families 5. Modify and use observation and assessment with children with special needs 6. Select and conduct observation and assessment that is developmentally, linguistically and culturally appropriate to the population served 7. Seek information about the technical adequacy of commercially available assessments and the meaning of assessment scores

ECED-211 Adapt Early Child Curricula - The Special Needs Child

Credits 3 / 5 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080. Pre-requisite: Minimum grade of 2.0 in ECED-110 and PSYC-184; Students must have current Child Abuse/Neglect Central Registry (CA/NR) clearance or LARA eligibility letter obtained from the Michigan Department of Human Services to be presented in the first class. A copy must be on file in the Fine Arts/Social Sciences Office, MMB 2005. Students must meet all state licensing health requirements prior to start of their lab experience. Must have transportation to/from lab worksite.
This course is an introduction to the theoretical principles of child development and the implications of children’s disabilities on the developmental process and teaching strategies/techniques for working with young children with special needs. Observing and
measuring variations in development and recognizing opportunities to use evidence-based practices to support inclusion will be covered. Adapting and accommodating environments and interactions to support individual children and prevent challenging behavior will also be emphasized. Additionally, this course includes an outside lab consisting of 45 hours in an approved Headstart or Michigan Great Start Readiness Program where students will design, implement and reflect on curriculum plans based on evidence-
based practices and the use of assistive tools and technology.

Course Outcomes
I. Analyze the early intervention and early childhood special education processes 

Indicators:

1. Analyze laws and components of the IFSP and IEP processes (federal and state)
2. Define components of each process including least restrictive environment, procedural due process, referral, evaluation, planning, progress monitoring, and transition
3. Apply the definition and defining features of inclusion in home, program and community settings

Competence will be demonstrated by:

• Using written assignments
• Discussion Board

II. Apply an understanding of Universal Design for Learning and other evidence-based practices that support inclusion 

Indicators:

1. Identify and apply key components of Universal Design for Learning (UDL)
2. Identify and apply evidence-based practices including assistive tools, embedded instruction, peer supports, and scaffolding

Competence will be demonstrated by:

• By a written form
• Completing worksheets
• Discussion Board

III. Practice the use of evidence-based practices for children who have diverse abilities, including  young children who are gifted and talented, young children with learning disabilities, and young children with: ADHD, autism, health impairments, physical disabilities, communication disorders, hearing loss, and visual impairments

Indicators:

1. Design inclusive environments that support children of diverse abilities
2. Identify and apply practices that support interactions for children of diverse abilities
3. Identify and apply practices for individualizing learning for children of diverse abilities
4. Identify and apply practices for monitoring the progress of individual children in home and school environments

Competence will be demonstrated by:

• Written assignments
• Lab participation summaries
• Case studies
• Discussion Board postings

IV. Understand and apply the evidence-based practices for supporting the social-emotional development of young children, including the use of positive behavioral supports

Indicators:

1. Define and explain the role of behavior in young children
2. Identify and apply practices for using environments, expectations, and interactions to minimize challenging behaviors
3. Analyze the connections between behavior and the rates of suspension/expulsion of young children of color

Competence will be demonstrated by:

• Written form
• Discussion Board postings

V. Apply evidence-based family practices to engaging and supporting the families of young children of diverse abilities

     Indicators:

1. Identify and apply family engagement practices
2. Identify and apply practices that support family-professional collaboration and effective communication
3. Identify community resources for children with disabilities in Michigan
4. Identify services and supports available for young talented and gifted children in Michigan

Competence will be demonstrated by:

• Written form
• Case studies
• Discussion Board Postings

ECED-299 CDA Completion

ECON-101 Financial Literacy

ECON-125 Personal Money Management

ECON-221 Principles of Economics (Macroeconomics)

ECON-222 Principles of Economics (Microeconomics)

ELEC-101 Introduction to Elec. Systems

ELEC-109 The Exotic World of Embedded Systems

ELEC-110 Electrical Industry Orientation

ELEC-131 Residential Electrical Wiring

ELEC-133 Electrical Circuits

ELEC-135 Electronic Components and Applications

ELEC-138 Control Panel Building

Credits 3 / 4 Contact Hours
Pre-requisite: Placement into ACRD 080 ; ELEC-131. NOTE: Student must provide own safety glasses.
This course examines the design and construction of electrical control panels as used in modern industrial automation systems. The student will participate in the design process of an automated control panel including all support documentation, cable fabrication, assembly, and test.  The learning plan is aimed at entry level technicians who are involved in the design, assembly, test, startup, troubleshooting, maintenance, repair, and upgrade of automated systems.

Course Outcomes
Demonstrate Control Panel Safety Practices

Learning Objectives

l Explain the operation of the lockout/tagout system

l List five rules for safe dress for working with industrial

l Describe the function of an E-Stop

l Explain the function of safety relays in automation systems

l Ensure compliance with relevant hazardous energy standards

l Define arc flash protection boundary

l Assess electrical and mechanical hazard protection

Performance Standards

l You describe the function of of control panel components in automated systems

l You specify control panel safety components required for automated system installation

l You expain common industrial safety practices when working with automated systems

Explain Control Panel Hardware Components

l Install flange mounted disconnect with door interlock

l Specify external control transformer

l Define the function of the DC power supply

l Describe IEC motor starters

l Implement 480 / 120 VAC fuse blocks

l Implement 24 VDC fuse blocks

l Install DIN terminal blocks

l Fabricate cables

l Describe safety relays

l Identiy common I/O devices

l Assess thermal characteristics of the system during the design phase

l Identify and correct potential noise immunity issues with the final assembly

Performance Standards

l You explain how control panel hardware components are specified by application

l You demonstrate proficiency in selecting hardware components for a given application

Design and Build Control Panel

Learning Objectives

l Layout of hole and cutout locations

l Drill and tap the subplate

l Drill and punch holes for I/O devices

l Cut hole for programming port

l Perform cutting and deburring of DIN rail

l Install components on door and subplate

l Print wire tags

l Print DIN terminal block markers

l Utilize laser cutter to engrave nameplates

l Install nameplates

l Install door wiring and dress properly

l Install subplate wiring

l Demonstrate proper use of ferruls on wire ends

l Install wire number tags on wire

l Solder and assemble DB9 cable

l Fabricate wire harness for connectors

l Assemble cables for field components

l Inspect completed control panel for readiness to energize at 208V 3 phase power

l Connect to field test stand for test and verification of function

Performance Standards

l You develop and buld an automated control panel

l You debug, test, and verify control panel function

l You explain the installation, operation, and maintenance requirements

Specify Control Panel Documentation

Learning Objectives

l Create Bill of Material (BOM)

l Design subplate layout

l Design front / side panel layout

l Create wire list

l Create wire routing list

l Create nameplate list

l Create wire number list

l Design field wiring

l Present executive summary of control panel function

l Analyze industry standard practices in design and documentation

Performance Standards

l You document the design and process of an automated control panel

l You create an executive summary of control panel function

ELEC-139 Logical Control Systems

ELEC-139A Hard Contact and TTL Device Logic

ELEC-139B PLC-Level 1

ELEC-139C Microcontroller Fundamentals

ELEC-140 Electrical Principles of Fire Alarm and Safety Systems

ELEC-150 National Electrical Code

ELEC-151 Sizing of Commercial/Industrial Electrical Systems

ELEC-155 Electric Motors Transformers and Power

ELEC-170 Modern Industrial Robotics I

ELEC-171 Modern Industrial Robotics II

ELEC-231 Fundamentals of Labview

ELEC-233 Embedded Controllers

ELEC-236 Industrial Automation and Control

ELEC-237 Electronics Communications

ENGR-242 Principles of Engineering Materials

ENGR-247 Vector Mechanics I

ENGR-248 Mechanics of Deformable Solids

ENGR-249 Vector Mechanics II

ENGL-099 Foundations of College Writing

Credits 3 / 3 Contact Hours
Pre-requisite: Placement into ACRD 080 ; Placement into ENGL-099  or higher on the MCC placement test, 2.0 in ACLT-074, or ‘S9’ in ENGL-098  or ENGL-095 .

 
This writing course uses reading and writing to foster the development of ideas critical thinking and audience awareness. Writing in the course will include informal pieces reading responses short essays reflections on ones own writing and other writing assignments based on personal experience and reading. Students will learn how to compose focused detailed writing that sustains a central idea and will build confidence in their ability to meet the expectations of an academic audience.

Course Outcomes
1. Use the writing process-which includes idea-generating activities, drafting, revising and editing - to produce thoughtful, interesting, and effective writing 2. Read and use reading as a stimulus for thinking, discussion, and writing 3. Practice using MLA-style citation and documentation when you use the words and ideas of other writers in your writing 4. Use academic computing tools such as MS Word, Blackboard, and your MCC email account 5. Format your formal documents in the MLA style

ENGL-101 English Composition I

Credits 3 / 3 Contact Hours
Pre-requisite: Placement into ACRD-080. Pre-requisite: Placement into ENGL-101, completion of ELAP-120 with a 2.5 or higher, or concurrent enrollment in paired ENGL-099-ALP.

 
In this course, students will develop an understanding of writing as a public act of communication, and will explore a range of rhetorical situations, writing for varying audiences and purposes. Students will gain familiarity with the conventions and framework of academic writing and use these structures to participate effectively in college-level written discourse.

Course Outcomes

1. Demonstrate an understanding of the rhetorical situation, writing for particular audiences and purposes./ This will be measured through student writing pieces for different audiences and purposes and then reflecting, in writing, on the particular writing choices they made to reach those audiences and achieve those purposes.

2. Recognize and write within the conventional frameworks of academic discourse when appropriate./ This will be measured in multiple writing assignments in which students write in an academic mode.

3. Share works-in-progress with peers and instructor to better understand audience and purpose, reflecting and revising to improve effectiveness. / This will be measured through student participation in peer workshops, sharing of drafts with the instructor, and revising based on feedback.

4. Read peers’ writing, reflect from an audience perspective, and respond constructively as members of a community of writers./ This will be measured through student participation in peer workshops.

5. Focus, develop, and organize writing clearly./ This is an essential evaluation component of all written work in the course.

6. Write pieces that engage with the words and ideas of others with clarity and academic integrity: introducing, quoting, paraphrasing, summarizing, explaining and analyzing, citing and documenting in the MLA style. / This will be evaluated through the required research paper as well as other assignments in which students will engage with the words and ideas of others.

7. Write an exploratory, informative research paper on a topic of personal interest, researched using credible sources, including academic databases and/or career databases./ This is an essential assignment in the course.

8. Read texts that inspire response, analysis, evaluation, and/or research./ This will be evaluated through the students’ responsive/ analytical/ evaluative, and/or research writing inspired by assigned texts.

9. Engage in low-stakes writing-to-discover activities such as personal response, journaling, and online discussion./ This will be evaluated in numerous short writings.

10. Develop an effective writing process that allows time for pre-writing, drafting, gathering audience feedback, revising, and proof-reading and editing for sentence-level clarity. / This will be evaluated in the context of students’ major writing assignments.

ENGL-102 English Composition II

ENGL-103 Composition for Technical Fields I

ENGL-104 Composition for Technical Fields II

ENGL-205 Creative Writing

Credits 3 / 3 Contact Hours
Pre-requisite: Placement into ACRD-090, ACRD-091 or ACRD-092, completion of ELAP-110 with a minimum grade of 2.0, or successful completion of ACRD-080; Successful completion of ENGL-101  or ENGL-103  with a grade of 2.0 or higher.
The study and practice of the techniques of imaginative writing. Emphasis on writing poetry and fiction with attention to character conflict specificity theme atmosphere point of view dialogue imagery and symbolism.

Course Outcomes
The course will:

Provide students with exposure to a variety of genres, authors and styles through reading, discussion and analysis.

The student will:

Demonstrate understanding of the differences in literary genres and writing styles through discussion and written analysis of a variety of selections from various genres and authors.

The course will:

Provide guidance for experimenting with a variety of writing genres, including but not limited to the short story, poetry, personal essay and drama.

The student will:

Demonstrate ability to imitate a variety of literary genres and writing styles by writing imitative or genre-constrained pieces.

The course will:

Provide comprehensive overviews of the complexities, nuances, and standard requirements in a variety of writing genres.

The student will:

Demonstrate understanding of the conventions of the various literary genre-such as plot, setting, characterization, theme, stage direction, dialogue, dialect, description, narration, point of view-through discussion, meta-commentary, and application in writing.

Demonstrate understanding of basic elements of poetry-such as language, detail, voice, tone, literal and figurative imagery, rhythm, structure, and theme-through discussion, meta-commentary, and application in writing.

The course will:

Require use of the writing process of multiple drafts, revision, editing and response in composing creative works.

The student will:

Practice critical skills by giving and receiving criticism of own and others’ writings. Effectively and appropriately participate in the process of literary critique through participation in peer response groups, teacher conferences, and written self- reflections.

Demonstrate an understanding of the culling process and the use of portfolios through self-selection activities in which a minimum of eight pieces of writing will be selected for revision, revised, and included in a portfolio.

Participate in the publication process by composing three cover letters and one query to accompany or precede pieces students submit for publication and/or contests. Students may also be asked to self-publish (as part of a school/class publication, on a web page) at least one piece of their writing.

ENGL-210 Childrens Literature

ENGL-220 World Literature

ENGL-221 Introduction to Literature

ENGL-222 Science Fiction

ENGL-223 American Black Literature

ENGL-225 Poetry

ENGL-227 Fiction

ENGL-231 American Literature

ENGL-232 Modern American Literature

ENGL-235 American Indian Literature

ENGL-242 English Literature II

ENGL-253 The Bible As Literature

ENGL-261 Readings in Popular Culture

ENGL-271 Film As Literature

ENTR-120 Entrepreneurial Mindset

ENTR-130 Opportunity Analysis

ENTR-140 Business Professional Skills

ENTR-200 Entrepreneurial Co-Op

ENTR-220 Financial Management for Small Business

ENTR-230 Entrepreneurial Marketing

ENTR-250 Business Plan Development

ENTR-290 Entrepreneurial Capstone

FILM-181 Introduction to Film

FMG.-102 Food Safety & Sanitation

FMG.-104 Food Service Math

FMG.-110 Layout and Design

FMG.-113 Hospitality Law

FMG.-114 Meat Fabrication & Identification

FMG.-202 Food Service Organization and Management

FMG.-210 Beverage Management

FRSC-100 Survey of Forensic Science