Program Outcomes As Revised November 2008

Division Team Program Roles Learning Outcomes Some specific workplace behaviors RI/P-T

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 1 Division Business, Electronics, Information Technology (BEIT) Team Nancy Adelson, Jim Braden, Patricia Cheadle, Larry Hopt, Lynda Wilkinson, Jack Bautsch, Ruth Stiehl (f) Program AAS—Administrative Assistant Roles Learning Outcomes Some specific workplace behaviors RI/P-T Communicate effectively in oral and written forms in a  Communicate with others RI business environment.  Compose memos  Edit written materials Interact effectively with co-workers in ways that contribute  Deal with difficult customers RI to the organization’s goals and your advancement in  Meet the public business opportunities.  Work under pressure  Comport oneself in a professional manner  Work in teams  Follow telephone etiquette  Practice email etiquette Purposefully and effectively organize and prioritize spaces,  Prioritize workload P-T time, and tasks within a business environment.  Organize work assignments  Be able to handle multi-tasking Make effective use of human differences (e.g. learning  Supervise without biases RI style, communication style, ethnicity, age, gender, etc.) to  Listen empathically in team meetings create positive relationships with co-workers and the public.  Recognize and respond effectively to diversity in  ethnicity and race  age  sexual orientation  gender  communication styles and manners Use current and emerging technologies to solve workplace  Use computer skills (e.g. WP, spreadsheet, DB, P-T problems through research, analysis, synthesis, PP, etc.) summarization, presentation and results tracking.  Use basic math and algebra  Use office equipment Practice within the legal and ethical frameworks of a given  Behave in an ethical manner P-T business or industry.  Practice ethical decision making Participate in learning opportunities that contribute to  Exhibit enthusiasm for life-long learning P-T personal and professional growth.  Practice flexible thinking  Maintain positive attitude

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 2 Division Business, Electronics, Information Technology (BEIT) Team Annette Schley, James Braden, Jane Goforth, Jim Harnish (f) Program General Business AAS Degree Roles Management Trainee, Office Manager, HR Assistant, Accounting Assistant, Small Business Owner, Life-long Learner, Administrative Professional, Sales Associate (e.g. Insurance) Learning Outcomes Some specific workplace behaviors RI/P-T Perform entry level work to journalize, post transaction,  Journalize & post transactions prepare financial statements  Prepare financial statements Use financial statements to make business decisions Make personnel decisions  Hiring, firing, promotion Use marketing info/data to enhance business decisions Collect, select, analyze, interpret data to make business decisions Adapt business in response to local, national, & international trends Know enough to consult experts Communicate effectively in oral and written forms in a business environment. Interact effectively with co-workers in ways that contribute to the organization’s goals and your advancement in business opportunities. Purposefully and effectively organize and prioritize spaces, time, and tasks within a business environment. Make effective use of human differences (e.g. learning style, communication style, ethnicity, age, gender, etc.) to create positive relationships with co-workers and the public. Use current and emerging technologies to solve workplace problems through research, analysis, synthesis, summarization, presentation and results tracking. Practice within the legal and ethical frameworks of a given business or industry. Participate in learning opportunities that contribute to personal and professional growth.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 3 Division Business, Electronics, Information Technology (BEIT) Team Kathleen Torkelson, Eric Beatty, Norman Carlstrom, Carol Hamilton (f) Program AAS: Architectural Engineering Drafting Roles CAD Drafter (Civil, Architectural, Mechanical, Electrical, Structural), Estimator (Entry Level), Steel Detailor, Engineering Technician, Material Sales Rep, Construction Mgmt (Entry Level) Learning Outcomes Some specific workplace behaviors RI/P-T Generate engineering documentation.  Drawings (CAD or Manual) P-T  Sketches  Specifications  Other documents as needed Perform & support estimating functions.  Nat’l quantity, types, costs P-T  Labor requirements  Equipment requirements  Scheduling functions Perform data entry and basic computing functions related  E-mail P-T to the profession (e.g. e-mail, work processing,  Spreadsheets spreadsheets, CAD).  Report writing  Research  Plotting drawings Identify and collect pertinent information from jobsite visits.  Site visits – assist senior team members P-T  Observing construction  Document existing conditions  Verify measurements  Surveying Function effectively as a member of a team  Communicate with others RI  Compose memos  Edit written materials Make effective use of human differences (e.g. learning  Supervise without biases RI style, communications style, ethnicity, age, gender, etc.) to  Listen emphatically in team meetings create positive relationships with co-workers and the public.  Recognize and respond effectively to diversity in: 1. ethnicity and race 2. age 3. sexual orientation 4. gender 5. communication styles & manners Practice within the legal and ethical frameworks of the  Behave in an ethical manner P-T profession and industry.  Practice ethical decision making Participate in learning opportunities that contribute to  Exhibit enthusiasm for life-long learning P-T, RI personal and professional growth.  Practice flexible thinking  Maintain positive attitude

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 4 Division Business, Electronics, Information Technology (BEIT) Team Ralph Duffy, D.C. Shoemaker, Wayne Jarvimaki, Betsy Campbell, Jack Bautsch (f) Program Network and Security Roles Network Technician, Network Support Technician, Network Security Support Technician, Systems Support Technician, Assistant Network Administrator, PC Technician, Workstation Support Technician, Technical Support Technician, Computer Systems Technician Learning Outcomes Some specific workplace behaviors RI/P-T Troubleshoot hardware & network problems. Provide technical support for users. Install & configure software & upgrades. Install, configure & test network devices, servers, & workstations. Interact & communicate effectively with users and coworkers to identify network problems & needs for upgrades. Incorporate industry best practices for designing and implementing security policies for users. Function effectively as a member of a team Use appropriate resources to research network mgt issues & tools, and to support their own lifelong technical learning.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 5 Division Business, Electronics, Information Technology (BEIT) Team Lynda Wilkinson, Frank Jump, Tim Fiegenbaum, Chris Sanders, Jane Lister-Reis (f) Program AAS: Electronics Technology AAS: Electronics Telecommunications Technology AAS: Electronics Engineering Technology AAS: Industrial Power and Control Technology AAS: Biomedical Equipment Technology Roles Entry Level Positions in: Electronics Technician (repair, maintain, & install electrical systems in: Electronic Electrical Systems, manufacturing, support, technical sales), Telecommunications, Industrial Power, Electronics, Bio-Med. Transfer to 4-year in EET. Qualify for an upside down degree. Learning Outcomes Some specific workplace behaviors RI/P-T Repair, maintain, and install electronic & electrical systems. P-T Use effective technical vocabulary to communicate. RI Analyze & troubleshoot electronic systems. P-T Understand IT systems and applications. P-T Be a life-long learner locating, evaluating, and applying P-T, RI relevant information from various sources.

Program Outcomes As Revised November 2008 Understand technical concepts and terms used in the field. Analyze and troubleshoot electronic systems. Understand computer operating systems. Use word processing and electronic circuit simulation software Repair, maintain and install electronic and electrical systems. Locate, evaluate, and apply relevant information from various sources.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 6 Division Business, Electronics, Information Technology (BEIT) Team Bob Schuessler, Jane Lister-Reis, Mary Ellen O’Keeffe, Ross Davis, Carol Hamilton (f) Program Communications, Business, & Media Roles Account Executive, Research Specialist, Sales Director, Electronic Journalist, Art Director, Promotional Coordinator, Production Manager, Media Buyer, On-Air Personality, Copywriter, Media Consultant Learning Outcomes Some specific workplace behaviors RI/P-T Anticipate and respond to individual needs and organizational interests Support and coordinate people, resources and projects Listen, speak, and write well Expand and update multiple media literacies and skills Embrace openness, versatility, resilience and creativity to competently manage the ongoing changes with the rapidly evolving communication, business and media environment.

Division Business, Electronics, Information Technology (BEIT) Team Jack Bautsch Program Communications, Business, & Media Roles Account Executive, Research Specialist, Sales Director, Electronic Journalist, Art Director, Promotional Coordinator, Production Manager, Media Buyer, On-Air Personality, Copywriter, Media Consultant Learning Outcomes Some specific workplace behaviors RI/P-T Listen, speak, and write well. RI Distinguish and appropriately utilize multiple media P-T modalities. Assist individuals and organizations in identifying their P-T communication and media needs and interests. Design effective communication and media solutions in P-T response to identified needs and interests. Support and coordinate communication and media P-T, RI projects, including people and resources. Practice habits of openness, versatility, resilience, creativity P-T and on-going professional development to manage changes and make contributions within the rapidly evolving communication, business, and media environment.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 7 Division Business, Electronics, Information Technology (BEIT) Team Nancy Adelson, Patricia Cheadle, Betsy Campbell, Larry Hopt, Aaron Robertson, Jack Bautsch (f) Program AAS: Real Estate Roles RE Sales Associate(residential & commercial), Escrow Closer, RE Sales Assistant, Developer/Assistant to Developer, Home Inspector (May 2006), Loan Officer/Processor, Funder/Servicer of lending institutions, Title Rep/Entry-level Examiner, Investor (residential/commercial), Tax Assessor, Property Manager (commercial, residential, or government), Land Use permitting/positions in gov’t or corporate agencies, RE Marketing Specialist, Assistant to Builder Learning Outcomes Some specific workplace behaviors RI/P-T Communicate effectively in RE environment. RI Interact effectively with co-workers and the public. RI Develop & nurture a professional RE network. P-T, RI Use technology to support RE related research, analysis, P-T reporting, and marketing activities. Practice according to the ethical and legal standards of the P-T RE industry. Participate in on-going learning activities that contribute to P-T personal & professional growth & the improvement of the RE industry. Perform effectively in any of the RE positions identified in P-T the “roles”.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 8 Division Business, Electronics, Information Technology (BEIT) Team Nancy Adelson, Patricia Cheadle, Betsy Campbell, Larry Hopt, Aaron Robertson, Jack Bautsch (f) Program AAS: Real Estate Appraisal Roles Appraisal Trainee, Tax Assessor Learning Outcomes Some specific workplace behaviors RI/P-T Communicate effectively in RE environment. RI Interact effectively with co-workers and the public. RI Develop & nurture a professional RE network. P-T, RI Use technology to support RE related research, analysis, P-T reporting, and marketing activities. Practice according to the ethical and legal standards of the P-T RE and RE appraisal industries. Participate in on-going learning activities that contribute to P-T personal & professional growth & the improvement of the RE and RE appraisal industries. Perform valuations of residential & investment properties. P-T

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 9 Division Business, Electronics, and Information Technology [BEIT] Team Ron Woods, Jane Goforth, Pat Bouker, Jim Weglin (January 23, 2006) Program AAS- Accounting Roles accounting temporary work, bookkeeper, accounting, assistant/clerk, AR/AP, business leaders. payroll, small business owner, taxation(state/local) Learning Outcomes Some specific workplace behaviors RI/P-T Work and make decisions in an environment where  Demonstrate/Promote “Work Ethics” P-T ethics and ethical conduct govern.  Work and make decisions in an environment where ethics and ethical conduct governs Communicate and collaborate effectively within  Clearly communicate with clients RI diverse environments.  Collaborate effectively in diverse terms  Receive and follow directions from others Record efficiently and effectively financial information  Use accounting-financial software P-T using appropriate manual and computer- technology.  Be able to use a computer to communicate financial programs or using accounting software  Prepare bank reconciliation  Use ten key  Use journals/ledgers manually or computerized Collect, analyze, interpret financial information under  Collect, analyze & interpret financial information P-T GAAP, to produce financial statements.  Understand/use the accounting language  Be able to use a financial model to make critical decisions, e. g. GAAP  Use thorough understanding of governmental regulations, including taxation, to aid clients in decision making  Using numerical data to arrive at a valid and honest conclusions  Be able to demonstrate and use a working quantitative knowledge of financial statements and analysis  Utilize Basics of accounting principles in a work environment  Apply critical thinking to add to growth of the profession  Demonstrate and recognize how accounting information is used to make decisions that effect diverse groups  To be able to write financial reports and prepare schedules Apply critical and creative thought processes to the  Ability to promote work P-T profession.  Think outside the box  Evaluate their own work  Take pride in the quality of their work  To see the impact/implications of your work  To take a broad vision “in solving problem(s)” Maintain and further professional competence.  To be able to learn independently  Encourage lifelong learning as part of being professionalism  Stay current with latest changes and trends, including technological changes

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 10 Division Business, Electronics, and Information Technology [BEIT] Team Ron Woods, Jane Goforth, Jack Bautsch (f) (May 19, 2006) Program AAS- Accounting Roles Bookkeeper, Accounts Receivable Clerk, Accounts Payable Clerk, Business Manager (small business), Assistant Business Manager (non-profit), Prep to 4-year degree, Account Management – Entry Level, Banking – Entry Level, Insurance – Entry Level/Claims Adjustment Learning Outcomes Some specific workplace behaviors RI/P-T Communicate effectively in oral & written forms in a RI business environment. Interact effectively with co-workers in ways that contribute RI to the organization’s goals and your advancement in business opportunities. Practice within the legal and ethical frameworks of a given business or industry. Participate in learning opportunities that contribute to personal and professional growth. Adequately identify & record business transactions. Verify accuracy of accounting data. Make basic decisions regarding accounting functions. Produce basic financial statements (e.g. balance sheet, income statement, cash flows) Prepare budgets, payroll, & other quarterly tax reports. Communicate effectively with tax & accounting professionals. Effectively & efficiently use current & emerging technologies and software to solve workplace problems.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 11 PARENT EDUCATION – INFANTS

Division Health and Human Services Team Val Donato, Mary Ann Abbot, Betsy Bird, Mary Margaret Brown, Becky Callahan, Dawn Carlsen, Betsy Crary, Jodi Golden-White, Beth Goss, Mary Hull, Kate Kincaid, Irene Wagner, Jean Ward, Betty Williams, Deborah Woolley, Jack Bautsch (f), Program Parent Education Roles Parents of young children Learning Outcomes Some specific behaviors RI/P-T Understand and respond to the physical needs of infants.  Understanding Infants’ and young toddlers sleep pattern  Processing parents health concerns about their children  Safety issues at home and the public  Understand nutritional needs of children  Teething Understand and respond to the emotional needs of infants.  Attachment and bonding  Presentation of transitional object  Soothing one’s infant

Learn and use parenting techniques/styles that  Values acknowledge individual child’s temperament and needs.  Understanding one’s parenting style  Understand your child’s (and yours) temperament  Understand behavior management  Discussion of parenting techniques  Develop realistic expectations of infants/toddlers  Understanding and responding children’s needs Understanding child development and from this, develop  Gender differences realistic expectations and use effective behavior  Equilibrium/ disequilibrium management techniques.  Development of infant and young toddlers  Infant young toddler milestones (crawling, cruising, walking, talking, etc.)  Understand ages and stages of infants/toddlers  Open emergent curriculum such as sign language  Help to understand language development  Separation anxiety  Understanding aggressive behavior of infants and toddlers Family: To understand phase of the new family  Working towards positive family life  Enhancing relationship with partners  Adjustment to parenthood  Using and getting along with extended family  Developing new rituals as a new family  Awareness of how our job affects our parenting Support:  Diversity (bias)  Building community  Access community resources  Sharing information with each other such as “food tips”  Presenting guidelines for email etiquette  Addressing individual questions and needs  Understanding importance of support from others  Child care and babysitting resources  Issues of stay at home Moms  Issues of working Moms

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 12 PARENT EDUCATION - TODDLERS

Division Health and Human Services Team Val Donato, Mary Ann Abbot, Betsy Bird, Mary Margaret Brown, Becky Callahan, Dawn Carlsen, Betsy Crary, Jodi Golden-White, Beth Goss, Mary Hull, Kate Kincaid, Irene Wagner, Jean Ward, Betty Williams, Deborah Woolley, Jack Bautsch (f), Program Parent Education Roles Parents of young children Learning Outcomes Some specific behaviors RI/P-T Know and use a variety of age-appropriate strategies for  Know hot to model problem – solving child guidance with individual toddlers and groups.  Understand the developmental appropriateness & turn – taking as sharing  Us reflective listening  Set limits on inappropriate behavior & hold firm  Know a member of strategies for preventing and avoiding tantrums  Intervene appropriately when child wits, shoves or bites another Be aware of a variety of approaches in supporting toddlers’ health issues (sleep, eating, toileting) and be able to  Accept diversity in sleeping arrangements implement approaches that suit family needs and values.  Understand signs of readiness for potty training  Understand how to avoid power struggles around bed time  Understand how to avoid power struggles around toileting  Understand nutritional needs of toddlers  Understand needs of toddlers Understand the development of toddlers, know how it  Understand value of child-directed play & other play manifests in their behavior, and be able to support their  Have ideas for involving toddlers in home life, family life development and help around home  Play following a child’s lead temperament  Understand traits of this developmental stage  Have a wider range of ideas for at-home activities with toddlers (play, art, music, etc.)  Understanding language development & necessity of lots of talk  Ability (parent) and willingness to interact with others people’s children  Knowing the importance of child-centered learning as opposed to adult-centered. Emotional Skills: Be aware of what is involved in the  View anger/rage and egocentrism as normal for development of emotional competence (of adult and developmental stage children), and how to foster it.  Know ways to help children express and manage emotions (self-calming)  Ability to facilitate and play in an interest area  Able to remain calm and confident when handling tantrums/acting out behaviors  Able to articulate and recognize a full range of human emotions  Tolerate separation from child  Understand how to establish a healthy eating habits, avoid power struggles Parent Care: Be aware of the emotional and physical toll  Develop more self-confidence as parents of parenting a toddler and be able to implement strategies  Develop an attitude of respect for diversity and know how of appropriate self-care. to support such attitude in children  Understand the changes in family dynamics upon the transition to parenthood  Know about resources in community and how he/she access them as needed  Know the importance of self-care and be willing to advocate in family for this  Empathy for father’s/working parents ‘ position re: infant and toddlers Other: Family and culture: Demonstrate understanding  Identify your personal/Family value and sensitivity to familial and cultural perspectives on  Understand temperament and how to support them parenting and child development  Understanding the impact of culture on development Adult Inter-action: Inter-act effectively with other adults in ways that support relationships and contribute to family and goals.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 13 PARENT EDUCATION – PRE-3 (24 – 36 mos.)

Division Health and Human Services Team Val Donato, Mary Ann Abbot, Betsy Bird, Mary Margaret Brown, Becky Callahan, Dawn Carlsen, Betsy Crary, Jodi Golden-White, Beth Goss, Mary Hull, Kate Kincaid, Irene Wagner, Jean Ward, Betty Williams, Deborah Woolley, Jack Bautsch (f), Program Parent Education Roles Parents of young children Learning Outcomes Some specific behaviors RI/P-T  Listen to students of different ethnicity  Exhibit an understanding of individual differences.  Anti-bias  Parent self-esteem  Exhibit an increase in own self-worth thru an  Self-care increased confidence in parents.  Emotional support for others

 Being on time  Exhibit ______as their role as  Organizational skills (making decisions) effective teacher assistant.  Leadership skills  Individual job responsibility  Emotional intelligence (for both)  Technology: information and list serve  Basic child development  Exhibit basic understanding of child development  Child self-esteem thru age-appropriate response to either real-life  Teach social skills: (both child and adult) situations or proposed scenarios. Between Adult:  Problem-solving skills   Work and communicate effectively: small group discussion and collaboration  Skills presentation of creative group process  Values and goals their’s and others  Behavioral terms  Community and PAC  Group facilitation  Co-teach in classroom  Self-esteem and self- worth  Non-judge mental interactions  How to have fun  Working with different temperaments Between Adult and Child:  By observation of parents  Application and use of parenting information   Modeling by working with children in a group  Observation skills

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 14 PARENT EDUCATION – PreSchoolers (3 – 5)

Division Health and Human Services Team Val Donato, Mary Ann Abbot, Betsy Bird, Mary Margaret Brown, Becky Callahan, Dawn Carlsen, Betsy Crary, Jodi Golden-White, Beth Goss, Mary Hull, Kate Kincaid, Irene Wagner, Jean Ward, Betty Williams, Deborah Woolley, Jack Bautsch (f), Program Parent Education Roles Parents of young children Learning Outcomes Some specific behaviors RI/P-T Communication Skills/Conflict Resolution:  Talking and listening  Communicate effectively in a variety of settings  Positive communications  Communication techniques which can be applied  Have and practice an age of appropriate plan to effectively with children or adults in a variety of intervene in conflict between 2 children in the settings. classroom

Interact effectively with children:  Quality program, recognize and evaluate  Interact effectively with children both individually  Small group activity experiences(learn how, and in group settings to provide an enrichment practice) and safe learning environment.  Safe, establish and maintain environment  Creative and stimulating  Classroom setting

Apply effectively:  Age and stage  Effectively use and apply acquired knowledge of  Understand age/3 -stage development child development  Red flags  Understanding safety issues at this stage  Explore current research, and use what’s applicable Parenting Skills:  Kindergarten: registered and evaluate  Use and practice a skill set of effective age  Have a support network appropriate parenting techniques  Select practices, discipline techniques from student’s belief system  Develop an ability on how to look at a behavior and make plans for an intervention  Create and use a resource group for evaluating and generating options in parenting and discipline

Diversity Relationships:  Recognize and respond effectively to diversity in:  Make effective use of human differences (e.g. learning o Ethnicity race styles, communication styles, ethnicity, age, gender, o Age etc.) to create positive relationships with children and o Sexual orientation adults o Gender o Communication styles and manners

 Listen to respond appropriately to individual and cultural differences in approaches to parenting and parenting techniques

Working knowledge (1 & 5):  Advocacy  Group process : Board, collaborative leadership, and  Group dynamics group dynamics  Working with advisor  Recognize current adult developmental stage  Running a small business  Consult with teacher  Collaborative working together  Board: employer, tenant, assistant tech. D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 15 D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 16 Division Health and Human Services Team Ora Roberts, Suzann Martin, Patricia Ryndak Krys, Maria Lam, Mary Sitterley, Sandy Wyrick, Dolly Alex, Jacque Snyder, Nancy Whittier, Jack Bautsch (f), Program Licensed Practical Nursing Roles Licensed Practice Nurse Learning Outcomes Some specific workplace behaviors RI/P-T Recognize and meet the basic needs of a diverse client population throughout the lifespan, in routine nursing situations, under the supervision and direction of an RN or licensed physician. Demonstrate effective oral and written communication skills in all interpersonal interactions and in client care documentation. Utilize the nursing process to assist in planning and implementing safe and effective client care and education in complex nursing situations. Apply ongoing critical thinking skills in their developing practice of nursing. Demonstrate responsibility and ability to function within the professional, ethical and legal framework of the LPN. Identify changes in the healthcare environment and adapt through resource management and innovation.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 17 Division Health and Human Services Team ???? Program Certified Nursing Assistant Roles The certified Nursing Assistant Program is designed for students who intend to work I nthe helath care industry at a basic personal care level under the supervision of a licensed nurse.

Certified Nursing Assistant in home setting or in healthcare facility Learning Outcomes Some specific workplace behaviors RI/P-T Show respect for and preserve patient rights. respect rights, confidentiality, HIPAA, privacy, promote P-T resident’s independence Maintain a safe environment in the home or healthcare CPR, 1st aid, universal precautions, wear PPE, OSHA, P-T facility. write incident reports, care for environment, able to RI identify emergency and safety procedures, assist clients with visual/hearing deficits. Practice universal healthcare precautions in all aspects of P-T care. Provide basic personal care for a client under the assist with daily grooming, wash dentures, assist with P-T direction/supervision of a licensed nurse. dressing, oral hygiene, skin care, bed pan changing, bed making, catheter care, bathing, feeding Perform basic clinical nursing skills under the catheter care, vital signs, measure and record input and P-T direction/supervision of a licensed nurse. output, keeping medication data and records, bowel and bladder training, blood glucose checking, ambulate clients Perform basic restorative services under the transfer patients safely, know use of prosthetic and P-T direction/supervision of a licensed nurse. orthotic devices, ROM maintenance Function as an effective team member in a multidisciplinary recognize diverse needs and diverse ethnic backgrounds RI healthcare setting, serving diverse populations with diverse of residents, end of life care, communicate with other needs. members of the healthcare team, companion with joy, communicate with/understand behavior of cognitively impaired and diverse residents, able to work with multidisciplinary and culturally diverse team, work in the care of community person under the direction of RN etc.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 18 Division Health and Human Services Team Tom Drummond, Noris Daniel Program AAS: Early Childhood Education Roles childcare teacher; preschool teacher; instructional assistant in special education classrooms Learning Outcomes Some specific workplace behaviors RI/P-T Create open, generative learning environments that P-T provably enhance young children’s lives. Responsively and positively allow children to be who they P-T are, fully respected as unique individuals and participants in their own school, center, or home. Articulate the need and negotiate for socially constructed, P-T democratic, learning communities for young children. RI Create environments that support collaboration among all P-T the members of the learning community. RI With parents and other teachers, reflect upon one’s work P-T with children to constantly recreate opportunities that are RI best for children.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 19 Division Health and Human Services Team Michaelann Allen, Jack Bautsch (f) Program Medical Assisting Roles Employment as a Medical Assistant, Certified Medical Assistant Learning Outcomes Some specific workplace behaviors RI/P-T Perform administrative competencies  Scheduling, filing, & organizing medical records, bookkeeping, & insurance claim processing Perform clinical competencies  Standard precautions  Specimen collection  Diagnostic testing  Patient care Perform general competencies  Communicate effectively in an oral, written & non-verbal forms in a medical environment  Practice within the legal & ethical framework of a medical environment  Provide partial instruction for a variety of medical needs  Provide a variety of operational functions in a medical environment to include inventory, routine maintenance of quality control  Utilize computer software to maintain office supplies

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 20 Division Health and Human Services Team Karen Urick, Bruce McKim, Michele Overholdt, Mike Wyne, Jack Bautsch (f) Program Certificate: Emergency Medical Technician Roles Emergency Medical Technician (Basic level), 1st step toward paramedic, physician assistant program, and firefighters. Ambulance Attendant (private sector), ER Techs, Health Care (private sector), National Park Rangers, National Ski Patrol, National & Gov’t Search & Rescue, Gov’t State law enforcement, detox, events/venues. Learning Outcomes Some specific workplace behaviors RI/P-T Evaluate medical condition of the patient in normal, P-T emergent, & traumatic situations Provide appropriate treatment in emergency situation in P-T accordance with regional requirements. Use & maintain equipment used in emergency medical P-T situations. Recognize, evaluate, & maintain the mental, spiritual, P-T physical, and emotional/relational well-being of self, family, and team members. Provide accurate and appropriate documentation for P-T medical information report form.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 21 Division Workforce Education Team Elaine Rolf, Erik Gresseth, Jack Bautsch (f) Program AAS: Watch Technology Roles Watch repair technician; Learning Outcomes Some specific workplace behaviors RI/P-T Competently service mechanical, electronic, and P-T chronographic watches and perform case and bracelet repair Use comprehensive product knowledge to make informed P-T judgments and recommendations regarding watch repair and service. Thoroughly assess the scope of incoming work, accurately P-T & RI estimate repair time and costs, and clearly communicate this information to customers. Find and use resources pertinent to watch repair and P-T & RI service. Read and understand technical drawings related to watch P- & RI repair and service. Effectively use measuring devices related to watch repair P-T & RI and service. Safely and effectively use and maintain appropriate tools P-T and chemicals. Practice professional work habits: (a) maintain a clean and P-T orderly workspace, (b) exhibit a systematic approach to watch repair and service, and (c) maintain accurate and accessible records.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 22 Division Math, Science, Social Science Team Davene Eyres, Ann Murkowski, Kalyn Owens, Tom Griffith Program Associate of Science Roles Learning Outcomes Some specific workplace behaviors Recognize the interdisciplinary nature of the sciences and use scientific inquiry to critically evaluate a proposal, claim, process or theory. Generate significant questions about the physical world and use the tools of science or engineering to design and conduct an experiment; draw conclusions based on a systematic collection and analysis of qualitative and quantitative data. Recognize and interpret the meaning of quantitative and mathematical symbols and apply appropriate logic, tools, and processes to make meaningful decisions and solve problems. Utilize multiple representations, including graphical, symbolic, numerical, and narrative, to analyze and solve problems. Obtain, comprehend, analyze, evaluate, internalize and act upon knowledge in order to understand and communicate complex scientific systems and reasoning. Use appropriate documentation to exchange spoken, written, and visual information in order to communicate effectively and to participate as an effective team member within the scientific community and other appropriate settings. Apply scientific or technical knowledge and practice to a variety of disciplines in order to understand issues, solve problems and engage in responsible practices. Apply modes of inquiry from the social sciences to issues and problems found in individuals’ lives and work, in their local, national, and global communities, and to find effective and ethical solutions to society’s problems and challenges. Explore, interpret and represent human experience through the arts.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 23 Division Math, Science and Social Science Team Mark Helsel, Vinny Casasanta, Ann Murkowski, Jim Harnish (f) Program Nanotechnology Roles Lab Technicians in: electronics industry, Bio-Nano, aerospace, energy, manufacturing, science, emerging high-tech Learning Outcomes Some specific workplace behaviors RI/P-T Use knowledge of nano science and mathematics to  Follow protocols  Conduct science or engineering procedures  Fabricate products  Make conclusions about results  Troubleshoot  Discover Function effectively in a laboratory environment using complex instrumentation, machinery and protocols. Independently seek out innovations in the rapidly changing field of nano-technology. Compile and analyze data and draw conclusions at the nano level. Design, implement and document experiments. Collaborate and communicate effectively in a high tech environment

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 24 Division Humanities and Basic Skills Team Edith Wollin, Elroy Christenson, Roupen Shakarian, David Tucker Program Associate of Fine Arts (art, music, theater) Roles Learning Outcomes Some specific workplace behaviors Use form, organization, structure and tools appropriate to the discipline Understand and use the language and vocabulary of the discipline Make aesthetic judgments and decisions Understand the history and traditions of the discipline Connect the arts with the cultures and societies that they are a part of Integrate the arts into one’s life as a member of the community Function as a citizen and lifelong learner through attitudes, skills, and knowledge gained (General education outcome.) in courses in areas of knowledge outside of one’s area of focus.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 25 Division Humanities and Basic Skills Team Edith Wollin, Elroy Christenson, Roupen Shakarian, David Tucker Program Certificate of Fine Arts (art, music, theater) Roles Learning Outcomes Some specific workplace behaviors Use form, organization, structure and tools appropriate to the discipline Understand and use the language and vocabulary of the discipline Make aesthetic judgments and decisions Understand the history and traditions of the discipline Connect the arts with the cultures and societies that they are a part of Integrate the arts into one’s life as a member of the community Function as a citizen and lifelong learner through attitudes, skills, and knowledge gained (General education outcome.) in courses in areas of knowledge outside of one’s are of focus.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 26 Division All Team District-wide Program Associate of Arts (DTA) Roles Learning Outcomes Some specific workplace behaviors Have college-level knowledge and skills in critical thinking, quantitative analysis, and written composition. Have college-level mastery of information literacy and technology literacy. Have effective skills for in-person and media-based interactions with individuals and within groups. Understand methods and modes of inquiry specific to traditional and contemporary areas of knowledge in the humanities and arts, natural and physical sciences, mathematics, and the social sciences. Understand the interdisciplinary nature of knowledge. Understand the United States as a multicultural society. Understand the global society and processes of globalization from mostly, but not exclusively, non-Western and indigenous perspectives.

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 27 Division NSCC Team NSCC faculty, early 1990’s; CAS 1995 and 2005 Program General Education Outcomes Roles Learning Outcomes Some specific workplace behaviors RI/P-T Think critically in reading and writing Use quantitative reasoning processes Communicate creative and critical ideas in writing Access, evaluate and apply information from a variety of sources Apply computer competency to goals Work and communicate effectively in groups Deal constructively with diversity issues and conflict Understand ideas that shape human history and cultures Understand artistic expression as an essential human phenomenon Identify and understand principles of physical and life sciences Understand the individual and his/her relationship to community Understand the United States as a multicultural society Understand the elements of a global society

D:\Docs\2017-12-13\0d9b4d6973bca24aad1f0cdd15795c35.doc 28 Division Business, Electronics, Information Technology (BEIT) Team Swanljung, Verna; Schley, Annette; Braden, James; Hopt, Larry; Holt, William; Goforth, Jane; Jones, Rosemary Program Associate of Business Degree (DTA) Roles Transfer-ready in the field of business Learning Outcomes Some specific workplace behaviors RI/P-T Have college-level knowledge and skills in critical thinking, quantitative analysis, and written composition. Have college-level mastery of information literacy and technology literacy. Understand methods and modes of inquiry specific to traditional and contemporary areas of knowledge in the humanities and arts, natural and physical sciences, mathematics, and the social sciences. Understand the United States as a multicultural society.

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