Miss. Admin. Code Title 9 — Education--Community and Junior Colleges

MISSISSIPPI COMMUNITY COLLEGE BOARD MISSISSIPPI COMMUNITY COLLEGE BOARD

Part 1 Board Operations

Chapter 1 Board Meeting Schedule

9 Miss. Admin. Code Pt. 1, R. 1.1 Meeting Dates

The meeting dates, time and places for the Mississippi Community College Board are as follows:

A. The third Friday of each month at 9:00 a.m. at 3825 Ridgewood Road, Room 501, Jackson, Mississippi 39211.

B. The Thursday evening prior to the third Friday of each month at 6:00 p.m. at a location to be designated by staff and timely announced to the Board Members, media, college, and public.

The regular meeting dates, times and places set forth above may be changed from time to time by the Board to accommodate a campus visit, to permit the Board to meet in conjunction with the annual meeting of the Mississippi Association of Community and Junior Colleges, or for other purposes. The dates, times and places of these meeting will be timely announced to the Board Members, media, colleges, and public will appear in the minutes of the Board.

In the event the chairman determines that it is necessary or desirable to conduct a meeting through teleconference or video means, the chairman may direct the staff to issue notice of such meeting in accordance with the manner provided by law.

In addition to meeting notices being provided as required b law or by these policies and procedures, such notices may also be posted on the Board’s website.

History

• Source: Miss. Code Ann. §37-4- 3.

9 Miss. Admin. Code Pt. 1, R. 1.2 Special Meetings

Special meetings called for emergencies or unanticipated business, which require the immediate attention of the Mississippi Community College Board, will be subject to the following: Special meetings of the MCCB may be called by the chairman. Prior to the meeting there must be a documented record of notification of all MCCB members. Additionally, the public must be notified of special meetings in accordance with applicable statutes and MCCB policies and procedures.

History

• Source: Miss. Code Ann. §37-4- 3.

Chapter 2 Public Access to MCCB Records

9 Miss. Admin. Code Pt. 1, R. 2.1 Public Access to MCCB Records

The public records policy of the Mississippi Community College Board (“MCCB”) has been adopted in accordance with the Mississippi Public Records Act of 1983, Section 25-61-1, et seq., Miss. Code Ann. (1972), as amended. All

records and portions of records not exempt or otherwise protected by law from disclosure will be made available in accordance with the procedures outlined below.

Access to all non-exempt records of the MNCCB that have been properly requested, deemed subject to disclosure under the Mississippi Public Records Act, and for which applicable cost payment has been made will be allowed at a scheduled time during regular business hours (8:00 to 5:00 on working days). These records will be made available for inspection and/or copying. If any public record which is exempt from disclosure, as designated below, contains material which is not exempt, the MCCB shall separate the exempt material and make the non-exempt material available for examination and/or copying. The Executive Director, or the Executive Director’s designee, has the authority to specify the mode, manner, time and place of access.

Procedures for Handling Public Record Requests All requests to examine, copy or obtain copies of public records, shall be in writing utilizing the standard Request for Public Records form, approved by the Executive Director, a copy of which is available at www.mccb.edu , or upon request. The request must describe the records with sufficient detail to enable MCCB to identify and locate same, give the name, address and telephone number of the requesting entity or individual, and must be signed by or on behalf of the requesting party. This requirement may be waived on a case by case basis by the Executive Director or the Executive Director’s designee when the cost of producing the record is nominal and production of the record benefits the public.

Requests may be submitted by U.S. Mail to Executive Director, Mississippi Community College Board, 3825 Ridgewood Road, Jackson, Mississippi 39211; by facsimile to 601-359-5025; and by email to publicrecords@mccb.edu.

MCCB will respond to the request in writing within 7 working days from the date of the receipt of the request by: 1) producing the record for inspection or copying at the MCCB office at a specific date, time, and place; 2) providing copies of the record to the requestor; 3) notifying requestor of the estimated actual cost of searching, reviewing, copying, and, if applicable, mailing copies to the requestor, or 4) denying access to the record with specific reasons for the denial.

If the records will be made available, MCCB will give an estimate of the total cost, if any, for compliance with the request. Once payment is received, MCCB will produce the records requested no later than 14 working days from the date the request and payment are received.

Records furnished to MCCB by third parties, which may contain trade secrets or confidential commercial or financial information, will not be subject to inspection, examination, copying or reproduction until notice to the third parties has been given. Such records will be released no later than 21 days from the date notice is given to the third parties, unless the third parties have filed a petition in chancery court within the 21-day period seeking a protective order.

Fees

Any staff time or contractual services included in the actual cost of complying with a records request shall be assessed at the pay scale at the lowest level employee or contractor competent to respond to the request.

Copies will be made at a rate of .25 cents per page.

Mailing costs calculated at the applicable United States Postal Service rates shall be charged where appropriate. The cost of mailing a notice to third parties via certified mail, return receipt requested, shall be charged to persons requesting the public records.

Electronic copies will be made at actual cost depending on the format in which such records are provided.

Sources: Miss. Code Ann. §37-4- 3 and 25-61-1 etc.

Part 2 Business Management

Chapter 1 Administration of State Education Technology Funds

9 Miss. Admin. Code Pt. 2, R. 1.1 Reserved

Chapter 2 Administration of Associate Degree Nursing and Support

9 Miss. Admin. Code Pt. 2, R. 2.1 Administration of Associate Degree Nursing and Support

The MCCB shall allocate appropriations to each community and junior college district for support of Associate Degree Nursing Programs. Guidelines for disbursement of the funds are revised annually.

GUIDELINES FOR ADMINISTRATION OF ASSOCIATE DEGREE NURSING (ADN) SUPPORT - FY 2006

1. Financial support will be provided for direct costs of public community/junior college programs of associate degree nursing which meet the requirements of the Mississippi Board of Trustees of institutions of Higher learning (BTIHL). Each community and junior college district shall be considered one program.

2. Institutions should strive to maintain the optimum faculty-to-clinical student ratio of (1:10).

3. Appropriate pay for qualified faculty who are actively teaching is encouraged.

4. Support will be allocated based upon the following criteria:

a) Minimum positions required for Board of Trustees of Institutions of Higher Learning approval for programs (5 positions); or

b) After a new ADN program is approved by the Mississippi Community College Board, it may be funded within that fiscal year with appropriated funds remaining for associate degree nursing at the time of program approval on the basis of the minimum positions required by the BTIHL (5) multiplied by the optimum faculty to clinical student ratio of 1:10 for a maximum number of fifty (50). This basis for allocating ADN support applies only to a newly approved ADN program, it does not apply to expansions of existing approved programs; or

c) Enrollment will be used as the means to allocate funds. In FY 06, 2/5 headcount enrollment and 3/5 FTE enrollment will be utilized in the third year of a 5-year phase-in to an FTE formula. Only students enrolled in the nursing science program (excludes pre- nursing, university-transfer nursing) will be used. The source of

ADN enrollment figures will come from the Mississippi Community College Board Enrollment Audit Reports.

NOTE: Out-of-state as well as Mississippi residents are considered in the enrollment count for Associate Degree Nursing support.

5. Reports may be required as a basis for allocation and future support requests. Reports should be coordinated with Board of Trustees of Institutions of Higher Learning.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 3 Adequate Insurance

9 Miss. Admin. Code Pt. 2, R. 3.1 Adequate Insurance

All community and junior colleges shall certify to the Mississippi Community College Board that adequate insurance is provided for all buildings constructed, repaired, or renovated, in whole or in part, with state appropriations or state bond funds. Adequate insurance is defined as current replacement of cost coverage. The Mississippi Community College Board strongly encourages the boards of trustees of the various community and junior colleges to provide adequate insurance for all buildings owned by the colleges.

Sources: Miss. Code Ann. §37-4-3 and §37-29-67.

Chapter 4 Foundation Policy Statement

9 Miss. Admin. Code Pt. 2, R. 4.1 Foundation Position Statement

Because of the importance of the contributions of foundations to Mississippi’s community and junior colleges and in an effort to maintain good will and public confidence, the Mississippi Community College Board hereby adopts the following position statement:

It is the responsibility of each duly authorized community or junior college board of trustees to assure that any foundations associated with that college and /or any foundation which exists as a result of the combined efforts of individual colleges with which that board or its staff has an association comply with all applicable state and federal regulations and statutes; that such foundations are audited on an annual basis by an independent auditor or audit firm which employs General Accepted Auditing Standards (GAAS); that the results of such audits be presented to each applicable board as a part of an official meeting; and furthermore that each duly authorized board take any necessary steps required to assure the operation of such foundation(s) in a manner that best serves contributors and the general public. The MCCB accepts responsibility for this position statement with respect to any foundations established by the MCCB.

History

• Source: Mississippi Miss. Code Ann. §37-4-3.

Chapter 5 Standards and Qualifications Pursuant to §37-4-3 of the Mississippi Code

9 Miss. Admin. Code Pt. 2, R. 5.1 Standards and Qualifications Pursuant to §37-4-3 of the Mississippi Code

§37-4-3 (l) of the Mississippi Code grants the following authority to the Mississippi Community College Board (MCCB): “To fix standards for community and junior colleges to qualify for appropriations, and qualifications for community and junior college teachers.”

Pursuant to this code section, all community and junior college programs and faculty qualifications must meet standards and guidelines established by the MCCB to be eligible for appropriations disbursement.

MCCB standards and guidelines are published on the MCCB’s Webpage and as part of applicable MCCB publications.

MCCB standards and guidelines must be met by the established timeline as published. Colleges that have not met MCCB standards and guidelines by the published timeline for a specific program but can demonstrate significant progress toward meeting standards and guidelines may be eligible for appropriations disbursement.

History

• Source: Mississippi Miss. Code Ann. §37-4-3.

Part 3 Programs

Chapter 1 Five-Year Strategic Plan

9 Miss. Admin. Code Pt. 3, R. 1.1 Five-year Strategic Plan

In accordance with Mississippi Code, Section 27-103-155, the Mississippi Community College Board and Mississippi’s public community and junior colleges shall develop a five-year strategic plan each year for submission to the Joint Legislative Budget Office and the Department of Finance and Administration. Staff will prepare a five-year agency plan for the MCCB to include but not limited to the following program areas: administration, work force education, proprietary school and college registration, and special development. A composite five-year plan for the fifteen community and junior colleges will be developed by community and junior college staff and MCCB staff. The composite five-year plan will include but will not be limited to the following components: academic instruction, vocational-technical instruction, other instruction, instructional support, student services, institutional support, physical plant operation, student financial aid, and program enhancements.

The MCCB Chairperson will appoint a special committee to work with the MCCB staff to review the historical mission and name objectives for the agencies strategic plans

Sources: Miss. Code Ann. §37-4-3 and 27-103-155.

Chapter 2 Standards for Quality and Accountability

9 Miss. Admin. Code Pt. 3, R. 2.1 Standards for Quality and Accountability

The Mississippi Community College Board’s standards for quality and accountability are as follows:

1. It is the policy of the Mississippi Community College Board (MCCB) to accept the Commission on Colleges of the Southern Association of Colleges and Schools’ (SACS) Criteria for Accreditation as the basic standards for quality and accountability for the state’s public community and junior colleges.

2. The MCCB also accepts the Criteria for Accreditation of SACS as the standards for assuring financial adequacy for all state community and junior colleges.

3. Although direct governance of the state’s community and junior colleges is the responsibility of the local boards of trustees, the MCCB, through the authority established in Section 37-4-3 of the Mississippi Code, may request any such reports as the Board deems necessary to provide such information as needed to verify the fiscal condition of any of the state’s community and junior colleges.

4. Pursuant to Section 37-4-3, 6(1), the MCCB will fix standards for community and junior colleges to qualify for state appropriations.

At its October 19, 1995, regular board meeting, the Mississippi Community College Board officially adopted the Commission on Colleges of the Southern Association of Colleges and Schools' Criteria for Accreditation as the basic standards for quality and accountability for the state's public community and junior colleges.

The Mississippi Community College Board further accepted the Criteria for Accreditation of the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) as the standards for assuring financial adequacy for all state community and junior colleges. In addition, the Mississippi Community College Board recognizes that all of the state's community and junior colleges must abide by all appertaining state and federal regulations regarding the receipt, management, and expenditure of funds. Direct governance of the state's community and junior colleges with regard to fiscal and other areas of function is the responsibility of the local boards of trustees. However, through the authority established in Section 37-4-3 of the Mississippi Code, the Mississippi Community College Board may request any such reports as the Board deems advisable to provide such information as needed to verify the fiscal condition of any of the state's community and junior colleges.

In addition, the Mississippi Community College Board, at its October 19, 1995, regular board meeting, officially adopted the following operational guidelines for distance learning.

1. Students enrolled in courses where instruction is delivered via distance learning technologies will be counted for audit purposes, the same as that for students enrolled via traditional delivery methods, with the following stipulation. State appropriations will be awarded only for Internet (on-line) courses that are offered through the Mississippi Virtual Community College using the common software platform. Internet courses may be defined as those that are not classroom based, content is delivered on-line, do not require regular campus attendance, can be accomplished from a remote site, and are distinguished from hybrid courses, which are merely Internet enhanced. Colleges will be compensated according to their roles as host and/or provider institutions for students and courses.

2. To evaluate properly the institution's distance learning activities, a separate and distinct budget should be maintained. Costs related to distance learning can then be evaluated in terms of institutional mission and goals. Further, accountability can be established more easily when one office has budget responsibility.

3. Institutions should make appropriate plans to budget sufficient amounts to cover maintenance and operational costs. User fees for community service activities should be set at a level to cover the costs associated with community service programs. Also, if state and/or federal funds are not appropriated for distance-learning activities, an institutional assessment may be required to cover state-wide system costs.

4. Grades will be assigned by the Originating Site instructor of record who is also considered an adjunct instructor at the Receive Site. The originating institution will provide the Receive Site with a copy of the faculty member's credentials, verified by the Originating Site institution and so stated in the file at the Receive Site.

5. Instructors of record will be responsible for evaluating students in the same way that instructors are responsible for evaluating on-campus students receiving instruction by traditional delivery methods. Institutional polices at the Originating Site institution will govern grading. All details will be approved by and course materials sent to the instructional deans of the institutions. The instructors of record will provide official grades for the students to Receive Site registrars. Receive Site registrars will provide the instructors of record a copy of the class rolls for the courses.

6. Notification to all instructional deans will be given by the Originating Site as soon as it is determined that a course will be offered.

7. Institutions offering courses for credit through distance learning activities and programs must meet all SACS criteria related to faculty. Whether through direct contact or other appropriate means, institutions offering distance learning programs must provide students with structured access to and interaction with faculty members.

Finally, the Mississippi Community College Board adopted the following operational guidelines as additional quantitative requirements:

1. A semester credit hour is defined as a minimum student-teacher contact of 750 minutes for lecture and 1500 minutes for laboratory.

2. The minimum load for a full-time student is 12 semester credit hours per semester.

3. The normal load for a full-time career student shall be 25 clock hours per week. (Some specific programs may require more hours as approved by the Mississippi Community College Board.)

4. The standard teaching load in semester credit hours is recognized to be 16 15. The maximum teaching load is generally recognized to be 18 semester credit hours. The teaching schedule of each instructor should ordinarily be arranged so that a typical teaching load per week may vary from 450 to 600 student clock hours, depending on the type of class. A minimum of two hours of laboratory work shall be counted as one semester credit hour.

5. The Board recognizes only those academic courses included in the Uniform Course Numbering System for allocation of state funds.

Some appropriate guidelines, i.e. ALA-ACRL STANDARDS FOR COMMUNITY AND JUNIOR COLLEGES, should be used as a reference point with regard to measuring the various aspects of the library/learning resource center activities

6. Pursuant to Section 37-4-1, Mississippi Code of 1972, Annotated, the Legislature has determined that the social, cultural and economic well being of the people of Mississippi, and hence the state, are enhanced by various educational experiences beyond the

elementary and secondary school years. The Legislature thereby provided a means for the continuation of a system of community and junior colleges by the creation of the Mississippi Community College Board; and one of its powers and duties, Section 37-4-3, (6)(I), is to fix standards for community and junior colleges to qualify for appropriations. Therefore, for the purpose of allocating state funds based on enrollment.

Academic and Technical students must meet one of the following criteria for admissions:

a. The completion of at least one unit less than the minimum acceptable high school units as prescribed by law, i.e. if the state requires 21 high school units to graduate, a student can be admitted into a community/junior college with 20 high school units; or, b. An approved High School Equivalency certificate; or, c. A High school diploma; d. Mississippi Occupational Diploma; e. A state-approved Career Certificate from a Mississippi community or junior college; or f. An official transcript from an accredited college or university.

Career students must meet one of the following criteria for admissions:

a. The completion of at least one unit less than the minimum acceptable high school units as prescribed by law, i.e. if the state requires 21 high school units to graduate, a student can be admitted into a community/junior college with 20 high school units; or, b. An approved High School Equivalency Certificate; or, c. A High school diploma; d. Mississippi Occupational Diploma; or e. A state-approved Career Certificate from a Mississippi community or junior college; or f. An official transcript from an accredited college or university; or g. The completion of a federally approved ability-to-benefit test.

A student not meeting the requirements stated above may be admitted as non-degree seeking under the following conditions:

a. Meets the requirement to enroll in dual enrollment/dual credit Academic, Career or Technical Classes; OR b. Meets the requirements to enroll in an approved career-pathway program that integrates Adult Basic Education (ABE) with skills training (Career or Technical).

By law, in addition to meeting the admissions requirements, all students must meet attendance requirements. The following requirements must be met by all students to be considered “in attendance.”

a. A student whose last day of attendance occurred on or after the last class meeting of the sixth week of each semester, or its equivalent shall be deemed in attendance, provided that the student did not exceed the maximum allowed absences within the first six weeks (or its equivalent).

b. The following chart illustrates the maximum number of allowed absences within the first six week (or equivalent) period for various term lengths (regardless of course credit hours) by the number of class meetings per week.

Term Lengt h (week s) Class Meetin gs Per Wk 1 2 3 4 5 6 7 Maximum number of allowed absences 1 0 0 0 1 1 1 1 2 0 1 1 1 1 2 2 3 0 1 1 2 2 2 3 4 1 1 2 2 3 3 4 5 1 1 2 3 3 4 5 6 1 2 2 3 4 5 6 7 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 9 1 2 4 5 6 7 8 10 1 3 4 5 7 8 9 11 1 3 4 6 7 9 10 12 2 3 5 6 8 10 11

2 3 5 7 9 10 12 14 2 4 6 7 9 11 13 15 2 4 6 8 10 12 14 16 2 4 6 9 11 13 15 17 2 5 7 9 11 14 16 18 2 5 7 10 12 14 17

c. A student who withdraws and is subsequently reinstated before the sixth week in a semester (or its equivalent) and has not missed more than the maximum allowed absences described above shall be deemed in attendance.

The above requirements are for the purposes of allocating state appropriations, and are not to be misconstrued as required institutional student admission and attendance requirements. Section 37-29-1 refers to the types of instruction community and junior colleges can offer and to whom. General admission policies, according to SACS, Criteria for Accreditation, 4.2.1, may be established by the governing board on recommendation of the administration. Implementation of

specific admission or attendance policies is the responsibility of the administration and faculty of each institution.

Sources: Miss. Code Ann. §37-4-3 and 37-29-1.

Policy and Procedure for Determining Secondary Schools Eligible for State Reimbursement

Implementation The below policy will go into effect on January 1, 2026, with implementation beginning with the Fall 2026 reimbursement cycle.

Purpose To ensure consistent and equitable determination of which secondary schools/institutions are eligible for state reimbursement across all community colleges in Mississippi. This policy establishes the eligibility criteria, review process, and decision-making authority for determining a school’s status.

Eligibility A secondary school is eligible for state reimbursement only if it meets the established Eligibility Criteria set forth in this policy. • Schools that do not meet the criteria will be designated as ineligible and included on the statewide shared List of Ineligible Schools. • This list is vetted by member institutions, maintained by MCCB and is binding for all Mississippi community colleges.

Authority for Determinations Only the Audit Advisory Committee (“the Committee”) may make a binding, system-wide determination of a school’s ineligibility status. • Individual colleges may identify concerns about a school but may not independently declare a school ineligible for purposes of state reimbursement. • All colleges must follow the Procedures to determine ineligibility for state reimbursement purposes.

Procedures College Review and Submission: • If a college has reason to believe a school may not meet eligibility criteria, it must conduct an internal review using the published criteria. • If the college concludes the criteria are not met, it must submit an Evaluation Request Form to MCCB for review by the Committee. • The request can be submitted at any time but will only be reviewed at the Committee’s scheduled meetings (Spring, Summer, Fall).

Committee Review: • The Committee will evaluate the school using the approved Eligibility Criteria in the Enrollment Audit and Reporting Guidelines.

• The Committee will vote to confirm whether the school meets the criteria for eligibility. • A majority vote of members present is required. • Decisions will be recorded, with the effective date posted on the Shared List of Ineligible Schools maintained on the MCCB website or in FTP/eARS.

Effective Dates: • The committee will meet in March, May, and September to determine non-eligible schools for state reimbursement. • Spring Meeting Decision → Effective with the subsequent summer enrollment audit and thereafter. • Summer Meeting Decision → Effective with the subsequent fall enrollment audit and thereafter. • Fall Meeting Decision → Effective with the subsequent spring enrollment audit and thereafter.

Grandfather Clause: • College student admissions will be grandfathered in and eligible for reimbursed prior to the implementation date of August 1, 2026. Only students from eligible entities will qualify for reimbursement on or after August 1, 2026.

Eligibility Criteria Phase One: Federal Financial Aid Review: 1. Has a college or university returned Title IV funds to the U.S. Department of Education due to the school’s fraudulent status? If yes - Ineligible. 2. If not, proceed to Phase Two.

Phase Two: Additional Criteria- If at least 50% of the determined criteria is met, the secondary entity is not considered to be eligible for state reimbursement.

The Committee should consider the following indicators when determining whether a school/institution is ineligible for reimbursement. These indicators are not exhaustive and should serve as a guide during the evaluation process.

1. Entity has accreditation from an association not commonly recognized. 2. Awards diplomas where 25% or fewer of the credits were earned at the awarding school. 3. Diploma fee is heavily emphasized with little explanation of what it covers. 4. Issues diplomas solely on testing without required academic coursework (excluding state- recognized equivalency exams). 5. No physical address/inconsistently listed address or vague contact information. 6. Operates solely online/correspondence and does not meet the minimum high school graduation requirements of the state in which it is headquartered. 7. Secondary school transcript does not meet transcript standards from the MCCB Enrollment Audit and Reporting Guidelines and/or does not follow transcript template of the state in which it is headquartered. 8. Coursework completion dates exceed the date of graduation. 9. Diploma is issued in days or weeks.

2. Misleading school names that mimic legitimate institutions. 11. No curriculum transparency, course descriptions, graduation requirements, or instructional methods. 12. Other factors for consideration that are not included above.

Appeals • A Committee member may submit a written appeal with additional evidence to reinstate a school’s eligibility. • Appeals may not be reviewed within the same academic year as the original decision. • The Committee will apply the same eligibility criteria in reviewing the appeal.

Chapter 3 Enrollment Audits

9 Miss. Admin. Code Pt. 3, R. 3.1 Enrollment Audits

The e-Audit is a web based application designed to assist the MCCB staff in conducting the enrollment audits as required by law. The e-Audit is based on a prior existing manual procedure and is divided into four phases, (1) Pre-Audit Phase, (2) Upload & Validation Phase, (3) Sample Testing Phase, and (4) Follow-up & Evaluation Phase.

A. Pre-Audit Phase

The public community and junior colleges offer online classes through the Mississippi Virtual Community College (MSVCC). The MSVCC system is maintained and operated through the MCCB. Participating colleges offer their online classes through the MSVCC. The Pre-Audit Phase is designed to insure that the course identification (id) for each online course in the MSVCC system matches the course id for the same online course in district’s student system. Each district must compare the online course id’s. If the id’s do not match, the Distance Learning Coordinator must change the id in the MSVCC system to match the id in the student system. Once the district confirms that the id’s match, the MSVCC file is uploaded as a reference table in the e-Audit application.

B. Upload & Validation Phase

There are four files that must be uploaded and validated during this phase. The Primary File consists of individual student records which contain fundamental data about each student enrolled in a given district. The Faculty File consists of individual faculty records which contain fundamental data about each faculty who teach for a given district. The Course File consists of individual course records which contain fundamental data about each course taught in a given district. The Student Schedule File consists of individual student schedule records which contain fundamental data about each course that a given student is enrolled for the term. Each file has its own unique file structure and is validated against a set of predefined criteria. As each district completes its upload and validation, a summary enrollment report is e-mailed to the district to confirm that the summary enrollment report reflects what was uploaded. All discrepancies are resolved prior to the next step. After all districts have uploaded and validated their files, the files are finalized by a MCCB enrollment auditor.

C. Sample Testing Phase

The sample testing phase is divided into three steps. The first step consists of creating initial admissions and attendance samples. The admissions sample consists of 10% of all students listed in the Primary File; and the attendance sample consists of 20% of all the courses listed in the Course File. Both samples are e-mailed to the appropriate district. The districts are required to confirm that each student in the admissions sample meets the admissions requirements as set by the MCCB; the districts are also required to confirm that each student in each course of the attendance sample meets the attendance requirements as set by the law. Confirmation is required within a 4-day period.

The second step consists of creating a second sample. The second admissions sample is 10% of the first admissions sample and the second attendance sample is 20% of the first attendance sample. Both samples are e-mailed to the appropriate district. The districts are required to copy the required admissions and attendance documents and place them on the File Transfer Protocol (ftp) site assigned to their district. The MCCB audit team will examine the documents on the ftp site to ensure they meet the admissions and attendance requirements as set by the law. Documents must be copied to the ftp site within a 3-day period.

The third and final step of this phase consists of creating a third sample. The third admissions sample is created by a statistical model designed to produce the minimum sample size that is representative of the total population (excluding the sample created in the first admissions sample). The third attendance sample consists of 3% of all courses listed in the course file (excluding the sample created in the first attendance sample). Both samples are e-mailed to the respective district. The district is given 30 – 45 minutes to secure the required documents for each sample. Once the allotted time has elapsed, an audit team member will connect with the district to examine the admissions and attendance documents via a two-way audio/video camera.

During this phase, any student who does not meet the admissions requirements is marked as an exception and will not be counted in the official enrollment report. If a student does not meet the attendance requirements for a given class, the student’s total number of hours enrolled will be reduced by the number of hours assigned to the class for which the student did not meet the attendance requirements. When the sample testing phase has been completed, districts are e- mailed all of admissions and attendance exceptions.

D. Follow-up and Evaluation Phase

The follow-up and evaluation phase consists of visits to randomly selected districts. The purpose of the visits is to provide technical support, maintain an ongoing personal contact with the campuses, and to conduct additional sample testing. All districts will be visited at least once during the academic year. Seven to eight districts will be visited per semester (fall & spring). Additional visits will be conducted for the summer term. The sample testing will consist of a 30% – 50% sample test for both admissions and attendance. The sample test may be expanded based on discovered exceptions. If it is necessary to expand the sample testing, it will be expanded to 100%. In such case, all expenses associated with the expanded testing will be charged to the college. Expenses associated with the expanded testing may include current per

diem salary rate of the MCCB personnel conducting the expanded testing plus normal daily travel expenses (lodging, meals, mileage, etc.). All exceptions will be deducted from the audited term.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 4 Notice of Substantive Change

9 Miss. Admin. Code Pt. 3, R. 4.1 Notice of Substantive Change

It is the responsibility of the community or junior college to notify the Board at least one year before the initiation of a planned substantive change (as defined below). Such notice of change shall be submitted in writing to the Executive Director of the State Board. Documentation of notification to the Commission on Colleges, Southern Association of Colleges and Schools shall be submitted to the Executive Director simultaneously. The Executive Director shall apprise the Board of such notification at the next regularly scheduled Board meeting. The Board shall review the proposal and rule on it after appropriate study and assessment of the impact such change will have on the college and the college community.

A substantive change is one that modifies the nature and scope of the institution by:

1. Establishing a new campus or relocating a campus in a new geographic environment.

2. Changing the scope or purpose of an existing campus or center, such as adding to or deleting from vocational, technical or academic programs on a previously specialized or limited program campus.

3. Merging with another institution.

4. Closing a branch or center, campus or institution.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 5 Establishing a Campus or Center

9 Miss. Admin. Code Pt. 3, R. 5.1 Establishing a Campus or Center

The Mississippi Community College Board’s procedures for establishing a campus or center are as follows:

A. Introduction

The definitions of a campus, a comprehensive center, an extension center and an off-campus site are provided within these Guidelines. As one of the powers and duties bestowed upon the Mississippi Community College Board (State Board) in Section 37-4-3(6)(l), these definitions have been established to serve as a mechanism for community and junior colleges to qualify for state appropriations. Upon the initial approval of these Guidelines, the State Board shall study and determine which definition best fits each particular location within each community and

junior college district. Subsequent to the initial approval, colleges may request a change in status or a change in status shall be determined by the Mississippi Community College Board.

A college’s decision to request the establishment of a new location or to request a change in the status of an extension center or an off-campus site shall be interpreted to mean that both the short range and long range educational needs of the specific area can be met best through the requested expansion or the establishment of a new location.

It is the intent of the State Board that all requests meet the requirements of the Southern Association of Colleges and Schools Commission on Colleges under the initial application process, reaffirmation of the accreditation process, or by the substantive change process, as may be appropriate to the request.

B. Definitions

Campus: A campus is a permanent location, which offers an extensive range of educational programs consisting of academic, technical and vocational, which lead to an associate of arts, associate of applied science or vocational certificate; as well as, continuing education, adult basic education, workforce training and community service. Complete instructional and student support services are provided on a campus. A campus is staffed primarily with full-time professional personnel, and the facilities are owned by the community or junior college district. There is at least one campus in each community or junior college district. However, in accordance with Section 37-4-3(6)(e) no new community or junior college branch campus shall be approved without an authorizing act of the legislature.

Comprehensive Center: A comprehensive center is a permanent location, which offers a broad range of educational programs and services. A comprehensive center offers both credit and non- credit courses in multiple instructional areas that may include academic, technical, and vocational instruction, workforce training and other instruction for professional development and /or lifelong learning. A comprehensive center will have permanent facilities owned or shared by statutory agreement through which the community or junior college is guaranteed utilization. The facilities must be sufficient to carry out the stated mission. Library services and student support services must be comparable to those services located at the main campus. “The number of full-time faculty members must be adequate to provide effective teaching, advising and scholarly or creative activity” (SACS #11, p. 12). There may be one or more comprehensive centers in a community and junior college district or none at all.

Extension Center: An extension center is a permanent location, which offers a partial range of educational programs and services. An extension center may be solely academic, solely technical/vocational, or a combination of these types of curricula. An extension center is established for a specific, stated instructional mission. Library services and student support services are limited directly to serve the type and number of students. Facilities may be owned or leased by the community or junior college district. There may be one or more extension centers in a community or junior college district or none at all. “The number of full-time faculty members must be adequate to provide effective teaching, advising and scholarly or creative

activity” (SACS #11, p. 12). There may be one or more extension centers in a community and junior college district or none at all.

Off-Campus Site: An off-campus site is a location, which provides a very limited selection of course offerings (usually academic) that support the instructional mission of a campus or center. Such a site provides minimal library and student support services. Facilities generally are not owned by the college, but may be leased. The existence of an off-campus site does not imply commitment to maintain or to continue operation. A community or junior college must obtain approval from the State Board on a semester-by-semester basis to offer courses at an off-campus site in accordance with § 37-29-69 of the Mississippi Code of 1972, Annotated.

C. Criteria For The Establishment of A New Campus

Pursuant to Section 37-4-3(6)(e) of the Mississippi Code of 1972, Annotated, the following definition and regulations will be used by the State Board when reviewing a community or junior college’s request for establishing a new campus.

Definition of Campus: A campus is a permanent location, which offers an extensive range of educational programs consisting of academic, technical and vocational, which lead to an associate of arts, associate of applied science or vocational certificate; as well as, continuing education, adult basic education, workforce training and community service. Complete instructional and student support services are provided on a campus. A campus is staffed primarily with full-time professional personnel, and the facilities are owned by the community or junior college district. There is at least one campus in each community or junior college district. However, in accordance with Section 37-4-3(6)(e) no new community or junior college campus shall be approved without an authorizing act of the legislature.

Community or junior colleges will request State Board approval for the establishment for any new campus.

If the State Board agrees with the initial request, it will support the college’s request for legislative action.

D. Criteria For The Establishment of a New Permanent Facility

A new permanent facility is defined as a facility, building, or structure that is used by the college to offer credit courses, where such courses have not been previously taught and is not a part of a previously defined campus, comprehensive center or extension center and is constructed, purchased, acquired, leased or rented by the college with a reasonable expectation that such classes will be taught at this facility for more than twelve (12) months. Prior to constructing, purchasing, acquiring, leasing, or renting a new permanent facility where academic, career, or technical classes are taught for credit, approval from the State Board must be received.

The general guidelines the State Board will use for approval of such a permanent facility are as follows:

1. The permanent facility must be at least twenty-five (25) miles from that college’s or another community or junior college’s permanent location. However, under certain extenuating circumstances, such as where there is a heavy population density, and the educational needs of the population are not being met, consideration will be given to such new permanent facilities. 2. The college shall have the necessary funds allocated to the permanent facility’s operation to ensure that a quality educational program can be offered at this location. The college shall provide the State Board proof of adequate funding along with the source of that funding. 3. The college requesting approval of a new permanent facility shall provide the State Board with a copy of the long range plan for this facility, a list of anticipated classes or programs to be taught at this facility, and staffing plans. 4. Courses taught at a new permanent facility will not be approved for state reimbursement unless the State Board approves the establishment of a new permanent facility.

E. Criteria For Change in Instructional Mission to A Comprehensive Center or an Extension Center

The following definitions and regulations will be used by the State Board when reviewing a community or junior college’s request for a change in the instructional mission at an existing center or an extension site.

Community or junior colleges will request State Board approval for a change in the instructional mission at an existing extension center or an off-campus site through a formal proposal using the following criteria:

Definition of Comprehensive Center: A comprehensive center is a permanent location, which offers a broad range of educational programs and services. A comprehensive center offers both credit and non-credit courses in multiple instructional areas that may include academic, technical, and vocational instruction, workforce training and other instruction for professional development and /or lifelong learning. A comprehensive center will have permanent facilities owned or shared by statutory agreement through which the community or junior college is guaranteed utilization. The facilities must be sufficient to carry out the stated mission. Library services and student support services must be comparable to those services located at the main campus. “The number of full-time faculty members must be adequate to provide effective teaching, advising and scholarly or creative activity” (SACS #11, p. 12). There may be one or more comprehensive centers in a community and junior college district or none at all.

A Comprehensive Center differs from a campus in the following manner: • It does not duplicate upper administration (Ex. President, Financial Officer, Computing Services). • It is accredited with the campus. • It does not offer extra-curricula athletic activities. • It is designed to be solely a commuter campus.

Definition of Extension Center: An extension center is a permanent location, which offers a partial range of educational programs and services. An extension center may be solely academic,

solely technical/vocational, or a combination of these types of curricula. An extension center is established for a specific, stated instructional mission. The extent of Library services and student support services must be in direct proportion to the instructional mission and to the type and number of students served. Facilities may be owned or leased by the community or junior college district. There may be one or more extension centers in a community or junior college district or none at all. “The number of full-time faculty members must be adequate to provide effective teaching, advising and scholarly or creative activity” (SACS #11, p. 12). There may be one or more extension centers in a community and junior college district or none at all.

1. A college’s request for a change in status must include proof of approval from the local board of trustees.

2. Decisions to change the instructional mission at a center or extension site shall be interpreted to mean that both the short-range and long-range educational needs of the specific area can be met best through this change.

3. Each district must clearly delineate the long-range development potential of the comprehensive center or center.

4. A current Educational Master Plan for the district must exist, and the district must show adherence to the plan. If vocational and technical programs are projected, these must be evident in annual vocational and educational plans. A minimum of five (5) approved vocational-technical programs shall be required for vocational-technical centers. As a requirement for an academic center, evidence must be shown that supports an institution’s ability to offer adequate labs (learning, language, science, etc.) to support that academic mission.

5. A sufficient pool of potential clients must be evident. The need for such an expansion may be supported by community requests and /or college surveys. Generally, approximately 600 FTE students would be recommended for a comprehensive center. The 600 FTE’s can consist of a combination of academic, technical and vocational student semester credit hours. Approximately 300 FTE students in either area (academic or technical and vocational) would be recommended for a center.

6. Evidence of community support and local revenue sources must be present.

7. Programs and services must be planned without duplication and without competition of existing programs available within the proposed service area. Historically, centers have not been established within twenty-five miles or thirty minutes commuting time of other campuses and centers capable of offering similar programs; however, the extent of the need for the program will be an important determining factor in relation to the distance. Consideration must be given to all existing postsecondary educational institutions (including universities), both public and private, in the proposed geographic area. Programs and services at proposed locations that would exist in close proximity to existing colleges and universities,

both public and private, shall take into consideration existing programs offered by existing institutions and shall also consider the best use of resources.

8. The college must ensure the common use of resources at all locations, including but not limited to staffing, computer services, financial aid, registration, etc.

9. Land and facilities are the primary responsibility of the college district. Increased funding for operations must be proportional to those within the current district budget or the system norm. Written pledges of increased tax support from taxing authorities are recommended. Letters of support from community and business/industry leaders may be helpful. Proposed budgets for facilities and for operation during the first three years are also required.

10. The State Board will assign weights to the above criteria in order to evaluate the proposal from the community or junior college.

11. Formal comments will be solicited for a period of at least thirty days after the State Board considers a proposal for a change in the instructional mission at an extension center or an off- campus site and action of the board will be forthcoming within 90 days.

F. Criteria For Requesting The Operation of A Off-Campus Site

Pursuant to Section 37-29-69 of the Mississippi Code of 1972, Annotated, the following definition and regulations will be used by the State Board when reviewing a community or junior college’s request for establishing a new off-campus site.

Definition of Off-Campus Site: An off-campus site is a location, which provides a very limited selection of course offerings, (usually academic) that support the instructional mission of a campus or center. Such a site provides minimal library and student support services. Facilities generally are not owned by the college, but may be leased. The existence of an off-campus site does not imply commitment to maintain or to continue operation. A community or junior college must obtain approval from the State Board on a semester-by-semester basis to offer courses at an off-campus site in accordance with § 37-29-69 of the Mississippi Code of 1972, Annotated.

1. A community or junior college shall request State Board approval for the course offerings at an off-campus site.

2. A letter of request from the President of the college must be sent to the Executive Director of the State Board at least two (2) weeks prior to a State Board meeting for immediate action of the State Board. The letter must include:

a. Evidence of local Board of Trustee approval of the expansion b. The exact name and location of the requested off-campus site c. Course or courses to be offered d. Expected number of students to be served e. The dates the course offerings are to begin and end.

3. The Executive Director will inform the college president of the State Board’s action immediately following the State Board’s next regular monthly meeting.

G. Funding

Once all preceding criteria have been documented to the State Board in the form of a proposal or letter as required, recommended to the State Board by the Executive Director, considered by the State Board, sent out on Administrative Procedures for at least thirty days (comprehensive center and extension center), and, subsequently, approved by a majority vote of those members present and voting, the State Board will disburse funding to colleges for students who are enrolled and in attendance on the last day of the sixth week (or its equivalence) at all approved college locations, according to the weights and percentages prescribed by State Board policy and legislative action, under the funding formula.

Full-time status may be achieved by a student enrolling in 12 or more semester credit hours at any combination of locations within a district. For a college to receive the highest possible reimbursement, a student must be enrolled in at least one course at the site assigned the highest weight. For example, if a student is enrolled in three semester credit hours at a comprehensive center and nine semester credit hours at an extension site, he/she will be a full-time student and the college will be reimbursed at 95%. Part-time funding will be provided for academic, vocational and technical hours generated by students taking fewer than twelve hours during the summer, fall and spring on a full-time equivalency basis. (Note: Vocational and technical program approvals will continue to be site specific.)

Specific Weights:

a. Academic Campuses at a weight of 1.0 b. Academic Comprehensive Centers at a weight of 0.95 c. Academic Extension Centers at a weight of 0.85 d. Academic Off-Campus Sites at a weight of 0.75 e. Part-time Academic, Vocational and Technical weights at 0.55

Fiscal year 2003 will be the first year of a four-year phase-in of technical and vocational weights. Over the four-year period, technical and vocational weights will be phased in as follows:

a. Technical weights will be phased in from 1.19 to 1.0. b. Vocational weights will be phased in from 0.38 to 1.0.

See Attached Chart. NOTE: No existing location will be diminished in status with the adoption of this criteria.

Mississippi Public Community and Junior Colleges Conversion of Technical and Vocational to Desired Weights over a Four Year Period FY 2003 – FY 2006

Year 1 FY 2003 Year 2 FY 2004 Year 3 FY 2005 Year 4 FY2006 TECHNICAL: Campus Comprehensive Center Extension Center Off Campus Site

1.19 1.19 1.19 1.19

1.13 1.11 1.08 1.04

1.06 1.03 0.96 0.90

1.00 0.95 0.85 0.75 VOCATIONAL: Campus Comprehensive Center Extension Center Off Campus Site

0.38 0.38 0.38 0.38

0.59 0.57 0.54 0.50

0.70 0.76 0.69 0.63

1.00 0.95 0.85 0.75

Sources: Miss. Code Ann. §37-4-3 and 37-29-69.

Chapter 6 Junior College Name Change

9 Miss. Admin. Code Pt. 3, R. 6.1 Junior College Name Change

After July, 1987, the Board of trustees of any junior college district shall be authorized, with the approval of the Board, to change the name of the junior college to community college.

The following procedures shall apply:

1. The only change authorized is from junior to community.

2. The local Boards of Trustees' action regarding the name change shall be recorded in the official minutes of the local Board of trustees. A certified copy of that part of the Board minutes shall be provided the Board along with a request for Board approval of the name change.

3. The institution shall establish a date upon which the name change shall become effective. Such date shall allow sufficient time for transition of printed materials, signs, official documents, and notice to education and political entities of the name change.

4. It shall be the duty of the institution to give notice to educational and political entities regarding the name change to community college and the Initial Date of Adoption.

History

• Source: Miss. Code Ann. §37-4-3 and 37-29-67.

Chapter 7 Applications for New Voc/Tech Program Curriculum Changes

9 Miss. Admin. Code Pt. 3, R. 7.1 Applications for New Voc/Tech Program Curriculum Changes

The MCCB approves those programs that will provide the maximum benefit to the students served by the community/junior colleges of Mississippi. Consideration will be made concerning program duplication, available resources, employment demands, wage rates paid to program graduates and the ability of the college to provide the optimal educational experience to the students.

The college will send fifteen (15) copies of its program application to the MCCB staff who will review the document to ensure that it has been completed in the appropriate manner. Four copies will be sent the Mississippi Department of Education (MDE). The MCCB staff will meet with representatives from the MDE to review the perceptions of this agency and to determine which programs will be approved for funding prior to the request being presented to the MCCB. The MCCB staff shall then meet with the MCCB committee chair to determine the recommendation that will be made to the Board. The MCCB then will act on the recommendation, with the results reported to the MDE and the college. The programs division shall maintain a file and database for all program approvals. All program requests must be submitted prior to April 15.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 8 Curriculum Changes to Voc/Tech Programs

9 Miss. Admin. Code Pt. 3, R. 8.1 Curriculum Changes to Voc/Tech Programs

Colleges desiring to change the status of a program must write a letter requesting the change and stating the rationale and ramifications of the change. The change is referred to the MDE which reviews the request and provides its recommendation. The request and MDE recommendation are then discussed with he MCCB committee chair of programs to determine the recommendation that will be made to the Board. The MCCB then acts on the recommendation with the results reported to MDE and the college. The programs division shall maintain a file and database for all programs approved.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 9 Placing Voc/Tech Programs on Probation or Termination of Such Programs

9 Miss. Admin. Code Pt. 3, R. 9.1 Placing Voc/Tech Programs on Probation or Termination of Such Programs

Programs with less than a full-time enrollment (FTE) of ten for the fall semester shall be placed on probation. If the program on probation does not improve its FTE to 10 or more by the Fall Semester the second year, the program will be recommended for termination. However, those programs to be considered for probation or termination shall be reviewed to determine if there are any extenuating circumstances. The decision of the MCCB shall be communicated to the colleges and the SDE as soon after April 1 as possible.

New programs will not be subject to this minimum FTE requirement for the first year of operation.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 10 Mississippi High School Equivalency Program State Policy

9 Miss. Admin. Code Pt. 3, R. 10.1 Mississippi High School Equivalency Program State Policy

MISSISSIPPI HIGH SCHOOL EQUIVALENCY PROGRAM STATE POLICY

1. Title of State Credential: Mississippi High School Equivalency Diploma

2. Current Approved Options: a. GED® Test, General Education Development, Pearson Vue b. HiSET High School Equivalency Test, Educational Testing Service c. ACT® WorkKeys® Applied Mathematics d. ACT® WorkKeys® Workplace Documents e. Mississippi Competency-Based High School Equivalency Option f. Total Transcript, intra-state and inter-state framework for integrated, multiple publisher high school equivalency testing and credentialing

3. Eligibility Requirements for Testing: a. Eighteen (18) years of age or older b. Has not earned a high school equivalency diploma c. Not enrolled or required to be enrolled in secondary education under the compulsory school law

4. Residency Requirements: In order to have the test fee waived pursuant to available state funding, students must reside in Mississippi.

5. Age Exceptions for Testing: a. Sixteen (16) and seventeen (17) year olds must: i. not be currently enrolled in K12 school. ii. provide documentation (withdrawal form) signed by the superintendent/designee certifying the applicant has been released from compulsory school attendance by the school board. iii. have consent from parent or legal guardian.

6. Other Exceptions: a. Home School examinees: proof of registration as a home schooled student from local school district or home school association. b. An applicant with documentation verifying any one of the following conditions: i. incarcerated in a correctional institution, correctional youth center, training school for adjudicated youth, or similar institution; ii. confined as a patient or resident of a state-operated hospital or alcoholic rehabilitation center; iii. enrolled in or has completed a program of instruction provided by the Job Corps or other such agency, or an apprenticeship training program; iv. married with minor status removed; v. a member of the United States Armed Forces; or

vi. an emancipated minor. (Court order with case number) vii. an applicant who is enrolled in an official Option/alternative education program as stipulated in Senate Bill #2855 from the 1997 legislative session. viii. an applicant with extenuating or extreme personal circumstances showing proper documentation. These include, but are not necessarily limited to, the following: 1. an illness of long-range duration; 2. sole support of family; or 3. untenable situation at home which required the person to leave school to earn a livelihood.

Note: Any situation in which the local Chief Examiner cannot render a determination on granting a waiver will be referred to the State High School Equivalency Office for guidance.

7. Assessment Options:

The below prices and policies are established by the vendor.

A. GED© Test, Pearson Vue a. Computer-Based Test Only

b. Passing Scores i. GED ® Passing Score: 145 on each subject area test ii. GED ® College Ready Score: 165-174 iii. GED ® College Ready + Credit Score: 175-200

c. Cost: i. GED Testing Service offers in-person testing as well as online proctoring options for students. The cost for both options is established by GED Testing Service and can be found at www.ged.com.

d. Re-Take Fees i. GED Testing Service establishes re-take fees. This information can be found at www.ged.com.

e. Retesting Policy i. For those testing in-person at a Testing Center: 1. There is no waiting period if you do not pass a subject area test the first time. 2. After taking a subject area test three times, you must wait 60 days each time before retesting. 3. There is no limit how many times you can test in a year. ii. For those testing on the Online Exam: 1. The Online Proctored Exam allows for one retake before a 60- day waiting period. After taking a test subject two times online, you have to wait 60 days before retesting. iii. For more information, visit https://ged.com/policies/mississippi/.

B. HISET©, Educational Testing Service

a. Computer Based & Paper Based Options available

b. Passing Scores: i. HiSET® minimum score by subtest: 8 1. Requires minimum score 2 on constructed response essay in Writing subtest, for a composite score of 8 ii. HiSET® college and career ready indicator 15 – 20 iii. HiSET® battery passing score: 45 comprehensive score

c. Cost: i. HiSET offers in-person paper- or computer-based testing as well as an online option. The cost for both options is established by HiSET and can be found on the HiSET website https://test- takers.psiexams.com/hisetmississippi.

d. Re-Take Fees: i. HiSET battery fee includes two additional attempts per subset within a calendar year. More information on re-take fees can be found on the HiSET website at https://test- takers.psiexams.com/hisetmississippi.

e. Retesting Policy: i. There is no waiting period if you do not pass a subtest the first time. ii. You may attempt each subtest up to three times per calendar year, regardless of language tested. (January through December of a given year.) iii. You may retest in any order, whether you have tested in another subtest or not. iv. You may use your additional attempts to achieve a higher score when needed to pass the battery or qualify for scholarship.

C. Mississippi Competency-Based High School Equivalency Option a. Title of State Credential: High School Equivalency Diploma (HSED)

b. Cost: $25.00 application fee

c. Eligibility: i. Must be a Mississippi Resident ii. Has not received a valid high school diploma or a High School Equivalency Diploma (HSED) iii. Not enrolled or required to be enrolled in school under compulsory school law

d. Enrollment in Adult Education i. Student Success Plan ii. Meet with Transition Specialist/Navigator 1. Create Student portfolio iii. Register with MS WORKS

1. WIOA Common Case Management Technology (Hub) iv. Identify Barriers v. Referrals to core agencies

e. Adult Education Instruction i. College & Career Readiness Standards - All students will receive instruction in reading, writing, and math aligned with the College and Career Readiness Standards required by the Office of Career, Technical and Adult Education https://lincs.ed.gov/professional- development/resource-collections/profile-521 ii. Smart Start Course 1. Basic Skills- National Career Readiness Certificate 2. Career Exploration/Employment Preparation 3. Necessary Skills (Soft Skills)

f. Must enter an approved MIBEST Program OR Integrated Education and Training Pathway i. Must complete 15 hours of college credit 1. Prior Learning Assessment college credits are allowable 2. Developmental education courses are excluded ii. Minimum GPA: 2.0 or higher

g. Earn the Mississippi Smart Start Credential

h. Earn a National Career Readiness Certificate (NCRC)

i. Earn an Industry-Recognized Credential

8. Total Transcript (Effective December 1, 2022): a. Title of State Credential: MS High School Equivalency Diploma (MS HSED) b. High school equivalency testing structure: i. GED® 1. See Section 7.A.a-e for testing format, passing scores, cost, re-take fees, and retesting policies. ii. HiSET® 1. See Section 7.B.a-e for testing format, passing scores, cost, re-take fees, and retesting policies. 2. HiSET® battery passing score is evaluated in relation to eligible subtests Applied Math

Workplace Documents

Graphic Literacy

Level 4 or higher Silver Level 4 or higher Silver Level 4 or higher Silver Commented [BL1]: Removed since the ACT WorkKeys is now approved as an assessment with the federal register.

a. one subtest: 9 comprehensive score b. two subtests: 18 comprehensive score c. three subtests: 27 comprehensive score d. four subtests: 36 comprehensive score e. complete test battery: 45 comprehensive score iii. TASC® 1. Passing scores (consistent with those prior to test discontinuation): a. TASC® minimum score by subtest: 500 i. Requires minimum score 2 on constructed response essay in Writing subtest b. TASC® distinguished achievement indicator: i. Language Arts Reading: 580 ii. Language Arts Writing: 560 and 6 on constructed response essay iii. Mathematics: 560 iv. ACT® WorkKeys® Assessments 1. ACT® WorkKeys® Applied Mathematics: Scale score of 76 or higher 2. ACT® WorkKeys® Workplace Documents: Scale score of 77 or higher c. Credentialing requirements: i. Obtain a passing score in the following subject areas as described in 8.b.i-iv: 1. Language arts (reading/writing or combined) 2. Mathematics 3. Science 4. Social Studies ii. Obtain a passing HiSET® comprehensive score as applicable and described in 8.b.ii. d. Components of TotalTranscript i. Diploma Sender (DS) Grade Point Indicator (GPI) 1. A universal achievement metric to which DS indexes all current-series HSE test scores, useful for scholarships and other competitive academic qualifications. 2. Consistent with the traditional 4-point GPA scale in both design and interpretation. 3. Supports interpretation of testers’ academic attainment and may be interpreted in relation to graduating high school seniors via test publishers’ norming study documentation.

ii. DS Letter Grade 1. Maps DS GPI to a familiar letter grade heuristic to facilitate stakeholders’ interpretation of testers’ academic attainment, useful for credit recovery and other letter grade applications. a. ‘A’ reflects academic attainment equal to or greater than at least 80 percent of graduating high school seniors whose academic attainment was above the HSE threshold. b. ‘B’ reflects academic attainment equal to or greater than between 40 and 80 percent of graduating high school seniors whose academic attainment was above the HSE threshold. c. ‘C’ reflects academic attainment equal to or greater than up to 40 percent of graduating high school seniors whose academic attainment was above the HSE threshold.

Chapter 11 GED Testing Guidelines for Alternative Education Programs

9 Miss. Admin. Code Pt. 3, R. 11.1 GED Testing Guidelines for Alternative Education Programs

The Mississippi Community College Board’s GED Testing Guidelines for Alternative Education Programs policy is as follows:

1. The Mississippi Community College Board is authorized by legislation to administer the High School Equivalency Testing Program under the policies and guidelines of the approved vendors.

2. Only students who have demonstrated the ability to perform on the Test of Adult Basic Education (TABE) at an 8th grade level on the overall battery of Levels D or A.

3. Allowable GED testing centers as defined in # 2 will submit a schedule for GED testing alternative school students to each superintendent in their district and to the GED State Office. Initially students will be required to take all five parts of the GED.

4. Only students who have demonstrated the ability to perform on the Test of Adult Basic Education (TABE) at an 8th grade level on the overall battery of Levels D or A or who demonstrate the ability to score a 45 on the Official GED Practice Test will be permitted to take the GED test. Dates that assessment information is due in the GED Examiner’s office will be listed on the schedule for testing.

5. The local school district(s) will contract with the GED Testing Center at a Community and Junior College, University, or Community-Based Organization for testing services at a rate of $500 per testing session. The $500 may be shared between districts that are testing on the same date and site.

Sources: Miss. Code Ann. §37-4-3 and 37-35-1.

Chapter 12 Adult Education Act Public Law 100-297

9 Miss. Admin. Code Pt. 3, R. 12.1 Adult Education Act Public Law 100-297

The Mississippi Community College Board’s Adult Education Act Public Law 100-297 policy is as follows:

Statement of Purpose:

It is the purpose of this title to assist the States to improve educational opportunities for adults who lack the level of literacy skills requisite to effective citizenship and productive employment, to expand and improve the current system for delivering adult education services including delivery of such services to educationally disadvantaged adults, and to encourage the establishment of adult education programs that will – 1. enable these adults to acquire the basic educational skills necessary for literate functioning; 2. provide these adults with sufficient basic education to enable them to benefit from job training and retraining programs and obtain and retain productive employment so that they might more fully enjoy the benefits and responsibilities of citizenship; and 3. enable adults who so desire to continue their education to at least the level of completion of secondary school.

Definitions:

1. The term ‘adult’ means an individual who has attained 16 years of age or who is beyond the age of compulsory school attendance under State law, 2. The term ‘adult education’ means services or instruction below the college level for adults – 3. who are not enrolled in secondary school; 4. who lack sufficient mastery of basic educational skills to enable them to function effectively in society or who do not have a certificate of graduation form a school providing secondary education and who have not achieved an equivalent level of education; 5. who are not currently required to be enrolled in school; and 6. whose lack of mastery of basic skills results in an inability to speak, read, or write the English language which constitutes a substantial impairment of their ability to get or retain employment commensurate with their real ability, and thus are in need of programs to help eliminate such inability and raise the level of education of such individuals with a view to making them less likely to become dependent on others. 7. The term ‘educationally disadvantaged adult’ means an adult who – 8. demonstrates basic skills equivalent to or below that of students at the fifth grade level; or 9. has been placed in the lowest or beginning level of an adult education program when that program does not use grade level equivalencies s a measure of students’ basic skills.

Use of Funds:

Grants to States shall be used in accordance with State plans (and amendments thereto) to pay the Federal share of the cost of the establishment or expansion of adult education programs to be carried out by local educational agencies and by public or private nonprofit agencies, organizations, and institutions.

Grants provided under this section to States to carry out the programs described in the preceding sentence may be carried out by public or private nonprofit agencies, organizations, and institutions only if the applicable local education agency has been consulted with and has had an opportunity to comment on the application of such agency, organization, or institution. The comments of the local education agency and responses thereto, shall be attached to the application when it is forwarded to the State.

The State educational agency shall give preference to those applicants who have demonstrated or can demonstrate a capability to recruit and serve educationally disadvantaged adults.

Limitations on Use of Funds:

(1) Not more than 10 20 percent of the funds paid to a State under subsection (a) shall be used for corrections education and education for other institutionalized individuals in accordance with subpart 2 (2) (2) Not more than 20 percent of a State’ allotment shall be used for programs of equivalency for a certificate of graduation from a secondary school.

Local Administrative Cost Limits:

1. Of the funds provided by the State agency to eligible recipients, at least 95 percent must be expended for provision of adult education instructional activities. The remainder shall be used for planning, administration, personnel development, and interagency coordination.

2. In cases where the administrative cost limits under subsection (a) would be insufficient for adequate planning, administration, evaluation, and coordination of programs supported under this Act, the State agency shall negotiate with the local grant recipient in order to determine an adequate level of funds to be used for non-instructional purposes.

State Administrative Responsibilities:

Any State desiring to participate in the programs authorized by this title shall designate the State educational agency to be the sole State agency responsible for the administration and supervision of such programs. The responsibilities of the State agency shall include – (1) the development, submission, and implementation of the State application and plan and any amendments thereto and the State evaluation, (2) the assignment of such personnel as may be necessary for State administration of programs under this title.

State Imposed Requirements:

Whenever any State imposes any rule or policy relating to the administration and operation of programs funded by this title, the rule or policy shall be identified as a State imposed requirement.

Limitation of State Administrative Costs –

Effective for fiscal years beginning after September 30, 1990, a State educational agency may use no more than 5 percent of the State’s grant or $50,000, whichever is greater, to pay the cost of its administration of the State’s program.

State Plan and Application:

Requirement – any State desiring to receive funds under this title shall submit tot he Secretary, during the fiscal year 1989 and during each fourth fiscal year thereafter, a State plan and application for adult education for the four fiscal years succeeding each fiscal year in which the State plan and application are submitted.

Procedure for Submission and Consideration – Each State plan and application shall be submitted to the Secretary by July 1 preceding the beginning of the first fiscal year for which the plan is in effect. The Secretary shall approve, within 60 days, each such plan and application which is formulated in accordance with sections 342 and 343 and which meets the requirements of such sections, and shall not finally disapprove a State plan except after giving reasonable notice and an opportunity for a hearing to the State agency. Procedures required in formulating the state plan are in the enclosed act Section 341.

Evaluation and State Plan Amendments –

Timely Submission – When changes are necessary in a State plan, the State shall submit amendments to its plan by July 1 preceding the fiscal year of operation to which the amendments apply. Special consideration is cited under Section 351.

In order to assist grant recipients receiving funds under this title to plan and operate the best possible programs of adult education, each State agency during the 4-year period of the State plan shall – (1) annually submit data to the Secretary with respect to grant recipients; (2) before the end of such period evaluate at least one-third of grant recipients and such evaluations shall consider – A. the planning and content of the program; B. the curriculum, instructional materials, equipment and qualification of all personnel; C. the effect of the program on the subsequent work experience of graduates; and D. other factors determined to affect program operation; and

(3) gather and analyze data (including standardized test data) to determine the extent to which the adult programs are achieving the goals set forth in the plan including the goal of serving educationally disadvantaged adults, and the extent to which grant recipients have improved their capability to achieve the purposes oft his title as set forth in section 311.

Special Experimental Demonstration Projects and Teacher Training:

Of the funds allotted to a State under section 313 for a fiscal year, not less than 10 percent shall be used for –

(1) special projects which will be carried out in furtherance of the purposes of this title, which will be coordinated with other programs funded under this title, (2) training persons engaged, or preparing to engage, as personnel in programs designed to carry out the purposes of this title.

Federal Share, Federal Administrative Responsibilities:

Payments

A. Federal Share – The Federal share of expenditures to carry out a State plan shall be paid from a State’s allotment available for grants to that State. The Federal share shall be – B. 1. 90 percent of the cost of carrying out the State’s programs for fiscal year 1988; C. 2. 85 percent of such cost for fiscal year 1990; D. 3. 80 percent of such cost for fiscal year 1991; and E. 4. 75 percent of such cost for fiscal year 1992 ad for each fiscal year thereafter B. Maintenance of Effort – (1) No payment may be made to any State form its allotment for any fiscal year unless the Secretary finds that the fiscal effort per student or the amount available for expenditure by such State for adult education from non-Federal sources for the second preceding fiscal year was not less than such fiscal effort per student or such amount available for expenditures for such purposes from such sources during the third preceding fiscal year. (2) The Secretary may waive the requirements of his subsection for 1 fiscal year only, upon making a determination that such waiver would be equitable due to exceptional or uncontrollable circumstances affecting the ability to the applicant to meet such requirements, such as a natural disaster or an unforeseen and precipitous decline in financial resources.

State policies are include in the Adult Education Administrative Handbook.

Sources: Miss. Code Ann. §37-4-3 and 37-35-1.

Chapter 13 Workforce Projects General Rules of Good Practice

9 Miss. Admin. Code Pt. 3, R. 13.1 Workforce Projects General Rules of Good Practice

The Mississippi Community College Board’s policy on workforce projects general rules of good practice is as follows:

A. Workforce Projects General Rules of Good Practice

These guidelines are not intended to be restrictive but to offer a set of general standards to be followed under normal circumstances when submitting and/or recommending approval of workforce projects. We must continue to maintain our goals for projects and project approval: simplicity, responsiveness, and flexibility. Our objective must remain: meeting business needs, while being cost effective, maximizing partnerships, cost sharing, and always remembering we practice the Rule of Reasonableness. If it sounds or has the perception of anything unethical or will bring question upon a college or board, DO NOT DO IT.

B. Instructor Salaries and Benefits

Instructor salaries are reimbursed at a rate not to exceed $35.00 per hour for all types of training. The rate should be determined by the Workforce Center Director with the high end ($35.00 per hour) reserved for highly technical disciplines or difficult to obtain instructors because of the time or location of instruction. This is a partnership; business should be willing to pick up any cost differential. Benefits will depend on the type contract colleges use with their workforce instructors. Fringe benefits would be based on current rates applied by the college business office for that portion of the benefits not paid for by the college. These rates will be paid based on actual costs. During FY 2000, also called the SB 2796 transition year, previous commitments that were pre-approved in excess of the above limits made by industrial coordinators and approved by MDE will be honored as submitted.

C. Preparation Time

Up to 25% of the total class or instruction time may be allowed for instructor preparation time. This is to be reduced if the instructor is teaching similar classes to different groups at different times. This allowed preparation time should be monitored carefully and not used as a salary supplement.

D. Assessment Time

Pre and Post Assessment times are allowed in the project and must be identified in the appropriate sections. This time must also be kept to a minimum; for example, as many persons as allowed should be assessed simultaneously to keep monitoring time down. This is an expense that should also be shared by industry. The tests or assessment vehicles used are usually considered as part of the training materials costs and are listed as a commodity.

E. Course and Student Training Materials

Assistance for materials, including training manuals, texts, software, and any other general usage materials utilized in the training project, are allowed up to $35.00 per student/per training course. Partnering in this area is desired and should include all parties; the MCCB/college allowance, the company, and the student or trainee when appropriate. Consideration will be given to higher state cost sharing with projects requiring high cost training items such as welding rod, silver solder, etc. These items and costs must be fully explained in the project application.

F. Other Training Costs

Consideration for other training costs, determined by the workforce development center director as essential to the success of the project, will be considered by the MCCB on an individual project basis.

G. Leased Equipment

Equipment may be leased for training purposes only and must be designated as such. This equipment will not be used for production or profit. There will be no reimbursement for leasing of company owned equipment.

H. Ownership of Equipment

Ownership of equipment bought with state funds, even though private funds were also used in partnership, becomes the property of the community or junior college that performed the project with the respective customer or the state depending on the best and most efficient use. For example, if a computer lab was used for training a workforce and the state paid for five (5) computers and the industry paid for five (5) computers, all ten (10) computers would become the property of the college, or the state, after the total project was complete. This is to encourage maximum partnering by the business or industry. The industry should also receive a tax credit for the equipment when turned over to the college or the state. Equipment should be shared between programs and colleges when not in use. Because computers, for example, that were paid for by workforce funds should not preclude their use by other programs such as literacy, GED or JTPA if they are not being used for workforce projects. Equipment is paid for with tax dollars and does nothing to help people when sitting dormant. Equipment purchased by the above process is to be used to benefit all Mississippians.

I. Equipment and Computer Up-Grades

We encourage upgrading equipment as needed for projects rather than purchasing new equipment. If it is more cost effective to upgrade the equipment, the cost of the upgrade should be identified and placed in the project with justification. For example, if it costs $300.00 to upgrade the hard drive of a computer that will meet the needs for a new software package, the state encourages and will pay for the upgrade rather than being faced with the cost of a new computer. You can do a significant amount of upgrading for

the cost of new equipment. This holds true with other equipment and training simulators as well.

J. Mobile Labs

Mobile Labs are the property of the college for which they were purchased, or are currently located in that particular college district, or the state depending on the best and most efficient use. Mobile labs are like any other piece of equipment; they are to be used. If a college finds it has a mobile lab not being utilized, it should make that fact known and transfer the lab to a college that identifies a need for it. It is the responsibility of the colleges and MCCB to ensure that all equipment, including mobile labs are utilized in the best and most efficient manner.

K. Satellite Seminars/CCN Training

Many nationally recognized persons and organizations offer highly professional, sought after presentations via satellite. These inter-active video seminars offer the career centers a unique opportunity to present highly sought after and usually expensive presentations to the business persons in their district at no or very little cost. When the cost for such programming is an allowable cost for an approved project and it is written into a project, the state will pick up the cost of the video seminar and transmit it over the CCN. This provides everyone interested in the subject throughout the state the opportunity to participate.

L. Curriculum Development

Customized curriculum development to meet the needs of individual businesses has been a hallmark of our workforce training system. Reasonable curriculum development hours are allowed within the project. The RCU is the repository for all curricula especially those containing proprietary information.

M. Instructional Training Aids

The RCU is the primary provider of assistance in developing manuals/curricula, training videos and CD’s and any training materials in general. If these materials cannot be produced because of RCU workload or inability to meet a specific requirement, the Workforce Development Center Director may seek to produce the training manuals and videos through another public entity, such as the local community and junior college or IHL labs, or ETV. If the aforementioned cannot be accomplished, the Workforce Development Center Director may consider purchase of commercial materials or solicit private bid. The bid chosen should be the lowest and best bidder. This can be accomplished with greater financial participation by the business or industry. It is the responsibility of the contracting workforce development center to follow all college and state purchasing regulations. Justification must be a part of the project and submitted under the commodities section of the application if the materials are to be purchased, developed, produced, or under a contractual agreement.

N. Training to Develop a Resource (Train-the-Trainer) and Reasonable Travel

Travel costs are allowed to meet requirements for train-the-trainer persons who will provide the community or junior college with a resource to train a business or industry with a capability not currently available in the district. Training shall be obtained at the closest location to the industry. The career center director must include the justification for the travel in the project application which will include all proposed training for the business or industry for the state fiscal year in which the train-the-trainer training is to be accomplished. The travel costs for Train-the-Trainer training will normally be included in the travel section of the application. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. Out-of-state travel will be reimbursed for mileage at the state rate per mile or an airline ticket, whichever is less.

In-state and out-of-state travel will be reimbursed at the current college rate, but never to exceed the state rate of mileage, lodging and meals. All state travel rules and regulations must be followed. Reimbursements per trainee will be limited to (2) out-of-state trips maximum. All travel must be recommended and justified by the workforce development center director and approved by the MCCB prior to travel. Authorization for travel is not to be considered as part of workforce development center director $5,000.00 emergency application authorization. This travel authorization is not to be misconstrued as instructor travel costs for normal accomplishment of duties associated with project instruction. Those costs are not normally allowed and are considered as part of the contracted salary. The MCCB will consider a travel allowance for special circumstances associated with difficult classes at difficult times and areas.

O. One-on-One Training or OJT

Salaries for One-on-One, OJT, and vendor training must be carefully documented, justified and report a minimum that will not exceed $20.00 per hour. One-on-One, OJT, and vendor training are defined as five (5) participants or fewer per instructor. The maximum number of trainees eligible for one-on-one, OJT, and vender training reimbursement shall not exceed the total number employed per industry location.

P. State Licensed Programs

Achieveglobal (Zenger-Miller)/Plexus, ISO-9000, QS-9000, ISO-14000-01, Zig Ziglar, Phi Theta Kappa Leadership are training packages to which the state has purchased training rights. A company or business may receive a $1,500.00 subsidy toward the instructor’s payment and a $3,000.00 subsidy toward the material to be utilized per program. However, in no case should the amount paid by the company or organization be less than a fifty percent (50%) split with the state. This is an annual subsidy based on state fiscal year and is available for each non co-located plant; for example: Company X branch in Senatobia and Company X branch in Gloster are treated as two separate and distinct companies. A company may participate in multiple programs receiving the above allowance for each program. A company should not stop at what the state has

subsidized. They should be willing to make a commitment to the program and pay their fair share. This is a true partnership. Companies training greater than 100 persons in any of the above programs may request additional financial assistance. This additional funding will be based on a partnership of cost sharing. The state should never contribute more than the company or organization being served contributions.

Q. Accountability

The Legislative Accountability Report (LAR) will remain the primary reporting document. However, it will be necessary to modify the LAR to assure compliance with section (1), paragraph 4 of SB 2796. The LAR must now include a listing of all companies, businesses or organizations that received training, the number of persons taught in the classes, the location and cost of the class to the state. This should also be broken down to include cost per student trained per class and cost per contract, instruction, and hour for the class. All of the above will have to be tracked by each workforce development center and submitted annually to the State Board for Community and Junior College, as required by SB 2796.

History

• Source: Miss. Code Ann. §37-4-3 and 37-4-11.

Chapter 14 Policy & Procedure for the Inventory & Transfer of Workforce Training Equipment

9 Miss. Admin. Code Pt. 3, R. 14.1 Policy & Procedure for the Inventory and Transfer for Workforce Training Equipment

All equipment transferred from the Mississippi Department of Education Industrial Training Program to the Mississippi Community College Board shall become the property of the local community and junior college with the following exceptions and conditions:

1. All mobile units, and the equipment contained in these said mobile units, shall remain on the State Board for Community and Junior Colleges’ inventory.

2. Any equipment on said inventory list not used for the primary purpose of workforce education shall be made available to the Mississippi Community College Board for the purpose of reallocation.

3. Any such equipment not utilized for the primary purpose of workforce training shall be reallocated or salvaged in accordance with the state law and applicable policies and procedures related to disposal of surplus equipment. The MCCB staff and local Community and Junior College representative shall deal with application of this section on a case-by-case basis.

4. Any equipment purchased subsequently with workforce education funds shall follow the conditions specified in this policy and procedure.

Sources: Miss. Code Ann. §37-4-3 and 37-4-11.

Chapter 15 MCCB Workforce Project Guidelines GY 2005

9 Miss. Admin. Code Pt. 3, R. 15.1 MCCB Workforce Project Guidelines GY 2005

The Mississippi Community College Board’s workforce project guidelines for GY 2005 are as follows:

A. Definitions

Advanced Automotive Projects are projects funded through the Department of Labor Earmark Grant II. These projects are for companies that produce an automotive component. These projects are for companies outside of Madison County.

Advanced Technology Projects are projects defined by the college based on the type of training and the local area. These classes are funded with state appropriated funds. Projects are reimbursed on a case by case basis.

Basic Skills Projects referred to in these guidelines provide trainees with fundamental instruction in reading, math, writing, language (ESL) and GED preparation. These classes are funded with state appropriated funds.

Short-Term Adult Classes are classes that are offered at night for the general public for the purpose of providing employability skills and upgrade skills. These classes are funded with state appropriated funds.

Workforce Projects are projects that provide pre-employment training, post employment job- specific skills training, upgrade and retraining. These projects are funded with state appropriated funds.

All projects approved by the MCCB shall be subject to the following guidelines and requirements. All projects must be submitted no later than 21 business days after the start of a class. Any project submitted after the 21 days will not be approved.

B. Instructor Salaries and Benefits

Instructor salaries are reimbursed at a rate not to exceed $25 per hour. Based on the type of training the Workforce Project Manager should determine the rate of pay. However, the rate should not exceed the instructor’s salary with the company. When using in-house instructors, project manager should verify salary from the human resource department (not the training manager) and have documentation on file. All Basic Skill projects will be reimbursed at a rate not to exceed $18 per hour. Each Basic Skills class must have a minimum enrollment of 15 participants. Benefits will depend on the type of contract the college uses with their workforce instructors. Fringe benefits will be based on current rates applied by the college business office for the portion of the benefits not paid for by the college. These rates will be paid based on actual cost. No health or life insurance benefits will be reimbursed.

C. Preparation Time

Up to 25% of the total class instructional time may be allowed for instructor preparation time for new workforce classes or instructors. Prep time must be documented similar to instructional hours. A maximum amount of 10% of the total class instructional time may be allowed for classes or subjects previously taught regardless of the location of the class or project. Basic Skill projects are allowed 25% prep time.

D. Assessment Time

Pre and post assessment times may be allowed in the project for administering standardized assessments or recognized skill evaluations. This cost must be identified in the instructional cost section on the project. Assessment time must be kept to a minimum; for example, as many people as feasible should be assessed simultaneously to keep the assessment time reasonable. This is an expense that should be shared by industry. The test or assessment instruments used are usually considered part of the training materials cost and are listed under educational materials and supplies on the project. Assessment time must be documented similar to instructional hours.

E. Educational Materials and Supplies

Training manuals and textbooks are an allowable expense if the school is retaining them for future use. Assistance for other educational materials will be considered on a project-by- project basis, based on justification. These items and cost must be fully explained on the project application. There will be no cost sharing allowed on educational materials (books, manuals and workbooks). A local tracking system must be used for all expendable educational materials and supplies. Basic skills projects will no longer receive the $35 per person for materials. All materials must be specified and listed in the project.

F. Leased Equipment

Equipment may be leased for training purposes and must be designated as such. This equipment cannot be used for production or profit.

G. Equipment Purchases

Equipment purchases will be considered on an individual project basis. Equipment will be purchased only if it will be located at a college campus, in a MCCB mobile unit or a training facility leased by the college. MCCB strongly recommends that the colleges partner with business and industry on the use and purchasing of equipment. Colleges are encouraged to partner with the local secondary or post secondary vocational centers for the use of equipment and classrooms.

All colleges are required to maintain a complete and current inventory list of each property item, which costs $500 or more unless the items purchased fall within the following groups.

These items will be reported as equipment, regardless of their purchase value: weapons, cameras and camera equipment, tape recorders, two-way radio equipment, typewriters, appliances (refrigerators, freezers, air conditioners, stoves, microwave ovens, etc.), televisions, VCR, lawn maintenance equipment, sterling silver, cellular telephones, major computer components, chain saws, air compressors, welding machines, generators, motorized vehicles, dictating equipment, and antiques.

H. Mobile Labs

Mobile labs purchased with MCCB funds prior to FY 00 are the property of the college for which they were purchased, or are currently located. The remaining mobile units are available to be transferred from college to college on an as needed basis. If a college finds it has a mobile lab not being utilized, it should notify the Workforce Education Unit at the MCCB that it is no longer being used.

I. Contractual Services

Assistance for the following training items are an allowable cost and must be included in the Contractual Services section on the project: cost for acquiring educational software (no company production software), repairs and maintenance of facility, installation of equipment, documented utilities, rental or lease of training facility or equipment, and vendor training. No instructional salary should be listed in this category; however $0 line item must be listed under instructional salary.

J. Satellite Seminars/CCN Training

Inter-active video seminars offer the workforce centers a unique opportunity to provide presentations in their district at little or no cost. When the cost for such programming is an approved project cost, the state will reimburse the cost of the video seminar and transmission cost for CCN up to $500 per class.

K. On-Line Workforce Training

Workforce training provided through MindLeaders, PRIMEDIA and PRIMEed will be reimbursed based on the rate agreed on between MCCB and the college with documentation of successful completion of the course(s). Reimbursement for other on-line workforce training will be reimbursed at a rate of $120 per person.

L. Instructional Training and Curriculum Development

The RCU is the primary provider of assistance in developing manuals, training videos, CD's and other training materials. When RCU Services are needed, it will be necessary for a local workforce staff person to be present for the initial meeting between the RCU and the company. If the materials are to be developed by the RCU or used from the RCU, then the project manager must list the names or areas of training materials to be developed or used in

the project’s moa. If these materials cannot be produced because of RCU's workload or inability to meet a specific requirement, the Workforce Development Center Director may seek to provide the training manuals and videos through another public entity, such as the local community and junior college, IHL labs, or ETV. If the aforementioned cannot be accomplished, the Workforce Development Center Director may consider purchase of commercial materials. Justification must be a part of the project, submitted under the educational materials and supplies section, and must have prior approval from the MCCB.

In other circumstances, if training aids or curriculum is needed to be developed, curriculum development hours will be considered on a special needs basis with prior approval from the MCCB.

M. Train-the-Trainer Cost

Costs are allowed for individuals to attend train-the-trainer sessions. Approved training in this area should provide the company with a resource to train employees in a discipline not currently available through the community or junior college. No more than (2) individuals will be reimbursed to attend the same training in a non-production area. Cost associated with train-the-trainer sister plant training is limited to no more than (4) individuals per production training area. The Workforce Project Manager must include the justification on the project application. Travel cost for train-the-trainer training should be included in the travel section of the project application. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. Out-of-state travel cost will be reimbursed for mileage at the current college rate but never to exceed the state rate for mileage for the use of a personal vehicle or for the price of a 7-day advance purchased, coach fare ticket, whichever is less. $50 a night will be reimbursed for motel cost in the continental USA. A maximum of $30 a day will be reimbursed for meals. Maximum duration for cost associated with meals and lodging will be limited to four (4) consecutive weeks per person, per production training area. If the person makes a trip home on weekends, then it is considered a 2 nd trip. All state travel rules and regulations must be followed. The regulations can be accessed @ www.dfa.state.ms.us. Reimbursements per trainee will be limited to maximum of (4) out-of-state trips per fiscal year. All travel must be recommended and justified by the Workforce Development Center Director and approved by the MCCB prior to travel. The college will require the industry to maintain documentation for travel expenses for 5 years for audit purposes. Car rental fees, gas, and telephone calls are not considered allowable cost for reimbursement. The maximum reimbursement per company in this category will be $10,000 per fiscal year.

International train-the-trainer travel cost is allowable for a 7-day advanced purchase, coach fare airline ticket. Reimbursement per trainee will be limited to no more than (3) round trips per individual, per fiscal year, up to a maximum of $20,000 per company. No other cost will be reimbursed for international travel.

N. Travel

The MCCB will consider paying travel for workforce training instructors under special circumstances. Travel cost will be reimbursed for an instructor that must travel a minimum of fifty (50) miles or more one-way. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. In state travel must have points of travel and the number of miles listed in the MOU.

O. One-On-One Training or OJT

Salaries for One-on-One or On-the-Job Training (OJT) must be documented and justified. Reimbursement will not exceed $25 per hour. One-on-One and OJT training are defined as less than five (5) participants per instructor. The maximum number of trainees eligible for One-on-One and OJT training reimbursement shall not exceed the total number employed per industry location. The total reimbursement for this category will not exceed 10% of the total project cost or a maximum allowable amount of $8,000 per industry location per year.

P. Vendor Training

Reimbursement for vendor training will be considered on an individual project basis. Vendor training is training provided by a third party that is not affiliated with the company receiving the training. Vendor training must be directly related to the production process. On-site vendor training will be reimbursed for one-half of the daily cost with a maximum of up to $500 a day. There is a 10-day limit for reimbursement per training area. A copy of the invoice from the vendor must be furnished to the college for reimbursement. A vendor may not be a private trainer providing training to the college or the company.

Off-site vendor train-the-trainer cost will be reimbursed at a maximum of $500 per person for training registration. Training will be obtained at the closest location to the industry. Off-site vendor training is limited to no more than (2) individuals per training area and it must be directly related to the production process. Travel cost for off-site vendor training will be reimbursed according to the set rates listed under the Train-the-Trainer Cost category.

Q. Proprietary Programs

AchieveGlobal, Plexus, ISO-9000, QS-9000, ISO-14000-01, Zig Ziglar, Phi Theta Kappa Leadership and Stephen Covey are training packages that require certified trainers. A company or business may receive a maximum of $4,000 subsidy toward the instructor's payment based on actual instructional time and a maximum of $5,000 subsidy toward the training materials to be utilized per program. A company may participate in multiple programs receiving the above allowance for each program. Colleges training more than 100 persons in any of the above programs may request additional financial assistance. Instructor salaries for these programs are reimbursed at a rate not to exceed $50 per hour.

R. Short-Term Adult Classes

Instructional salaries are the only allowable cost for short-term adult classes. No prep time, assessment time, educational materials and supplies or equipment are eligible for reimbursement. These projects will be reimbursed at a rate not to exceed $20 per hour. Each class must have a minimum enrollment of 10 participants. Projects must be submitted to MCCB for approval no later than 10 working days after the first class meeting. No credit courses will be reimbursed due to the new funding formula.

S. Inmate Training Classes

Instructional salaries, which will consist of prep time and assessment time, and benefits, are the only allowable cost for vocational training for inmates. No educational materials and supplies or equipment are eligible for reimbursement. These projects will be reimbursed at a rate not to exceed $20 per hour. Each class must have a minimum enrollment of 10 participants. Parole dates are checked in order to give priority to offenders with twenty-four (24) months or less to serve before parole eligibility or release date. Interested applicants are given the Tests of Adult Basic Education (TABE). Test results are evaluated for eligibility. Officials from the host organization must provide 6-month follow up information on the placement of completers of this program.

T. Other Training Needs

Consideration for other training needs, determined by the Workforce Development Center Director as essential to the success of the project, will be considered by the MCCB on an individual project basis.

U. Annual Accountability

The Legislative Accountability Report (LAR) will remain the primary reporting document. The legislature also requires that the following information be collected: Name of training classes, number of classes, number of trainees per class, location of training, and cost of each class. The items specified will have to be tracked by each Workforce Development Center Director and submitted annually on the Workforce Accountability Summary Report.

Sources: Miss. Code Ann. §37-4-3 and 37-4-11.

Chapter 16 Standard for Non-Duplication of Upper-Level Programs

9 Miss. Admin. Code Pt. 3, R. 16.1 Standard for Non-Duplication of Upper-Level Programs

The Mississippi Community College Board (MCCB) finds and declares, as a matter of public policy, that the public community and junior colleges have an obligation and opportunity to construct, implement and operate needed programs in the field of higher education by working cooperatively with the Board of Trustees of the State Institutions of Higher Learning and the eight state public universities. This cooperative opportunity is a function of the MCCB’s duty to avoid unnecessary duplication of higher education programs and services and to assure that the community and junior colleges in no way usurp the responsibilities and prerogatives of the state’s public universities. With this public policy in mind, the MCCB adopts the following

Standard, effective immediately:

No public community or junior college may enter any agreement or implement any program or deliver any service that will unnecessarily duplicate any upper undergraduate level programs or services that are offered by one or more of the state’s eight public universities within its/their existing programs or services.

Any community or junior college that takes any action that the MCCB, in its best judgment, finds to be inconsistent with this Standard shall be so advised as soon as is reasonably practicable after the action comes to the MCCB’s attention. MCCB will afford the college the opportunity to show that its action is not inconsistent with this Standard. Thereafter, if the MCCB remains of the view that the action of the college is inconsistent with this Standard, no funding administered through the MCCB, direct or indirect, will be available for support of such duplicative programs and services.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 17 Procedures for Non-Duplication of Upper-Level Programs

9 Miss. Admin. Code Pt. 3, R. 17.1 Procedures for Non-Duplication of Upper-Level Programs

Found below are the procedures for colleges to follow in appealing a judgment made by the Mississippi Community College Board pertaining to the duplication of upper level programs with the state’s public universities:

Step 1: Within ten days of the date that the MCCB becomes aware that a college has undertaken an action that is inconsistent with the MCCB’s Standard for Non-duplication of Upper Level Programs, the MCCB will notify the college of this judgment and as a result, in accordance with the policy, no funding administered through the MCCB, direct or indirect, will be available for support of such duplicative programs and services. Additionally, the notification will remind colleges of their opportunity to show that their action is not inconsistent with this procedure.

Step 2: Colleges may appeal the MCCB’s original judgment by submitting a written proposal within two weeks after the MCCB’s written notification. The proposal must minimally provide the following information: (1) the name of program to be offered, (2) the reasons for offering such program, (3) an outline of steps taken to work cooperatively with the state’s public Institutions of Higher Learning (IHL), (4) conclusions reached from working with the state’s public IHL, (5) documentation used to determine the need for the duplicative program offering(s), and (6) a summary of other partnerships that the targeted institution has with other colleges or universities.

Step 3: The proposal must be submitted to MCCB in writing at least two weeks prior to the next regular MCCB meeting. The proposal will be presented and reviewed at that meeting.

Step 4: The MCCB will render its decision in writing as soon as is reasonable and practical, usually within four (4) weeks from the date of the presentation to the MCCB.

History

• Source: Miss. Code Ann. §37-4-3.

Chapter 18 Community and Junior College Students in the Military

9 Miss. Admin. Code Pt. 3, R. 18.1 Community and Junior College Students in the Military

The MCCB urges the community and junior colleges to develop policies to give appropriate consideration to those students called to active military duty during a time of military conflict.

History

• Source: Miss. Code Ann. §37-4-3.

Part 4 Commission on Proprietary School and College Registration

Chapter 1 CPSCR Rules and Regulations

9 Miss. Admin. Code Pt. 4, R. 1.1 CPSCR Rules and Regulations

Under the authority of Mississippi Code 75-60, which passed during the 1992 legislative session, the administration for Proprietary Schools and College Registration was transferred to the State Board for Community and Junior Colleges from the State Department of Education. The State Board’s responsibilities include the appointment of a five-member commission pursuant to the aforementioned Mississippi Code; acquiring staff for the administration; and serving as the appellant organization for decisions rendered by the commission.

Refer to Commission on Proprietary Schools and College Registration Rules and Regulations (Revised 6-19-98) and Mississippi Code 75-60.

Sources: Miss. Code Ann. §75-60-4.

Chapter 2 Appeal Procedures (Proprietary Administration)

9 Miss. Admin. Code Pt. 4, R. 2.1 Appeal Procedures for Proprietary Administration

Any organization or individual who disagrees with a decision rendered by the Commission on Proprietary School and College Registration after a hearing pursuant to Section 75-60-4(3) may file a signed written request for an appeal to the State Board for Community and Junior Colleges. The following provides important information regarding the Appeal Process. A. Written Request:

1. The written request must be filed within thirty (30) calendar days following the issuance of the Commission's decision.

2. The written request must include, at a minimum, the following:

a. A statement indicating that the complainant disagrees with the Commission's decision b. The specifics of the decision c. The facts on which the statement is based d. The date of the Commission's Hearing and Hearing Number B. Appeal Procedure:

1. Upon receipt of a written request for an appeal, the case will be assigned an Appeal Case Number.

2. Within thirty (30) calendar days after receipt of the written request the Executive Director and Chairman of the State Board for Community and Junior Colleges will set a date, time

and location and serve notice of such to all parties. Such appeal must be conducted within sixty (60) calendar days after receipt of the written request.

3. Each party shall be afforded the opportunity to (1) present argument on the issues involved in the appeal; and (2) to present new factual evidence to be considered.

4. The State Board for Community and Junior Colleges shall issue a written ruling, including findings of fact and reasons for the ruling within fourteen (14) calendar days following the decision.

5. Any organization or individual who disagrees with the decision rendered by the State Board for Community and Junior Colleges may appeal the decision. This appeal must be filed in the Chancery Court of the First Judicial District of Hinds County, Mississippi.

Sources: Miss. Code Ann. §75-60-19.

Part 5 2011 Postsecondary Career and Technical Education Curricula Revisions

9 Miss. Admin. Code Pt. 5, R. 2000 HOUR OPTION

6 sch Cosmetology Teacher Training I (COV 2816) 6 sch Cosmetology Teacher Training II (COV 2826) 4 sch Cosmetology Internship I (COV 2914) _____ 16 sch

6 sch Cosmetology Teacher Training III (COV 2836) 6 sch Cosmetology Teacher Training IV (COV 2846) 4 sch Cosmetology Internship II (COV 2924) _____ 16 sch

It is recommended that students complete 12 semester hours of college level education as approved by the Mississippi State Board of Cosmetology before enrolling in the Cosmetology Teacher Training Option. These hours must be completed before a student will be allowed to take the cosmetology instructor licensing examination. More information concerning these hours can be obtained from the Mississippi State Board of Cosmetology. This curriculum is designed for students who have at least two years of active practical experience as a licensed cosmetologist and currently hold a valid Mississippi cosmetology license. The 2000 hour option is designed for students who hold a valid Mississippi cosmetology license.

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

NOTE: The ratio of lab hours to lecture hours for the Cosmetology Teacher Training Option is 3 to 1.

Executive Summary

Cosmetology Option

This instructional program prepares individuals to care for hair, nails, and skin with emphasis on hygiene, sanitation, customer relations, and salon management. Satisfactory completion of the courses qualifies students for the Mississippi State Board of Cosmetology certification examination.

PROGRAM REQUIREMENTS

The curriculum is designed to comply with the standards of the Mississippi State Board of Cosmetology and the requirement for 1500 contact hours for students. Students are required to receive 230 hours of theory (a minimum of six hours per week throughout the entire period of instruction, conducted in a separate classroom by a licensed instructor), 1200 hours of supervised skill preparation and clinic work, and 70 hours assigned at the instructor’s discretion as needs of individual students dictate. Successful completion of the program entitles students to a Cosmetology Certificate and qualifies them for licensing examinations as cosmetologists, estheticians, manicurists, or wig specialists conducted by the Mississippi State Board of Cosmetology. A total of 46 semester credit hours (sch) is included in the Cosmetology program.

The curriculum for Cosmetology is based upon data as collected from curricula guides, state board documents, input from business, and a revision team. The listing of tasks within the laws, rules, and regulations of the Mississippi State Board of Cosmetology serves as the baseline data for the development of this curriculum. The task list used in this curriculum is based upon the following assumptions:

1. In all areas, appropriate theory, safety, and support instruction will be provided for each task. It is essential that all instruction has included use of the appropriate equipment needed to accomplish certain tasks. It is also assumed that each student has received instruction to locate and use current reference materials from publications which present manufacturers’ recommended or required specifications and procedures for doing the various tasks.

2. The individual program should have written and detailed evaluation standards for each task covered in the curriculum. Learning progress of students should be monitored and evaluated against these stated standards. A system should be in place which informs all students of their progress throughout the program.

3. It is recognized that individual courses will differ across technical programs. The development of appropriate learning activities and tests will be the responsibility of the individual program.

4. These standards require that tasks contained in the list be included in the program to validate that the program is meeting the needs of business.

Executive Summary

Suggested Course Sequence* Cosmetology Option Career Certificate

FIRST YEAR

2 sch Cosmetology Orientation (COV 1122) 5 sch Cosmetology Sciences I (COV 1245) 6 sch Hair Care I (COV 1426) 2 sch Skin Care I (COV 1622) 2 sch Nail Care I (COV 1522) _____ 17 sch 5 sch Cosmetology Sciences II (COV 1255) 6 sch Hair Care II (COV 1436) 2 sch Skin Care II (COV 1632) 2 sch Nail Care II (COV 1532) 2 sch Salon Business I (COV 1722) _____ 17 sch

SUMMER TERM

3 sch Cosmetology Sciences III (COV 1263) 3 sch Hair Care III (COV 1443) 2 sch Skin Care III (COV 1642) 2 sch Nail Care III (COV 1542) 2 sch Salon Business II (COV 1732) _____ 12 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

NOTE: The ratio of lab hours to lecture hours for Cosmetology is 3 to 1. This program requires a minimum of 850 minutes per semester hour.

Executive Summary

Nail Technician Option

This instructional program prepares individuals to care for nails with emphasis on hygiene, sanitation, customer relations, and salon management. Satisfactory completion of the courses qualifies students for the Mississippi State Board of Cosmetology, Manicure/Nail Technician certification examination.

PROGRAM REQUIREMENTS

The curriculum is designed to comply with the standards of the Mississippi State Board of Cosmetology and the requirement for 350 contact hours for students. Students are required to receive 85 hours of theory and 265 hours of supervised skill preparation and clinic work. Successful completion of the program entitles students to receive a Nail Technician Certificate and qualifies them for licensing examinations conducted by the Mississippi State Board of Cosmetology. A total of 13 semester credit hours is included in the Nail Technician Option.

The curriculum for Nail Technician is based upon data as collected from curricula guides, state board documents, input from business, and a revision team. The listing of tasks within the laws, rules, and regulations of the Mississippi State Board of Cosmetology serves as the baseline data for the development of this curriculum. The task list used in this curriculum is based upon the following assumptions:

1. In all areas, appropriate theory, safety, and support instruction will be provided for each task. It is essential that all instruction has included use of the appropriate equipment needed to accomplish certain tasks. It is also assumed that each student has received instruction to locate and use current reference materials from publications that present manufacturers’ recommended or required specifications and procedures for doing the various tasks.

2. The individual program should have written and detailed evaluation standards for each task covered in the curriculum. Learning progress of students should be monitored and evaluated against these stated standards. A system should be in place that informs all students of their progress throughout the program.

3. It is recognized that individual courses will differ across technical programs. The development of appropriate learning activities and tests will be the responsibility of the individual program.

These standards require that tasks contained in the list be included in the program to validate that the program is meeting the needs of business.

Executive Summary

Suggested Course Sequence* Nail Technician Option Career Certificate

2 sch Cosmetology Orientation (COV 1122) 5 sch Cosmetology Sciences I (COV 1245) 2 sch Skin Care I (COV 1622) 2 sch Nail Care I (COV 1522) 2 sch Salon Business I (COV 1722) _______ 13 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

NOTE: The ratio of lab hours to lecture hours for the Nail Technician Option is 3 to 1.

Executive Summary

Cosmetology Teacher Training Option

This instructional program prepares individuals to teach others to care for hair, nails, and skin with emphasis on hygiene, sanitation, customer relations, and salon management. Satisfactory completion of the courses qualifies students for the Mississippi State Board of Cosmetology instructor licensing examination.

PROGRAM REQUIREMENTS

It is recommended that students complete 12 semester hours of college level education as approved by the Mississippi State Board of Cosmetology before enrolling in the Cosmetology Teacher Training Option. These hours must be completed before a student will be allowed to take the cosmetology instructor licensing examination. More information concerning these hours can be obtained from the Mississippi State Board of Cosmetology.

The curriculum is designed for students who have at least two years active practical experience as a licensed cosmetologist and currently hold a valid Mississippi cosmetology license. Student instructors who do not have two years active experience must have 2000 hours plus the 12 semester hours. The curriculum complies with the standards of the Mississippi State Board of Cosmetology and the requirement for 750 contact hours for students. Students are required to receive 12 hours of theory; 68 hours of skill preparation and clinic work; 164 hours concerning the professional teacher’s skills and preparation techniques; 99 hours concerning student motivation and learning skills; 332 hours of methods, management, and material procedures and techniques; 65 hours of testing and evaluation skills; and 10 hours of cosmetology laws, rules, and regulations. Successful completion of the program entitles students to a Cosmetology Teacher Training certificate and, upon meeting the requirements of the Mississippi State Board of Cosmetology, qualifies them for licensing examinations as cosmetology instructors.

Please follow the Mississippi State Board of Cosmetology rules and regulations.

The curriculum for Cosmetology Teacher Training Option is based upon data as collected from curricula guides, state board documents, input from business, and a revision team. The listing of tasks within the laws, rules, and regulations of the Mississippi State Board of Cosmetology serves as the baseline data for the development of this curriculum. The task list used in this curriculum is based upon the following assumptions:

1. In all areas, appropriate theory, safety, and support instruction will be provided for each task. It is essential that all instruction has included use of the appropriate equipment needed to accomplish certain tasks. It is also assumed that each student has received instruction to locate and use current reference materials from publications that present manufacturers’ recommended or required specifications and procedures for doing the various tasks.

2. The individual program should have written and detailed evaluation standards for each task covered in the curriculum. Learning progress of students should be monitored and

Executive Summary

evaluated against these stated standards. A system should be in place that informs all students of their progress throughout the program.

3. It is recognized that individual courses will differ across technical programs. The development of appropriate learning activities and tests will be the responsibility of the individual program.

4. These standards require that tasks contained in the list be included in the program to validate that the program is meeting the needs of business.

Executive Summary

Suggested Course Sequence* Cosmetology Teacher Training Option Career Certificate

FIRST YEAR

6 sch Cosmetology Teacher Training I (COV 2816) 6 sch Cosmetology Teacher Training II (COV 2826) _____ 12 sch

6 sch Cosmetology Teacher Training III (COV 2836) 6 sch Cosmetology Teacher Training IV (COV 2846) _____ 12 sch

9 Miss. Admin. Code Pt. 5, R. 2000 HOUR OPTION

6 sch Cosmetology Teacher Training I (COV 2816) 6 sch Cosmetology Teacher Training II (COV 2826) 4 sch Cosmetology Internship I (COV 2914) _____ 16 sch

6 sch Cosmetology Teacher Training III (COV 2836) 6 sch Cosmetology Teacher Training IV (COV 2846) 4 sch Cosmetology Internship II (COV 2924) _____ 16 sch

It is recommended that students complete 12 semester hours of college level education as approved by the Mississippi State Board of Cosmetology before enrolling in the Cosmetology Teacher Training Option. These hours must be completed before a student will be allowed to take the cosmetology instructor licensing examination. More information concerning these hours can be obtained from the Mississippi State Board of Cosmetology. This curriculum is designed for students who have at least two years of active practical experience as a licensed cosmetologist and currently hold a valid Mississippi cosmetology license. The 2000 hour option is designed for students who hold a valid Mississippi cosmetology license.

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

NOTE: The ratio of lab hours to lecture hours for the Cosmetology Teacher Training Option is 3 to 1.

Executive Summary

DENTAL ASSISTING TECHNOLOGY

The Dental Assisting Technology curriculum is a one-year program of study designed to prepare the student for employment and advancement in the dental assisting field. The curriculum requires a minimum of 46 semester hours of courses with a certificate granted upon completion of the program. CPR - Health Care Provider is a requirement to be completed during the program. If the student desires, an Associate of Applied Science degree may be obtained by completing additional prescribed courses.

The program includes lecture hours, lab hours, and supervised clinical experiences. In the clinical experiences, the student will assist the dentist at chairside in private offices, clinics, and state facilities, as applicable.

Upon graduation from the program, the student may make application for a Radiology permit which is necessary for taking x-rays in a dental office. While in the program or following completion of the program, the student is eligible to sit for the Dental Assisting National Board Certification Exam.

Industry standards are based on the Dental Assisting National Board Certified Dental Assistant Examination Topics.

Executive Summary

Suggested Course Sequence I (to begin in Fall Semester) * Dental Assisting Technology

CAREER CERTIFICATE

3 sch Public Speaking (SPT 1113) 1 sch Dental Orientation (DAT 1111) 4 sch Dental Assisting Materials (DAT 1214) 3 sch Dental Science I (DAT 1313) 5 sch Chairside Assisting I (DAT 1415) 3 sch Dental Radiology I (DAT 1513) _____ 19 sch 3 sch Dental Science II (DAT 1323) 3 sch Chairside Assisting II (DAT 1423) 2 sch Dental Radiology II (DAT 1522) 2 sch Dental Health Education (DAT 1612) 4 sch Practice Management (DAT 1714) 5 sch Clinical Experience I (DAT 1815) _____ 19 sch

SUMMER TERM

3 sch Written Communications Elective 2 sch Clinical Experience II (DAT 1822) 3 sch Chairside Assisting III (DAT 1433) ____ 8 sch

TECHNICAL CERTIFICATE / DEGREE

After completion of the 12-month course of study, a student will receive a certificate. If a student wishes to receive the AAS degree, the remainder of the minimum academic courses may be taken, plus additional electives. The second year should include:

3 sch Math/Science Elective 3 sch Social/Behavioral Science Elective 3 sch Humanities/Fine Arts Elective 3 sch Fundamentals of Microcomputer Applications (CPT 1113) 8 sch Approved Electives †

_______ 20 hours

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

† APPROVED ELECTIVES

English Composition I (ENG 1113) English Composition II (ENG 1123) Anatomy and Physiology I (BIO 1514) Anatomy and Physiology II (BIO 1524) General Biology I (BIO 1134) General Biology II (BIO 1144) Microbiology (BIO 2924) General Chemistry I (CHE 1213) General Chemistry Laboratory I (CHE 1211) General Chemistry II (CHE 1223) General Chemistry Laboratory II (CHE 1221) Principles of Chemistry I (CHE 1314) Principles of Chemistry II (CHE 1324) General Psychology I (PSY 1513) General Sociology I (SOC 2113) Nutrition (HEC 1253) College Algebra (MAT 1313) Trigonometry (MAT 1323) Survey of Physics I (PHY 1214 or 2414) Introduction to Computer Concepts (CSC 1113) Fundamentals of Microcomputer Applications (CPT 1113) Music Appreciation (MUS 1113) Philosophy History Foreign Language Art

Executive Summary

Suggested Course Sequence II (to begin in Spring Semester)* Dental Assisting Technology

CAREER CERTIFICATE

SPRING TERM

3 sch Public Speaking (SPT 1113) 1 sch Dental Orientation (DAT 1111) 4 sch Dental Assisting Materials (DAT 1214) 3 sch Dental Science I (DAT 1313) 5 sch Chairside Assisting I (DAT 1415) 3 sch Dental Radiology I (DAT 1513) _____ 19 sch

SUMMER TERM

3 sch Written Communications Elective 2 sch Clinical Experience II (DAT 1822) 2 sch Dental Radiology II (DAT 1522) 3 sch Chairside Assisting II (DAT 1423) _____ 10 sch

FALL TERM

3 sch Dental Science II (DAT 1323) 3 sch Chairside Assisting III (DAT 1433) 2 sch Dental Health Education (DAT 1612) 4 sch Practice Management (DAT 1714) 5 sch Clinical Experience I (DAT 1815) _____ 17 sch

Executive Summary

TECHNICAL CERTIFICATE

After completion of the 12-month course of study a student will receive a certificate. If a student wishes to receive the AAS degree, the remainder of the minimum academic courses may be taken, plus additional electives. The second year should include:

3 sch Math/Science Elective 3 sch Social/Behavioral Science Elective 3 sch Humanities/Fine Arts Elective 3 sch Fundamentals of Microcomputer Applications (CPT 1113) 8 sch Approved Electives† _____ 20 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

† APPROVED ELECTIVES

English Composition I (ENG 1113) English Composition II (ENG 1123) Anatomy and Physiology I (BIO 1514) Anatomy and Physiology II (BIO 1524) General Biology I (BIO 1134) General Biology II (BIO 1144) Microbiology (BIO 2924) General Chemistry I (CHE 1213) General Chemistry Laboratory I (CHE 1211) General Chemistry II (CHE 1223) General Chemistry Laboratory II (CHE 1221) Principles of Chemistry I (CHE 1314) Principles of Chemistry II (CHE 1324) General Psychology I (PSY 1513) General Sociology I (SOC 2113) Nutrition (HEC 1253) College Algebra (MAT 1313) Trigonometry (MAT 1323) Survey of Physics I (PHY 1214 or 2414) Introduction to Computer Concepts (CSC 1113) Fundamentals of Microcomputer Applications (CPT 1113) Music Appreciation (MUS 1113) Philosophy History Foreign Language Art

Executive Summary

DENTAL HYGIENE TECHNOLOGY

The Dental Hygiene Technology Program is a general education and clinical dental hygiene experience to prepare one for a career in the dental hygiene profession. All phases of dental hygiene education are covered and practiced by clinical experience. CPR-Health Care Provider is a prerequisite for the program. The curriculum requires a minimum of 85 semester hours of study. The program requires 50 hours of dental hygiene courses, 32-33 academic hours leading to an Associate Degree in Dental Hygiene, and an additional 3 hour elective. A graduate will be eligible to take the examination of the National Board of Dental Examiners as well as individual state board examinations for dental hygiene.

The Career-technical courses in the following list are required in the Dental Hygiene Technology curriculum: 5 semester credit hours (sch) Fundamentals of Dental Hygiene 4 sch Dental Radiology 5 sch Clinical Dental Hygiene I 2 sch Dental Anatomy 2 sch Head and Neck Anatomy 3 sch Dental Hygiene Materials 2 sch Oral Histology and Embryology 5 sch Clinical Dental Hygiene II 2 sch Periodontics 2 sch Dental Pharmacology 6 sch Clinical Dental Hygiene III 3 sch Community Dental Health 2 sch Dental Ethics/Law 1 sch Dental Hygiene Seminar I 1 sch Dental Hygiene Seminar II 1 sch Dental Hygiene Seminar III 1 sch Dental Hygiene Seminar IV 3 sch General/Oral Pathology

The following academic courses are required in the Dental Hygiene Technology curriculum: 4 sch Anatomy and Physiology I (BIO 2514) 4 sch Anatomy and Physiology II (BIO 2524) 3 sch Math/Science Elective 3 sch Written Communications Elective 3-4 sch Microbiology (BIO 2923 or 2924) 3 sch Social/Behavioral Science Elective* 3 sch Humanities/Fine Arts Elective 3 sch Oral Communications Elective 3 sch Principles of Nutrition or Nutrition (HEC 1233 or 1253) 3 sch General Psychology I (PSY 1513)

• Introduction to Sociology I (SOC 2113) is required by national standards.

Executive Summary

An additional 3 hour elective should be selected from the following list:

English Composition II (ENG 1113) Introduction to Chemistry (CHE 1113) General Chemistry I (CHE 1213) General Chemistry Laboratory I (CHE 1211) Introduction to Computer Concepts (CSC 1113) Fundamentals of Microcomputer Application (CPT 1113)

Industry standards are taken from the Commission on Dental Accreditation’s Accreditation Standards for Dental Hygiene Education Programs (2011).

© 2011 Commission on Dental Accreditation. All rights reserved. Reprinted by permission.

Executive Summary

Suggested Course Sequence* Dental Hygiene Technology Associate of Applied Science Degree

FIRST YEAR

5 sch Fundamentals of Dental Hygiene (DHT 1115) 2 sch Dental Anatomy (DHT 1212) 4 sch Dental Radiology (DHT 1314) 1 sch Dental Hygiene Seminar I (DHT 1911) 4 sch Anatomy and Physiology I (BIO 2514) 3 sch Math/Science Elective _____ 19 sch

4 sch Anatomy and Physiology II (BIO 2524) 5 sch Clinical Dental Hygiene I (DHT 1415) 3-4 sch Microbiology (BIO 2923 or 2924) 2 sch Periodontics (DHT 1512) 1 sch Dental Hygiene Seminar II (DHT 1921) 2 sch Oral Histology and Embryology (DHT 1232) 2 sch Head and Neck Anatomy (DHT 1222) _____ 19-20 sch

SUMMER TERM

3 sch Written Communications Elective 3 sch Social/Behavior Science Elective ** 3 sch General Psychology I (PSY 1513) 3 sch Humanities/Fine Arts Elective _____ 12 sch SECOND YEAR

5 sch Clinical Dental Hygiene II (DHT 2425) 3 sch Dental Hygiene Materials (DHT 2613) 3 sch General/Oral Pathology (DHT 2233) 3 sch Principles of Nutrition (FCS 1233) or Nutrition (FCS 1253) 2 sch Dental Pharmacology (DHT 2712) 1 sch Dental Hygiene Seminar III (DHT 2931) ___ 17 sch 6 sch Clinical Dental Hygiene III (DHT 2436) 3 sch Community Dental Health (DHT 2813) 2 sch Dental Ethics/Law (DHT 2922) 3 sch Oral Communications Elective 1 sch Dental Hygiene Seminar IV (DHT 2941) 3 sch Elective _____ 18 sch

Executive Summary

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

** Introduction to Sociology I (SOC 2113) is required by national standards.

APPROVED ELECTIVES FOR DENTAL HYGIENE TECHNOLOGY:

English Composition II (ENG 1123) Chemistry Survey (CHE 1113) General Chemistry I (CHE 1213) General Chemistry Laboratory I (CHE 1211) Introduction to Computer Concepts (CSC 1113) Fundamentals of Microcomputer Applications (CPT 1113)

Executive Summary

DIAGNOSTIC MEDICAL SONOGRAPHY TECHNOLOGY

Diagnostic Medical Sonography uses high frequency sound waves to produce images of organs, masses, fluid collections, and vascular structures within the human body. Sonography is user- dependent, requiring competent and highly skilled professionals to be a part of the integral health care system. Sonographers have extensive, direct patient contact, providing care to a variety of people from healthy to critically ill. The sonographer is responsible for obtaining pertinent patient history, performing the sonographic examination, providing for the needs and comfort of the patient during examination, and recording anatomy and pathology or other data for interpretation by the supervising physician to aid in diagnosis. Sonography is commonly used in the field of obstetrics and gynecology for purposes ranging from confirming and/or dating pregnancies to diagnosing disease processes of the female reproductive system. Sonographers must have knowledge of normal structure and functional anatomy of the human body and use independent judgment in recognizing the need to perform procedures according to sonographic findings.

Upon completion of the 2-year program of study, the student will be awarded the Associate of Applied Science degree.

Until a Diagnostic Medical Sonography program reaches accreditation approval from CAAHEP, the students must meet the following criteria in order to apply to sit for the American Registry for Diagnostic Medical Sonographers:

• Be a graduate from a 2-year allied health program that is patient care related that includes but is not limited to Diagnostic Medical Sonography, Radiologic Technology, Respiratory Therapy, Registered Nurse, Occupational Therapy, and Physical Therapy; and have 12 months of full-time clinical ultrasound/vascular experience. • Hold a Bachelor’s degree and have 12 months of full-time clinical ultrasound/vascular experience.

Graduates from a CAAHEP accredited Diagnostic Medical Sonography Program may apply to take the ARDMS without further experience.

Industry standards referenced are from the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Diagnostic Medical Sonography (2007).

Executive Summary

Suggested Course Sequence* Diagnostic Medical Sonography Technology** Associate of Applied Science Degree

Prerequisites: 4 sch Anatomy and Physiology I (with lab) (BIO 1514) 4 sch Anatomy and Physiology II (with lab) (BIO 1524)

FIRST YEAR

4 sch Survey of Physics I (PHY 1214) 3 sch Math/Science Elective 3 sch Written Communications Elective 4 sch Introduction to Ultrasound (DMS 1114) _____ 14 sch 3 sch Ultrasound Physics and Instrumentation I (DMS 1313) 3 sch Fine Arts/Humanities Elective 3 sch Social/Behavioral Science Elective 3 sch Medical Terminology in Allied Health (TAH 1113)*** _____ 12 sch

SECOND YEAR

3 sch Oral Communications Elective 3 sch Introduction to Computer Concepts (CSC 1113) 3 sch Sectional Anatomy (DMS 1213) 4 sch Clinical Experience I (DMS 1414) _____ 13 sch 3 sch Abdominal Sonography (DMS 1513) 3 sch Obstetrical and Gynecological Sonography (DMS 1523) 3 sch Advanced Sonographic Procedures (DMS 1533) 6 sch Clinical Experience II (DMS 1426) 3 sch Ultrasound Physics and Instrumentation II (DMS 1323) _____ 18 sch

SUMMER SEMESTER

6 sch Clinical Experience III (DMS 1436) 3 sch Sonography Seminar (DMS 1613) 3 sch Ultrasound Examination Critique (DMS 1623) _____ 12 sch

Applicants without a 2-year allied health patient care related degree must take basic patient care and medical-legal ethics courses.

Executive Summary

• For students without a 2-year allied health degree. This sequence can only be used with a two-instructor program.

** Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

*** May be waived for completers of postsecondary allied health programs

Executive Summary

Suggested Course Sequence Diagnostic Medical Sonography Technology

Certificate Option

The certificate option is designed for students who are graduates of 2-year allied health patient care related programs and who have passed the corresponding certification exam. This includes associate degree nursing, radiologic technology, physical therapy assistant, respiratory therapy, occupational therapy assistant, or a Bachelor of Science degree that includes basic patient care and medical-legal ethics. Prerequisites include Anatomy and Physiology I & II, Survey of Physics I*, College Algebra, and Oral Communications or English Composition.

FIRST YEAR

4 sch Introduction to Ultrasound (DMS 1114) 3 sch Sectional Anatomy (DMS 1213) 3 sch Ultrasound Physics and Instrumentation I (DMS 1313) 4 sch Clinical Experience I (DMS 1414) _____ 14 sch 3 sch Abdominal Sonography (DMS 1513) 3 sch Obstetrical and Gynecological Sonography (DMS 1523) 3 sch Advanced Sonographic Procedures (DMS 1533) 6 sch Clinical Experience II (DMS 1426) 3 sch Ultrasound Physics and Instrumentation II (DMS 1323) _____ 18 sch

SUMMER SEMESTER

6 sch Clinical Experience III (DMS 1436) 3 sch Sonography Seminar (DMS 1613) 3 sch Ultrasound Examination Critique (DMS 1623) _____ 12 sch

• May be met by radiographic physics or survey of physics courses

Executive Summary

DIESEL EQUIPMENT TECHNOLOGY

The Diesel Equipment Technology Program is an instructional program that provides students with competencies required to maintain and repair a variety of industrial diesel equipment, including agricultural tractors, commercial trucks, and construction equipment. The program includes instruction in inspection, repair, and maintenance of engines, power trains, hydraulic systems, and other components.

Diesel Equipment Technology is an articulated certificate or technical program designed to provide advanced skills to its students. Baseline competencies, taken from the secondary Diesel Service Technology, serve as a foundation for the competencies and objectives taught in the courses of the program. Students who do not possess these competencies will be allowed to acquire them during the program. Students who can document mastery of these baseline competencies will not be required to repeat these competencies.

The curriculum utilized the Automotive Service Excellence (ASE) 2007 Medium/Heavy Truck standards. These documents serve as national standards for certification of medium/heavy truck technician programs.

The tasks described in the document are based on a number of assumptions which also apply to the competencies and objectives in the Career Technical courses of this program. These assumptions include:

1. In all areas, appropriate theory, safety, and support instruction will be required in the performance of each objective including the identification and safe use of tools and testing and measuring equipment, and the use of reference materials and technical manuals. 2. All diagnostic and repair tasks are performed in accordance with manufacturer’s recommended procedures and to manufacturer’s specifications.

A one year certificate requires successful completion of a minimum of 34 semester credit hours (sch) of required courses.

The two year certificate requires successful completion of a minimum of 52 semester credit hours (sch) of required courses.

The technical program requires successful completion of a minimum of 64 semester credit hours (sch) with 15 semester credit hours of academic core courses included.

Articulation Articulation credit from Secondary Automotive Service Technology or Secondary Diesel Service Technology to Postsecondary Diesel Equipment Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is Fundamentals of Equipment Mechanics (DET 1114) with the stipulation of passing the MS-CPAS2 according to Mississippi Community College Board (MCCB) guidelines.

Executive Summary

Suggested Course Sequence* Diesel Equipment Technology Career Certificate

FIRST YEAR

4 sch Fundamentals of Equipment Mechanics (DET 1114) 3 sch Hydraulic Brake Systems (DET 1213) 3 sch Electrical/Electronic Systems I (DET 1223) 3 sch Power Trains (DET 1713) 3 sch Approved Elective _____ 16 sch 4 sch Diesel Systems I (DET 1364) 4 sch Preventive Maintenance and Service (DET 1614) 3 sch Advanced Brake Systems (Air) (DET 2623) 3 sch Electrical/Electronic Systems II (DET 1263) 3 sch Approved Elective _____ 17 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

APPROVED ELECTIVES

Hydraulics (DET 1513) Steering and Suspension Systems (DET 2253) Air Conditioning and Heating Systems (DET 2813) Special Project in Diesel Equipment Technology (DET 291(1-3)) Supervised Work Experience in Diesel Equipment Technology (DET 292(1-3)) Welding for Diesel Equipment Technology (DET 2113) Fluid Power Trains (DET 2523) Work-Based Learning I, II, III, IV, V and VI [WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3)] Or other instructor-approved electives

COMPUTER RELATED ELECTIVE

Fundamentals of Microcomputer Applications (CPT 1113) Introduction to Computer Concepts (CSC 1113) Any other computer related technical or academic course as approved by the instructor. Or other instructor-approved electives

Executive Summary

Suggested Course Sequence* Diesel Equipment Technology Technical Certificate

FIRST YEAR

4 sch Fundamentals of Equipment Mechanics (DET 1114) 3 sch Hydraulic Brake Systems (DET 1213) 3 sch Electrical/Electronic Systems I (DET 1223) 3 sch Power Trains (DET 1713) 3 sch Approved Elective _____ 16 sch 4 sch Diesel Systems I (DET 1364) 4 sch Preventive Maintenance and Service (DET 1614) 3 sch Advanced Brake Systems (Air) (DET 2623) 3 sch Electrical/Electronic Systems II (DET 1263) 3 sch Approved Elective _____ 17 sch

SECOND YEAR

4 sch Diesel Systems II (DET 2374) 3 sch Air Conditioning and Heating Systems (DET 2813) 3 sch Electrical/Electronic Systems III (DET2273) 3 sch Written Communications Elective 3 sch Approved Elective _____ 16 sch 3 sch Steering and Suspension Systems (DET 2253) 3 sch Hydraulics (DET 1513) 3 sch Approved Elective 3 sch Humanities/Fine Arts Elective 3 sch Social/Behavioral Science Elective _____ 15 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

Executive Summary

APPROVED ELECTIVES

Introduction to Computer or Computer course 3 sch Diesel Systems III (DET 2383) 1-3 sch Special Project in Diesel Equipment Technology [DET 291(1-3)] 1-3 sch Supervised Work Experience in Diesel Equipment Technology [DET 292(1-3)] 3 sch Welding for Diesel Equipment Technology (DET 2113) 3 sch Fluid Power Trains (DET 2523) 1-6 sch Work-Based Learning I, II, III, IV, V, and VI [WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3)] Or other instructor-approved elective(s)

COMPUTER RELATED ELECTIVE

Fundamentals of Microcomputer Applications (CPT 1113) Introduction to Computer Concepts (CSC 1113) Any other computer related technical or academic course as approved by the instructor. Or other instructor-approved elective(s)

Executive Summary

Suggested Course Sequence* Diesel Equipment Technology Associate of Applied Science Degree

FIRST YEAR

4 sch Fundamentals of Equipment Mechanics (DET 1114) 3 sch Hydraulic Brake Systems (DET 1213) 3 sch Electrical/Electronic Systems I (DET 1223) 3 sch Power Trains (DET 1713) 3 sch Math/Science Elective _____ 16 sch 4 sch Diesel Systems I (DET 1364) 4 sch Preventive Maintenance and Service (DET 1614) 3 sch Advanced Brake Systems (Air) (DET 2623) 3 sch Electrical/Electronic Systems II (DET 1263) 3 sch Oral Communications Elective _____ 17 sch

SECOND YEAR

4 sch Diesel Systems II (DET 2374) 3 sch Air Conditioning and Heating Systems (DET 2813) 3 sch Electrical/Electronic Systems III (DET 2273) 3 sch Written Communications Elective 3 sch Approved Elective _____ 16 sch 3 sch Steering and Suspension Systems (DET 2253) 3 sch Hydraulics (DET 1513) 3 sch Approved Elective 3 sch Humanities/Fine Arts Elective 3 sch Social/Behavioral Science Elective

_____ 15 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

Executive Summary

APPROVED ELECTIVES

Introduction to Computer or Computer course 3 sch Diesel Systems III (DET 2383) 1-3 sch Special Project in Diesel Equipment Technology [DET 291(1-3)] 1-3 sch Supervised Work Experience in Diesel Equipment Technology [DET 292(1-3) 3 sch Welding for Diesel Equipment Technology (DET 2113) 3 sch Fluid Power Trains (DET 2523) 1-6 sch Work-Based Learning I, II, III, IV, V, and VI [WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3)] Or other instructor-approved elective(s)

COMPUTER RELATED ELECTIVE Fundamentals of Microcomputer Applications (CPT 1113) Introduction to Computer Concepts (CSC 1113) Any other computer related technical or academic course as approved by the instructor. Or other instructor-approved elective(s)

Executive Summary

ELECTRONICS AND RELATED ENGINEERING TECHNOLOGY

Electronics and Related Engineering Technology Communications Electronics Repair Technology

Communications Electronics Repair Technology is an instructional program that prepares individuals to assemble, install, operate, and maintain communications equipment and systems, including one- and two-way communications systems, home entertainment systems, and other communications equipment. Instruction is included in the use and repair of the actual equipment.

Communications Electronics Repair Technology is an articulated certificate/technical program designed to provide advanced and technical skills to its graduates. Entrance into the postsecondary program is based upon mastery of baseline competencies from the high school Electronics program.

This curriculum was developed with the use of the competencies and objectives as prepared by the Electronics Technicians Association, International (2004), as adopted by the National Coalition for Electronics Education (NCEE), 2003, Consumer Electronics Service Technician specialty-C.E.S.T.

The certificate program in Communications Electronics Repair Technology requires successful completion of a minimum of 34 semester credit hours of technical course work. Emphasis is placed on home entertainment system repair in the certificate program.

Articulation

Articulation credit from Secondary Basic Electronics to Postsecondary Electronics Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is DC Circuits (EET 1114), with the stipulation of passing the MS-CPAS2 according to MCCB guidelines.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Communications Electronics Repair Technology Career Certificate

FIRST YEAR

4 sch DC Circuits (EET 1114) 3 sch AC Circuits (EET 1123) 3 sch Technical Elective 4 sch Digital Electronics (EET 1214) 4 sch Solid State Devices and Circuits (EET 1334) ______ 18 sch 3 sch Digital Television Systems (EET 2823) 3 sch Video Systems Repair Lab (CET 2823) 4 sch Electronic Communications (EET 2414) 3 sch Diagnostics and Troubleshooting Lab (CET 2223) 3 sch Video Recording Systems Lab (CET 2323) ______ 16 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

TECHNICAL ELECTIVES

3 sch Satellite Systems (CET 1113) 3 sch Math for Electronics (EET 1413) 3 sch Physics in Electronics (EET 2433) 1–3 sch Special Project [CET 291(1–3)] 1–6 sch Supervised Work Experience [CET 292(1–6)] 1–3 sch Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)]

Executive Summary

Electronics and Related Engineering Technology Electronics Technology

Electronics Technology is an instructional program that prepares individuals to support electrical engineers and other professionals in the design, development, and testing of electrical circuits, devices, and systems. The program includes instruction in model and prototype development and testing; systems analysis and integration, including design and development of corrective and preventive maintenance techniques; application of engineering data; and the preparation of reports and test results.

The purpose of the Electronics Technology curriculum is to provide instruction necessary for a student to become a competent electronic technician. A graduate of this curriculum will be eligible for entry-level employment into any of the options in electronics and will be capable of correlating the activities of scientific research, engineering, and production for a wide variety of occupational fields. A graduate of the Electronics Technology curriculum will possess the capability of working and communicating directly with engineers, scientists, and other technical personnel in his or her specialized area.

Program Requirements

Electronics Technology is an articulated technical program designed to provide its students with technical skills. Entry into the postsecondary program is based upon mastery of skills that are taught in the secondary Electronics programs. The technical program consists of essential skills that may be obtained in a secondary program or at the community/junior college and technical skills and academics that must be obtained at the community/junior college level.

The curriculum for Electronics Technology was developed with the use of the competencies and objectives as prepared by the Electronic Technicians Association, International (2004), as recommended by the National Coalition for Electronics Education (NCEE) and the ETA’s Associate C.E.T. Exam Development Committee for Basic Electronics. The listing of competencies within this document served as baseline data for the revision of the curriculum. The competency list used in the curriculum is based upon the following assumptions:

1. In all areas, appropriate theory, safety, and support instruction will be provided for each competency. It is essential that all instruction has included use of appropriate tools and testing and measuring instruments needed to accomplish certain competencies. It is also assumed that each student has received instruction to locate and use current reference and materials from industry publications that present manufacturers’ recommended or required specifications and procedures for doing the various competencies. 2. The individual program should have written and detailed evaluation standards for each competency covered in the curriculum. Learning progress of students should be monitored and evaluated against these stated standards. A system that informs all students of their progress throughout the program should be in place. 3. It is recognized that individual courses will differ across the technical programs. The development of appropriate learning activities and tests will be the responsibility of the individual program.

Executive Summary

4. These national standards require that competencies contained in the list be included in the program to validate that the program is meeting the needs of the electronics industry.

The standard curriculum for Electronics Technology is designed to serve as the core curriculum for approximately 75% of each course at the postsecondary level. The remaining 25% of each course is to be added at the local level based upon needs of students and area employers.

The technical program in Electronics Technology requires a minimum of 64 semester credit hours (sch) beyond the essential skills level. Fifteen semester credit hours of academic core courses are included in this minimum.

The certificate program in Electronics Technology requires a minimum of 33 semester hours of credit.

Articulation

Articulation credit from Secondary Basic Electronics to Postsecondary Electronics Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is DC Circuits (EET 1114), with the stipulation of passing the MS-CPAS2 according to MCCB guidelines.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Electronics Technology Career Certificate

FIRST YEAR

3 sch Technical Electives 4 sch DC Circuits (EET 1114) 4 sch Digital Electronics (EET 1214) 4 sch Solid State Devices and Circuits (EET 1334) ______ 15 sch 3 sch AC Circuits (EET 1123) 4 sch Microprocessors (EET 1324) 4 sch Linear Integrated Circuits (EET 2334) 4 sch Electronic Communications (EET 2414) 3 sch Technical Electives ______ 18 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Electronics Technology Associate of Applied Science Degree

FIRST YEAR

3 sch Technical Electives 4 sch DC Circuits (EET 1114) 4 sch Digital Electronics (EET 1214) 3 sch Computer-Related Elective 3 sch Math/Science Elective ________ 17 sch 3 sch AC Circuits (EET 1123) 4 sch Solid State Devices and Circuits (EET 1334) 4 sch Microprocessors (EET 1324) 3 sch Technical Electives 3 sch Written Communications Elective _______ 17 sch

SECOND YEAR

4 sch Linear Integrated Circuits (EET 2334) 4 sch Electronic Communications (EET 2414) 4 sch Technical Electives 3 sch Humanities/Fine Arts Elective _______ 15 sch 9 sch Technical Electives 3 sch Oral Communications 3 sch Social/Behavioral Science Elective _______ 15 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

TECHNICAL ELECTIVES

3 sch Drafting for Electronic/Electrical Technology (EET 1713) 4 sch Solid State Motor Control (ELT 2424/EET 2354) 3 sch Programmable Logic Controllers (ELT 2613/EET 2363) 4 sch Introduction to Computers (CPT 1114) †

3 sch Computer Fundamentals for Electronics/Electricity (EET 1613) †

3–4 sch Approved Computer Programming Language †

2 sch Fundamentals of Electronics (EET 1192) 4 sch Interfacing Techniques (EET 2514) 4 sch Fluid Power (INT 1214/EET 1174) 4 sch Equipment Maintenance, Troubleshooting, and Repair (IMM 2114/EET 1154) 4 sch IT Foundations (IST 1124/EET 1224) OR Operating Platforms (CPT 1333) and Systems Maintenance (CNT 2423/CPT 2383) †

3 sch Math for Electronics (EET 1413) 3 sch Physics in Electronics (EET 2433) 3 sch Computer Servicing Lab I (CST 2113/EET 1233)

1–3 sch Special Project [EET 291(1–3)] 1–6 sch Supervised Work Experience in Electronics Technology [EET 292(1–6)] 3 sch Digital Television Systems (EET 2823) 3 sch Fundamentals of Fiber Optics (EET 2423) 3 sch Computer Servicing Lab II (CST 2123/EET 2233)

3 sch Motor Control Systems (ELT 1413/EET 1343) 3 sch Motor Maintenance and Troubleshooting (ELT 1223/EET 1163) 3 sch Electrical Power (ELT 1213/EET 1133) 3 sch Commercial and Industrial Wiring (ELT 1123/EET 1143) 1–3 sch Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)]

† May be selected as computer-related elective

Executive Summary

Electronics and Related Engineering Technology Biomedical Equipment Repair Technology

Biomedical Equipment Repair Technology is an instructional and field service program that provides the students with technical knowledge and skills necessary for gaining employment as a biomedical equipment technician. They are entry-level technicians who can install, set up, troubleshoot, integrate, program, test, operate, and repair biomedical equipment.

The AAS Degree in Electronics Technology (BMET) option will be awarded upon the successful completion of a minimum of 64 semester hours of the courses within the program. Upon completion, the student will have an opportunity to apply for the Biomedical Equipment Technician Certification Examination.

This curriculum corresponds with the international certification content areas from the Examination for Certification as Biomedical Equipment Technician of the Association for the Advancement of Medical Instrumentation.

Articulation

Articulation credit from Secondary Basic Electronics to Postsecondary Electronics Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is DC Circuits (EET 1114), with the stipulation of passing the MS-CPAS2 according to MCCB guidelines.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Biomedical Equipment Repair Technology Associate of Applied Science Degree

FIRST YEAR

1 sch Orientation to Biomedical Equipment Repair (EET 1311) 4 sch DC Circuits (EET 1114) 4 sch Digital Electronics (EET 1214) 3 sch Anatomy and Physiology I (BIO 2513) 1 sch Anatomy and Physiology I Lab (BIO 2511) 3 sch Written Communications Elective _____ 16 sch 3 sch AC Circuits (EET 1123) 4 sch Solid State Devices and Circuits (EET 1334) 4 sch Microprocessors (EET 1324) 3 sch Anatomy and Physiology II (BIO 2523) 1 sch Anatomy and Physiology II Lab (BIO 2521) 3 sch Math/Science Elective _____ 18 sch

SECOND YEAR

3–6 sch Supervised Work Experience in Biomedical Equipment Repair I [EET 211(3–6)] 4 sch Linear Integrated Circuits (EET 2334) 4 sch Technical Electives 3 sch Oral Communications Elective ________ 14–17 sch 3–6 sch Supervised Work Experience in Biomedical Equipment Repair II [EET 222(3–6)] 3 sch Fundamentals of Fiber Optics (EET 2423) 4 sch Technical Electives 3 sch Humanities/Fine Arts Elective 3 sch Social/Behavioral Science Elective ________ 16–19 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

TECHNICAL ELECTIVES

3 sch Fundamentals of Microcomputer Applications (CPT 1113) 2 sch Fundamentals of Electronics (EET 1192) 3 sch Computer Fundamentals for Electronics/Electricity (EET 1613) 1–3 sch Special Project [EET 291(1–3)] 4 sch Interfacing Techniques (EET 2514) 4 sch Electronic Communications (EET 2414) 4 sch Fluid Power (INT 1214/EET 1173) 3 sch Computer Servicing Lab I (CST 2113/EET 1233) 3 sch Computer Servicing Lab II (CST 2123/EET 2233)

4 sch IT Foundations (IST 1124/EET 1224) OR Operating Platforms (CPT 1333) and Systems Maintenance (CNT 2423/CPT 2383) †

3–4 sch Approved Computer Programming Language †

3 sch Math for Electronics (EET 1413) 3 sch Physics in Electronics (EET 2433)

1–3 sch Work-Based Learning [WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291 (1–3), WBL 292(1–3), WBL 293(1–3)]

Executive Summary

Electronics and Related Engineering Technology Telecommunications Technology

This 2-year program is designed to prepare students for a wide range of technical positions within the telecommunications industry. Specific preparation is in modes, techniques, and mediums of voice, and data transmissions and reception. Emphasis is on the telephone instrument, key systems, PBX systems, analog and digital voice communications, data communications, fiber-optic communications, and satellite and microwave communications. Graduates will be qualified to help select, install, operate, maintain, troubleshoot, and repair telecommunications systems. An Associate of Applied Science Degree is awarded upon successful completion of a minimum of 64 semester credit hours of approved course work.

This curriculum was developed using the Electronics Technicians Association, International, standards from the National Coalition for Electronics Education and ETA’s Associate C.E.T. Examination Development Committee.

Articulation

Articulation credit from Secondary Basic Electronics to Postsecondary Electronics Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is DC Circuits (EET 1114), with the stipulation of passing the MS-CPAS2 according to MCCB guidelines.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Telecommunications Technology Associate of Applied Science Degree

FIRST YEAR

4 sch Fundamentals of Telecommunications (TCT 1114) 4 sch DC Circuits (EET 1114) 4 sch Digital Electronics (EET 1214) 3 sch Math/Science Elective ______ 15 sch 4 sch Telephone Systems (TCT 2214) 3 sch AC Circuits (EET 1123) 4 sch Solid State Devices and Circuits (EET 1334) 4 sch Digital Communications I (TCT 2314) 3 sch Written Communications Elective _____ 18 sch

SECOND YEAR

4 sch Digital Communications II (TCT 2324) 4 sch Technical/Academic-Related Elective 3 sch Computer-Related Elective 3 sch Oral Communications Elective 3 sch Social/Behavioral Science Elective _____ 17 sch 4 sch Microwave and Satellite Systems (TCT 2414) 3–4 sch Technical/Academic-Related Elective 3 sch Fundamentals of Fiber Optics (EET 2423) 3 sch Humanities/Fine Arts Elective _____ 13–14 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

TECHNICAL ELECTIVES

3 sch Computer Fundamentals for Electronics/Electricity (EET 1613) 3 sch Fundamentals of Data Communications (CPT 1413) 3 sch Network Management (CPT 2153) 3 sch Approved Computer Programming Language Course 4 sch PBX Systems (TCT 2224) 4 sch Electronic Communications (EET 2414) 3 sch Drafting for Electronic/Electrical Technology (EET 1713) 3 sch Math for Electronics (EET 1413) 3 sch Physics in Electronics (EET 2433)

4 sch Network Systems (TCT 2424) 4 sch Interfacing Techniques (EET 2514) 4 sch Linear Integrated Circuits (EET 2334) 4 sch Microprocessers (EET 1324) 3 sch Computer Servicing Lab I (CST 2113/EET 1233) 4 sch IT Foundations (IST 1124/EET 1224) OR Operating Platforms (CPT 1333) and Systems Maintenance (CNT 2423/CPT 2383) 1–3 sch Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)] 1–4 sch Special Project [TCT 291(1–4)] 1–6 sch Supervised Work Experience [TCT 292(1–6)]

Executive Summary

Electronics and Related Engineering Technology Industrial Electronics Technology

This 2-year program is designed to prepare students for a wide range of technical positions within the industrial manufacturing industry. The Industrial Electronics program is designed to prepare graduates for a career in the installation, maintenance, testing, and repair of industrial electrical and electronic equipment and systems. This program introduces the fundamentals of electricity, electronics, digital techniques, electrical power distribution, motor controls, fluid systems controls, programmable logic controllers, and instrumentation. Graduates will possess the skills necessary to enter the workforce as technicians in the fields of telephone service, industrial electronic and electrical servicing, plc and process control, industrial automation, and power distribution and as general electronic technicians. An Associate of Applied Science Degree is awarded upon successful completion of a minimum of 64 semester credit hours of approved course work.

Articulation

Articulation credit from Secondary Basic Electronics to Postsecondary Electronics Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is DC Circuits (EET 1114), with the stipulation of passing the MS-CPAS2 according to MCCB guidelines.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Industrial Electronics Technology Associate of Applied Science Degree

FIRST YEAR

4 sch DC Circuits (EET 1114) 3 sch AC Circuits (EET 1123) 4 sch Digital Electronics (EET 1214) 3 sch Written Communications Elective 3 sch Math/Science Elective ________ 17 sch 3 sch Electrical Power (EET 1133) 4 sch Solid State Devices and Circuits (EET 1334) 3 sch Motor Control Systems (EET 1343) 3 sch Elective 3 sch Computer-Related Elective _______ 16 sch

SECOND YEAR

4 sch Solid State Motor Control (EET 2354) 3 sch Programmable Logic Controllers (EET 2363) 3 sch Technical Electives 3 sch Oral Communication Elective 3 sch Humanities/Fine Arts Elective _______ 16 sch 4 sch Equipment Maintenance, Troubleshooting, and Repair (EET 1154) 9 sch Technical Electives 3 sch Social/Behavioral Science Elective _______ 16 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

TECHNICAL ELECTIVES

3 sch Drafting for Electronic/Electrical Technology (EET 1713) 4 sch Solid State Motor Control (ELT 2424/EET 2354) 3 sch Adv. Prog Logic Controllers Technical Electives (ELT 2623) 4 sch Introduction to Computers (CPT 1114)† 3 sch Computer Fundamentals for Electronics/Electricity (EET 1613) †

3–4 sch Approved Computer Programming Language †

2 sch Fundamentals of Electronics (EET 1192) 3 sch Fundamentals of Robotics (EET 1353) 3 sch Fundamentals of Instrumentation (EET 1443) 4 sch Interfacing Techniques (EET 2514) 4 sch Fluid Power (INT 1214/EET 1174) 4 sch Equipment Maintenance, Troubleshooting, and Repair (IMM 2114/EET 1154) 4 sch IT Foundations (IST 1124/EET 1224) OR Operating Platforms (CPT 1333) and Systems Maintenance (CNT 2423/CPT 2383) †

3 sch Math for Electronics (EET 1413) 3 sch Physics in Electronics (EET 2433) 4 sch Microprocessors (EET 1324) 3 sch Computer Servicing Lab I (CST 2113/EET 1233) 1–3 sch Special Project [EET 291(1–3)] 1–6 sch Supervised Work Experience in Electronics Technology [EET 292(1–6)] 3 sch Digital Television Systems (EET 2823) 3 sch Fundamentals of Fiber Optics (EET 2423) 3 sch Computer Servicing Lab II (CST 2123/EET 2233) 3 sch Motor Control Systems (ELT 1413/EET 1343) 3 sch Motor Maintenance and Troubleshooting (ELT 1223/EET 1163) 3 sch Electrical Power (ELT 1213/EET 1133) 3 sch Commercial and Industrial Wiring (ELT 1123/EET 1143) 1–3 sch Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)]

† May be selected as computer-related elective

Executive Summary

FORESTRY TECHNOLOGY

Postsecondary Forestry Technology is an instructional program that prepares individuals to produce, protect, and manage timber and other forest crops. Students enrolled in the program will participate in a variety of learning experiences related to land and forest measurements, growth processes of timber stands, tree identification, timber and forest product harvesting, timber stand management and protection, and forest products utilization. Emphasis is placed on the development of job skills that allow students to enter employment. The latest technologies and computer application skills are incorporated into courses. The program combines lecture- based activities with laboratory field experiences.

Forestry Technology is a two-year technical program. An Associate of Applied Science degree is awarded upon successful completion of the curriculum.

Industry standards referenced were adapted from Standards and Procedures for Recognizing Educational Programs in Forest Technology, as published by the Society of American Foresters http://www.safnet.org/education/techaccstd082409.doc

Executive Summary

Suggested Course Sequence* Forestry Technology Associate of Applied Science Degree

FIRST YEAR

3 sch Botany (BIO 1313)/Natural Science Elective 4 sch Forest Measurements I (FOT 1114) 3 sch Microcomputer Application Elective 3 sch Fundamentals of Forestry (FOT 1813) 3 sch Math/Science Elective _____ 16 sch 4 sch Elective 4 sch Elective 4 sch Applied Soils – Conservation and Use (AGT 1714) 3 sch Elective 3 sch Written Communications Elective _____ 18 sch

SECOND YEAR

4 sch Forest Surveying and Spatial Applications (FOT 2124) 4 sch Silviculture I (FOT 2614) 4 sch Applied Dendrology (FOT 1714) 3 sch Oral Communications Elective _____ 15 sch 4 sch Timber Harvesting (FOT 2424) 3 sch Elective 3 sch Elective 3 sch Humanities/Fine Arts Elective 3 sch Social/Behavioral Science Elective _____ 16 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

ELECTIVES Any Instructor approved elective 4 sch Forest Measurements II (FOT 1124) 4 sch Forest Protection (FOT 1314) 4 sch Forest Products Utilization (FOT 1414) 4 sch Silviculture II (FOT 2624) 4 sch Advanced GIS/GPS in Forestry (FOT 2214) 3 sch Principles of Accounting I (ACC 1213) 3 sch Applied Agricultural Economics (AGT 2263) 1-3 sch Special Problem in Forestry Technology [FOT 291(1-3)] 1-6 sch Supervised Work Experience in Forestry Technology [FOT 292(1-6)] 1-6 sch Work-Based Learning [WBL 292(1-6)] 3 sch Legal Environment of Business (BAD 2413) 3 sch Mapping and Topography (DDT 2423) 3 sch Fundamentals of Drafting (DDT 1113)

Executive Summary

3 sch Business Statistics (BAD 2323 or MAT 2323) 3 sch Economics I (Macroeconomics) (ECO 2113) 3 sch Economics II (Macroeconomics) (ECO 2123)

Executive Summary

INSTRUMENTATION TECHNOLOGY

Instrumentation Technology

This 2-year program is designed to prepare students for a wide range of technical positions within the commercial/industrial manufacturing industry and the utility and petroleum industries. The Instrumentation program is designed to prepare graduates for a career in the installation, maintenance, testing, and repair of industrial electrical and electronic equipment and systems. This program introduces process computers, instrument system communications, smart transmitters, control valves, distributed control systems, process simulations, and computer graphic display interfaces. Graduates will possess the skills necessary to enter the workforce as technicians in the field of chemical, petrochemical, exploration & production, pulp & paper, power generation, utilities, food & beverage, and water/waste treatment. An Associate of Applied Science Degree is awarded upon successful completion of a minimum of 64 semester credit hours of approved course work.

Articulation

Articulation credit from Secondary Basic Electronics to Postsecondary Electronics Technology will be awarded upon implementation of this curriculum by the college. The course to be articulated is DC Circuits (EET 1114), with the stipulation of passing the MS-CPAS2 according to MCCB guidelines.

Executive Summary

Suggested Course Sequence* Electronics and Related Engineering Technology Instrumentation Technology Associate of Applied Science Degree

FIRST YEAR

4 sch Fundamentals of Industrial Measurement I (IET 1114) 4 sch Fundamentals of Industrial Measurement II (IET 1214) 3 sch DC Circuits (EET 1114) 3 sch Computer-Related Elective 3 sch Math/Science Elective ________ 17 sch

3 sch AC Circuits (EET 1123) 4 sch Industrial Controls I (IET 1314) 4 sch Digital Electronics (EET 1214) 4 sch Technical Elective 3 sch Written Communications Elective _______ 18 sch SECOND YEAR

3 sch Linear Integrated Circuits (EET 2334) 4 sch Industrial Controls II (IET 2414) 4 sch Technical Elective 3 sch Approved Elective 3 sch Humanities/Fine Arts Elective _______ 17 sch 4 sch Final Control Elements (IET 2114) 3 sch Technical Elective 3 sch Technical Elective 3 sch Oral Communication Elective 3 sch Social/Behavioral Science Elective _______ 16 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

TECHNICAL ELECTIVES

3 sch Electrical Power (EET 1133) 4 sch Equipment Maintenance, Troubleshooting, and Repair (EET 1154) 3 sch Drafting for Electronic/Electrical Technology (EET 1713) 4 sch Solid State Motor Control (ELT 2424/EET 2354) 3 sch Adv. Prog Logic Controllers Technical Electives (ELT 2623) 4 sch Introduction to Computers (CPT 1114)† 3 sch Computer Fundamentals for Electronics/Electricity (EET 1613) †

3–4 sch Approved Computer Programming Language †

2 sch Fundamentals of Electronics (EET 1192) 3 sch Fundamentals of Robotics (EET 1353) 3 sch Fundamentals of Instrumentation (EET 1443) 4 sch Interfacing Techniques (EET 2514) 4 sch Fluid Power (INT 1214/EET 1174) 4 sch Equipment Maintenance, Troubleshooting, and Repair (IMM 2114/EET 1154) 4 sch IT Foundations (IST 1124/EET 1224) OR Operating Platforms (CPT 1333) and Systems Maintenance (CNT 2423/CPT 2383) †

3 sch Math for Electronics (EET 1413) 3 sch Physics in Electronics (EET 2433)

3 sch Microprocessors (EET 1324) 3 sch Solid State Devices & Circuits (EET 1334) 3 sch Computer Servicing Lab I (CST 2113/EET 1233) 1–3 sch Special Project [EET 291(1–3)] 1–6 sch Supervised Work Experience in Electronics Technology [EET 292(1–6)] 3 sch Digital Television Systems (EET 2823) 3 sch Fundamentals of Fiber Optics (EET 2423) 3 sch Computer Servicing Lab II (CST 2123/EET 2233) 3 sch Motor Control Systems (ELT 1413/EET 1343) 3 sch Motor Maintenance and Troubleshooting (ELT 1223/EET 1163) 3 sch Electrical Power (ELT 1213/EET 1133) 3 sch Commercial and Industrial Wiring (ELT 1123/EET 1143) 4 sch Solid State Motor Control (EET 2354) 3 sch Programmable Logic Controllers (EET 2363) 3 sch Safety Health and Environment I (PPT 1513) 1–3 sch Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)]

† May be selected as computer-related elective

Executive Summary

MEDIA TECHNOLOGY

Media Technology is a postsecondary instructional program that prepares individuals to work in various broadcasting media as announcing, broadcasting control room, editing, and other various technician positions. The content includes communication skills, leadership skills, human relations, employability skills, safe and efficient work practices, announcing and moderating programs, preparing copy, programming, and operation of radio/television broadcasting equipment to support broadcast managers in the production of materials and production and broadcasting of materials or programs in radio/television format.

Industry standards referenced are from the Audio and Video Technology and Film Knowledge and Skill Statements published by the National Association of State Directors of Career Technical Education Consortium. Additional research data used in the development of this publication were collected from a review of related literature and from surveys of local experts in business, industry, and education.

Executive Summary

Suggested Course Sequence* Media Technology Associate of Applied Science Degree

FIRST YEAR

3 sch Fundamentals of Microcomputer Applications (CPT 1113) 4 sch Principles of Mass Communication (MDT 1244) 3 sch Principles of Audio Production (MDT 1413) 3 sch Humanities/Fine Arts Elective 3 sch Written Communications Elective ______ 16 sch 4 sch Fundamentals of Television Production (MDT 1314) 4 sch Broadcast Writing (MDT 1214) 3 sch Advanced Audio Production (MDT 1423) 3 sch Oral Communications Elective 3 sch Math/Science Elective ______ 17 sch

SECOND YEAR

4 sch Intermediate Television Production (MDT 2314) 4 sch Broadcast Announcing (MDT 2114) 3 sch Social/Behavioral Science Elective 4 sch Basic Editing (MDT 2414) ______ 15 sch 4 sch Advanced Television Production (MDT 2324) 4 sch Advanced Editing (MDT 2424) 8 sch Technical Electives ______ 16 sch

• Students who lack entry level skills in math, English, science, etc. will be provided related studies.

TECHNICAL ELECTIVES

Basic Photography (MDT 2513) Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), WBL 293(1-3)] Special Project in Media Technology [MDT 291(1-3)] Station Administration (MDT 2213)

Executive Summary

MEDICAL LABORATORY TECHNOLOGY

The Medical Laboratory Technology curriculum is a 2-year Associate of Applied Science degree program of study that prepares individuals to work in a medical laboratory. As members of the health-care delivery team, clinical laboratory personnel are responsible for assuring reliable and accurate laboratory test results that contribute to the diagnosis, treatment, prognosis, and prevention of physiological and pathological conditions. This program is designed to meet the standards and requirements for careers in clinical laboratory science. At career entry, the medical laboratory technician will be able to perform routine clinical laboratory tests (such as hematology, clinical chemistry, immunohematology, microbiology, serology/immunology, coagulation, molecular, and or emerging diagnostics) as the primary analyst making specimen- oriented decisions on predetermined criteria. Upon successful completion of the technical program, the student will be eligible to take a national certification examination. This program is accredited by the National Accrediting Agency for Clinical Laboratory Science (NAACLS), 5600 North River Road, Suite 720, Rosemont, IL, 60018, (773) 714-8880.

Executive Summary

Suggested Course Sequence* Medical Laboratory Technology Associate of Applied Science Degree

FIRST YEAR

3 sch Written Communications Elective 1 sch Fundamentals of Medical Laboratory Technology/ Phlebotomy (MLT 1111) 2 sch Urinalysis/Body Fluids (MLT 1212) 3 sch Hematology I (MLT 1313) 8 sch Approved Electives† _____ 17 sch 3 sch Math/Science Elective 3 sch Immunology/Serology (MLT 1413) 4 sch Hematology II (MLT 1324) 4 sch Approved Electives† 5 sch Clinical Chemistry (MLT 1515) _____ 19 sch

SECOND YEAR

3 sch Humanities/Fine Arts Elective 4 sch Immunohematology (MLT 2424) 4 sch Approved Elective† 2 sch Parasitology (MLT 2512) 4 sch Pathogenic Microbiology (MLT 2614) 0-3 sch Career-Technical Elective†† (District option) _____ 17-20 sch 3 sch Social/Behavioral Science Elective Elective 3 sch Oral Communications Elective 6 sch Clinical Practice I (MLT 2916) 6 sch Clinical Practice II (MLT 2926) 0-3 sch Career-Technical Elective†† (District option) _____ 18-21 sch

SUMMER TERM

6 sch Clinical Practice III (MLT 2936) 0-6 sch Career-Technical Elective†† (District Option) _____ 6-12 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

† APPROVED ELECTIVES - MEDICAL LABORATORY TECHNOLOGY

General Biology I (BIO 1133) Anatomy and Physiology I (BIO 1514 or 2514) Anatomy and Physiology II (BIO 1524 or 2524) Microbiology (BIO 2924) General Chemistry Laboratory I (CHE 1211) General Chemistry I (CHE 1213) General Chemistry Laboratory II (CHE 1221) General Chemistry II (CHE 1223) Principles of Chemistry I (CHE 1314) Principles of Chemistry II (CHE 1324)

†† APPROVED CAREER-TECHNICAL ELECTIVES

Principles of Organic and Biochemistry (MLT 1523) Medical Laboratory Technology Seminar (MLT 2711) Certification Fundamentals for Medical Laboratory Technology (MLT 2723) Clinical Instrumentation (MLT 2812) (Career-Technical Electives may be offered during any semester of the Sophomore year.)

Executive Summary

MILLWRIGHT TECHNOLOGY

The uniform program structure for Millwright Technology is designed to serve as the core of instruction for approximately 75% of each major machine tool operation course. The remaining 25% of each course is to be added at the local level based upon needs of students and local employers.

The Modular Option for Millwright Technology is designed to provide flexibility in scheduling and timely certification testing through NIMS. This curriculum revision was developed by utilizing the national standards for machining skills as developed and approved by the National Institute for Metalworking Skills (NIMS). Industry standards are based on the National Institute for Metalworking Skills.

Millwright Technology two year certificate – Construction option is an instructional program that prepares individuals to manufacture metal parts on machines such as lathes, grinders, drill presses, and milling machine equipment. Included is instruction in making computations related to work dimensions, testing, feeds, and speeds of machines; using precision measuring instruments such as layout tools, micrometers, and gauges; machining and heat-treating various metals; and laying out machine parts. The construction option offers learning experiences in blueprint reading, estimating, building, installing, and repairing structural units. Students receive basic instruction in residential and light commercial foundations, walls, roof systems, and finishing.

Millwright Technology two year certificate – Industrial Maintenance option is an instructional program that prepares individuals to manufacture metal parts on machines such as lathes, grinders, drill presses, and milling machine equipment. Included is instruction in making computations related to work dimensions, testing, feeds, and speeds of machines; using precision measuring instruments such as layout tools, micrometers, and gauges; machining and heat- treating various metals; and laying out machine parts. The Industrial Maintenance option is designed to prepare students for entry-level employment as multi-skilled maintenance technicians. Industrial maintenance trade technicians are responsible for assembling, installing, and maintaining/repairing machinery used in the manufacturing or industrial environment. Students receive basic instruction in a wide variety of areas including safety, machinery maintenance and troubleshooting/service, blueprint reading, basic welding and cutting operations, basic machining operations, fundamentals of piping and hydro-testing, and fundamentals of industrial electricity

Executive Summary

Suggested Course Sequence* Millwright Technology

CERTIFICATE OF MILLWRIGHT TECHNOLOGY (CONSTRUCTION OPTION)

FIRST YEAR

Course outlines used in the first year of Millwright Technology are found in the Mississippi Curriculum Framework for Postsecondary Precision Manufacturing and Machining Technology. Revisions in the machining courses are made by instructors within the Postsecondary Precision Manufacturing and Machining curriculum.

3 sch Machine Tool Mathematics (MST 1313) 2–3 sch Blueprint Reading (MST 1412-3) 4–6 sch Power Machinery I (MST 1114- 6)** 3–8 sch Elective ______ 13–20 sch 4–6 sch Power Machinery II (MST 1124- 6)*** 3 sch Precision Layout (MST 1613) 3 sch Advanced Blueprint Reading (MST 1423) 3–8 sch Elective ______ 13–20 sch

SECOND YEAR

Course outlines used in the second year Millwright Technology Construction Option are found in the Mississippi Curriculum Framework for Postsecondary Residential Carpentry Technology program. Revisions in the Residential Carpentry courses are made by instructors within the Postsecondary Residential Carpentry curriculum.

6 sch Foundations (CAV 1116) 6 sch Floor and Wall Framing (CAV 1236) 3 sch Blueprint Reading (CAV 1133) 3 sch Elective ______ 18 sch 5 sch Ceiling and Roof Framing (CAV 1245) 3 sch Roofing (CAV 1413) 3 sch Exterior Finishing (CAV 1513) 6 sch Interior Finishing and Cabinet Making (CAV 1316) ______ 17 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

** Drill Press & Band Saw Operations MST 121(1-3), Lathe Turning Knowledge MST 122(1-3), and Milling Machines Knowledge MST 123(1-3) may be taken in lieu of Power Machinery I MST 111(4-6).

*** Precision Lathe Operations MST 124(2-3), Surface Grinding Operations MST 125(1-2), and Milling Machine Operations MST 126(2-3) may be taken in lieu of Power Machinery II MST 112(4-6).

ELECTIVES

Electives used in this curriculum option are located in the related curriculum:  [P] Precision Manufacturing and Machining Technology  [P] Residential Carpentry Technology

Any other technical or academic course as approved by the instructor

Executive Summary

Suggested Course Sequence* Millwright Technology

CERTIFICATE OF MILLWRIGHT TECHNOLOGY (INDUSTRIAL MAINTENANCE OPTION)

FIRST YEAR

Course outlines used in the first year of Millwright Technology are found in the Mississippi Curriculum Framework for Postsecondary Precision Manufacturing and Machining Technology. Revisions in the machining courses are made by instructors within the Postsecondary Precision Manufacturing and Machining curriculum.

3 sch Machine Tool Mathematics (MST 1313) 2–3 sch Blueprint Reading (MST 1412-3) 4–6 sch Power Machinery I (MST 1114- 6)** 3–8 sch Elective ______ 13–20 sch 4–6 sch Power Machinery II (MST 1124- 6)*** 3 sch Precision Layout (MST 1613) 3 sch Advanced Blueprint Reading (MST 1423) 3–8 sch Elective ______ 13–20 sch

SECOND YEAR

Course outlines used in the second year Millwright Technology Industrial Maintenance option are found in the Mississippi Curriculum Framework for Postsecondary Industrial Maintenance Trades. Revisions in the Industrial Maintenance courses are made by instructors within the Postsecondary Industrial Maintenance curriculum.

2 sch Industrial Maintenance Safety (IMM 1112) 2 sch Industrial Maintenance Math and Measurement (IMM 1122) 2 sch Industrial Maintenance Blueprint Reading (IMM 1132) 3 sch Industrial Hand Tools and Mechanical Components (IMM 1213) 3 sch Industrial Electricity for Industrial Maintenance Mechanics (IMM 1813) 3-8 sch Electives _____ 14-20 sch 4 sch Principles of Piping and Hydro- Testing (IMM 1614) 4-6 sch Maintenance Welding and Metals (IMM 1734) OR Shielded Metal Arc Welding I (WLV 1116) 3 sch Industrial Electricity for Industrial Maintenance Mechanics (IMM 1813) 4-7 sch Electives _____ 15-20 sch

Executive Summary

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

** Drill Press & Band Saw Operations MST 121(1-3), Lathe Turning Knowledge MST 122(1-3), and Milling Machines Knowledge MST 123(1-3) may be taken in lieu of Power Machinery I MST 111(4-6).

*** Precision Lathe Operations MST 124(2-3), Surface Grinding Operations MST 125(1-2), and Milling Machine Operations MST 126(2-3) may be taken in lieu of Power Machinery II MST 112(4-6).

ELECTIVES

Electives used in this curriculum option are located in the related curriculum:  [P] Precision Manufacturing and Machining Technology  [P] Industrial Maintenance Trades

Any other technical or academic course as approved by the instructor

Executive Summary

OCCUPATIONAL THERAPY ASSISTANT

The Occupational Therapy Assistant curriculum is a two-year program of study that prepares an individual to work under the direction of a certified Occupational Therapist to administer treatment pertinent to restorative, preventive, and maintenance programs. The focus is on the development and maintenance of capacity to perform those tasks essential to productive living and to the mastery of self and the environment. This program prepares the graduate to practice in a variety of health care and community settings as a member of a professional team. Opportunities for employment are varied and extensive. Admission to the program is selective and competitive. An associate’s degree is granted upon successful completion of the program.

Industry standards referenced are based on the Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc.’s Standards for an Accredited Educational Program for the Occupational Therapy Assistant.

Executive Summary

Suggested Course Sequence** Occupational Therapy Assistant Associate of Applied Science Degree

Anatomy and Physiology I and II (BIO 1514/1524 or 2514/2524) are required prerequisites for the program.

FIRST YEAR

FALL SEMESTER

3 sch* Foundations of Occupational Therapy (OTA 1113) 3 sch Pathology of Psychiatric Conditions (OTA 1213) 1 sch Medical Terminology (OTA 1121) or other approved medical terminology course 2 sch Therapeutic Anatomy (OTA 1132) 3 sch Group Process (OTA 1513) 3 sch Occupational Therapy Skills I (OTA 1423) 3 sch Social/Behavioral Science Elective _____ 18 sch SPRING SEMESTER

3 sch Pathology of Physical Disability Conditions (OTA 1223) 5 sch Kinesiology (OTA 1315) 3 sch Therapeutic Media (OTA 1413) 3 sch Occupational Therapy Skills II (OTA 1433) 4 sch Math/Science Elective *** _____ 18 sch

SUMMER SEMESTER

2 sch Healthcare Systems (OTA 2812) 3 sch Pathology of Developmental Conditions (OTA 1233) 2 sch Pathology of Orthopedic Conditions (OTA 1242) 3 sch Fieldwork IA (OTA 1913) 3 sch Written Communications Elective _____ 13 sch

• sch = semester credit hour

• • Students who lack entry level skills in math, English, science, etc. will be provided related studies.

*** Anatomy and Physiology II (BIO 1524 or 2524) is required and should be taken prior to entrance into the program.

Executive Summary

SECOND YEAR

FALL SEMESTER

3 sch Occupational Therapy Skills III (OTA 2443) 4 sch Concepts in Occupational Therapy (OTA 2714) 5 sch Fieldwork IB (OTA 2935) 1 sch Occupational Therapy Transitions I (OTA 2961) 3 sch Fine Arts/Humanities Elective 3 sch Oral Communications Elective _____ 19 sch SPRING SEMESTER

6 sch Fieldwork IIA (OTA 2946) 6 sch Fieldwork IIB (OTA 2956) 1 sch Occupational Therapy Transitions II (OTA 2971) _____ 13 sch

Executive Summary

SMALL ENGINE AND EQUIPMENT REPAIR TECHNOLOGY

Small Engine and Equipment Repair Technology is designed to provide students with entry-level skills needed to compete in today’s small engine and equipment repair industry. Training is provided in the areas of Engine Repair, Diagnostic skills, Cutting Systems, Chassis Repair, Electrical Systems, and Shop Management Skills. Students may earn a technical certificate in Small Engine and Equipment Repair by completing a minimum of 35 hours of required SET courses. Students desiring to earn an Associate of Applied Science degree in Small Engine and Equipment Repair must earn an additional 32 hours including required academic courses and approved electives.

Courses in the program have been correlated to standards for small engine and equipment repair programs as published by the Equipment and Engine Training Council, a nationally recognized association for the outdoor power equipment industry.

Executive Summary

Certificate Suggested Course Sequence* Small Engine and Equipment Repair Technology Career Certificate

4 sch Small Engine Mechanics I (SET 1114) 3 sch Small Engine Electrical Systems (SET 2613 ) 2 sch Measurements (SET 1212) 3 sch Four-Cycle Engines (SET 1313) 3 sch Maintenance and Repair of Cutting Mechanisms (SET 2523) 2 sch Elective(s) ___ 17 sch 3 sch Small Engine Shop Management (SET 1413) 4 sch Small Engine Mechanics II (SET 1124) 2 sch Two-Cycle Engines(SET 1322) 2 sch Frame Inspection and Maintenance (SET 1512) 3 sch Transmissions and Transaxles (SET 2543) 3 sch Engine Troubleshooting (SET 2353) ___ 17 sch

SUMMER TERM

1-6 sch Supervised Work Experience in Small Engine and Engine Technology (SET 291-6)

Or

5 sch Small Engine and Equipment Analysis and Repairs I (SET 2155)

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

Suggested Course Sequence* Small Engine and Equipment Repair Technology Associate of Applied Science

FIRST YEAR

4 sch Small Engine Mechanics I (SET 1114) 2 sch Measurements (SET 1212) 3 sch Four-Cycle Engines (SET 1313) 3 sch Written Communications 3 sch Elective(s) _____ 15 sch 3 sch Small Engine Shop Management (SET 1413) 4 sch Small Engine Mechanics II (SET 1124) 2 sch Two-Cycle Engines (SET 1322) 2 sch Frame Inspection and Maintenance (SET 1512) 3 sch Math/Science Elective 3 sch Computer Elective ___ 17 sch

SUMMER TERM

1-6 sch Supervised Work Experience in Small Engine and Equipment Repair Technology (SET 2911-6)

Or

5 sch Small Engine and Equipment Analysis and Repairs I (SET 2155)

SECOND YEAR

3 sch Small Engine Electrical Systems (SET 2613) 3 sch Maintenance and Repair of Cutting Mechanisms (SET 2523) 3 sch Hydraulics (SET 2533) 4 sch Small Engine Mechanics III (SET 2134) 3 sch Social Behavioral Science Elective _____ 16 sch 3 sch Engine Troubleshooting (SET 2353) 4 sch Small Engine Mechanics IV (SET 2144) 3 sch Transmissions and Transaxles (SET 2543 ) 3 sch Oral Communications Elective 3 sch Spanish Elective _____ 16 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

Executive Summary

***APPROVED ELECTIVES

SET 281(1-3) Special Problem in Small Engine and Equipment Repair Technology SET 2165 Small Engine and Equipment Analysis and Repairs II SET 2313 Small Engine and Equipment Projects I SET 2323 Small Engine and Equipment Projects II SET 2333 Small Engine and Equipment Projects III SET 2343 Small Engine and Equipment Projects IV SET 291(1-6) Supervised Work Experience in Small Engine and Equipment Repair ATE 1213 Conversational Spanish BOT 1433 Business Accounting or ACC 1213 Principles of Accounting BOT 1313 Applied Business Math or BAD 1313 Business Mathematics BAD 2413 Legal Environment of Business EDU/RSV 1312 Freshman Orientation HLT 1222 Green Industry Seminar HLT 1411 Leadership Management I HLT 1421 Leadership Management II HLT 1431 Leadership Management III HLT 1441 Leadership Management IV HLT 1614 Landscape Equipment Operation and Maintenance HLT 2113 Turfgrass Management PHY 1214 Survey of Physics WBL 191(1-3) Work Based Learning

(Other courses may be approved by the instructor when they can be shown to relate to the student’s career pathway.)

Executive Summary

UTILITY LINE WORKER TECHNOLOGY

The Lineworker Technology curriculum is designed to prepare the student for entry-level employment in the field of utility power transmission and distribution construction, troubleshooting, and repair. The curriculum includes Climbing in Elevated Work Site (Pole Climbing), Overhead Construction, Underground Construction, System Design and Operation, National Electric Safety Code, AC and DC Circuits, and Electric Power. Electives are available in advanced levels of utility line worker technology.

The line worker competencies required in this curriculum were developed to coincide with the standards for the electric power generation, distribution, and transmission industry as described in the United States Department of Labor Occupational Safety and Health Administration.

Executive Summary

Suggested Course Sequence* 16-Week Line Worker Certificate

2 sch Line Worker Safety (ULT 1122) 2 sch Fundamentals of Electricity for Lineworkers (ULT 1192) or Fundamentals of Electricity (ELT 1192) 2 sch AC and DC Circuits for Line Workers (ULT 1152) or AC and DC Circuits for Electrical Technology (ELT 1144) ** 3 sch Pole Climbing (ULT 1413) 3 sch Line Worker Truck Driving (ULT 1313) or Truck Driving for Line Workers (ULT 1324) or Commercial Truck Driving I (DTV 1114) 4 sch Overhead, Underground, and Substation Construction (ULT 1514) 3 sch Elective*** 2 sch Elective*** ______ 21 sch (Minimum Required)

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

** DC Circuits (EET 1114) AND AC Circuits (EET 1123) may be taken instead of AC and DC Circuits for Electrical Technology (ELT 1144) AND may be used as a 3-hr elective.

*** APPROVED ELECTIVES Basic Technical Math (TMA 1023) Interpersonal Skills for line Worker (ULT 1112) Electrical Power (ELT 1213) Electrical Power (ULT 1213) Transformer Operation and Banking (ULT 1223) Electric Power and Transformer Banking for Lineworkers (ULT 1232) Basic Utility Equipment Operation (ULT 1333) National Electrical Safety Code (ULT1523) Fundamentals of Geographical Information Systems (GIS) (GIT 2123) System Design and Operation (ULT 2233) Working in Elevated Worksites (ULT 2244) Advanced Utility Equipment Operation (ULT 2333) Special Projects I, II, and III (ULT 291(1–3), ULT 292(1-3), ULT 293(1–3)) Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)] Seminar and Planning CTE 200(1-6) Supervised Work Experience I, II [ULT 292(1–3), ULT 294(1–3)] Any other technical or academic course as approved by the instructor

† COMPUTER RELATED ELECTIVE Computer Fundamentals for Line Workers (ULT 1612)

Executive Summary

Computer Fundamentals for Electronics/Electrical (EET 1613) † Fundamentals of Microcomputer Applications (CPT 1113) † Introduction to Computer Concepts (CSC 1113) † Any other computer related technical or academic course as approved by the instructor

Executive Summary

Suggested Course Sequence* Utility Lineman Technology

Associate of Applied Science

FIRST YEAR

3 sch Safety for Line Workers (ULT 1133) 2 sch Fundamentals of Electricity for Lineworkers (ULT 1192) or Fundamentals of Electricity (ELT 1192) 3 sch National Electrical Safety Code (ULT 1523) 4 sch AC and DC Circuits for Lineworker Technology (ULT 1144) 3 sch Pole Climbing (ULT 1213) 4 sch Truck Driving for Line Workers (ULT 1324) or Commercial Truck Driving (DTV 1114) _____ 19 sch 3 sch Overhead Construction (ULT 2133) 3 sch Underground Construction (ULT 2143) 3 sch Basic Utility Equipment Operations (ULT 1333) 3 sch Approved Technical Elective** 3 sch Approved Technical Elective** 3 sch Approved Technical Elective** _____ 18 sch

SECOND YEAR

3 sch System Design and Operation (ULT 2233) 4 sch Working in Elevated Work Sites (ULT 2244) 3 sch Computer Application Elective †

3 sch Approved Technical Elective** _____ 13 sch 3 sch Oral Communication Elective 3 sch Humanities/Fine Arts Elective 3 sch Written Communication Elective 3 sch Math/Science Elective 3 sch Social/Behavioral Science Elective _____ 15 sch

• Students who lack entry-level skills in math, English, science, and so forth will be provided related studies.

** APPROVED TECHNICAL ELECTIVES Interpersonal Skills for line Worker (ULT 1112) Electrical Power (ELT 1213) Electrical Power (ULT 1213) Transformer Operation and Banking (ULT 1223) Advanced Utility Equipment Operation (ULT 2333) Special Projects I, II, and III (ULT 291(1–3), ULT 292(1-3), ULT 293(1–3))

Executive Summary

Work-Based Learning I, II, III, IV, V, and VI [(WBL 191(1–3), WBL 192(1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), WBL 293(1–3)] Seminar and Planning CTE 200(1-6) Supervised Work Experience I, II [ULT 292(1–3), ULT 294(1–3)] Any other technical or academic course as approved by the instructor.

† COMPUTER RELATED ELECTIVE Lineworkers Computer Fundamentals (ULT 1623) Computer Fundamentals for Electronics/Electrical (EET 1613) †

Fundamentals of Microcomputer Applications (CPT 1113) †

Introduction to Computer Concepts (CSC 1113) † Fundamentals of Geographical Information Systems (GIS) (GIT 2123) †

Any other computer related technical or academic course as approved by the instructor.

Executive Summary

LISTING OF COURSES

AGRICULTURAL TECHNICIAN TECHNOLOGY

• • • • • Course Name: Agricultural Mechanics Fundamentals Course Abbreviation: AMT 1123 Classification: Career–Technical Core (Certificate and Associates Degree) Description: A study of safe practices and procedures used in Agricultural Mechanics. Included are personal and shop safety, safe use of tools and equipment, flammable materials and fire safety, disposal of hazardous materials, and a comprehensive safety exam. An introduction to agricultural mechanics occupations, the development of employability skills, the utilization of technical media, and the identification and use of fasteners and hardware identified in the agricultural mechanics industry (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Basic Electrical/Electronics Systems Course Abbreviation: AMT 1213 Classification: Career–Technical Core (Certificate and Associates Degree) Description: A study of electrical/electronic systems and repair as it relates to agricultural power machinery and equipment (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Advanced Electrical/Electronics Systems Course Abbreviation: AMT 1223 Classification: Career–Technical Core (Certificate and Associates Degree) Description: An advanced study of electrical/electronic systems and repair as it relates to agricultural power machinery and equipment (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: Basic Electrical/Electronics Systems (AMT 1213) * * * * * Course Name: Basic Power Trains Course Abbreviation: AMT 1313 Classification: Career–Technical Core (Certificate and Associates Degree) Description: A study of machines and the principles upon which they operate in the transmission of power (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Advanced Power Trains Course Abbreviation: AMT 1323 Classification: Career–Technical Core (Associates Degree) Description: Advanced study of machines and the principles upon which they operate in the transmission of power (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: Basic Power Trains (AMT 1313) * * * * * Course Name: Basic Engines Course Abbreviation: AMT 1413 Classification: Career–Technical Core (Certificate and Associates Degree) Description: A study of the theory of operation disassembly/assembly, parts identification, service, and repair of gasoline engines used in compact equipment (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Advanced Engines Course Abbreviation: AMT 1423 Classification: Career–Technical Core (Certificate and Associates Degree) Description: A study of the theory of operation disassembly/assembly, parts identification, service, and repair of diesel engines (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: Basic Engines (AMT 1413) * * * * * Course Name: Principles of Air Conditioning Course Abbreviation: AMT 1511 Classification: Career–Technical Core (Certificate and Associates Degree) Description: Principles and service of air conditioning systems used on agricultural equipment (1 sch: 2-hr lab) Prerequisite: None * * * * * Course Name: Basic Hydraulic Systems Course Abbreviation: AMT 1613 Classification: Career–Technical Core (Certificate and Associates Degree) Description: Basic theory and application of hydraulic systems in agricultural machinery and equipment (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Grain Harvesting Equipment Course Abbreviation: AMT 211(1-3) Classification: Career–Technical Elective

Executive Summary

Description: Procedures for the inspection, adjustment, repair, and lubrication of grain harvesting equipment (1 sch: 2-hr lab; 2 sch: 1-hr lecture, 2-hr lab; 3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Cotton Harvesting Equipment Course Abbreviation: AMT 231(1-3) Classification: Career–Technical Elective Description: Functions, maintenance, and repair of cotton picker drums and support systems (1 sch: 2-hr lab; 2 sch: 1-hr lecture, 2-hr lab; 3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Hay Harvesting Equipment Course Abbreviation: AMT 241(1-3) Classification: Career–Technical Elective Description: Procedures for inspection, adjustment, repair, and lubrication of hay harvesting equipment (1 sch: 2-hr lab; 2 sch: 1-hr lecture, 2-hr lab; 3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Spray Equipment Course Abbreviation: AMT 2513 Classification: Career–Technical Elective Description: Selection, assembly, inspection, adjustment, calibration, and repair of spray equipment including safety procedures and environmental concerns (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Advanced Hydraulic Systems Course Abbreviation: AMT 2623 Classification: Career–Technical Core (Associates Degree) Description: Advanced theory and application of hydraulic systems in agricultural machinery and equipment (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: Basic Hydraulic Systems (AMT 1613) * * * * * Course Name: Row Crop Planting Systems Course Abbreviation: AMT 2712 Classification: Career–Technical Core (Associate Degree); Career–Technical Elective (Certificate) Description: Setup, inspection, adjustment, and service of row crop planting equipment including an introduction to variable rate application equipment (2 sch: 1-hr lecture, 2-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Compact Engines and Equipment Course Abbreviation: AMT 2813 Classification: Career–Technical Core (Certificate and Associates Degree) Description: Inspection, service, and repair of compact equipment (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Service Repair Center Management and Operations Course Abbreviation: AMT 2823 Classification: Career–Technical Elective Description: Management and daily operations of an agricultural equipment service center including record-keeping, reference materials, tool and equipment maintenance, and service scheduling (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Special Problem in Agricultural Mechanics Technology Course Abbreviation: AMT 291(1-3) Classification: Career–Technical Elective Description: A course to provide students with an opportunity to utilize skills and knowledge gained in other Agricultural Mechanics Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-3 sch: 2- 6-hr lab) Prerequisite: Sophomore standing in Agricultural Mechanics Technology and/or consent of the instructor * * * * * Course Name: Supervised Work Experience in Agricultural Technician Technology Course Abbreviation: AMT 292(1-6) Classification: Career–Technical Elective Description: A course that is a cooperative program between industry and education and is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18-hr externship) Prerequisite: Consent of instructor * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and work-site supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and

Executive Summary

technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews (1-3 sch: 3-9-hr externship) Prerequisite: Concurrent enrollment in Career–Technical program area courses

Executive Summary

AUTOMATION AND CONTROL

• • • • • Course Name: Fundamentals of Instrumentation Course Abbreviation: INT 1113 Classification: Career-Technical Elective Description: This course provides students with a general knowledge of instrumentation principles. This course includes instruction in the basis of hydraulics and pneumatics and the use and testing of electrical circuits in the instrumentation process. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Fluid Power Course Abbreviation: INT 1214 Classification: Career-Technical Core Description: This basic course provides instruction in hydraulics and pneumatics. The course covers actuators, accumulators, valves, pumps, motors, coolers, compression of air, control devices, and circuit diagrams. Emphasis is placed on the development of control circuits and troubleshooting techniques. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Control Systems I Course Abbreviation: INT 2114 Classification: Career-Technical Core Description: This is an introductory course to provide information on various instrumentation components and processes. Topics include analyzing pressure processes, temperatures, flow, and level. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: AC Circuits (EET 1123) * * * * * Course Name: Control Systems II Course Abbreviation: INT 2124 Classification: Career-Technical Elective Description: This course is a continuation of Control Systems I with special emphasis on application of applied skills along with new skills to develop instrument process controls. The student will be given a process to develop the appropriate instruments and needed diagrams, utilizing various controlling processes and demonstrating loop troubleshooting techniques. (4 sch: 3 hr. lecture, 2 hr. lab.) Prerequisite: Control Systems I (INT 2114) * * * * * Course Name: Calibration and Measurement Principles Course Abbreviation: INT 2214 Classification: Career-Technical Elective

Executive Summary

Description: This course introduces the student to various terms related to measurement principles and calibration techniques. The topics also include the procedures and calibration of various instruments used in the industry. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Introduction to Automation and Controls Course Abbreviation: MFT 1112 Classification: Career-Technical Core Description: Introduction to manufacturing/industrial technology with emphasis on safe work practices, manufacturing dynamics, use of test equipment, and fundamentals of automation and control technology. (2 sch: 1 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Electrical Wiring for Automation and Control Technology Course Abbreviation: MFT 1123 Classification: Career-Technical Core Description: Basic electrical wiring for automation and controls including safety practices; installation and maintenance of raceways, conduit, and fittings; and three-phase service entrances, metering devices, main panels, raceways or ducts, subpanels, feeder circuits, and branch circuits according to electrical codes. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Automated Motion Control Course Abbreviation: MFT 2013 Classification: Career-Technical Elective Description: This course is designed to develop advanced skills in the set up of servo motion controller systems, troubleshooting and maintenance of servo motion control systems, and programming of servo motion control. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Consent of instructor * * * * * Course Name: Materials Requirement Planning (MRP) Course Abbreviation: MFT 2113 Classification: Career-Technical Elective Description: This is a course that will develop student skills and mechanics in MRP II. Areas include resource management for productive manufacturing, development, and executing an MRP II plan, order point inventory, and closed loop systems. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Consent of instructor * * * * * Course Name: Statistical Process Control Course Abbreviation: MFT 2313 Classification: Career-Technical Elective

Executive Summary

Description: This course provides a detailed study of the methods of implementing and using a computer-based statistical process control system and the associated gauging and automated data collection devices. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Computer Integrated Manufacturing Course Abbreviation: MFT 2413 Classification: Career-Technical Elective Description: This course is a study of how computers, robots, CAD/CAM, vision systems, and other automated systems can be used in computer integrated manufacturing (CIM). (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Consent of instructor * * * * * Course Name: Data Acquisition and Communications Course Abbreviation: MFT 2513 Classification: Career-Technical Elective Description: This is a course in acquisition and communication of systems data in automated applications. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Consent of instructor * * * * * Course Name: Flexible Manufacturing Systems Course Abbreviation: MFT 2614 Classification: Career-Technical Elective Description: This course is a production project which requires the student to apply technical skills acquired in previous courses. Project management is provided by the instructor with the students working as teams in each particular area of the manufacturing system. The students are required to plan the project and prepare the integrated system to manufacture a product. This includes all software, hardware, fixtures, clamping mechanisms, material handling requirements, sensors and interfacing, and external control devices. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Consent of instructor * * * * * Course Name: Special Project in Automation and Control Technology Course Abbreviation: MFT 291(1-3) Classification: Career-Technical Elective Description: A course to provide students with an opportunity to utilize skills and knowledge gained in other Automation and Control Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-3 sch: 2-6 hr. lab) Prerequisite: Sophomore standing in Automation and Control Technology and/or consent of the instructor.

Executive Summary

• • • • • Course Name: Supervised Work Experience in Automation and Control Technology Course Abbreviation: MFT 292(1-6) Classification: Career-Technical Elective Description: A course which is a cooperative program between industry and education and is designed to integrate the student's technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18 hr. externship) Prerequisite: Consent of instructor * * * * * Course Name: Fundamentals of Robotics Course Abbreviation: ROT 1113 Classification: Career-Technical Elective Description: This course is designed to introduce the student to industrial robots. Topics to be covered include robotics history, industrial robot configurations, operation, and basic programming. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Industrial Hydraulics Course Abbreviation: ROT 1213 Classification: Career-Technical Elective Description: This course introduces the students to basic hydraulics, hydraulic actuators, accumulators, valves, pumps, motors, fluids, coolers, and filters. Emphasis is placed on development of hydraulic control circuits and troubleshooting. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Industrial Pneumatics Course Abbreviation: ROT 1223 Classification: Career-Technical Elective Description: This course introduces the students to basic pneumatic principles, compression of air, work devices, control devices, and circuit diagrams. Emphasis is placed on development of pneumatic control circuits, electro-mechanical control of fluid power, and troubleshooting techniques. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Industrial Hydraulics (ROT 1213) * * * * * Course Name: Industrial Robotics Course Abbreviation: ROT 1313 Classification: Career-Technical Elective Description: This course teaches the operating systems and advanced programming methods of industrial robots. Actual industrial grade robots are used to train the student in the areas of operation, maintenance, troubleshooting, service procedures, and robotics applications.

Executive Summary

(3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Fundamentals of Robotics (ROT 1113) * * * * * Course Name: Automated Manufacturing Controls Course Abbreviation: ROT 2413 Classification: Career-Technical Elective Description: This course is designed to teach the students the integrated control systems found in automated systems. Emphasis will be placed on encoders, optical devices, servo motors, stepper motors, computerized numerical control (CNC), vision and sensing systems, lasers, programmatic controllers, motor speed controls, and other similar devices. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Industrial Robotics (ROT 1313) * * * * * Course Name: Servo Control Systems Course Abbreviation: ROT 2423 Classification: Career-Technical Elective Description: This course is designed to teach servo components; servo valves; velocity servos; positional servos; force, pressure, and torque servos; servo amplifiers; programmers; and servo analysis. Emphasis is placed on servo trim and maintenance and the applications of servo systems. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Mechanical Systems Course Abbreviation: ROT 2613 Classification: Career-Technical Elective Description: This course introduces the students to mechanical components and drive systems commonly used in the industry. Emphasis is placed on installation, maintenance, and troubleshooting of these components and systems. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. Includes regular meetings and seminars with school personnel for supplemental instruction and progress reviews. (1-3 sch: 3-9 hours externship) Prerequisite: Concurrent enrollment in Career-technical program area courses

Executive Summary

AUTOMOTIVE TECHNOLOGY

• • • • • Course Name: Basic Electrical/Electronic Systems Course Abbreviation: ATV/ATT 1124 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to all components of the vehicle electrical system including lights, battery, and charging components. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Advanced Electrical/Electronic Systems Course Abbreviation: ATV/ATT 1134 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to all components of the vehicle electrical system including gauges, driver information systems, horn, wiper/washer systems, and accessories. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Brakes Course Abbreviation: ATV/ATT 1214 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to the repair and maintenance of brake systems on automobiles. It includes instruction and practice in diagnosis of braking systems problems and the repair of brake systems. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Manual Drive Trains/Transaxles Course Abbreviation: ATV/ATT 1314 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to the maintenance and repair of manual transmissions, transaxles, and drive train components. It includes instruction in the diagnosis of drive train problems, and the repair and maintenance of transmissions, transaxles, clutches, CV joints, differentials, and other components. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Engine Performance I Course Abbreviation: ATV/ATT 1424 Classification: Career–Technical Core

Executive Summary

Description: This is a course designed to provide advanced skills and knowledge related to the maintenance and adjustment of gasoline engines for optimum performance. It includes instruction, diagnosis, and correction of problems associated within these areas. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: Basic Electrical/Electronic Systems (ATV/ATT 1124) * * * * * Course Name: Engine Repair Course Abbreviation: ATV/ATT 1715 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to the repair and rebuilding of automotive engines. It includes instruction and practice in the diagnosis and repair of engine components including valve trains, blocks, pistons and connecting rods, crankshafts, and oil pumps. (5 sch: 2-hr lecture, 6-hr lab) Prerequisite: None * * * * * Course Name: Introduction, Safety, and Employability Skills Course Abbreviation: ATV/ATT 1811 Classification: Career–Technical Core Description: This is a course designed to provide knowledge of classroom and lab policies and procedures. Safety practices and procedures associated with the automotive program and automotive industry. (1 sch: 1-hr lecture) Prerequisite: None * * * * * Course Name: Automatic Transmissions/Transaxles Course Abbreviation: ATV/ATT 2325 Classification: Career–Technical Core Description: This is a course designed to provide skills and knowledge related to the diagnosis of automatic transmissions and transaxles. Includes instruction and practice of testing, inspecting, and repair of these devices (5 sch: 2-hr lecture, 6-hr lab) Prerequisite: None * * * * * Course Name: Steering and Suspension Systems Course Abbreviation: ATV/ATT 2334 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to the inspection and repair of steering and suspension systems of automobiles. Includes instruction and practice in the diagnosis of steering system problems and the repair/replacement of steering components (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Engine Performance II Course Abbreviation: ATV/ATT 2434 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to the ignition system, fuel, air induction, and exhaust systems. It includes instruction, diagnosis, and correction of problems associated within these areas. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Engine Performance III Course Abbreviation: ATV/ATT 2444 Classification: Career–Technical Core Description: This is a course designed to provide advanced skills and knowledge related to the emissions control systems and engine related service. It includes instruction, diagnosis, and correction of problems associated within these areas. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Heating and Air Conditioning Course Abbreviation: ATV/ATT 2614 Classification: Career–Technical Core Description: This course is designed to provide advanced skills and knowledge associated with the maintenance and repair of automotive heating and air conditioning systems. It includes instruction and practice in the diagnosis and repair of heating and air conditioning system components, and control systems. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None (NOTE: All practices and procedures related to the servicing of a sealed refrigeration system must be performed under the direct supervision of an instructor who has been certified to service air conditioning and refrigeration equipment. All practices and procedures must be performed according to current mandates and standards regarding the servicing of refrigerant systems. Students would be qualified to take the ASE certification test in Automotive Heating and Air Conditioning.) * * * * * Course Name: Special Problem I in Automotive Technology Course Abbreviation: ATV/ATT 291(1-6) Classification: Career–Technical Elective Description: A basic course to provide students with an opportunity to utilize basic skills and general knowledge gained in other Automotive Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-6 sch: 2-8-hr lab) Prerequisite: Consent of instructor

Executive Summary

• • • • • Course Name: Special Problem II in Automotive Technology Course Abbreviation: ATV/ATT 293(1-6) Classification: Career–Technical Elective Description: A continuation of Special Problem I in Automotive technology. An advanced course to provide students with an opportunity to utilize advanced skills and specific knowledge gained in other Automotive Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-6 sch: 2-8-hr lab) Prerequisite: Consent of instructor * * * * * Course Name: Supervised Work Experience in Automotive Technology Course Abbreviation: ATV/ATT 292(1-6) Classification: Career–Technical Elective Description: A course that is a cooperative program between industry and education designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18-hr externship) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Automotive Technology * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Career–Technical Elective Description: A structured work-site learning experience in which the student, program area teacher, work-based learning coordinator, and work-site supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. Includes regular meetings and seminars with school personnel for supplemental instruction and progress reviews (1-3 sch: 3-9-hr externship) Prerequisite: Concurrent enrollment in career–technical program area courses

Executive Summary

BRICK BLOCK AND STONE MASONRY

• • • • • Course Name: Brick and Block Laying Course Abbreviation: BBV 1115 Classification: Career–Technical Core Description: This course is designed to give the student experience in laying brick and block. (5 sch: 1-hr lecture, 8-hr lab) Prerequisite: None * * * * * Course Name: Masonry Construction Course Abbreviation: BBV 1215 Classification: Career–Technical Core Description: This course is designed to give the student experience in various types of walls, finishing, and masonry construction techniques. (5 sch: 1-hr lecture, 8-hr lab) Prerequisite: None * * * * * Course Name: Masonry Math, Estimating, and Blueprint Reading Course Abbreviation: BBV 1223 Classification: Career–Technical Core Description: This course is designed to give the student experience in calculations, estimating, and blueprint reading. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Tools, Equipment, and Safety Course Abbreviation: BBV 1313 Classification: Career–Technical Core Description: This course is designed to give the student experience in the use and care of tools and equipment along with the safety procedures used in the masonry trade. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Advanced Block Laying Course Abbreviation: BBV 1425 Classification: Career–Technical Core Description: This course is designed to give the student experience in laying block columns, piers, and various walls. (5 sch: 1-hr lecture, 8-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Advanced Bricklaying Course Abbreviation: BBV 1525 Classification: Career–Technical Core Description: This course is designed to give the student advanced experience in brick columns, piers, and various walls. (5 sch: 1-hr lecture, 8-hr lab) Prerequisite: None * * * * * Course Name: Chimney and Fireplace Construction Course Abbreviation: BBV 1623 Classification: Career–Technical Elective Description: The student will gain advanced experiences in layout and construction of chimneys, fireplaces, and refractory masonry. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Arch Construction Course Abbreviation: BBV 1723 Classification: Career–Technical Core Description: Students will gain advanced experiences in layout and construction of arches. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Steps, Patios, and Brick Floors Course Abbreviation: BBV 1823 Classification: Career–Technical Core Description: Students will gain advanced experiences in layout and construction of steps, patios, and brick floors. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Special Problem in Brick, Block, and Stone Masonry Course Abbreviation: BBV 191(1-3) Classification: Career–Technical Elective Description: A course to provide students with an opportunity to utilize skills and knowledge gained in other Brick, Block, and Stone Masonry courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-3 sch: 2-6-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Supervised Work Experience in Brick, Block, and Stone Masonry Course Abbreviation: BBV 292(1-6) Classification: Career–Technical Elective Description: A course that is a cooperative program between industry and education and is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18-hr externship) Prerequisite: Consent of instructor * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, work-based learning coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. This course is designed to integrate the student’s academic and technical skills into a work environment, and may include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9-hr externship) Prerequisite: Concurrent enrollment in Career–technical program area courses

Executive Summary

CIVIL ENGINEERING TECHNOLOGY

• • • • • Course Name: Route Surveying Course Abbreviation: CIT 1114 Classification: Career-Technical Core Description: This course teaches highway route design and factors in route location. The calculation and layout of simple horizontal and vertical curves, grades, and related earthwork are covered. Modern surveying, measuring, and mapping instruments, including electronic total stations with data collectors, are used. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Elementary Surveying (CIT 1413) or Elementary Surveying (DDT 1413) or permission from instructor. * * * * * Course Name: Road Design and Construction Methods and Materials Course Abbreviation: CIT 1213 Classification: Career-Technical Core Description: A study of equipment, construction methods, and materials used in the construction of roadways and drainage structures. (3 sch: 3 hr. lecture) Prerequisite: None * * * * * Course Name: Road Construction Plans and Specifications Course Abbreviation: CIT 1223 Classification: Career-Technical Core Description: A course to provide students with an introduction to the plans and specifications for the construction of streets and highways. Includes instruction in the interpretation of plans and specifications, the bidding process, and estimation of material and labor costs. (3 sch: 3 hr. lecture) Prerequisite: None * * * * * Course Name: Elementary Surveying Course Abbreviation: CIT 1413 Classification: Career-Technical Core Description: Basic course dealing with principles of geometry, theory, and use of instruments, mathematical calculations, and the control and reduction of errors. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: Consent of Teacher * * * * * Course Name: Legal Principles of Surveying Course Abbreviation: CIT 2113 Classification: Career-Technical Core Description: A study of the legal aspects of boundary controls for the survey and resurvey of real property. (3 sch: 2 hr. lecture, 2 hr. lab)

Executive Summary

Corequisite: Land Surveying (CIT 2434) * * * * * Course Name: Advanced Surveying Practices Course Abbreviation: CIT 2124 Classification: Career-Technical Elective Description: A course designed to provide the student with practical applications of skills and knowledge gained in other surveying and related courses. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: Elementary Surveying (CIT 1413) or Elementary Surveying (DDT 1413), Route Surveying (CIT 1114), and Land Surveying (CIT 2434) * * * * * Course Name: Soil Mechanics Course Abbreviation: CIT 2313 Classification: Career-Technical Elective Description: Elementary study of exploring, sampling, testing, and evaluating sub-surface materials and their effect on types of foundations and construction. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Concrete and Hot-Mix Asphalt Testing Course Abbreviation: CIT 2413 Classification: Career-Technical Elective Description: A course which emphasizes standard procedures for sampling, testing, and evaluating materials used in concrete and hot-mix asphalt mixtures. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Mapping and Topography Course Abbreviation: CIT 2423 Classification: Career-Technical Core Description: Selected drafting techniques are applied to the problem of making maps, traverses, plot plans, plan drawings, and profile drawings using maps, field survey data, aerial photographs, and related references and materials including symbols, notations, and other applicable standardized materials. (3 sch: 2 hr. lecture, 2 hr. lab) Pre/corequisites: Elementary Surveying (CIT 1413) or Elementary Surveying (DDT 1413) and Intermediate CAD (DDT 1323), or by permission of instructor * * * * * Course Name: Land Surveying Course Abbreviation: CIT 2434 Classification: Career-Technical Core Description: This course teaches aspects of boundary controls, principles for land surveying, methods of land boundary location, and land description in accordance with original surveys and resurveys. (4 sch: 2 hr. lecture, 4 hr. lab)

Executive Summary

Prerequisite: Elementary Surveying (CIT 1413) or Elementary Surveying (DDT 1413) or permission from instructor. * * * * * Course Name: GPS Surveying Course Abbreviation: CIT 2444 Classification: Career-Technical Core Description: This course teaches principles of surveying utilizing artificial earth orbit satellites. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Elementary Surveying (CIT 1413) or Elementary Surveying (DDT 1413), Route Surveying (CIT 1114), and Land Surveying (CIT 2434), or by permission of instructor * * * * * Course Name: Fundamentals of Geographical Information Systems (GIS) Course Abbreviation: CIT 2453 Classification: Career-Technical Elective Description: This course includes the use of computer mapping and databases in multiple applications. Included is incorporation of imagery and data into a graphical oriented database system. Also included are the fundamentals of geographical information systems techniques, approaches, and applications. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Principles of CAD (DDT 1313) * * * * * Course Name: Water and Water Distribution Course Abbreviation: CIT 2513 Classification: Career-Technical Elective Description: A study of the hydrological principles in the distribution and movement of water on and under the earth’s surface and in water distribution systems. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Special Project Course Abbreviation: CIT 291(1-3) Classification: Career-Technical Elective Description: A course designed to provide the student with practical application of skills and knowledge gained in other Civil Engineering Technology courses. The instructor works closely with the student to insure that the selection of a project will enhance the student's learning experience. (1-3 sch: 2-6 hr. lab) Prerequisite: Minimum of 12 sch Civil Engineering Technology related courses * * * * * Course Name: Supervised Work Experience in Civil Engineering Technology Course Abbreviation: CIT 292(1-6) Classification: Career-Technical Elective

Executive Summary

Description: A course which is a cooperative program between industry and education and is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18 hr. externship) Prerequisite: Consent of instructor and the completion of at least one semester of coursework in the Civil Engineering Technology program. * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9 hours externship) Prerequisite: Concurrent enrollment in Career-technical program area courses

Executive Summary

COLLISION REPAIR TECHNOLOGY

• • • • • Course Name: Structural Analysis and Damage Repair I Course Abbreviation: ABT 1143 Classification: Career–Technical Core Description: A course to provide skills and practice in structural analysis and repair procedures that are used in the collision repair industry. This course also covers the complete inspection and non-structural analysis of damaged vehicles. It is designed to enable the student to determine the conditions and severity of the damage, the repair or replacement of parts, the estimated repair time, and correct use of reference manuals. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Structural Analysis and Damage Repair II Course Abbreviation: ABT 1153 Classification: Career–Technical Core Description: This course is a continuation of Structural Analysis and Damage Repair I. This course provides instruction and practice in the removal and reinstallation of glass. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Collision Welding and Cutting Course Abbreviation: ABT 1213 Classification: Career–Technical Core Description: A course to provide skills and practice in welding and cutting procedures that are used in the collision repair industry. This course also covers the complete inspection and non- structural analysis of damaged vehicles. It is designed to enable the student to determine the conditions and severity of the damage, the repair or replacement of parts, the estimated repair time, and correct use of reference manuals. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Non-Structural Analysis and Damage Repair I Course Abbreviation: ABT 1223 Classification: Career–Technical Core Description: A course in the procedures and practices for metal finishing and body filling. This course also covers the complete inspection and non-structural analysis of damaged vehicles. It is designed to enable the student to determine the conditions and severity of the damage, the repair or replacement of parts, the estimated repair time, and correct use of reference manuals. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Non-Structural Analysis and Damage Repair II Course Abbreviation: ABT 1233 Classification: Career–Technical Core Description: This course is a continuation of Non-Structural Analysis and Damage Repair I. This course provides instruction for preparation principles and practices. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Refinishing I Course Abbreviation: ABT 1314 Classification: Career–Technical Core Description: A course to provide skills and practices in vehicle preparation, cleaning, sanding, metal treatment, and masking. Included is determining imperfections in paint jobs. Emphasis is placed upon personal safety and environmental concerns. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Refinishing II Course Abbreviation: ABT 1323 Classification: Career–Technical Core Description: Continuation of Refinishing I. Included are types of paint defects and paint gun application and maintenance procedures. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Mechanical and Electrical Components I Course Abbreviation: ABT 1443 Classification: Career–Technical Core Description: A course designed to provide theory and practice in the areas of restraint systems, cooling systems, and air conditioning/heating systems. An introduction to small business management techniques as applied to the collision repair shop. Includes computerized information and record systems. Also included are financial responsibilities, shop layout, inventory, and employee-employer relations. (3 sch: 3-hr lecture) Prerequisite: None * * * * * Course Name: Mechanical and Electrical Components II Course Abbreviation: ABT 1453 Classification: Career–Technical Core Description: A course designed to provide theory and practice in the areas of brakes and electrical (3 sch: 3-hr lecture) Prerequisite: None

Executive Summary

• • • • • Course Name: Structural Analysis and Damage Repair III Course Abbreviation: ABT 2163 Classification: Career–Technical Core (Two Year Certificate, Associate Degree) Description: This course is a continuation of Structural Analysis and Damage Repair II. This course provides instruction and practice in unibody inspection, measurement, and repair. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Structural Analysis and Damage Repair IV Course Abbreviation: ABT 2173 Classification: Career–Technical Core (Two Year Certificate, Associate Degree) Description: This course is a continuation of Structural Analysis and Damage Repair III. This course provides the procedures and practices for frame inspection and repair. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Non-Structural Analysis and Damage Repair III Course Abbreviation: ABT 2243 Classification: Career–Technical Core (Two Year Certificate, Associate Degree) Description: This course is a continuation of Non-Structural Analysis and Damage Repair II. This course provides instruction for outer body panel repair, replacement, and adjustment principles and practices. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Non-Structural Analysis and Damage Repair IV Course Abbreviation: ABT 2253 Classification: Career–Technical Core (Two Year Certificate, Associate Degree) Description: This course is a continuation of Non-Structural Analysis and Damage Repair III. This course provides instruction and practice for the following areas: moveable glass, hardware associated with glass, plastics and adhesive. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Refinishing III Course Abbreviation: ABT 2333 Classification: Career–Technical Core (Two Year Certificate, Associate Degree) Description: A continuation of Refinishing II with emphasis on advanced painting techniques including paint mixing, matching, and applying (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Refinishing IV Course Abbreviation: ABT 2343 Classification: Career–Technical Core (Two Year Certificate, Associate Degree) Description: A continuation of Refinishing III, with emphasis on advanced techniques of painting; including, detailing (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Special Problem in Collision Repair Technology Course Abbreviation: ABT 291(1-3) Classification: Career–Technical Elective Description: A course to provide students with an opportunity to utilize skills and knowledge gained in other Collision Repair Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-3 sch: 2-6-hr lab) Prerequisite: Consent of the Instructor * * * * * Course Name: Supervised Work Experience in Collision Repair Technology Course Abbreviation: ABT 292(1-6) Classification: Career–Technical Elective Description: A course that is a cooperative program between industry and education designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18-hr externship) Prerequisite: Consent of instructor * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and work-site supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9-hr externship) Prerequisite: Concurrent enrollment in Career–Technical program area courses

Executive Summary

COMMERCIAL RESIDENTIAL MAINTENANCE

• • • • • Course Name: Fundamentals of Maintenance Services Course Abbreviation: CRM 1113 Classification: Career–Technical Core Description: Emphasis on basic concepts and practices in the maintenance programs for commercial and residential facilities including scheduling, work order systems, workforce management, inventory control, safety, and right-to-know programs. (3 sch: 2-hr lecture, 2- hr lab) Prerequisite: None * * * * * Course Name: Maintenance Regulations Course Abbreviation: CRM 1122 Classification: Career–Technical Core Description: Basic information on the various federal, state, and local regulations agencies that govern maintenance operations and practices, including Occupational and Safety Health Act (OSHA), Environmental Protection Agency (EPA), and American with Disabilities Act (ADA). (2 sch: 2-hr lecture) Prerequisite: None * * * * * Course Name: Mathematics and Blueprint Interpretation Course Abbreviation: CRM 1134 Classification: Career–Technical Core Description: Basic instruction in mathematics and the methods of interpreting information and the relationship of details and sections to an overall blueprint utilizing scale drawings, symbols, abbreviations, floor plans, elevations, and specifications tables. (4 sch: 3-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Carpentry Course Abbreviation: CRM 1214 Classification: Career–Technical Core Description: Basic course in carpentry skills required to perform building maintenance activities. Covers the installation methods and materials available to make repairs to building structures using accepted trade practices. (4 sch: 1-hr lecture, 6-hr lab) Prerequisite: None * * * * * Course Name: Surface Finishes Course Abbreviation: CRM 1222 Classification: Career–Technical Elective

Executive Summary

Description: Various techniques and processes of surface cleaning, preparation, and repair. (2 sch: 1-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Masonry Course Abbreviation: CRM 1313 Classification: Career–Technical Core Description: Techniques of brick, block, and ceramic tile laying and repairing processes to include safety practices. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Plumbing Course Abbreviation: CRM 1414 Classification: Career–Technical Core Description: Basic design, function, maintenance, repair, and replacement of all types of light commercial and residential plumbing fixtures. (4 sch: 1-hr lecture, 6-hr lab) Prerequisite: None * * * * * Course Name: Pool and Spa Maintenance Course Abbreviation: CRM 1422 Classification: Career–Technical Elective Description: Basic skills and techniques for the safe and proper maintenance of pools and spas. (2 sch: 1 hr. lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Landscape Irrigation Course Abbreviation: CRM 1432 Classification: Career–Technical Elective Description: Basic use of irrigation in residential and light commercial applications. Sprinkler designs and plans, practices, equipment, and maintenance for single-family dwellings, light commercial buildings, and apartment/townhouse complexes. (2 sch: 1-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Electrical Course Abbreviation: CRM 1514 Classification: Career–Technical Core Description: Basic electrical diagnosis and repair techniques including basic circuit theory, safety and grounding essentials, wiring systems, circuitry, and electrical troubleshooting. (4 sch: 1-hr lecture, 6-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Heating, Ventilating, and Air Conditioning (HVAC) Course Abbreviation: CRM 1616 Classification: Career–Technical Core Description: Basic principles, operation, maintenance, and repair of heating, ventilation, air conditioning, ice machines, and refrigerators in residential and light commercial buildings (6 sch: 2-hr lecture, 8-hr lab) Prerequisite: None * * * * * Course Name: Welding Course Abbreviation: CRM 1713 Classification: Career–Technical Elective Description: Basic course in the development of welding skills in the safe use of the oxyfuel and arc welding techniques. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Special Project in Commercial/Residential Maintenance Course Abbreviation: CRM 291(1-3) Classification: Career–Technical Elective Description: Practical application of skills and knowledge gained in other building maintenance courses. The instructor works closely with the student to insure that the selection of a project will enhance the student’s learning experience. (1-3 sch: 2-6-hr lab) Prerequisite: None * * * * * Course Name: Supervised Work Experience in Commercial/Residential Maintenance Course Abbreviation: CRM 292(1-6) Classification: Career–Technical Elective Description: A cooperative program between industry and education designed to integrate the student’s technical studies with work experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18-hr externship) Prerequisite: None

Executive Summary

• • • • • Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and work site supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9-hr externship) Prerequisite: Concurrent enrollment in Career–Technical program area courses

Executive Summary

COMMERCIAL TRUCK DRIVING

• • • • • Course Name: Commercial Truck Driving I Course Abbreviation: DTV 1114-6 Classification: Career-Technical Core Description: Fundamental instruction on safety, rules and regulations, driving practices, air brakes, hazardous materials, and emergencies. Includes instruction and practice in performing vehicle inspections, coupling and uncoupling, maneuvering, backing, and driving a tractor-trailer truck under varying road and climate conditions. (4 sch: 1 lecture, 6-10 hr. lab) Prerequisite: None * * * * * Course Name: Commercial Truck Driving II Course Abbreviation: DTV 1124-6 Classification: Career-Technical Core Description: Continuation of Commercial Truck Driving I with additional instruction on safety, rules and regulations, driving practices, air brakes, hazardous materials, and emergencies. Includes instruction and practice in performing vehicle inspections, coupling and uncoupling, maneuvering, backing, and driving a tractor-trailer truck under varying road and climate conditions. (4 sch: 1 lecture, 6-10 hr. lab) Prerequisite: Commercial Truck Driving I (DTV 1114-6) * * * * * Course Name: Commercial Truck Driving Internship Course Abbreviation: DTV 1137 Classification: Career–Technical Description: Under the supervision of a company trainer, this course will enable the student to apply the training he/she received at the Community/Junior College program they attended with the company of his/her choice. The successful completion of this course will enable the student to drive independently with minimum supervision with the company of his/her choice. (0 hour lecture, 315 hours lab) Prerequisites: Completion of DTV 1114-6 and DTV 1124-6 and Consent of instructor

Executive Summary

COSMETOLOGY SCIENCE CLUSTER

• • • • • Course Name: Cosmetology Orientation Course Abbreviation: COV 1122 Classification: AOC Core (Cosmetology and Nail Technician) Description: This course will cover the history, career opportunities, life skills, professional image, Mississippi Cosmetology laws, rules and regulations and communicating for success in the cosmetology industry. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 2 hr. lecture)

Prerequisites: None * * * * * Course Name: Cosmetology Sciences I Course Abbreviation: COV 1245 Classification: AOC Core (Cosmetology and Nail Technician) Description: This course consists of the study of bacteriology, sterilization, and sanitation. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (5 sch: 3 hr. lecture, 3 hr. clinical lab) Pre/corequisites: None * * * * * Course Name: Cosmetology Sciences II Course Abbreviation: COV 1255 Classification: AOC Core (Cosmetology) Description: This course consists of the study of anatomy and physiology. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (5 sch: 3 hr. lecture, 3 hr. clinical lab) Pre/corequisites: Cosmetology Sciences I (COV 1245) * * * * * Course Name: Cosmetology Sciences III Course Abbreviation: COV 1263 Classification: AOC Core (Cosmetology) Description: This course consists of the application and demonstration of chemistry and electricity. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (3 sch: 2 hr. lecture, 1.5 hr. clinical lab) Prerequisites: Cosmetology Sciences II (COV 1255)

Executive Summary

• • • • • Course Name: Hair Care I Course Abbreviation: COV 1426 Classification: AOC Core (Cosmetology) Description: This course consists of the study of properties of the hair and scalp; principles of hair design; shampooing, rinsing, and conditioning; haircutting; hairstyling; braiding and braid extensions; wigs and hair enhancements; chemical texture services; and hair coloring. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (6 sch: 2 hr. lecture, 6 hr. clinical lab) Pre/corequisites: None * * * * * Course Name: Hair Care II Course Abbreviation: COV 1436 Classification: AOC Core (Cosmetology) Description: This course consists of the advanced study of properties of the hair and scalp; principles of hair design; shampooing, rinsing, and conditioning; haircutting; hairstyling; braiding and braid extensions; wigs and hair enhancements; chemical texture services; and hair coloring. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (6 sch: 2 hr. lecture, 6 hr. clinical lab) Pre/corequisites: Hair Care I (COV 1426) * * * * * Course Name: Hair Care III Course Abbreviation: COV 1443 Classification: AOC Core (Cosmetology) Description: This course consists of the practical applications of the study of properties of the hair and scalp; principles of hair design; shampooing, rinsing, and conditioning; haircutting; hairstyling; braiding and braid extensions; hair enhancements; chemical texture services; and hair coloring. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (3 sch: 6 hr. clinical lab) Pre/corequisites: Hair Care II (COV 1436) * * * * * Course Name: Nail Care I Course Abbreviation: COV 1522 Classification: AOC Core (Cosmetology and Nail Technician) Description: This course consists of basic nail care services including nail structure and growth, manicuring and pedicuring, and advanced nail techniques. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 1 hr. lecture, 2 hr. clinical lab)

Executive Summary

Pre/corequisites: None * * * * * Course Name: Nail Care II Course Abbreviation: COV 1532 Classification: AOC Core (Cosmetology) Description: This course consists of basic nail care services including nail structure and growth, manicuring and pedicuring, and advanced nail techniques. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 1 hr. lecture, 1.5 hr. clinical lab) Pre/corequisites: Nail Care I (COV 1522) * * * * * Course Name: Nail Care III Course Abbreviation: COV 1542 Classification: AOC Core (Cosmetology) Description: This course consists of basic nail care services including nail structure and growth, manicuring and pedicuring, and advanced nail techniques. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 2 hr. clinical lab) Pre/corequisites: Nail Care II (COV 1532) * * * * * Course Name: Skin Care I Course Abbreviation: COV 1622 Classification: AOC Core (Cosmetology and Nail Technician) Description: This course consists of the introduction to basic skin care services including anatomy of skin, disorders of skin, hair removal, facials, and facial makeup. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 1 hr. lecture, 3 hr. clinical lab) Pre/corequisites: None * * * * * Course Name: Skin Care II Course Abbreviation: COV 1632 Classification: AOC Core (Cosmetology) Description: This course consists of intermediate skin care services including anatomy of skin, disorders of skin, hair removal, facials, and facial makeup. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 1 hr. lecture, 3 hr. clinical lab) Pre/corequisites: Skin Care I (COV 1622)

Executive Summary

• • • • • Course Name: Skin Care III Course Abbreviation: COV 1642 Classification: AOC Core (Cosmetology) Description: This course consists of advanced skin care services including anatomy of skin, disorders of skin, hair removal, facials, and facial makeup. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 6 hr. clinical lab) Pre/corequisites: Skin Care II (COV 1632) * * * * * Course Name: Salon Business I Course Abbreviation: COV 1722 Classification: AOC Core (Cosmetology and Nail Technician) Description: This course will cover preparing to operate a successful salon. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 1 hr. lecture, 3 hr. clinical lab) Pre/corequisites: None * * * * * Course Name: Salon Business II Course Abbreviation: COV 1732 Classification: AOC Core (Cosmetology) Description: This course will cover operating a successful salon and seeking employment. Included are classroom theory and lab practice as governed by Mississippi cosmetology laws, rules, and regulations involved in cosmetology practices and safety precautions associated with each. (2 sch: 1 hr. lecture, 4.5 hr. clinical lab) Pre/corequisites: Salon Business I (COV 1722) * * * * * Course Name: Cosmetology Teacher Training I Course Abbreviation: COV 2816 Classification: AOC Core (Cosmetology Teacher Training) Description: Instruction will be given in developing appropriate communication skills, effective use of visual aids, identification of various teaching styles, and practical application of cosmetology instruction. (6 sch: 3 hr. lecture, 4.5 hr. clinical lab) Pre/corequisites: Students must have at least two years of active practical experience as a licensed cosmetologist and currently hold a valid Mississippi cosmetology license. * * * * * Course Name: Cosmetology Teacher Training II Course Abbreviation: COV 2826 Classification: AOC Core (Cosmetology Teacher Training)

Executive Summary

Description: Instruction will be given in development of instructional methods, development of visual aids, development of effective evaluation, and practical application of cosmetology instruction. (6 sch: 3 hr. lecture, 4.5 hr. lab) Pre/corequisites: Cosmetology Teacher Training I (COV 2816) * * * * * Course Name: Cosmetology Teacher Training III Course Abbreviation: COV 2836 Classification: AOC Core (Cosmetology Teacher Training) Description: Instruction will be given in development of appropriate lesson plans and practical application of cosmetology instruction. (6 sch: 3 hr. lecture, 4.5 hr. clinical lab) Pre/corequisites: Cosmetology Teacher Training II (COV 2826) * * * * * Course Name: Cosmetology Teacher Training IV Course Abbreviation: COV 2846 Classification: AOC Core (Cosmetology Teacher Training) Description: Instruction will be given in classroom management techniques; cosmetology laws, rules, and regulations; and practical application of cosmetology instruction. (6 sch: 3 hr. lecture, 4.5 hr. clinical lab) Pre/corequisites: Cosmetology Teacher Training III (COV 2836) * * * * * Course Name: Cosmetology Internship I Course Abbreviation: COV 2914 Classification: Career–Technical Description: Under the supervision of a company trainer, this course will enable the student to apply the training he or she received at the Community/Junior College program the student attended with the company of his or her choice. The successful completion of this course will enable the student to perform/observe independently with minimum supervision with the company of his or her choice. (0 hour lecture, 180 hours lab) Prerequisites: Completion of COV 2816, COV 2826, COV 2836, and COV 2846 and Consent of instructor * * * * * Course Name: Cosmetology Internship II Course Abbreviation: COV 2924 Classification: Career–Technical Description: Under the supervision of a company trainer, this course will enable the student to apply the training he or she received at the Community/Junior College program the student attended with the company of his or her choice. The successful completion of this course will enable the student to perform/observe independently with minimum supervision with the company of his or her choice. (0 hour lecture, 180 hours lab) Prerequisites: Completion of COV 2816, COV 2826, COV 2836, and COV 2846 and Consent of instructor

Executive Summary

DENTAL ASSISTING TECHNOLOGY

• • • • • Course Name: Dental Orientation Course Abbreviation: DAT 1111 Classification: Career–Technical Core Description: The development, function, status, and organization of the dental profession; and the professional, legal, and ethical responsibilities of the dental assistant. Terminology emphasizing prefixes, suffixes, roots, abbreviations, spelling, and definitions of medical and dental terms. (1 sch: 1-hr lecture) Corequisites: All first semester courses * * * * * Course Name: Dental Assisting Materials Course Abbreviation: DAT 1214 Classification: Career–Technical Core Description: Dental safety precautions will be emphasized. Includes a comprehensive study of the physical and chemical properties of dental materials. Lab sessions include measuring, manipulating, and preparing dental materials for use in the dental operatory and dental laboratory. (4 sch: 2-hr lecture, 4-hr lab) Corequisites: All first semester courses * * * * * Course Name: Dental Science I Course Abbreviation: DAT 1313 Classification: Career–Technical Core Description: Physiology, anatomy, and morphology as related to the oral cavity. Content organized to include a study of the body systems, the anatomy of the head and neck, and the form of each of the 32 teeth. (3 sch: 3-hr lecture) Corequisites: All first semester courses * * * * * Course Name: Dental Science II Course Abbreviation: DAT 1323 Classification: Career–Technical Core Description: Embryology, pharmacology, microbiology, and pathology as related to dentistry. Content organized to give the student basic information required for effective dental assisting. (3 sch: 3-hr lecture) Prerequisites: All first semester courses * * * * * Course Name: Chairside Assisting I Course Abbreviation: DAT 1415 Classification: Career–Technical Core

Executive Summary

Description: Comprehensive study of information relating to assisting at the dental chair. Laboratory sessions include all phases of chairside assisting from seating the patient to post- operative care in the treatment room. (5 sch: 2-hr lecture, 6-hr lab) Corequisites: All first semester courses, CPR certification-Healthcare Provider level * * * * * Course Name: Chairside Assisting II Course Abbreviation: DAT 1423 Classification: Career–Technical Core Description: Continuation of the study of information related to assisting at the dental chair. Emphasis on techniques utilized in performing all dental procedures at the chair. Special consideration to assisting in the dental specialties. (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: Chairside Assisting I (DAT 1415) * * * * * Course Name: Chairside Assisting III Course Abbreviation: DAT 1433 Classification: Career–Technical Core Description: Continuation of Chairside Assisting II. (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: Chairside Assisting II (DAT 1423) * * * * * Course Name: Dental Radiology I Course Abbreviation: DAT 1513 Classification: Career–Technical Core Description: Principles and safety precautions in dental radiology. Laboratory sessions include positioning, exposing, processing, and mounting bite-wing, occlusal, and periapical dental radiographs on a manikin. (3 sch: 2-hr lecture, 2-hr lab) Corequisites: All first semester courses * * * * * Course Name: Dental Radiology II Course Abbreviation: DAT 1522 Classification: Career–Technical Core Description: Continuation of Dental Radiology I. Emphasis placed on clinical competence in exposing periapical radiographs. (2 sch: 4-hr lab) Prerequisites: Dental Radiology I (DAT 1513) * * * * * Course Name: Dental Health Education Course Abbreviation: DAT 1612 Classification: Career–Technical Core Description: Study of the nutritional needs of the body. Emphasis on nutritional requirements for maintaining good oral hygiene. Comprehensive study of the dental assistant’s responsibilities in patient education as related to good oral health. (2 sch: 2-hr lecture) Prerequisites: All first semester courses

Executive Summary

• • • • • Course Name: Practice Management Course Abbreviation: DAT 1714 Classification: Career–Technical Core Description: Comprehensive study of the dental office business procedures. Topics covered: patient contact, patient records, insurance, financial records, telephone usage, office management, basic skills in psychology, and professional ethics. (4 sch: 3-hr lecture, 2-hr lab) Prerequisites: All first semester Dental Assisting courses * * * * * Course Name: Clinical Experience I Course Abbreviation: DAT 1815 Classification: Career–Technical Core Description: Supervised clinical experience in an authorized dental clinic. (5 sch: 1-hr lecture, 12-hr clinical) Prerequisites: Chairside Assisting I (DAT 1415) * * * * * Course Name: Clinical Experience II Course Abbreviation: DAT 1822 Classification: Career–Technical Core Description: Continuation of supervised clinical experience in an authorized dental clinic. (2 sch: 6-hr clinical) Pre/corequisites: All first semester Dental Assisting courses

Executive Summary

DENTAL HYGIENE TECHNOLOGY

• • • • • Course Name: Fundamentals of Dental Hygiene Course Abbreviation: DHT 1115 Classification: Career-Technical Core Description: This course will provide the dental hygiene student with the fundamental knowledge and skills necessary for interaction with clients. The lecture portion will focus on the history, philosophy, and theories relevant to the profession of dental hygiene. Lecture highlights will include discussion of the latest health care settings, trends, and approaches to comprehensive care. The preclinical portion will provide the student with opportunities for the development of psychomotor skills and opportunities for interaction with clients, which will provide emphasis on trust, care, and responsibility as part of becoming a professional. (5 sch: 2 hr. lecture, 6 hr. lab) Prerequisite: None * * * * * Course Name: Dental Anatomy Course Abbreviation: DHT 1212 Classification: Career-Technical Core Description: A study of the morphological characteristics of the teeth and supporting structures. (2 sch: 2 hr. lecture) Prerequisite: None * * * * * Course Name: Head and Neck Anatomy Course Abbreviation: DHT 1222 Classification: Career-Technical Core Description: A detailed study of skeletal, muscular, vascular, and neural features of the face, head, and neck. (2 sch: 2 hr. lecture) Prerequisite: None * * * * * Course Name: Oral Histology and Embryology Course Abbreviation: DHT 1232 Classification: Career-Technical Core Description: This course studies the microscopic structure and development of types of cells, tissues, and organs of the human body. Also given is a survey of the elements of embryology emphasizing the area of the head and neck, as related to the development of the dental arches, salivary glands, buccal mucosa, pharynx, and tongue. (2 sch: 2 hr. lecture) Prerequisite: Dental Anatomy (DHT 1212) and Head and Neck Anatomy (DHT 1222) * * * * * Course Name: Dental Radiology Course Abbreviation: DHT 1314 Classification: Career-Technical Core

Executive Summary

Description: This course involves a broad scope of study of radiology and its use by the dentist as a diagnostic aid. Also covered are techniques for making radiographs with safety for hygienist and patient, the processing and mounting of exposed film and their interpretation, and study of anatomical landmarks evident in periapical films. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Clinical Dental Hygiene Course Abbreviation: DHT 1415 Classification: Career-Technical Core Description: The student will apply the principles and techniques learned from previous didactic and preclinical experiences. (5 sch: 1 hr. lecture, 12 hr. clinical) Prerequisite: Fundamentals of Dental Hygiene (DHT 1115) * * * * * Course Name: Periodontics Course Abbreviation: DHT 1512 Classification: Career-Technical Core Description: An in-depth study of the supporting structures of the teeth is covered in this course. Also included is a clinical and theoretical understanding of their conditions in good health as well as their reaction to bacterial invasion in disease of varying etiology. The theory of clinical application to the management of the advanced periodontal patient to maintain a healthy and functional dental prosthesis is also studied. (2 sch: 2 hr. lecture) Prerequisite: Oral Histology and Embryology (DHT 1232) and Dental Anatomy (DHT 1212) * * * * * Course Name: Dental Hygiene Seminar I Course Abbreviation: DHT 1911 Classification: Career-Technical Core Description: This course provides the student with the opportunity to discuss managing dental office emergencies and professional development. (1 sch: 1 hr. lecture) Prerequisite: None * * * * * Course Name: Dental Hygiene Seminar II Course Abbreviation: DHT 1921 Classification: Career-Technical Core Description: This course provides the student with the opportunity to discuss patient care and treatment plans and professional development. (1 sch: 1 hr. lecture) Prerequisite: Dental Hygiene Seminar I (DHT 1911) * * * * * Course Name: General/Oral Pathology Course Abbreviation: DHT 2233 Classification: Career-Technical Core

Executive Summary

Description: This course offers a study of the etiology and symptomatology of the pathological conditions affecting the head and neck with emphasis on the oral cavity. (3 sch: 3 hr. lecture) Prerequisite: Dental Anatomy (DHT 1212), Head and Neck Anatomy (DHT 1222), Oral Histology and Embryology (DHT 1232) * * * * * Course Name: Clinical Dental Hygiene II Course Abbreviation: DHT 2425 Classification: Career-Technical Core Description: This course is a continuation of the principles and techniques involved in the practice of dental hygiene. Emphasis will be on theoretical background needed to provide advanced clinical skills. Clinical experiences will focus on treatment of clients with moderate to advanced periodontal disease. (5 sch: 1 hr. lecture, 12 hr. clinical) Prerequisite: Periodontics (DHT 1512) and Clinical Dental Hygiene I (DHT 1415) * * * * * Course Name: Clinical Dental Hygiene III Course Abbreviation: DHT 2436 Classification: Career-Technical Core Description: This course offers a culmination of practice and the clinical procedures and theoretical knowledge needed to provide preventive, interceptive, and definitive dental hygiene treatment. (6 sch: 2 hr. lecture, 12 hr. clinical) Prerequisite: Clinical Dental Hygiene II (DHT 2425) * * * * * Course Name: Dental Hygiene Materials Course Abbreviation: DHT 2613 Classification: Career-Technical Core Description: This course offers the study of materials used in dentistry, their physical and chemical properties, and proper manipulation as used in the operatory and laboratory. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Dental Pharmacology Course Abbreviation: DHT 2712 Classification: Career-Technical Core Description: This course gives a basic introduction to drug actions, their mechanisms, and the reactions of the body to these drugs. Special emphasis is given to the drugs used in the modern dental office including emergency procedures. (2 sch: 2 hr. lecture) Prerequisite: None * * * * * Course Name: Community Dental Health Course Abbreviation: DHT 2813 Classification: Career-Technical Core

Executive Summary

Description: This course provides an introduction to preventive dentistry as administered on federal, state, and local levels through official and voluntary health agencies. Supervised field experience gives an opportunity to observe and participate in some phases of community and school dental health programs. (3 sch: 2 hr. lecture, 3 hr. clinical) Corequisite: Clinical Dental Hygiene III (DHT 2436) * * * * * Course Name: Dental Ethics/Law Course Abbreviation: DHT 2922 Classification: Career-Technical Core Description: Focus on the ethical and legal aspects of providing dental health care. (2 sch: 2 hr. lecture) Prerequisite: None * * * * * Course Name: Dental Hygiene Seminar III Course Abbreviation: DHT 2931 Classification: Career-Technical Core Description: This course provides the student with the opportunity to discuss dental disciplines and professional development. (1 sch: 1 hr. lecture) Prerequisite: Dental Hygiene Seminar II (DHT 1921) * * * * * Course Name: Dental Hygiene Seminar IV Course Abbreviation: DHT 2941 Classification: Career-Technical Core Description: This course provides the student the opportunity to discuss the written registry exam, the clinical simulation exam format, and professional development. (1 sch: 1 hr. lecture) Prerequisite: Dental Hygiene Seminar III (DHT 2931)

Executive Summary

DIAGNOSTIC MEDIAL SONOGRAPHY TECHNOLOGY

• • • • • Course Name: Introduction to Ultrasound Course Abbreviation: DMS 1114 Classification: Career-Technical Core Description: Students will be introduced to ultrasound equipment. Cleaning and disinfectant procedures will be shown. Types of film, paper printers, video recorders, scanning tables, ultrasound probes, and recording methods will be discussed. Legal/ethical issues and patient contact within the ultrasound department, as well as scanning protocols, are included. Students will learn the sonographer’s role in patient care. (4 sch: 3-hr lecture, 2-hr lab) Prerequisite: Professional level CPR certification, Anatomy and Physiology I (with lab) (BIO 1514), Anatomy and Physiology II (with lab) (BIO 1524), College Algebra (MAT 1313), Survey of Physics I (PHY 1213), and Medical Terminology in Allied Health (TAH 1113) * * * * * Course Name: Sectional Anatomy Course Abbreviation: DMS 1213 Classification: Career-Technical Core Description: This course provides students with ultrasound appearance of abdominal and pelvic sectional anatomy. It includes a description of gross sectional anatomy and identification of sonographic appearance of normal anatomy. (3 sch: 3-hr lecture) Prerequisite: All core courses as scheduled * * * * * Course Name: Ultrasound Physics and Instrumentation I Course Abbreviation: DMS 1313 Classification: Career-Technical Core Description: In-depth presentation of basic principles of diagnostic medical ultrasound physics and instrumentation. Description of diagnostic ultrasound transducers and ultrasound interaction with human tissue will be presented. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: All core courses as scheduled * * * * * Course Name: Ultrasound Physics and Instrumentation II Course Abbreviation: DMS 1323 Classification: Career-Technical Core Description: A continuation of Ultrasound Physics and Instrumentation I (DMS 1313). This class includes an in-depth presentation of image display modes, Doppler, color, and hemodynamics of diagnostic ultrasound. The causes of artifacts and how to scan safely, conduct instrument performance measurements, and prepare for registry examinations. (3 sch: 2-hr lecture, 2 hr. lab) Prerequisite: All core courses as scheduled

Executive Summary

• • • • • Course Name: Clinical Experience I Course Abbreviation: DMS 1414 Classification: Career-Technical Core Description: This class includes clinical instruction in the scanning lab and in clinical site institutions. Students will first receive hands-on experience in the scanning lab and then in clinical site rotations. (4 sch: 12-hr clinical) Prerequisite: CPR certification; all core courses as scheduled * * * * * Course Name: Clinical Experience II Course Abbreviation: DMS 1426 Classification: Career-Technical Core Description: This course includes clinical practice and instruction in a clinical rotation site. (6 sch: 18-hr clinical) Prerequisite: All core courses as scheduled * * * * * Course Name: Clinical Experience III Course Abbreviation: DMS 1436 Classification: Career-Technical Core Description: This course is a clinical practice and instruction in a clinical affiliate. Areas included are patient care and management, operation of equipment, and sonographic procedures. All procedures will be performed under direct supervision. (6 sch: 18-hr clinical) Prerequisite: All core courses as scheduled * * * * * Course Name: Abdominal Sonography Course Abbreviation: DMS 1513 Classification: Career-Technical Core Description: Presentation of pathology/pathophysiology of abdominal anatomy including liver, kidneys, spleen, gallbladder, pancreas, and vascular structures associated with organs, as well as the abdominal cavities and the non-cardiac chest. Normal aging changes and laboratory values are presented. (3 sch: 3-hr lecture) Prerequisite: All core courses as scheduled * * * * * Course Name: Obstetrical and Gynecological Sonography Course Abbreviation: DMS 1523 Classification: Career-Technical Core Description: This class discusses pathology/pathophysiology associated with female anatomy and obstetrical sonographic examinations. Sonographic appearance of the female pelvis premenopausal through postmenopausal and evaluation of pregnancy from conception to delivery will be discussed. Evaluating infertility and related laboratory values, as well as other imaging procedures, will be included. (3 sch: 3-hr lecture)

Executive Summary

Prerequisite: All core courses as scheduled * * * * * Course Name: Advanced Sonographic Procedures Course Abbreviation: DMS 1533 Classification: Career-Technical Core Description: Neurosonology, ophthalmology, adult cardiac, pediatric cardiac, and vascular technology will be discussed. Superficial structures scanning including prostate, thyroid, scrotum and breast will be included. (3 sch: 3-hr lecture) Prerequisite: All core courses as scheduled * * * * * Course Name: Sonography Seminar Course Abbreviation: DMS 1613 Classification: Career-Technical Core Description: This course will prepare students for ARDMS/ARRT certification examinations. (3 sch: 3-hr lecture) Prerequisite: All core courses as scheduled * * * * * Course Name: Ultrasound Examination Critique Course Abbreviation: DMS 1623 Classification: Career-Technical Core Description: This course will present case studies of normal and abnormal sonographic exams. Students will attend presentations of guest lecturers. (3 sch: 3-hr lecture) Prerequisite: All core courses as scheduled

Executive Summary

DIESEL EQUIPMENT TECHNOLOGY

• • • • • Course Name: Fundamentals of Equipment Mechanics Course Abbreviation: DET 1114 Classification: Career Technical Core Description: Review and update of safety procedures; tools and equipment usage; handling, storing, and disposing of hazardous materials; and operating principles of diesel engines. (4 sch: 4 hr. lecture) Prerequisite: None * * * * * Course Name: Hydraulic Brake Systems Course Abbreviation: DET 1213 Classification: Career Technical Core Description: Diagnosis and repair of hydraulic brake systems, includes instruction in hydraulic and mechanical systems, power assist units, and antilock braking systems. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Electrical/Electronic Systems I Course Abbreviation: DET 1223 Classification: Career Technical Core Description: Diagnosis, service, and repair of electrical and electronic systems on diesel engines, includes instruction in general systems diagnosis, starting and charging systems. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Electrical/Electronic Systems II Course Abbreviation: DET 1263 Classification: Career Technical Core (Associate Degree, Two Year Certificate) Description: Diagnosis, service, and repair of electrical and electronic systems on diesel engines, includes instruction on lighting systems, gauges and warning devices, and related electrical systems. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Diesel Systems I Course Abbreviation: DET 1364 Classification: Career Technical Core Description: Diagnosis, service, and repair of basic engine operating principles, with an emphasis on cylinder head and valve train engine block. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Hydraulics Course Abbreviation: DET 1513 Classification: Technical Core Description: Basic operation and maintenance of hydraulic systems associated with diesel powered equipment, includes instruction in safety, system components, operation, and repair. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Preventive Maintenance and Service Course Abbreviation: DET 1614 Classification: Career Technical Core Description: Practice in the preventive maintenance of diesel powered equipment, includes instruction in general preventive maintenance of vehicles and equipment. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Power Trains Course Abbreviation: DET 1713 Classification: Career Technical Core Description: Diagnosis, service, maintenance, and repair of power train units on diesel equipment, includes instruction on clutch, manual transmissions, drive shafts, and drive axles. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Welding for Diesel Equipment Technology Course Abbreviation: DET 2113 Classification: Career Technical Elective Description: Basic welding and cutting techniques which includes fundamental procedures and safety, oxyacetylene welding and cutting, shielded metal-arc welding, and metal inert gas welding procedures. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Steering and Suspension Systems Course Abbreviation: DET 2253 Classification: Career Technical Core (Two Year Certificate, Associate Degree); Career Technical Elective (One Year Certificate) Description: Operation, maintenance, and repair of heavy duty steering and suspension systems, Includes instruction in steering column and steering gear, power steering unit, steering linkage, suspension, wheel alignment, and related components diagnosis and repair. (3 sch: 2 hr. lecture, 2 hr. lab)

Executive Summary

Prerequisite: None * * * * * Course Name: Electrical/Electronic Systems III Course Abbreviation: DET 2273 Classification: Technical Core (Associate Degree, Two Year Certificate) Description: Diagnosis, service, and repair of electrical and electronic systems on diesel engines, includes instruction in electronic fuel management systems. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Diesel Systems II Course Abbreviation: DET 2374 Classification: Technical Core Description: Diagnosis, service, and repair of lubrication systems, cooling system, and air induction and exhaust systems. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Diesel Systems III Course Abbreviation: DET 2383 Classification: Career Technical Elective (Two Year Certificate, Associate Degree) Description: Diagnosis, service, and repair of general engine operations and fuel system operations. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Fluid Power Trains Course Abbreviation: DET 2523 Classification: Career Technical Elective Description: Maintenance and repair of fluid power trains used on heavy equipment to include operation and diagnosis and repair of system components. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: None * * * * * Course Name: Advanced Brake Systems (Air) Course Abbreviation: DET 2623 Classification: Career Technical Core (Two Year Certificate, Associate Degree) Description: Instruction and practice in the maintenance and repair of air brake systems commonly used on commercial diesel powered equipment, includes instruction in maintenance and repair of the air supply system, mechanical system, antilock braking system, and traction control system. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Air Conditioning and Heating Systems Course Abbreviation: DET 2813 Classification: Career Technical Core (Two Year Certificate, Associate Degree); Career Technical Elective (One Year Certificate) Description: Operation, maintenance, and repair of air conditioning and heating systems used in commercial equipment, includes instruction in theories and operating principles, A/C system diagnosis and repair, clutch and compressor repair, evaporator and condenser repair, and heating system repair. (3 sch: 1 hr. lecture, 4 hr. lab) Prerequisite: Completion of certification requirements to service and repair air conditioning systems * * * * * Course Name: Special Problem/Projects in Diesel Equipment Technology Course Abbreviation: DET 291(1-9) Classification: Career Technical Elective Description: A course to provide students with an opportunity to utilize skills and knowledge gained in other Diesel Equipment Repair and Service courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project. (1-6 sch: 2-12 hr. lab) Prerequisite: Sophomore standing in Diesel Equipment Technology * * * * * Course Name: Supervised Work Experience in Diesel Equipment Technology Course Abbreviation: DET 292(1-3) Classification: Career Technical Elective Description: A course which is a cooperative program between industry and education designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18 hr. externship) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Diesel Equipment Technology * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. This course is designed to integrate the student’s academic and technical skills into a work environment, and may include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9 hours externship) Prerequisite: Concurrent enrollment in Career Technical program area courses

Executive Summary

ELECTRONICS AND RELATED ENGINEERING TECHNOLOGY

Communications Electronics Repair Technology

• • • • • Course Name: Satellite Systems Course Abbreviation: CET 1113 Classification: Career–Technical Elective (Communications Electronics Repair Technology) Description: Service, repair, and install home satellite receiving systems. (3 sch: 1-hr lecture, 4- hr lab) Prerequisite: None * * * * * Course Name: Diagnostics and Troubleshooting Lab Course Abbreviation: CET 2223 Classification: Career–Technical Core (Communications Electronics Repair Technology) Description: Laboratory course in applying skills and knowledge gained in other communications electronics courses in repairing various electronic devices. Isolate, locate, and repair devices in a simulated industry setting. (3 sch: 6-hr lab) Pre/corequisite: Television Systems (EET 2813) * * * * * Course Name: Video Recording Systems Lab Course Abbreviation: CET 2323 Classification: Career–Technical Core (Communications Electronics Repair Technology) Description: Maintenance and repair of consumer-type video recording, videocassette recorders, and playback equipment (3 sch: 6-hr lab) Prerequisite: Television Systems (EET 2813) * * * * * Course Name: Video Systems Repair Lab Course Abbreviation: CET 2823 Classification: Career–Technical Core (Communications Electronics Repair Technology) Description: Troubleshooting, repairing, and maintenance of consumer video equipment and television receivers (3 sch: 6-hr lab) Pre/Corequisite: Television Systems (EET 2813) * * * * * Course Name: Special Project Course Abbreviation: CET 291(1–3) Classification: Career–Technical Elective (Communications Electronics Repair Technology) Description: Practical application of skills and knowledge gained in other electronics or electronics-related technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience. (1–3 sch: 2- to 6-hr lab)

Executive Summary

Prerequisite: Consent of Instructor * * * * * Course Name: Supervised Work Experience Course Abbreviation: CET 292(1–6) Classification: Career–Technical Elective (Communications Electronics Repair Technology) Description: This cooperative program between industry and education is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of 1 semester hour per 45 industrial contact hours. (1–6 sch: 3- to 18-hr externship) Prerequisite: Consent of instructor and completion of at least one semester of advanced course work in electronics-related programs

Executive Summary

Electronics Technology

• • • • • Course Name: DC Circuits Course Abbreviation: EET 1114 Classification: Career–Technical Core (Communications Electronics Repair Technology, Electronics Technology, Biomedical Equipment Repair Technology Option, Telecommunications Technology); Career–Technical Elective (Computer Servicing Technology) Description: Principles and theories associated with DC circuits. This course includes the study of electrical circuits, laws and formulae, and the use of test equipment to analyze DC circuits. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisites: None * * * * * Course Name: AC Circuits Course Abbreviation: EET 1123 Classification: Career–Technical Core (Communications Electronics Repair Technology, Electronics Technology, Biomedical Equipment Repair Technology Option, Telecommunications Technology); Career–Technical Elective (Computer Servicing Technology) Description: Principles and theories associated with AC circuits. This course includes the study of electrical circuits, laws and formulae, and the use of test equipment to analyze AC circuits. (3 sch: 2-hr lecture, 2-hr lab) Pre/Corequisite: DC Circuits (EET 1114) or Equivalent * * * * * Course Name: Fundamentals of Electronics Course Abbreviation: EET 1192 Classification: Career–Technical Elective (Electronics Technology, Biomedical Equipment Repair Technology Option) Description: Fundamental skills associated with all electronics courses. Safety, breadboarding, use of calculator, test equipment familiarization, soldering, electronic symbols, and terminology (2 sch: 1-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Digital Electronics Course Abbreviation: EET 1214 Classification: Career–Technical Core (Communications Electronics Repair Technology, Computer Servicing Technology, Electronics Technology, Biomedical Equipment Repair Technology Option, Telecommunications Technology) Description: Number systems, logic circuits, counters, registers, memory devices, combination logic circuits, Boolean algebra, and a basic computer system (4 sch: 3-hr lecture, 2-hr lab) Corequisites: Consent of Instructor

Executive Summary

• • • • • Course Name: Orientation to Biomedical Equipment Repair Course Abbreviation: EET 1311 Classification: Career–Technical Core (Biomedical Equipment Repair Technology) Description: Orientation to the biomedical equipment repair field. Topics covered are the different career paths open to students, types of biomedical equipment, and the organization and operation of the hospital environment. (1 sch: 1-hr lecture) Prerequisites: None * * * * * Course Name: Microprocessors Course Abbreviation: EET 1324 Classification: Career–Technical Core (Computer Servicing Technology, Electronics Technology, Biomedical Equipment Repair Technology Option); Career–Technical Elective (Telecommunications Technology) Description: Microprocessor architecture, machine and assembly language, timing, interfacing, and other hardware applications associated with microprocessor systems (4 sch: 2-hr lecture, 4- hr lab) Prerequisite: Digital Electronics (EET 1214) * * * * * Course Name: Solid State Devices and Circuits Course Abbreviation: EET 1334 Classification: Career–Technical Core (Communications Electronics Repair Technology, Electronics Technology, Biomedical Equipment Repair Technology Option, Telecommunications Technology) Description: Active devices that include PN junction diodes, bipolar transistors, bipolar transistor circuits, and unipolar devices with emphasis on low-frequency application and troubleshooting (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: DC Circuits (EET 1114) * * * * * Course Name: Mathematics for Electronics Course Abbreviation: EET 1413 Classification: Career–Technical Elective Description: Coverage of those areas of arithmetic, algebra, geometry, and trigonometry that have applications in electronics (3 sch: 2-hr lecture, 2-hr lab) Pre/Corequisites: None * * * * * Course Name: Computer Fundamentals for Electronics/Electricity Course Abbreviation: EET 1613 Classification: Career–Technical Elective (Electronics Technology, Biomedical Equipment Repair Technology Option, Telecommunications Technology); Career–Technical Core (Computer Servicing Technology Associate’s Degree)

Executive Summary

Description: Basic computer science as used in electricity/electronics areas. Computer nomenclature, logic, numbering systems, coding, and operating system commands are covered. (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Drafting for Electronic/Electrical Technology Course Abbreviation: EET 1713 Classification: Career–Technical Elective (Computer Servicing Technology Associate’s Degree, Electronics Technology, Telecommunications Technology) Description: Preparation and interpretation of schematics (3 sch: 1-hr lecture, 4-hr lab) Prerequisites: None * * * * * Course Name: Supervised Work Experience in Biomedical Equipment Repair Technology I Course Abbreviation: EET 211(3–6) Classification: Career–Technical Core (Biomedical Equipment Repair Technology) Description: This cooperative program between the health-care facility and education is designed to integrate the student’s technical studies with health-care experience. (NOTE: Biomedical equipment used in this course is for instructional purposes ONLY and not to be used in patients’ care.) Variable credit is awarded on the basis of 1 semester hour per 45 health- care contact hours. (1–6 sch: 3- to 18-hr externship) Prerequisite: Consent of Instructor * * * * * Course Name: Supervised Work Experience in Biomedical Equipment Repair Technology II Course Abbreviation: EET 222(3–6) Classification: Career–Technical Core (Biomedical Equipment Repair Technology) Description: Continuation of EET 211(3–6) with advanced study in the repair and maintenance of biomedical equipment. (3–6 sch: 6- to 18-hr externship) Prerequisites: Consent of Instructor and EET 211(3–6) * * * * * Course Name: Linear Integrated Circuits Course Abbreviation: EET 2334 Classification: Career–Technical Core (Electronics Technology, Biomedical Equipment Repair Technology Option); Career–Technical Elective (Telecommunications Technology) Description: Advanced semiconductor devices and linear integrated circuits. Emphasis is placed on linear integrated circuits used with operational amplifiers, active filters, voltage regulators, timers, and phase-locked loops. (4 sch: 3-hr lecture, 2-hr lab) Prerequisite: Solid State Devices and Circuits (EET 1334) * * * * * Course Name: Electronic Communications Course Abbreviation: EET 2414

Executive Summary

Classification: Career–Technical Core (Communications Electronics Repair Technology, Electronics Technology); Career–Technical Elective (Biomedical Equipment Repair Technology Option, Telecommunications Technology) Description: This course is designed to provide the student with concepts and skills related to analog and digital communications. Topics covered include amplitude and frequency modulation, transmission, and reception; data transmission formats and codes; and modulation- demodulation of digital communications. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: Solid State Devices and Circuits (EET 1334) * * * * * Course Name: Fundamentals of Fiber Optics Course Abbreviation: EET 2423 Classification: Career–Technical Core (Biomedical Equipment Repair Technology Option, Telecommunications Technology); Career–Technical Elective (Electronics Technology) Description: Fiber-optic cable in modern industry applications (3 sch: 2-hr lecture, 2-hr lab) Pre/Corequisite: Electronic Communications (EET 2414) * * * * * Course Name: Interfacing Techniques Course Abbreviation: EET 2514 Classification: Career–Technical Elective (Electronics Technology, Biomedical Equipment Repair Technology Option, Computer Servicing Technology) Description: Data acquisition devices and systems including their interface to microprocessors and other control systems (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: Digital Electronics (1214) * * * * * Course Name: Digital Television Systems Course Abbreviation: EET 2823 Classification: Career–Technical Core (Communications Electronics Repair Technology); Career–Technical Elective (Computer Servicing Technology, Electronics Technology) Description: Circuits and systems used in the production, transmission, and reception of video information to include color systems and computer-video interfacing (3 sch: 2-hr lecture, 2-hr lab) Pre/Corequisite: Solid State Devices and Circuits (EET 1334) * * * * * Course Name: Special Project Course Abbreviation: EET 291(1–3) Classification: Career–Technical Elective (Electronics Technology, Biomedical Equipment Repair Technology Option) Description: Practical application of skills and knowledge gained in other technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience. (1–3 sch: 2- to 6-hr lab) Prerequisite: Consent of Instructor

Executive Summary

• • • • • Course Name: Supervised Work Experience in Electronics Technology Course Abbreviation: EET 292(1–6) Classification: Career–Technical Elective (Electronics Technology) Description: This cooperative program between industry and education is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of 1 semester hour per 45 industrial contact hours. (1–6 sch: 3- to 18-hr externship) Prerequisites: Consent of instructor and completion of at least one semester of advanced course work in electronics-related programs

Executive Summary

Telecommunications Technology

• • • • • Course Name: Fundamentals of Telecommunications Course Abbreviation: TCT 1114 Classification: Career–Technical Core (Telecommunications Technology); Career–Technical Elective (Computer Servicing Technology) Description: History of voice/data communication, fundamental concepts of analog and digital communications, and basic telephone service (4 sch: 3-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Telephone Systems Course Abbreviation: TCT 2214 Classification: Career–Technical Core (Telecommunications Technology) Description: Information and hands-on experience in installation, operation, troubleshooting, and repair of commercial use telephone systems including analog and digital key systems (4 sch: 3-hr lecture, 2-hr lab) Pre/Corequisite: Fundamentals of Telecommunications (TCT 1114) * * * * * Course Name: PBX Systems Course Abbreviation: TCT 2224 Classification: Career–Technical Elective (Telecommunications Technology) Description: This course is a continuation of the PBX section of Telephone Systems (TCT 2214). Further emphasis will be placed on the installation, programming, and troubleshooting of PBX systems. Maintenance, cleaning, and paperwork will be covered. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: Telephone Systems (TCT 2214) * * * * * Course Name: Digital Communications I Course Abbreviation: TCT 2314 Classification: Career–Technical Core (Telecommunications Technology); Career–Technical Elective (Computer Servicing Technology) Description: Theories and applications of digital communications and analog pulse modulation (4 sch: 2-hr lecture, 4-hr lab) Prerequisites: Fundamentals of Telecommunications (TCT 1114) and Digital Electronics (EET 1214) * * * * * Course Name: Digital Communications II Course Abbreviation: TCT 2324

Executive Summary

Classification: Career–Technical Core (Telecommunications Technology); Career–Technical Elective (Computer Servicing Technology) Description: Theories and applications of digital modulation methods and digital pulse modulation methods (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: Digital Communications I (TCT 2314) * * * * * Course Name: Microwave and Satellite Systems Course Abbreviation: TCT 2414 Classification: Career–Technical Core (Telecommunications Technology) Description: Theories and applications of microwave and satellite communications (4 sch: 3-hr lecture, 2-hr lab) Pre/Corequisites: Fundamentals of Telecommunications (TCT 1114) and Solid State Devices and Circuits (EET 1314) * * * * * Course Name: Physics for Electronics Course Abbreviation: EET 2433 Classification: Career–Technical Elective Description: Coverage of those areas of physics that have applications in electronics (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Network Systems Course Abbreviations: TCT 2424 Classification: Career–Technical Elective (Telecommunications Technology) Description: Networking fundamentals, voice networking, LANs, and the Internet. Also covered is upgrading of computers to support LAN technology. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisites: Telephone Systems (TCT 2214) and Fundamentals of Fiber Optics (EET 2423) * * * * * Course Name: Special Project Course Abbreviation: TCT 291(1–4) Classification: Career–Technical Elective (Telecommunications Technology) Description: Practical application of skills and knowledge gained in other telecommunications or telecommunications-related technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience. (1–4 sch: 2- to 8-hr lab) Prerequisite: Consent of Instructor * * * * * Course Name: Supervised Work Experience Course Abbreviation: TCT 292(1–6) Classification: Career–Technical Elective (Telecommunications Technology)

Executive Summary

Description: This cooperative program between industry and education is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of 1 semester hour per 45 industrial contact hours. (1–6 sch: 3- to 18-hr externship) Prerequisites: Consent of instructor and completion of at least one semester of advanced course work in electrical/electronics-related programs

Executive Summary

FORESTRY TECHNOLOGY

• • • • • Course Name: Forest Measurements I Course Abbreviation: FOT 1114 Classification: Career-Technical Core Description: A course covering fundamentals of forest measurements. Includes instruction in locating land on a map, applying sampling techniques, and processing and summarizing field data. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: None * * * * * Course Name: Forest Measurements II Course Abbreviation: FOT 1124 Classification: Career-Technical Elective Description: A continuation of Forest Measurement I with emphasis on electronic and computer applications in forest measurement. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: Forest Measurements I (FOT 1114) * * * * * Course Name: Forest Protection Course Abbreviation: FOT 1314 Classification: Career-Technical Elective Description: A course in methods and techniques for protecting forests from fire, insect, and disease damage. Includes instruction in prescribed burning procedures. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: None * * * * * Course Name: Forest Products Utilization Course Abbreviation: FOT 1414 Classification: Career-Technical Elective Description: A survey of wood and forest products processing operations. Includes instruction in principles related to forest products processing and their applications. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: None * * * * * Course Name: Applied Dendrology Course Abbreviation: FOT 1714 Classification: Career-Technical Core Description: A study of trees and woody vines including their classification and commercial uses. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: None

Executive Summary

• • • • • Course Name: Fundamentals of Forestry Course Abbreviation: FOT 1813 Classification: Career-Technical Core Description: A study of the development of the forest industry in Mississippi and the United States. An exploration of occupational careers in forestry including forest products industries. Includes common terms used in forest occupations. (Previously taught as Survey of Forestry and Introduction to Forestry) (3 sch: 3 hr. lecture) Prerequisites: None * * * * * Course Name: Forest Surveying and Spatial Applications Course Abbreviation: FOT 2124 Classification: Career-Technical Core Description: A course to provide land surveying skills required in the forest industry. Includes instruction in interpreting legal descriptions, deeds, maps, and spatial imagery. Includes demonstration of surveying practices and spatial imagery practices and equipment. (4 sch: 2 hr. lecture, 4 hr. lab) (Formerly Forest Surveying) Prerequisites: None * * * * * Course Name: Advanced GPS/GIS in Forestry Course Abbreviation: FOT 2214 Classification: Career-Technical Elective Description: A course that includes use of remote sensing imagery and geographic information systems software in forest operations. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: None * * * * * Course Name: Timber Harvesting Course Abbreviation: FOT 2424 Classification: Career-Technical Core Description: A course dealing with harvesting practices including development of timber harvesting, regulations, harvesting plans, best management practices, and timber contracts (legal terminology). Includes observations of logging operations. (4 sch: 1 hr. lecture, 6 hr. lab) Prerequisites: None * * * * * Course Name: Silviculture I Course Abbreviation: FOT 2614 Classification: Career-Technical Core Description: A course dealing with the growth and development of trees and stands. Includes instruction in principles of tree and stand growth and development, regeneration, and intermediate cuttings. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisites: None

Executive Summary

• • • • • Course Name: Silviculture II Course Abbreviation: FOT 2624 Classification: Career-Technical Elective Description: A continuation of Silviculture I with emphasis on site preparation and regeneration practices. (4 sch: 2 hr. lecture; 4 hr. lab) Prerequisites: Silviculture I * * * * * Course Name: Special Problem in Forestry Technology Course Abbreviation: FOT 291(1-6) Classification: Career-Technical Elective Description: A course designed to provide the student with practical application of skills and knowledge gained in other Forest Technology courses. The instructor works closely with the student to insure that the selection of a project will enhance the student’s learning experience. (1-6 sch: 2-6 hr. lab) Prerequisites: Minimum of 12 sch Forestry Technology related courses or consent of instructor * * * * * Course Name: Supervised Work Experience in Forestry Technology Course Abbreviation: FOT 292(1-6) Classification: Career-Technical Elective Description: A course which is a cooperative program involving students, employers, and educational staff and is designed to integrate the student’s technical studies with real world situations. Variable credit is awarded on the basis of one semester hour per 45 contact hours. (1-6 sch: 3-18 hr. externship) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Forestry Technology. * * * * * Course Name: Special Problem in Conservation Law Course Abbreviation: FOT 294 (1-6) Classification: Career-Technical Elective Description: A course designed to provide the student with practical application of skills and knowledge gained in other Conservation Law courses. The instructor works closely with the student to insure that the selection of a project will enhance the student’s learning experience. (1-6 sch: 2-6 hr. lab) Prerequisites: Minimum of 12 sch Forestry Technology/ Conservation Law related courses or consent of instructor * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective

Executive Summary

Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9 hours externship) Prerequisite: Concurrent enrollment in Career-technical program area courses

Executive Summary

INSTRUMENTATION TECHNOLOGY

• • • • • Course Name: Fundamentals of Industrial Measurement I Course Abbreviation: IET 1114 Classification: Career–Technical Core (Instrumentation Technology) Description: A study of the concepts, principles and devices for the measurement of industrial pressure and level variables. The student will learn to apply the principles of process instruments and devices as applied to control and detection of pressure and level. The student will perform industrial pressure and level measurements. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: none * * * * * Course Name: Fundamentals of Industrial Measurement II Course Abbreviation: IET 1214 Classification: Career–Technical Core (Instrumentation Technology) Description: A study of the concepts, principles and devices for the measurement of industrial temperature and flow variables. The student will apply the principles of process instruments and devices as applied to control and detection of temperature and flow. The student will perform industrial temperature and flow measurements. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: Fundamentals of Industrial Measurement I (IET 1114) or by instructor consent * * * * * Course Name: Industrial Controls I Course Abbreviation: IET 1314 Classification: Career–Technical Core (Instrumentation Technology) Description: A review of measurement theory and includes the principles of operation, connection, maintenance, testing, calibration, troubleshooting and repairing/replacing of pneumatic and electronic analog process controllers, signal transmitters, recorders, alarms and associated test equipment along with annunciator/shutdown systems and introduce the concepts of proportional, integral, and derivative control modes, loop tuning, and documentation. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: None * * * * * Course Name: Industrial Controls II Course Abbreviation: IET 2414 Classification: Career–Technical Core (Instrumentation Technology) Description: A study of process controllers, implementing PID (Proportional, Integral, Derivative) feedback, cascade, ratio, feed forward and auto select/override and introduce other advanced control strategies; study techniques for loop tuning and calibrating process loop components including smart transmitters and field communicators. Loop documentation and drawings will also be used. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: Industrial Controls I (IET 1314) or by instructor consent

Executive Summary

• • • • • Course Name: Final Control Elements Course Abbreviation: IET 2114 Classification: Career–Technical Core (Instrumentation Technology) Description: A study of the various designs of control valves including principles of operation, sizing, selection, servicing pneumatic and electric actuators, positioners, solenoid operated valves, self contained regulators, louvers, dampers, metering pumps and required documentation. Includes instruction in basic techniques and calculations for proper liquid and gas valve sizing and introduces concepts of variable speed drives and frequency speed circuitry. (4 sch: 2-hr lecture, 4-hr lab) Pre/Corequisite: Industrial Controls I (IET 1314) or by instructor consent. * * * * * Course Name: Special Project Course Abbreviation: IET 291(1–4) Classification: Career–Technical Elective Description: Practical application of skills and knowledge gained in instrumentation and other technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience. (1–4 sch: 2- to 8-hr lab) Prerequisite: Consent of Instructor * * * * * Course Name: Supervised Work Experience Course Abbreviation: IET 292(1–6) Classification: Career–Technical Elective Description: This cooperative program between industry and education is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of 1 semester hour per 45 industrial contact hours. (1–6 sch: 3- to 18-hr externship) Prerequisites: Consent of instructor and completion of at least one semester of advanced course work in electrical/electronics-related programs

Executive Summary

MEDIA TECHNOLOGY

• • • • • Course Name: Broadcast Writing Course Abbreviation: MDT 1214 Classification: Career-Technical Core Description: Principles of broadcast writing to include scripts for television and radio news, commercials, and programs. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: Written Communications Elective * * * * * Course Name: Principles of Mass Communication Course Abbreviation: MDT 1244 Classification: Career-Technical Core Description: Introduction to the field of radio/television broadcasting and the history of mass media. Emphasis is placed on the role of communication systems in our society. Job characteristics and opportunities are also emphasized. (4 sch: 4 hr. lecture) Prerequisite: None * * * * * Course Name: Fundamentals of Television Production Course Abbreviation: MDT 1314 Classification: Career-Technical Core Description: Introduction to the operation of a television studio. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Principles of Audio Production Course Abbreviation: MDT 1413 Classification: Career-Technical Core Description: Operations of audio taping as well as actual production. A discussion of the different types of equipment used in audio production will also be emphasized. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Advanced Audio Production Course Abbreviation: MDT 1423 Classification: Career-Technical Core Description: Continuation of Principles of Audio Production with further study in the development of and the use of equipment in audio production with emphasis placed on actual projects. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Principles of Audio Production (MDT 1413)

Executive Summary

• • • • • Course Name: Broadcast Announcing Course Abbreviation: MDT 2114 Classification: Career-Technical Core Description: Introduction to the basic principles of broadcast announcing. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisite: Broadcast Writing (MDT 1214) and Oral Communications/Public Speaking Elective * * * * * Course Name: Station Administration Course Abbreviation: MDT 2213 Classification: Career-Technical Elective Description: Study of radio, television, and cable stations which include: organization, operations, regulations, and the duties/responsibilities of station personnel. (3 sch:3 hr. lecture) Prerequisite: Principles of Mass Communication (MDT 1244) * * * * * Course Name: Intermediate Television Production Course Abbreviation: MDT 2314 Classification: Career-Technical Core Description: Operations of a television control room. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Fundamentals of Television Production (MDT 1314) * * * * * Course Name: Advanced Television Production Course Abbreviation: MDT 2324 Classification: Career-Technical Core Description: Operations of original television productions. Directions, productions, layouts, and organization will be stressed. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Intermediate Television Production (MDT 2314) * * * * * Course Name: Basic Editing Course Abbreviation: MDT 2414 Classification: Career-Technical Core Description: Student’s basic projects are emphasized and include basic principles, procedures, and techniques of audio and video editing. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Fundamentals of Television Production (MDT 1314) and Principles of Audio Production (MDT 1413) * * * * * Course Name: Advanced Editing Course Abbreviation: MDT 2424

Executive Summary

Classification: Career-Technical Core Description: Student’s continuation of Basic Editing with emphasis placed on the development and use of the broadcasting industry editing standards. Student’s projects are emphasized and include advanced principles, procedures, and techniques of audio and video editing. (4 sch: 2 hr. lecture, 4 hr. lab) Prerequisite: Basic Editing (MDT 2414) * * * * * Course Name: Basic Photography Course Abbreviation: MDT 2513 Classification: Career-Technical Elective Description: Use of photography as a communication medium. Principles of picture taking and darkroom techniques are emphasized. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: None * * * * * Course Name: Special Project in Media Technology Course Abbreviation: MDT 291(1-3) Classification: Career-Technical Elective Description: A course designed to provide the student with practical application of skills and knowledge gained in the courses. The instructor works closely with the student to insure that the selection of a project will enhance the student’s learning experience. (1-3 sch: 2-6 hr. lab) Prerequisite: Consent of Instructor * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1-3 sch: 3-9 hours externship) Prerequisite: Consent of WBL Instructor and concurrent enrollment in Career-technical program area courses

Executive Summary

MEDICAL LABORATORY TECHNOLOGY

• • • • • Course Name: Fundamentals of Medical Laboratory Technology/Phlebotomy Course Abbreviation: MLT 1111 Classification: Career–Technical Core Description: The course includes an overview of the field of Medical Laboratory Technology, as well as familiarization with laboratory safety, microscopes, glassware, and equipment. It also includes laboratory organization, medical ethics, and employment opportunities. Basic laboratory specimen collection techniques are introduced. (1 sch: 2-hr lab) Prerequisite: None * * * * * Course Name: Urinalysis/Body Fluids Course Abbreviation: MLT 1212 Classification: Career–Technical Core Description: This course is an introduction to urinalysis and laboratory analysis of miscellaneous body fluids. It includes the basic principles of routine and special urine tests and specimen examination through laboratory work. Theory and test profiles are also presented for miscellaneous body fluids with correlation to diseased states. (2 sch: 1-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Hematology I Course Abbreviation: MLT 1313 Classification: Career–Technical Core Description: This course is a study of the function of blood, morphology, and maturation of normal cells, blood cell counts, differentials of white cells, and blood collection and handling. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Hematology II Course Abbreviation: MLT 1324 Classification: Career–Technical Core Description: This course includes the study of abnormal cell morphology and diseases involving blood cells, test procedures used in laboratory diagnosis of hematological disease, normal and abnormal hemostasis, and diagnostic procedures for evaluation of bleeding abnormalities and anticoagulant therapy. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: Hematology I (MLT 1313) * * * * * Course Name: Immunology/Serology Course Abbreviation: MLT 1413 Classification: Career–Technical Core

Executive Summary

Description: This course covers the science of immunology and serology through the study of theories and processes related to natural body defenses. Included are basic antigen-antibody reactions, complement action, cellular response, humoral immune response, and the basic serological procedures used to aid in the detection of certain diseases. Throughout this course, special emphasis is placed on correlating laboratory results with the patient’s probable condition. (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Clinical Chemistry Course Abbreviation: MLT 1515 Classification: Career–Technical Core Description: This course is the study of human biochemistry as an aid in the diagnosis of disease processes. It includes chemistry procedures performed on body fluids for aiding in diagnosis of disease processes. (5 sch: 3-hr lecture, 4-hr lab) Prerequisite: Approved Chemistry Elective * * * * * Course Name: Principles of Organic and Biochemistry Course Abbreviation: MLT 1523 Classification: Career–Technical Elective Description: A study of the basic mathematical formulas and organic chemistry (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: General Chemistry I (CHE 1213) or Principles of Chemistry I (CHE 1314) * * * * * Course Name: Immunohematology Course Abbreviation: MLT 2424 Classification: Career–Technical Core Description: This course includes collection, processing, storage, and utilization of blood components. It also includes the study of immunological principles and procedures for blood typing, cross matching, antibody detection, identification, and investigation of hemolytic disease of the newborn. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: Immunology/Serology (MLT 1413) * * * * * Course Name: Parasitology Course Abbreviation: MLT 2512 Classification: Career–Technical Core Description: This course covers the morphology, physiology, life cycles, and epidemiology of parasites with emphasis on human pathogenic parasites. Identification of the parasites from human material is also included. (2 sch: 1-hr lecture, 2-hr lab) Prerequisite: None

Executive Summary

• • • • • Course Name: Pathogenic Microbiology Course Abbreviation: MLT 2614 Classification: Career–Technical Core Description: Basic skills, principles, and techniques for the staining, culturing, isolation, and identification of microorganisms of medical importance are emphasized in this course. Included are techniques used in determining the sensitivity of pathogenic bacteria to different antibiotic and other drugs. (4 sch: 2-hr lecture, 4-hr lab) Prerequisite: None * * * * * Course Name: Medical Laboratory Technology Seminar Course Abbreviation: MLT 2711 Classification: Career–Technical Elective Description: This course represents a synthesis of previous didactic, laboratory, and clinical experiences. It is designed to facilitate activities incorporated in student and professional organizations and to allow students to select and present a case study. (1 sch: 2-hr lab) Prerequisites: Completion of all didactic Medical Laboratory Technology courses * * * * * Course Name: Certification Fundamentals for Medical Laboratory Technology Course Abbreviation: MLT 2723 Classification: Career–Technical Elective Description: This course is an in-depth study and review of material covered in the MLT curriculum. It is designed to prepare the student for the national registry/certifying exams. (3 sch: 3-hr lecture) Prerequisite: Completion of all didactic Medical Laboratory Technology courses * * * * * Course Name: Clinical Instrumentation Course Abbreviation: MLT 2812 Classification: Career–Technical Elective Description: A review of various types of instruments found in the clinical laboratory is emphasized in this course. Included are operation, calibration, quality control, and troubleshooting. (2 sch: 2-hr lecture) Prerequisites: None * * * * * Course Name: Clinical Practice I, II, III Course Abbreviation: MLT 2916, MLT 2926, MLT 2936 Classification: Career–Technical Core Description: This course includes clinical practice and didactic instruction in a clinical affiliate. Areas covered are hematology, clinical chemistry, immunohematology, urinalysis, microbiology, coagulation, and serology. (6 sch: 18-hr clinical for each Clinical Practice) Prerequisites: All Career–Technical Core courses

Executive Summary

OCCUPATIONAL THERAPY ASSISTANT

• • • • • Course Name: Foundations of Occupational Therapy Course Abbreviation: OTA 1113 Classification: Career-Technical Core Description: This intake course is an introduction to the field of occupational therapy including history, role orientation, professional organizational structure, legal and ethical implications, legislation, practice arenas, and the process of service delivery. (3 sch: 3 hr. lecture) Prerequisite: Admission to Occupational Therapy Assistant Program * * * * * Course Name: Medical Terminology Course Abbreviation: OTA 1121 Classification: Career-Technical Core Description: This intake course is a study of medical language relating to body systems including diseases, physical conditions, abbreviations, and symbols as applied to occupational therapy. Professional language for occupational therapy will be included. (1 sch: 1 hr. lecture) Prerequisite: Admission to Occupational Therapy Assistant Program * * * * * Course Name: Therapeutic Anatomy Course Abbreviation: OTA 1132 Classification: Career-Technical Core Description: This intake course will focus upon the structures of the human body and their respective functions. Emphasis will be placed upon the muscular, skeletal, and nervous systems (2 sch: 2 hr. lecture) Prerequisite: Approved Anatomy and Physiology course * * * * * Course Name: Pathology of Psychiatric Conditions Course Abbreviation: OTA 1213 Classification: Career-Technical Core Description: This intake course provides a basic knowledge of psychiatric disorders encountered in occupation therapy practice. Emphasis is on etiology, prognosis, and management of various psychiatric conditions. The role and function of the OTA in the treatment process is also emphasized. (3 sch: 3 hr. lecture) Prerequisite: None * * * * * Course Name: Pathology of Physical Disability Conditions Course Abbreviation: OTA 1223 Classification: Career-Technical Core Description: This intake course provides a basic knowledge of selected diseases and conditions encountered in occupational therapy practice. Emphasis is on etiology, prognosis, and

Executive Summary

management of various pathological physical conditions. The role and function of the OTA in the treatment process is also emphasized. (3 sch: 3 hr. lecture) Prerequisite: None * * * * * Course Name: Pathology of Developmental Conditions Course Abbreviation: OTA 1233 Classification: Career-Technical Core Description: This intake course provides a basic knowledge of selected diseases and conditions encountered in occupational therapy practice. Emphasis is on etiology, prognosis, and management of various pathological developmental conditions. The student will compare and contrast normal and abnormal developmental patterns. The role and function of the occupational therapy assistant (OTA) in the treatment process is also emphasized. (3 sch: 3 hr. lecture) Prerequisite: None * * * * * Course Name: Pathology of Orthopedic Conditions Course Abbreviation: OTA 1242 Classification: Career-Technical Core Description: This intake course provides a basic knowledge of selected orthopedic conditions encountered in occupational therapy practice. Emphasis is placed upon mechanisms of pathology and basic treatment approaches. The role and function of the occupational therapy assistant (OTA) in the treatment process is also emphasized. (2 sch: 2 hr. lecture) Prerequisites: Therapeutic Anatomy (OTA 1132) and Kinesiology (OTA 1315) * * * * * Course Name: Kinesiology Course Abbreviation: OTA 1315 Classification: Career-Technical Core Description: This intake course studies individual muscles and muscle functions, biomechanical principles of joint motion, gait patterns, normal movement patterns, and goniometry. (5 sch: 4 hr. lecture, 2 hr. lab) Prerequisite: Therapeutic Anatomy (OTA 1132) * * * * * Course Name: Therapeutic Media Course Abbreviation: OTA 1413 Classification: Career-Technical Core Description: This manipulation course provides knowledge and use of tools, equipment, and basic techniques of therapeutic media. Emphasis is given to analysis and instruction of activities frequently used as occupational therapy media in multiple community and clinical settings. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Foundations of Occupational Therapy (OTA 1113)

Executive Summary

• • • • • Course Name: Occupational Therapy Skills I Course Abbreviation: OTA 1423 Classification: Career-Technical Core Description: This manipulative course provides fundamental knowledge of practice skills used with patients/clients across the life span and with various diagnoses. Observation and documentation techniques will be introduced. (3 sch: 2 hr. lecture, 2 hr. lab) Corequisites: Foundations of Occupational Therapy (OTA 1113) and Medical Terminology (OTA 1121) * * * * * Course Name: Occupational Therapy Skills II Course Abbreviation: OTA 1433 Classification: Career-Technical Core Description: This manipulative course provides intermediate practice skills used with patients/clients across the lifespan and with various diagnoses. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Occupational Therapy Skills I (OTA 1423) * * * * * Course Name: Group Process Course Abbreviation: OTA 1513 Classification: Career-Technical Core Description: This manipulative course introduces theory and research findings explaining group dynamics. The course teaches the student how to facilitate group effectiveness and the skills to apply that knowledge in practical situations. Methods and skills necessary to plan, write, lead, and evaluate an occupational therapy group will be taught. The course focuses on the importance of group activity intervention primarily with the psychiatric population. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisites: None * * * * * Course Name: Fieldwork IA Course Abbreviation: OTA 1913 Classification: Career-Technical Core Description: This course is designed to provide the student with an opportunity to observe and participate in clinical fieldwork. The student will also begin to develop professional work habits. Students are expected to function as participant observers in the assigned clinical setting. (3 sch: 1 hr. lecture, 6 hr. clinical) Prerequisite: Occupational Therapy Skills I (OTA 1423) * * * * * Course Name: Occupational Therapy Skills III Course Abbreviation: OTA 2443 Classification: Career-Technical Core

Executive Summary

Description: This manipulative course provides intermediate practice skills used with patients/clients across the lifespan and with various diagnoses. (3 sch: 2 hr. lecture, 2 hr. lab) Prerequisite: Occupational Therapy Skills I (OTA 1423) * * * * * Course Name: Concepts in Occupational Therapy Course Abbreviation: OTA 2714 Classification: Career-Technical Core Description: This manipulative course studies occupational therapy treatment techniques for a variety of diagnoses while incorporating theoretical concepts. (4 sch: 3 hr. lecture, 2 hr. lab) Prerequisites: Pathology of Physical Disability Conditions (OTA 1223), Occupational Therapy Skills I (OTA 1423), and Pathology of Orthopedic Conditions (OTA 1242) * * * * * Course Name: Healthcare Systems Course Abbreviation: OTA 2812 Classification: Career-Technical Core Description: This intake course is designed to examine the context of service delivery for occupational therapy. Various models of health care, education, community, and social systems will be examined. (2 sch: 2 hr. lecture) Prerequisite: None * * * * * Course Name: Fieldwork IB Course Abbreviation: OTA 2935 Classification: Career-Technical Core Description: This application course is designed to provide the student with an opportunity to apply his or her knowledge in clinical fieldwork. The student will also begin to develop professional work habits. Students are expected to function as participant observers in the clinical setting. (5 sch: 1 hr. lecture, 12 hr. clinical) Prerequisite: Occupational Therapy Skills I (OTA 1423) * * * * * Course Name: Fieldwork IIA Course Abbreviation: OTA 2946 Classification: Career-Technical Core Description: This application course synthesizes previous didactic instruction and clinical experiences obtained in Fieldwork I. In Level IIA, the student may encounter a variety of populations in a traditional or non-traditional based setting. The student will assume increasing responsibilities under supervision as appropriate for the setting. (6 sch: 18 hr. clinical) Prerequisite: All OTA classroom and level I fieldwork courses * * * * * Course Name: Fieldwork IIB Course Abbreviation: OTA 2956 Classification: Career-Technical Core

Executive Summary

Description: This application course synthesizes previous didactic instruction and experiences obtained in Fieldwork IIA. In Fieldwork IIB, the student may also encounter a variety of populations in a traditional or non-traditional setting. The student will be placed in a setting different from Fieldwork IIA. Student will assume increasing responsibilities under supervision as appropriate for the setting. (6 sch: 18 hr. clinical) Prerequisite: All OTA classroom and Level I fieldwork courses * * * * * Course Name: Occupational Therapy Transitions I Course Abbreviation: OTA 2961 Classification: Career-Technical Core Description: This course provides information and guidance to the student for his or her transitional process of becoming an Occupational Therapy Practitioner. This course will encompass a variety of professional skills and concepts. In addition, vital life skills will be discussed. (1 sch: 1 hour lecture) Prerequisite: None * * * * * Course Name: Occupational Therapy Transitions II Course Abbreviation: OTA 2971 Classification: Career-Technical Core Description: This course provides final preparation to the student for the transitional process of becoming an Occupational Therapy Practitioner. (1 sch: 1 hour lecture) Prerequisite: Occupational Therapy Transitions I (OTA 2961)

Executive Summary

SMALL ENGINE AND EQUIPMENT REPAIR TECHNOLOGY

• • • • • Course Name: Small Engine Mechanics I Course Abbreviation: SET 1114 Classification: Career-Technical Core (Certificate and associates) Description: Introduces students to the basic principles of engine mechanics. Includes instruction on lubrication, fuel, and ignition systems (4 sch: 0-hr lecture, 8-hr lab) Prerequisites: None * * * * * Course Name: Small Engine Mechanics II Course Abbreviation: SET 1124 Classification: Career-Technical Core (Certificate and Associates) Description: A continuation of Small Engine Mechanics I with emphasis on cooling systems, engine governance, multi-cylinder engines, and diesel fuel systems (4 sch: 0-hr lecture, 8-hr lab) Prerequisites: None * * * * * Course Name: Measurements Course Abbreviation: SET 1212 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge related to measurement tools, measurement tool usage, and fasteners of small engine and equipment components (2 sch: 1-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Four-Cycle Engines Course Abbreviation: SET 1313 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge related to four-cycle small engine and equipment repair and maintenance. Includes instruction in assembly, lubrication, and fuel systems (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Two-Cycle Engines Course Abbreviation: SET 1322 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge related to two-cycle small engine and equipment repair and maintenance. Includes instruction in assembly, lubrication, and fuel systems (2 sch: 1-hr lecture, 2-hr lab) Prerequisites: None

Executive Summary

• • • • • Course Name: Small Engine Shop Management Course Abbreviation: SET 1413 Classification: Career-Technical Core (Certificate and Associates) Description: Provides students with skills and knowledge related to management and operation of a small engine repair shop. Includes instruction in shop safety and OSHA regulations, shop tools and equipment, shop design, overall shop maintenance, and inventory control (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Frame Inspection and Maintenance Course Abbreviation: SET 1512 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge related to small equipment frame (chassis) repair and maintenance. Includes instruction in oxyfuel cutting and arc welding as well as painting and other frame (chassis) maintenance (2 sch: 1-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Small Engine Mechanics III Course Abbreviation: SET 2134 Classification: Career-Technical Core (Associates) Description: A continuation of Small Engine Mechanics II with emphasis on steering and suspension systems (4 sch: 0-hr lecture, 8-hr lab) Prerequisites: None * * * * * Course Name: Small Engine Mechanics IV Course Abbreviation: SET 2144 Classification: Career-Technical Core (Associates) Description: A continuation of Small Engine Mechanics III with emphasis on troubleshooting and performing maintenance on a variety of systems (4 sch: 0-hr lecture, 8-hr lab) Prerequisites: None * * * * * Course Name: Small Engine and Equipment Analysis and Repairs I Course Abbreviation: SET 2155 Classification: Career-Technical Elective Description: A course to provide skills and knowledge related to the operation, troubleshooting, and repair of systems related to equipment. Includes instruction on a variety of equipment and troubleshooting techniques related to equipment (5 sch: 0-hr lecture, 10-hr lab) Prerequisites: Consent of instructor

Executive Summary

• • • • • Course Name: Small Engine and Equipment Analysis and Repairs II Course Abbreviation: SET 2165 Classification: Career-Technical Elective Description: A course to provide advanced skills and knowledge related to the operation, troubleshooting, and repair of systems related to equipment. Includes instruction on a variety of equipment and advanced troubleshooting techniques related to equipment. (5 sch: 0-hr lecture, 10-hr lab) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Program Name * * * * * Course Name: Engine Troubleshooting Course Abbreviation: SET 2353 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge associated with the basics of equipment diagnostics and trouble shooting. Instruction is provided on tools and equipment used in diagnosis, fasteners, fluids, and measurement devices. (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Maintenance and Repair of Cutting Mechanisms Course Abbreviation: SET 2523 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge related to the maintenance and repair of cutting mechanisms used in landscape and turf operations including mowers, trimmers, edgers, and saws. Includes instruction in drive systems, blade sharpening and height adjustment, reel grinding and adjustment, and chain saw chain sharpening and adjustment (3 sch: 2-hr lecture, 2- hr lab) Prerequisites: None * * * * * Course Name: Hydraulics Course Abbreviation: SET 2533 Classification: Career-Technical Core (Associates) Description: A course to develop skills and knowledge related hydraulics as it relates to small equipment chassis repair and maintenance. Includes instruction on hydraulics will be components, diagnosis, and repair of the hydraulic system (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Transmissions and Transaxles Course Abbreviation: SET 2543 Classification: Career-Technical Core (Certificate and Associates)

Executive Summary

Description: A course to develop skills and knowledge related to small equipment transmissions and transaxles. Includes instruction for transmission and transaxle service, diagnosis, and repair (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Small Engine Electrical Systems Course Abbreviation: SET 2613 Classification: Career-Technical Core (Certificate and Associates) Description: A course to develop skills and knowledge related to the operating principles of direct current circuits. Includes instruction on basic electrical principles, safety procedures, batteries, conductors, and switches (3 sch: 2-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Special Problem in Small Engine and Equipment Repair Technology Course Abbreviation: SET 281(1-3) Classification: Career-Technical Elective Description: A course designed to provide the student with practical application of skills and knowledge gained in other Small Engine and Equipment Repair Technology courses through the use of a special problem. The instructor works closely with the student to insure that the selection of a project will enhance the student’s learning experience. (1-3 sch: 2-6-hr lab) Prerequisites: Consent of instructor * * * * * Course Name: Supervised Work Experience in Small Engine and Equipment Repair Technology Course Abbreviation: SET 291(1-6) Classification: Free Elective Description: A course that is a cooperative program between industry and education designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours. (1-6 sch: 3-18-hr externship) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Program Name * * * * * Course Name: Small Engine and Equipment Project I Course Abbreviation: SET 2313 Classification: Free Elective Description: A course designed for establishment of skills and knowledge for introductory projects related to small engine and equipment (3 sch: 6-hr lab) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Program Name

Executive Summary

• • • • • Course Name: Small Engine and Equipment Project II Course Abbreviation: SET 2323 Classification: Free Elective Description: A course designed for establishment of skills and knowledge for basic projects related to small engine and equipment (3 sch: 6-hr lab) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Program Name * * * * * Course Name: Small Engine and Equipment Project III Course Abbreviation: SET 2333 Classification: Free Elective Description: A course designed for establishment of skills and knowledge for intermediate projects related to small engine and equipment (3 sch: 6-hr lab) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Program Name * * * * * Course Name: Small Engine and Equipment Project IV Course Abbreviation: SET 2343 Classification: Free Elective Description: A course designed for establishment of skills and knowledge for advanced projects related to small engine and equipment. (3 sch: 6-hr lab) Prerequisite: Consent of instructor and completion of at least one semester of advanced coursework in Program Name * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Free Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and work-site supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews (1-3 sch: 3-9-hr externship) Prerequisite: Concurrent enrollment in Career–technical program area courses

Executive Summary

UTILITY LINE WORKER TECHNOLOGY

• • • • • Course Name: Interpersonal Skills for Line Workers Course Abbreviation: ULT 1112 Classification: Career- AAS Elective Description: This course is designed to cover the basic communication skills for interaction with others. (2 sch: 2-hr lecture) Prerequisite: None * * * * * Course Name: Line Worker Safety Course Abbreviation: ULT 1122 Classification: Career Core Description: This course is designed to provide fundamental safety rules and procedures needed in performing basic line worker skills. (2 sch: 2-hr lecture) Prerequisite: None * * * * * Course Name: Safety for Line Workers Course Abbreviation: ULT 1133 Classification: AAS Core Description: This course is design to provide fundamental safety rules and procedures needed in performing basic line worker skills. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: AC and DC Circuits for Utility Line Worker Technology Course Abbreviation: ULT 1144 Classification: AAS Core Description: Principles and theories associated with AC and DC circuits used in the electrical trades. Includes the study of electrical circuits, laws and formulas, and the use of test equipment to analyze AC and DC circuits (4 sch: 3-hr lecture, 2-hr lab) Pre/Co Requisite Fundamentals of Electricity for Line Workers (ULT 1192) or Fundamentals of Electricity (ELT 1192) OR By consent of instructor * * * * * Course Name: AC and DC Circuits for Line Workers Course Abbreviation: ULT 1152 Classification: Career Elective

Executive Summary

Description: Principles and theories associated with AC and DC circuits used in the line worker trade. Includes the study of electrical circuits, laws and formulas, and the use of test equipment to analyze AC and DC circuits (2 sch: 1-hr lecture, 2-hr lab) Pre/Co Requisite Fundamentals of Electricity for Line Workers (ULT 1192) or Fundamentals of Electricity (ELT 1192) or equivalent course OR By consent of instructor * * * * * Course Name: Fundamentals of Electricity for Line Workers Course Abbreviation: ULT 1192 Classification: Career - AAS Elective Description: Fundamental skills associated with all electrical courses. Safety, basic tools, special tools, equipment, and introduction to AC and DC circuits (2 sch: 1-hr lecture, 2-hr lab) Prerequisites: None * * * * * Course Name: Electric Power Course Abbreviation: ULT 1213 Classification: Career - AAS Elective Description: Electrical motors and their installation. Instruction and practice in using the different types of motors, protection devices, switches, transformers, and alternators found in utility transmission (3 sch: 2-hr lecture, 2-hr lab) Pre/Co Requisite Fundamentals of Electricity for Line Workers (ULT 1192) or Fundamentals of Electricity (ELT 1192) OR By consent of instructor * * * * * Course Name: Transformer Operation and Banking Course Abbreviation: ULT 1223 Classification: Career - AAS Elective Description: This course is designed to cover basic single phase operations and Delta and ―Wye‖ Transformer Banks including hookups for 120/208—240/480/--120/240—277/480. (3 sch: 2-hr lecture, 2-hr lab) Pre/Co Requisite Fundamentals of Electricity for Line Workers (ULT 1192) or Fundamentals of Electricity (ELT 1192) AND AC and DC for Utility Line Worker Technology (ULT 1144) or AC and DC Circuits (ELT 1144) AND Electric Power (ULT 1213) OR By consent of instructor

Executive Summary

• • • • • Course Name: Electrical Power and Transformer Banking for Line Workers Course Abbreviation: ULT 1232 Classification: Career Elective Description: This course is designed to cover basic single phase operations and Delta and ―Wye‖ Transformer Banks including hookups for 120/208—240/480/--120/240—277/480. (2 sch: 1-hr lecture, 2-hr lab) Prerequisite: Pre/Co Requisite Fundamentals of Electricity for Line Workers (ULT 1192) or Fundamentals of Electricity (ELT 1192) OR By consent of instructor * * * * * Course Name: Line Worker Truck Driving Course Abbreviation: ULT 1313 Classification: Career Core Description: This course is designed to provide a line worker with fundamental skills needed to obtain a Class A CDL (Commercial Drivers License) with air brake endorsement. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: Consent of Instructor * * * * * Course Name: Truck Driving for Line Workers Course Abbreviation: ULT 1324 Classification: AAS Core Description: This course is designed to provide a line worker with fundamental skills needed to obtain a Class A CDL (Commercial Drivers License) with air brake endorsement. (4 sch:1-hr lecture, 6-hr lab) Prerequisite: Consent of Instructor * * * * * Course Name: Basic Utility Equipment Operation Course Abbreviation: ULT 1333 Classification: Career Elective, AAS Core Description: This course is designed to prepare students in the basic operation of line worker equipment. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Pole Climbing Course Abbreviation: ULT 1413 Classification: Career - AAS Core

Executive Summary

Description: This course is designed to provide a line worker with fundamental skills needed to perform basic pole climbing. (3 sch: 1-hr lecture, 4-hr lab) Prerequisite: Consent of the instructor * * * * * Course Name: Overhead, Underground, and Substation Construction Course Abbreviation: ULT 1514 Classification: Career Core Description: This course is designed to provide further fundamental training in the field of electric line work dealing with the overhead/underground line construction and substation construction. (4 sch: 2-hr lecture, 4-hr lab) Pre/Co Requisite Pole Climbing (ULT 1413) OR By consent of instructor * * * * * Course Name: National Electric Safety Code (Safety Code) Course Abbreviation: ULT 1523 Classification: Career Elective, AAS Core Description: The course is designed to introduce the students to the basic fundamentals and safety requirements as set forth in the National Electric Safety Code for the power line industry. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Computer Fundamentals for Line Workers Course Abbreviation: ULT 1612 Classification: Career Elective Description: This course is designed to introduce students to basic computer skills. (2 sch: 1-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Lineworker Computer Fundamentals Course Abbreviation: ULT 1623 Classification: AAS Elective Description: This course is designed to introduce students to basic computer skills. (3 sch: 2-hr lecture, 2-hr lab) Prerequisite: None * * * * * Course Name: Overhead Construction Course Abbreviation: ULT 2133 Classification: AAS Core Description: This course is designed to provide further fundamental training in the field of electric line work dealing with the overhead line construction. (3 sch: 1-hr lecture, 4-hr lab)

Executive Summary

Pre/Co Requisite Pole Climbing (ULT 1413) OR By consent of instructor * * * * * Course Name: Underground Construction Course Abbreviation: ULT 2143 Classification: AAS Core Description: This course is designed to provide further fundamental training in the field of electric line work dealing with the overhead to the underground line construction. (3 sch: 1-hr lecture, 4-hr lab) Pre/Co Requisite Pole Climbing (ULT 1413) OR By consent of instructor * * * * * Course Name: System Design and Operation Course Abbreviation: ULT 2233 Classification: Career Elective, AAS Core Description: This course includes operation basics for protection of the electrical system overhead, underground, and substation. (3 sch: 1-hr lecture, 4-hr lab) Pre/Co Requisite Pole Climbing (ULT 1413) AND Overhead Construction (ULT 2133) AND Underground Construction (ULT 2143) OR By consent of instructor * * * * * Course Name: Working in Elevated Work Sites Course Abbreviation: ULT 2244 Classification: Career Elective, AAS Core Description: This course is designed to provide a line worker with fundamental skills needed to perform basic pole climbing. (4 sch: 1-hr lecture, 6-hr lab) Pre/Co Requisite Pole Climbing (ULT 1413) AND Overhead Construction (ULT 2133) AND Underground Construction (ULT 2143) OR By consent of instructor * * * * * Course Name: Advanced Utility Equipment Operation Course Abbreviation: ULT 2333 Classification: Career – AAS Elective Description: This course provides an in-depth understanding of the operation of line worker equipment. (3 sch: 2-hr lecture, 2-hr lab)

Executive Summary

Pre/Co Requisite Basic Utility Equipment Operation (ULT 1333) OR By consent of instructor * * * * * Course Name: Special Project I, II, III Course Abbreviation: ULT 291(1–3), ULT 292(1-3), ULT 293(1–3) Classification: Career–Technical Elective Description: Practical application of skills and knowledge gained in other electrical or electrical- related technical courses. The instructor works closely with the student to insure that the selection of a project will enhance the student’s learning experience. (1-3 sch: 2-6-hr lab) Prerequisites: Completion of one semester of course work in Utility Lineworker Technology OR Consent of instructor * * * * * Course Name: Work-Based Learning I, II, III, IV, V, and VI Course Abbreviation: WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Classification: Career-Technical Elective Description: A structured work-site learning experience in which the student, program area teacher, Work-Based Learning Coordinator, and work-site supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. Includes regular meetings and seminars with school personnel for supplemental instruction and progress reviews (1-3 sch: 3-9 hr externship) Prerequisite: Concurrent enrollment in Career-technical program area courses * * * * * Course Name: Seminar and Planning Course Abbreviation: CTE 200(1-6) Classification: Career–Technical Elective Description: This course is designed to prepare students for program exit certifications and exams, enhance student study skills, and prepare students for entry into the workforce. Development of study principles and skills needed for entry into the workforce. The purpose of this course is to upgrade study skills and habits. Specific skills include, but are not limited to, understanding essential terminology related to the program, time management, listening, note- taking strategies, preparing for exams, and preparing for entry into the workforce. The instructor works closely with the student to ensure that the course enhances the student’s learning experiences. (1-6 sch: 45 contact hours per sch) Prerequisite: Completion of one semester of coursework in related program * * * * * Course Name: Supervised Work Experience I, II Course Abbreviation: ULT 292(1–3), ULT 294(1–3) Classification: Career–Technical Elective

Executive Summary

Description: A cooperative program between industry and education and is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of semester hour per 45 industrial contact hours. (1-6 sch: 3-9-hr externship) Prerequisites: Consent of instructor and completion of at least one semester of advanced coursework in Utility Lineworker Technology

Executive Summary

Appendix A: Related Academic Standards

Reading R1 Interpret Graphic Information (forms, maps, reference sources) R2 Words in Context (same and opposite meaning) R3 Recall Information (details, sequence) R4 Construct Meaning (main idea, summary/paraphrase, compare/contrast, cause–effect) R5 Evaluate/Extend Meaning (fact/opinion, predict outcomes, point of view)

Mathematics Computation M1 Addition of Whole Numbers (no regrouping, regrouping) M2 Subtraction of Whole Numbers (no regrouping, regrouping) M3 Multiplication of Whole Numbers (no regrouping, regrouping) M4 Division of Whole Numbers (no remainder, remainder) M5 Decimals (addition, subtraction, multiplication, division) M6 Fractions (addition, subtraction, multiplication, division) M7 Integers (addition, subtraction, multiplication, division) M8 Percents M9 Algebraic Operations

Applied Mathematics A1 Numeration (ordering, place value, scientific notation) A2 Number Theory (ratio, proportion) A3 Data Interpretation (graph, table, chart, diagram) A4 Pre-Algebra and Algebra (equations, inequality) A5 Measurement (money, time, temperature, length, area, volume) A6 Geometry (angles, Pythagorean theory) A7 Computation in Context (whole numbers, decimals, fractions, algebraic operations) A8 Estimation (rounding, estimation)

Language L1 Usage (pronoun, tense, subject–verb agreement, adjective, adverb) L2 Sentence Formation (fragments, run-on, clarity) L3 Paragraph Development (topic sentence, supporting sentence, sequence) L4 Capitalization (proper noun, titles) L5 Punctuation (comma, semicolon) L6 Writing Conventions (quotation marks, apostrophe, parts of a letter)

Spelling S1 Vowel (short, long) S2 Consonant (variant spelling, silent letter) S3 Structural Unit (root, suffix)

CTB/McGraw-Hill LLC. (2005). Tests of adult basic education, forms 7 and 8. Monterey, CA: Author. Reproduced with permission of CTB/McGraw-Hill LLC. TABE is a registered trademark of The McGraw- Hill Companies, Inc. Copyright © 1994 by CTB/McGraw-Hill LLC. Reproduction of this material is permitted for educational purposes only.

Executive Summary

Appendix B: 21st Century Skills

CSS1-21st Century Themes CS1 Global Awareness 1. Using 21st century skills to understand and address global issues 2. Learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts 3. Understanding other nations and cultures, including the use of non-English languages CS2 Financial, Economic, Business, and Entrepreneurial Literacy 1. Knowing how to make appropriate personal economic choices 2. Understanding the role of the economy in society 3. Using entrepreneurial skills to enhance workplace productivity and career options CS3 Civic Literacy 1. Participating effectively in civic life through knowing how to stay informed and understanding governmental processes 2. Exercising the rights and obligations of citizenship at local, state, national, and global levels 3. Understanding the local and global implications of civic decisions CS4 Health Literacy 1. Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that enhance health 2. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction 3. Using available information to make appropriate health-related decisions 4. Establishing and monitoring personal and family health goals 5. Understanding national and international public health and safety issues CS5 Environmental Literacy 1. Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water, and ecosystems. 2. Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.). 3. Investigate and analyze environmental issues, and make accurate conclusions about effective solutions. 4. Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues). CSS2-Learning and Innovation Skills CS6 Creativity and Innovation 1. Think Creatively 2. Work Creatively with Others

21st century skills. (n.d.). Washington, DC: Partnership for 21st Century Skills.

Executive Summary

3. Implement Innovations CS7 Critical Thinking and Problem Solving 1. Reason Effectively 2. Use Systems Thinking 3. Make Judgments and Decisions 4. Solve Problems CS8 Communication and Collaboration 1. Communicate Clearly 2. Collaborate with Others CSS3-Information, Media and Technology Skills CS9 Information Literacy 1. Access and Evaluate Information 2. Use and Manage Information CS10 Media Literacy 1. Analyze Media 2. Create Media Products CS11 ICT Literacy 1. Apply Technology Effectively CSS4-Life and Career Skills CS12 Flexibility and Adaptability 1. Adapt to Change 2. Be Flexible CS13 Initiative and Self-Direction 1. Manage Goals and Time 2. Work Independently 3. Be Self-directed Learners CS14 Social and Cross-Cultural Skills 1. Interact Effectively with Others 2. Work Effectively in Diverse Teams CS15 Productivity and Accountability 1. Manage Projects 2. Produce Results CS16 Leadership and Responsibility 1. Guide and Lead Others 2. Be Responsible to Others

Executive Summary

9 Miss. Admin. Code Pt. 5, R. 2011 Curriculum Revisions by Program

Industry advisory team members from colleges throughout the state were asked to give input related to changes to be made to each curriculum framework. Specific comments related to soft skills, occupational-specific skills, and safety were solicited and utilized. Additionally, instructors and Advisory Committee members from colleges throughout the state were also asked to give input on changes to be made to the curriculum framework.

Agricultural Technician Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 7 and 8 Academic Standards  21st Century Skills  John Deere Ag Tech Standards

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process, and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the January 18, 2011, curriculum revision meeting included the following:  Moved AMT 2113- Grain Harvesting to electives and in its place programs will choose from AMT 2113 - Grain Harvesting Equipment, AMT 2413 - Hay Harvesting Equipment, or AMT - 2313 Cotton Harvesting Equipment.  Adjusted the course hours for AMT 2113 - Grain Harvesting Equipment, AMT 2413 - Hay Harvesting Equipment, or AMT - 2313 Cotton Harvesting Equipment from a 1- hr course to 1-3 hr for each course.  Moved AMT 2513 - Spray Systems to the electives  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  Clarification to content that relates to the Ag Tech Standards  The Recommended Tools and Equipment list was updated to reflect the tool list for successful competition of Ag Tech theory and content. Automation and Control Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education  21 st Century Skills  International Technology Education Association Standards for Technological Literacy

Executive Summary

Automotive Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 7 and 8 Academic Standards  21st Century Skills  NATEF- 2008 Automobile Program Standards

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the November 8, 2010, curriculum revision meeting included the following:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  Specific additions or deletions to content were related to updating from the 2005 NATEF standards to the 2008 NATEF standards.  The Recommended Tools and Equipment list was updated to reflect the tool list for NATEF program certification. Brick Block and Stone Masonry Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards  21st Century Skills  Contren Learning Series Best Practices

Due to its importance in this curriculum, students are strongly encouraged to attend math tutoring sessions as requested by the instructor.

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process. Changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the November 2010 curriculum revision meeting included the following:  Steps, Arches, and Brick Floors was split into two courses: Steps, Patios, and Brick Floors (BBV 1823); and Arch Construction (BBV 1723).  Several competencies and objectives were added to Steps, Patios, and Brick Floors (BBV 1823): o Explain and describe the various types of pavers used in floor, patio, and step construction. o Explain and apply procedures to lay out and construct a floor section using paving brick with concrete base and mortar beds.

Executive Summary

o Explain and apply procedures to lay out and construct a floor section using paving brick with limestone base and sand beds. o Explain and apply procedures to lay out and construct flagstone walkways. o Explain and apply procedures to lay out and construct tile floors and/or walls. Civil Engineering Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  American Design Drafting Association, American Society for Testing and Materials, Manual of Surveying Instructions from the Bureau of Land Management, Construction Specifications Institute, and Mississippi Department of Environmental Quality

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the January 18, 2011, curriculum revision meeting included:  The title of the program was changed from “Civil Technology” to “Civil Engineering Technology.”  Webb’s Depth of Knowledge (DOK) levels were added to competencies and objectives to aid in assessment alignment.  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  References and Advisory Teams were revised.  The Recommended Tools and Equipment list was reviewed. Collision Repair Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 7 and 8 Academic Standards  21st Century Skills  NATEF- 2009 Collision Repair Program Standards

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the of the curriculum revision meeting included:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.

Executive Summary

 Specific additions or deletions to content were related to updating from the 2009 NATEF Standards to the 2009 NATEF Standards  The Recommended Tools and Equipment list was updated to reflect the tool list for NATEF program certification. Commercial Residential Maintenance Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards  21st Century Skills  Contren Learning Series Best Practices

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the November 2010 curriculum revision meeting included the following:  A 2-year certificate (61 sch) for Commercial Residential Maintenance was developed.  A 2-year associate’s degree program (63 sch) for Commercial Residential Maintenance was developed.  Fundamentals of Maintenance Services (CRM 1113) was changed from 2 to 3 scheduled credit hours.  Maintenance Regulations (CRM 1122) was changed from 1 to 2 scheduled credit hours.  Mathematics and Blueprint Interpretation (CRM 1134) was changed from 3 to 4 scheduled credit hours.  Heating, Ventilating, and Air Conditioning (CRM 1616) was changed from 5 to 6 scheduled credit hours. o Two competencies pertaining to the EPA Clean Air Act, Section 608, and basic wiring of HVAC units were added to CRM 1616.  The equipment list was amended to include a combination wrench set (1/4 in. to 2 in., QTY: 2), a sheet metal brake (QTY: 1), and a socket and ratchet set (1/4 in. to 1 ½ in., QTY: 2). Commercial Truck Driving Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  Mississippi Professional Driver’s Manual for Class A, B, & C Commercial Driver’s License,

Executive Summary

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the February 1, 2010 curriculum revision meeting included:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  Commercial Truck Driving Internship course was added.  References were updated.  The Recommended Tools and Equipment list was updated. Cosmetology Science Cluster Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  Milady’s standard cosmetology  Mississippi Board of Cosmetology Licensing of Instructors Regulations Dental Assisting Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  Dental Assisting National Board Certified Dental Assistant Examination Topics  21 st Century Skills

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the 2011 curriculum revision meeting included:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  The Recommended Tools and Equipment list was updated.  Suggested references for each course were updated. Dental Hygiene Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  2010 Accreditation Standards for Dental Hygiene Education Programs

Executive Summary

Diagnostic Medical Sonography Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards  21st Century Skills  CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Diagnostic Medical Sonography

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the date curriculum revision meeting included the following:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  The Recommended Tools and Equipment list was updated.  Anatomy and Physiology I and II were established as pre-requisites to the program and are no longer co-requisites.  College Algebra is now required instead of Intermediate Algebra. Diesel Equipment Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  2007 Medium/Heavy Truck Certifications (Brakes, Diesel, Steering and Suspension, Electrical)

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the November 3, 2010, curriculum revision meeting included:  The curriculum was aligned with the 2007 Medium/Heavy Truck Certifications (Brakes, Diesel, Steering and Suspension, Electrical).  Competencies and objectives were reviewed to ensure accuracy and appropriateness. Some were rewritten to provide broader competencies and more specific, measurable objectives. Where appropriate, competencies were combined to ensure clarity and minimize repetition.  The integration of workplace and academic skills including reading, math, language, and science was also documented.  The Recommended Tools and Equipment list was updated.

Executive Summary

Electronics and Related Engineering Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards  21st Century Skills  Contren Learning Series Best Practices

Due to its importance in this curriculum, students are strongly encouraged to attend math tutoring sessions as requested by the instructor.

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process, and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the April 2008 curriculum revision meeting include the following:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  Competencies and objectives related to the revised standards for an accredited educational program were added or changed.  Electives were added.  The reference list was updated.  The Recommended Tools and Equipment list was updated. Forestry Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  Standards and Procedures for Recognizing Educational Programs in Forest Technology, as published by the Society of American Foresters. http://www.safnet.org/education/techaccstd082409.doc Instrumentation Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21st Century Skills Standards  Industrial Instrumentation & Controls Technology Alliance standards.

Due to its importance in this curriculum, students are strongly encouraged to attend math tutoring sessions as requested by the instructor.

Executive Summary

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific documentation creation was in the following areas:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  Competencies and objectives related to the revised standards for an accredited educational program were added or changed.  Electives were added.  The reference list was updated.  The Recommended Tools and Equipment list was updated. Media Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards OR Mississippi Department of Education Subject Area Testing Program Academic Standards  21st Century Skills  National Association of State Directors of Career Technical Education Consortium; Career Cluster Resources for Arts, A/V Technology and Communications

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the November 2010 revision meeting included:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  Competencies and objectives related to the revised standards were added or changed.  The references list was updated.  The Recommended Tools and Equipment list was updated.  Industry standards were updated and assigned to each competency.  Webb’s Depth of Knowledge Levels 1-4 were assigned to each competency and objective.  Changes were made to the scheduled, lecture, and/or laboratory hours in the following courses: MDT 1214, MDT 1244, MDT 1413, MDT 1423, MDT 2114, MDT 2213, and MDT 2324. Medical Laboratory Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21st Century Skills

Executive Summary

 Standards of Accredited Educational Programs for the Clinical Laboratory Technician/Medical Laboratory Technician

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the date curriculum revision meeting included the following:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  The Recommended Tools and Equipment list was updated. Millwright Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards 21st Century Skills  National Institute for Metalworking Skills  Contren Learning Series Best Practices

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process, and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Occupational Therapy Assistant Curriculum Changes The following national standards were referenced in each course of the curriculum:  CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards  21 st Century Skills  Standards for an Accredited Educational Program for the Occupational Therapy Assistant

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process, and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum for the 2011 curriculum revision meeting included:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  The Recommended Tools and Equipment list was updated. Small Engine and Equipment Repair Technology Curriculum Changes The following national standards were referenced in each course of the curriculum:

Executive Summary

 CTB/McGraw-Hill LLC Tests of Adult Basic Education, forms 9 and 10 Academic Standards  21st Century Skills  Equipment and Engine Training Council Standards

Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process; changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the curriculum revision meeting included the following:  Competencies and objectives were reviewed to ensure accuracy and appropriateness.  The Recommended Tools and Equipment list was updated.  Content of all courses was realigned with title of each course.  Course Prefix was changed to reflect the true nature of the program.  Several courses were added: Small Engine and Equipment Project I, II, III, and IV.

Part 6 Workforce Education Policies

9 Miss. Admin. Code Pt. 6, R. 3825 Ridgewood Road Jackson, Mississippi 39211

Phone: (601) 432-6222 Fax: (601) 432-6365

www.mccb.edu

Overview

The Mississippi Comprehensive Workforce Training and Education Act of 2004 provides that the Mississippi State Workforce Investment Board (SWIB) shall “develop and submit to the Governor a strategic plan for an integrated state workforce development system to more effectively and efficiently meet the demands of Mississippi’s employers and job seekers”. Subsequently, the SWIB continuously works through a series of committees to create strategies and plans for Mississippi’s workforce development system in the form of Workforce Investment Plans in compliance with Title I of the Workforce Investment Act of 1998, The Wagner-Peyser Act and various committee recommendations and actions. In concert with these efforts, the Mississippi Community College Board (MCCB) annually creates policies and procedures for the deployment of workforce training at each of Mississippi’s 15 public two-year institutions. The FY2013 policies put forth in this document include and add operational detail to the most recent SWIB plans and recommendations for workforce development.

The MCCB and the colleges view their primary role within the state’s workforce development system to be the provision of training, and therefore maintain the following goals: 1. to provide the citizens of Mississippi the skills needed to be more productive and have an improved quality of life, 2. to provide the employers of our state a better trained and educated workforce and, 3. to train for higher skilled and higher wage jobs for businesses, industries, and employees in our state.

When possible, these goals are to be pursued as partnerships between employers and the local community or junior college, with shared costs. The policies listed herein represent the full and complete policies, as approved by the MCCB, to be followed in preparing and submitting all workforce projects. Exceptions to any policy must receive approval of the Executive Director of the MCCB or his designee. Policy exceptions will be made on a case-by-case basis.

TABLE OF CONTENTS

Overview .................................................................................................................3

I. Training Priorities (a) Targeted Industries .......................................................................................5 (b) Specifically Targeted Courses or Economic Development Projects ............5 (c) Funding Priorities .........................................................................................5

II. Trainee Credentialing................................................................6

III. Enhancement of College Workforce Development Centers (a) Regional/Industry Specific Centers of Excellence ......................................7 (b) Professional Development Programs ..........................................................7 (c) Instructional Quality ....................................................................................7 (d) Marketing ....................................................................................................7

IV. Accountability/Performance (a) Fiscal Accountability ...................................................................................8 (b) Programmatic Performance .........................................................................8

Appendices

Challenge Grant Documentation............................................................................12 Instructional Quality Documentation .....................................................................17 Project Fiscal Policies ............................................................................................22 Mississippi Advantage ...........................................................................................36 Monitoring Instrument ...........................................................................................46

I. Training Priorities

(a) Targeted Industries – During the 2006 calendar year, it became apparent that the differing entities associated with workforce development each maintained separate and often differing lists of targeted industries. In an attempt to consolidate and better define a set of targeted industries, the SWIB created a Business Outreach and Targeting Industry Committee. At its June 2006 meeting, the SWIB endorsed the proposed list of targeted businesses and industries recommended by committee. The community college system recognizes the endorsed list and will utilize such as the targeted industries list for workforce training. The target list is as follows:  Aerospace  Automotive Assembly  Automotive Suppliers  Contact Centers  Defense/Homeland Security  Fabricated Housing & Housing Components  Food Processing  Metal Fabrication & Steel  Plastics/Polymers/Chemicals  Shared Service Centers  Shipbuilding  Timber/Wood Products  Warehouse & Distribution

Further, colleges are encouraged to submit training projects that are associated with training for sectors with documented high wage jobs (those with an hourly rate greater than $15).

(b) Specifically Targeted Courses or Economic Development Projects – In accordance with recommendations made by the SWIB committee on leveraging community colleges, local colleges are urged to review local needs for local high growth/high demand courses and projects that are unique to their district. Such projects should demonstrate a valid economic impact in the region and may qualify for either traditional or challenge grant funding.

(c) Funding Priorities – In accordance with SWIB recommendations associated with the Mississippi Workforce Enhancement Training Fund (WETF), there shall be three funding categories: traditional funding, new and expanding business funding, and challenge grant funding. The following shall represent the priority of project approval within each category: i. Traditional Funding (70% of WETF) 1. Projects serving existing workers in existing businesses inclusive of consortium based projects serving multiple businesses, and small businesses. (Within this group, projects resulting in a credential will receive first priority.)

2. Projects targeted toward training for those businesses and industries previously identified in items (a) and (b) above. 3. Other specialized projects as required.

ii. New and Expanding Business Funding (10% of WETF) 1. Projects serving new businesses locating within the state as identified by the Mississippi Development Authority, or the local college.

2. Existing businesses within the state that are expanding product lines, expanding facilities, re-starting facilities, and/or adding new employees equivalent to 10% or more of the businesses current employee base as identified by the local college.

iii. Challenge Grant Funding (20% of WETF) Projects selected competitively that demonstrate a measurable impact on one or more of the long range goals of the state workforce system and fall outside traditional project guidelines. Projects are funded up to 20% of WETF if funds are available. Appendix A presents a description of the challenge grant program and the application and award process.

II. Trainee Credentialing

Two primary concerns of all entities involved in workforce education in Mississippi are skill attainment and skills portability. Both of these concerns can be addressed by developing stronger models for trainee credentialing. A study undertaken in FY2007 by the MCCB and the College Workforce Center Directors resulted in the following recommendations related trainee credentialing: i. A nationally recognized test that will verify and certify career readiness should be pursued. ii. Any career readiness certificate pursuit should be amenable to the inclusion of career and technical skills endorsements. iii. Projects resulting in national skills standard or other credentialing and not necessarily serving an existing worker and/or business. Each college will be allocated up to $10,000 to purse national credentials.

In FY2013 the community and junior college system will continue to pursue these recommendations. Further, a CRC oversight committee has been created and preparations are being made to staff and pursue this credentialing effort.

III. Enhancement of College Workforce Development Centers

The community college system recognizes the need to continually enhance and improve the availability and quality of training at the Workforce Development Centers. In FY2013 a series of enhancement actions as described below will be undertaken.

(a) Regional/Industry Specific Centers of Excellence – While it is not plausible to convert all activities within an existing center to specific tasks and still serve all of a region’s needs, it is plausible that certain components of the centers can be developed as industry and/or regionally specific Centers of Excellence. College workforce centers are encouraged to pursue the centers of excellence concept for business and industry under the auspices of Challenge Grant Funding.

(b) Professional Development Programs – The MCCB recognizes the need to aid the workforce centers in developing their staff and instructors in order to maintain the highest quality levels.

i. In FY2013, the MCCB will fund a state-wide professional development program for the college workforce divisions, as developed and requested by the Workforce Center Directors Association. The association is encouraged to utilize community and junior college facilities and instructors and Mississippi universities for such activities.

ii. In FY2013, the MCCB will sponsor quarterly Workforce Center Director meetings. These meetings will rotate across the state at the Workforce Development Centers and will facilitate the SWIB Leveraging Community and Junior Colleges committee’s recommendation of sharing best practices.

iii. In FY2013, the MCCB will provide assistance to the colleges in sending workforce training staff to statewide meetings such as the Governor’s Workforce Development Conference and the Creating Futures Through Technology Conference.

iv. MCCB will continue to provide individual technical assistance to all colleges on an as needed basis. In FY 2013 regional workshops will be held to provide additional technical assistance and training.

(c) Instructional Quality – Based on recommendations by the workforce center directors’ instructional quality committee, FY2013 workforce projects will be required to maintain documentation on file that verifies the key components of a quality training course. Examples documents are provided in Appendix B.

(d) Marketing –The MCCB will continue to allow colleges to write projects for marketing of the workforce education centers. Development of marketing

materials such as regionally-customized CD’s, print materials and websites will be pursued as applicable at the state level as well. The MCCB logo must be included on all printed materials.

IV. Accountability/Performance

(a) Fiscal Accountability – The MCCB maintains fiscal accountability in two ways: (1) by setting project writing and expenditure policies for colleges to follow and (2) by conducting an annual monitoring visit to each college. FY2013 project writing and expenditure policies are included here as Appendix C. Fiscal monitoring visits consist of a review of a random sample of approximately 10% of a college’s projects for the previous year. A variety of checks and balances is referenced, including but not limited to comparing the training plan to the class roll sheets, comparing reimbursement requests to invoices and instructor time sheets, reviewing instructional quality checklists and reviewing the notes on instruction as monitored by the center staff. The MCCB reserves the right to conduct 100% monitoring visits and the right to monitor any ongoing activities at any time. In the event that discrepancies are found, appropriate corrective action is taken and the college is provided technical assistance as needed. A copy of the monitoring instrument for FY2013 projects is provided as Appendix D.

(b) Programmatic Performance – In FY2013, the MCCB will continue to have available performance information such as number of employees and employers being served, type and quantity of training course, and other information that can be determined from the project database. The robust performance system will continue to be used. See below:

1. the development of a common dataset, 2. electronic collection and storage of data, preferably in the local colleges existing student information system, 3. electronic systems be able to export information through data files to other entities, 4. data files are to be used for the purposes of transcripting non-credit activities, MCCB non-credit enrollment management, and for use in determining performance on SWIB/MCCB jointly approved performance measures, and

In order to facilitate the move to this performance measurement system, the MCCB in conjunction with the college and other partners define the following three file structures as the required common dataset that must be maintained for each training activity.

Data File – Student Data Element Description Last Name Student’s Last Name First Name Student’s First Name SSN Student’s 9 digit Social Security Number DOB Student’s Date of Birth Race/Ethnicity Student’s Race and/or Ethnicity Gender Student’s Gender Level of Education Highest Level of Education Completed Employment Status Employed or Unemployed Employment Type Part Time, Full time, Temporary, Seasonal Occupation Job Title Address Street Address City City State State Zip Zip Code County County of Residence Term College Term/Semester Course Number Unique course Identification Number

Data File -- Course Data Element Description Term College Term/Semester Course Number Unique Course Identification Number Course Title Name of Course Code MCCB Classification Code for Course Start Date Month/Day/Year that course begins End Date Month/Day/Year that course ends Hours Length of Course/Training in Hours Day Days of the week course is offered Credit Number of College Credits Company Name Name of Company Company Federal Identification Number Federal Identification Number Company MDES Account Number MDES Account Number (state tax id) Campus Location where course is offered Instructor Name Name of Course Instructor Costs Amounts of Funding in Dollars

Data File -- Industry Based Training Data Element Description Term College Term/Semester Project Number Unique Project Identification Number Project Amounts (costs) Amount, in dollars, obligated for project Funding Source Source of Funding for Course Reimbursed Amount Actual Dollar Amount Reimbursed De-obligated Amount Amount in dollars, de-obligated for project Course Number Unique Course Identification Number Course Title Name of Course Code MCCB Classification Code for Course Start Date Month/Day/Year that course begins End Date Month/Day/Year that course ends Hours Length of Course/Training in Hours Day Days of the week course is offered Credit Number of College Credits Company Name Name of Company Company Federal Identification Number Federal Identification Number Company MDES Account Number MDES Account Number

The above dataset when managed properly and with the added ability to make comparisons to Mississippi’s UI database will provide the information necessary to determine performance on a set of common measures as developed by the SWIB and MCCB. Additionally, there exists a host of other questions that may be of interest to the local college that can be answered by the above data set. Individual colleges are encouraged to review the data reports for locally valuable information. The common measures to be determined for each college and subsequently compiled for the state shall include those approved by the SWIB and MCCB. The measures are as follows:

1. Entered Employment – This measure will determine if people who receive services gain employment. This measure is only applied to those participants who are not employed at the date of participation. It is calculated by dividing the number of participants who are employed in the first quarter after the exit quarter by the number of participants who exit during the quarter.

2. Employment Retention – This measure will determine if people retain their jobs. This measure will only be applied to those who are employed in the first quarter after the exit quarter. It is calculated by dividing the number of participants who are employed in both the second and third quarters after the exit quarter by the number of participants who exit during the quarter.

3. Average Earnings - This measure will determine if the population served is inclusive. This measure would only be applied to those participants who are employed in the first, second, and third quarters after exit. It is calculated by adding total earnings in the second quarter with total earnings in the third quarter after the exit quarter and dividing by the number of participants who exit during the quarter.

4. Earnings Gains - This measure will determine if people are getting better jobs or higher pay. This measure would be applied to two separate groups. The first group is those who are unemployed at the time of training who then become employed at exit and remain employed in the second and third quarters after exit. For this group, earnings gains are calculated as the average earnings in the third quarter after exit. The second group is those who are employed at the time of participation and who are subsequently employed in the first, second and third quarters after exit. For this group, earnings gains are calculated by comparing the wage at time of participation with the wage at the third quarter after exit.

5. Business Penetration - This measure will determine the total number of businesses served in a given area under specific jurisdictions (e.g., WIA areas, Community College districts, etc.). This measure is calculated by dividing the number of businesses served in the area by the total number of businesses in operation in the area. This proposed measure could be further refined by industry and/or business size.

6. Hiring Activities - This measure will determine employee turnover, business expansion, and lay-offs. Employee turnover will determine at what rate people who receive training change jobs. This measure applies to those who received any form of workforce training. It is calculated as the average number of people who change employers anytime during the first three quarters after exit. The business expansions measure is being proposed to capture whether or not any form of training activities contribute to the expansion of business through the creation of new jobs. This measure is calculated as the difference between the number of people on the payroll in the quarter prior to receiving service and the number of people on the payroll during the first three quarters after a business uses workforce services. The lay-off measure is being proposed to determine if workforce services facilitate businesses to retain their employees by making the business more competitive. This measure is calculated as the average number of people laid-off in the first three quarters after the business receives training services.

(c) Compliance –Failure to maintain the common dataset for a training project will result in no reimbursement for that project.

Appendix A

CHALLENGE GRANT DOCUMENTATION

(Based on limited funding and projected calculations of the tax formula, there will be no NEW Challenge Grants accepted at this time. This suspension is in place until further notice.)

MISSISSIPPI COMMUNITY COLLEGE BOARD 2013 Challenge Grant Announcement Information

In accordance with the FY13 Workforce Education Polices, the Mississippi Community College Board (MCCB) will designate up to 20% of the funds collected by the Mississippi Workforce Enhancement Training Fund in FY11 for the purpose of awarding FY2013 Challenge Grants. Challenge Grants are defined as those workforce projects that do not qualify for traditional workforce training dollars and that meet the intent of the priorities, criteria and considerations herein. Challenge Grants will be awarded to community and junior colleges according to the procedures and for the purposes set forth in this document.

Priority of Award

The fundamental priorities for the award of challenge grant funds are: 1. those proposed activities that train for the workforce of the future within the state of Mississippi, 2. those proposed activities that generate an increased and sustainable capacity to train individuals or to train for companies during subsequent training years, and 3. those proposed activities that serve more than one community college district, promote partnerships among colleges, among colleges and other entities, or consortia efforts.

Eligible Grant Recipients

Community and Junior College Workforce Development Centers and Career & Technical Education Departments.

Criteria Required for Award: (Priority Rating 14 points)

The following questions represent the criteria which must be addressed by submitted proposals. Proposals do not have to address all of the criteria; however, proposals will receive one (1) priority point for each of these factors the proposal clearly addresses.

1. How will the proposed activity increase Mississippi’s per capita income growth? 2. How will the proposed activity increase the efficiency or productivity of an existing business, industry, or sector? 3. What training will be done that is not already being done? 4. What technological components does the proposed activity contain that are not common to current training? 5. How will the proposed activity drive more training to the community and junior college system? 6. What new skills will the proposed activity provide trainees? 7. Is the pay for the skills attained above average for the area for the proposed activity? 8. Will the proposed activity result in a skills set that will be a magnet for new and/or expanding business?

2. Will the proposed activity aid in increasing the state’s high-tech employment share? 10. Will the proposed activity aid in maintaining the state’s manufacturing or other job share which requires advanced skills sets? 11. Will the proposed activity provide access to additional training and/or access to a career path? 12. Will the proposed activity provide training that leads to industry recognized credentials or certifications to enable portability of skills? 13. Does the proposed activity leverage other resources, such as business contributions, federal, local or other funds? 14. Will the proposed activity have a regional impact?

Other Considerations for Awarding Grants: (Priority Rating: 6 points)

The following represents secondary items that will be considered when awarding grants. A proposal will receive one (1) priority point for each of these factors the proposal clearly demonstrates it addresses.

1. Use of new curriculum. 2. Open entry/open exit (when possible). 3. Partnership with the WIN Job Centers or other placement sources for employment, apprenticeships, internships, and other sustainable career enhancement. 4. Partnerships with ABE/GED, Career-Technical Education, and/or industry associations. 5. Delivery of training in the shortest time frames. 6. Creative use of facilities and flexible training periods (hours, days, nights, weekends, etc.).

Required Proposal Criteria and Instructions

Please limit your proposal to no more than fifty (50) 8 ½ x 11 typed pages, one-sided, single spaced. Each of the following items MUST be addressed in the proposal for it to be considered. Provide examples where appropriate to support activities. Please include headings for sections I – IV.

Cover Sheet (0 pts – not included in the page limit): Include project name, College Name, and Contact Name, Title, Phone Number and Email.

I. Project Description (25 points):  Describe in detail the Challenge Grant criteria and other relevant items that will be implemented or enhanced with these funds.  Provide tentative dates and timelines  Provide a detailed proposed budget

II. Target Business and Industry and/or Participants (15 pts):  Describe in detail how the Challenge Grant business and industry and/or participants will be identified and informed of the project or activity and how their needs and interests will be determined and met.

III. Projected Impact (15 pts):  Describe how the proposed Challenge Grant will contribute to increased trainees, per capita income, collaborative partnerships, business and industry growth, employability skills, curriculum alignment, and overall workforce development.  Include discussion of any resulting partnerships (such as with business and industry, WIN Job Centers, Industry Associations, etc.) and how those relationships might strengthen your ability to achieve Challenge Grant objective.

IV. Outcomes and Results (25 pts):  Describe how outcomes and results from the Challenge Grant will be assessed and documented  Describe how the Challenge Grant may be sustained at the completion of grant award.

Period of Performance

Challenge Grants may be awarded for up to three years if funds are available. All proposed FY2013 grant activities must be completed by the end of the fiscal year, June 30, 2013. Request for reimbursement of all FY2013 expenses must be received by the MCCB by no later July 15, 2012. Arrangements can be made for expenditures to “split” fiscal years.

Evaluation of Submitted Proposals/Notification of Award

Proposals will be accepted on or before July 15, 2012 for FY2013 award in October. Proposals will be evaluated and ranked by a four (4) member team consisting of MCCB staff and an industry representative. Evaluation of a submitted proposal will begin only after the proposal is complete and has been developed according to the instructions here in, and only if funds are available to cover the proposed costs.

The four (4) member evaluation team will use a point based ranking system for making awards. However, the system of ranking will be invoked only after the project has been identified as meeting all three funding priorities and has been identified as being unique with respect to traditional workforce projects.

Award of a submitted proposal will be considered only after evaluation of the proposal has resulted in the proposal receiving a composite score within the top 10% of all scored proposals. Proposals selected for award and rejection will be notified by the MCCB Associate Director for Workforce, Career and Technical Education and/or the Director of Workforce Education.

Successful Challenge Grant recipients, once notified, must enter their grant into the GCR system as a traditional project to be funded, as follows:

1. Select “Challenge Grant” as the funding source, and 2. The Challenge Grant priorities, criteria and other relevant items must be addressed within the memorandum of agreement area

Limitations

The MCCB reserves the right to limit the amount of funds awarded on a proposal and the right to limit the number of awards made to any one proposing entity in order to ensure equity of funding throughout the state.

Reimbursements

Once an award has been made, reimbursements will be made according to the same procedures and guidelines utilized by current workforce training projects. All challenge grant awards will be subject to the same monitoring requirements as existing, traditional workforce projects.

Reporting

The MCCB will require a final, written report at the close of the Challenge Grant describing the number of people served by the project, and the outcomes, successes and/or impact of the project or activity. Further, the MCCB may request additional information on projects in the event that information is required for reporting, presentations or other purposes.

If there are any questions, please do not hesitate to contact Shawn Mackey or Dexter Holloway at 601-432-6351 or 601-432-6222. Mail proposal to: Shawn Mackey, 3825 Ridgewood Road, Jackson, MS 39211.

Appendix B

EXAMPLES OF INSTRUCTIONAL QUALITY DOCUMENTATION

Checklist for Coordination of Classes

Place a check mark in boxes that are confirmed. Fill in the requested information and date requested or confirmed in the blank spaces next to each item:

 Instructor ___________________________________________  Books / Materials ____________________________________  Start and end date ____________________________________  Meeting Time ____________________________________  Total # of Hours ____________________________________  Room / Location ____________________________________  Room Reserved ____________________________________  Equipment requirements ____________________________________  TV / VCR /DVD ___________________________________________________  Sound system ___________________________________________________  Overhead projector __________________________________________________  Laptop / Computer Lab ________________________________________________  LCD Projector ___________________________________________________  Other ___________________________________________________  Other ___________________________________________________  Other ___________________________________________________

 Refreshments ____________________________________  Support Personnel ____________________________________  Course Preparation Checklist completed ___________________________________________  Information given to guests / attendees / students ____________________________________

 Video / DVD ____________________________________  Copies of handouts __________________________________________  Copies of Exams / evaluation sheets _____________________________________________  Enrollment forms ___________________________________________________________  Instructor Evaluation sheets (Circle when complete) ______Blank Forms ______ Completed  Sign in sheets (Circle when complete) ______Blank Forms ______ Completed  Copies of all evaluations / exams and handouts in course folder _________________________

Reference Material for the Completion of the Quality Course Checklist Worksheet

Teaching Method Recommendations 1. Skills Training a. Lecture b. Hands on demonstration c. Hands on directed practice d. Self Practice e. Observation of results and review of learning f. Test through practical exercise 2. Knowledge Based Learning a. Reading b. Note Taking / Writing / fill in blank handouts c. Observing Picture / power point / video d. Reference material e. Lecture f. Discussion g. Repetition of information h. Test through written or oral examination 3. Conceptual learning a. Combination of techniques listed above with the check on learning being a situational exercise where the individuals or groups must select the applicable skills or knowledge and apply / adjust it for the situation given Measures / checks on learning 1. Written / verbal multiple choice exams 2. Written / Verbal fill in the blank exams 3. Written / Verbal essay exams 4. Observation of student performance during class 5. Observation of student performance during hands on application techniques 6. Quantifiable measures of performance based exams a. Weld inspections, (visual, X-ray, Destructive) b. Measuring tolerance specifications c. Performing repetitive work within prescribed time d. Proper selection and wear of Personal Protective Equipment 7. Measures must include the method of documenting the measurement technique. a. Instructor’s notes on attendance list b. Copies of exams c. Pictures / photo of performance d. Documentation of tolerance measurements

Quality Course Preparation Checklist

 Outline / syllabus for the course  Terminal Learning objectives and plan for how to measure success

Objective Measure Teaching Method  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________

 Enabling learning objectives and how to measure learning

Objective Measure Teaching Method  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________

Appendix C

PROJECT FISCAL POLICIES

TABLE OF CONTENTS

Submission of Projects .....................................................................................24 Project Status ...................................................................................................25 Compliance with Mississippi Employment Protection Act (MEPA) ..............25 Training Categories or Type of Projects ..........................................................25 General Fund ....................................................................................................26 Administrative Costs and Charge to Employers ..............................................26 Boilerplate Language for Projects ...................................................................26 Instructor Salaries and Benefits .......................................................................27 Preparation Time ..............................................................................................28 Educational Materials and Supplies .................................................................28 Leased Equipment ............................................................................................28 Capitalized Equipment Purchases ....................................................................28 Non-Capitalized Equipment Purchases............................................................29 Contractual Services ........................................................................................29 Online Workforce Training..............................................................................29 Instructional Training Aids/Curriculum Development ....................................29 Train-the-Trainer Costs ....................................................................................30 Travel ...............................................................................................................31 Vendor Training ...............................................................................................31 Proprietary Training .........................................................................................32 Short Term Adult Classes ................................................................................32 Career Readiness Certificate (CRC) ................................................................32 Inmate Training Classes ...................................................................................33 Mississippi Advantage ......................................................................................... Other Training Needs .......................................................................................33 Project Completion ..........................................................................................33

Submission of Projects

The MCCB utilizes an online, database driven project writing system to approve, track, and maintain records on workforce education. All projects submitted to the MCCB for approval must be submitted via the online workforce education program. The system can be accessed at http://sbcjcgcr.sbcjc.cc,ms.us/sbcjc. System users are added by the college workforce center director (college system administrator). The names of approved users must be submitted to the Director of Workforce Education at MCCB by your college President each year.

The timeline for submitting projects shall be not later than 21 business days after the start of a class or training activity unless limited by funding availability. Submitted projects should have at least five (5) students per class or training activity. However, the minimum number of participants for train the trainer projects, on the job training projects, short term adult classes, and basic skills projects are indicated in subsequent sections. The exception to the number of trainees must be approved by the Executive Director of the MCCB or his designee.

All project budgets, subsequent budget modifications (except final modification as discussed in the final project completion section) are to be submitted as budget estimates and do not have to be exact. Budgets must include salaries, benefits, travel, contractual services and commodities, as applicable. Detailed information must be submitted for equipment purchases. With this in mind, Workforce Center Directors need to be aware that when a project is submitted this proposed amount of money is obligated. If the estimates are consistently too high, a large amount of money will be encumbered that cannot be used for workforce education. Projects shall be written for a period of six months or less. Due to limited funds, workforce centers must use a procedural approach to prioritizing projects for funding. At the end of the first six months, all projects will be modified down to $0 by January 18, 2013. This will allow all funds not spent to be re- obligated for the remainder of the fiscal year.

Workforce projects that utilize existing resources of the college are encouraged. In particular, special consideration will be given to those projects which share an audience with, compliment, utilize and/or otherwise build upon, strengthen and enhance the colleges’ career and technical education component. Special consideration will also be considered for joint projects between two or more colleges.

In accordance with Workforce Education Act of 1994, the intent of workforce education is for the creation and development of a regionally based system in Mississippi for education and training which: responds to the needs of Mississippi's workforce and employers; is driven by the demands of industry and a competitive economy; makes maximum use of limited resources; and provides for continuing improvement through constant assessment of the results of education and training for individual workers and employers. Therefore, no projects may be written to fund training for students enrolled in elementary or secondary schools.

State agencies have other resources available through the Mississippi Department of Information Technology Services (ITS) and Mississippi State Personnel Board. Therefore, no projects may be written to fund training for State Agencies.

Project Status

MCCB notification of project, revision, and/or exception approval or rejection will be provided within 10 business days of the submission date. If an exception is requested, MCCB will notify the appropriate Workforce Director in writing to confirm the exception has been approved or denied.

Compliance with Mississippi Employment Protection Act (MEPA)

Contractor/Seller represents and warrants that it will ensure its compliance with the Mississippi Employment Protection Act (Senate Bill 2988 from the 2008 Regular Legislative Session) and will register and participate in the status verification system for all newly hired employees. The term “employee” as used herein means any person that is hired to perform work within the State of Mississippi and to whom a United States Internal Revenue Service Form W-2 or Form 1099 must be issued. As used herein, “status verification system” means the Illegal Immigration Reform and Immigration Responsibility Act of 1996 that is operated by the United States Department of Homeland Security, also known as the E- Verify Program, or any other successor electronic verification system replacing the E-Verify Program. Contractor /Seller agree to maintain records of such compliance and, upon request of the State, to provide a copy of each such verification to the State. Contractor/Seller further represents and warrants that any person assigned to perform services hereunder meets the employment eligibility requirements of all immigration laws of the State of Mississippi. Contractor/Seller understands and agrees that any breach of these warranties may subject Contractor/Seller to the following: (a) termination of this Agreement and ineligibility for any state or public contract in Mississippi for up to three (3) years, with notice of such cancellation/termination being made public, or (b) the loss of any license, permit, certification or other document granted to Contractor/Seller by an agency, department or governmental entity for the right to do business in Mississippi for up to one (1) year, or (c) both. In the event of such termination/cancellation, Contractor/Seller would also be liable for any additional costs incurred by the State due to contract cancellation or loss of license or permit.

Training Categories or Type of Projects

 Accountability System  Administrative  Advanced Technology  Basic Skills  Challenge  CRC  General

 Marketing  Short-Term Adult  TANF  Workforce – Regular

General Fund Projects

If a college desires to develop a training program beyond the scope of existing guidelines and therefore prohibits the writing of a standard training project, the college may submit a proposal to the MCCB to do so. The general criteria will include the determination that the training area(s) to be developed shall be unique in regard to the training offered and that there is a demonstrated need for such training. Such proposals shall be initially done via written correspondence with the MCCB.

Marketing Projects

The MCCB will establish a statewide marketing program to brand and promote the diversity and volume of training provided throughout the state. To assist in this effort a percentage of current marketing funds will used to implement this initiative.

Administrative Costs and Charge to Employers

Based on the previous year funding, two projects can be written to cover the cost of Administrative cost at a rate of 5% and an Accountability project at a rate of 3% can be applied for in FY2013. The 5% workforce administrative fee earned and the 3% accountability fee will be in effect for expenditures above the $300,000 floor for FY2011. Along with the $300,000 floor there will be a ceiling of $4,000,000. This ceiling less the $300,000 floor will allow $3,700,000 worth of expenditures to be applied to the above fees. The fees earned will be based on FY2011 reimbursements. The following funding source is used to calculate this cost:  Advanced Technology  Basic Skills  General  Short-Term Adult  Workforce – Regular

In accordance with the language and intent of Senate Bill 2480, training shall be provided at no charge to employers and employees in order to enhance employee productivity. This no charge to employees and employers language in SB2480 is interpreted to mean that a college cannot charge an administrative fee to the employer or employee for training. However, it is appropriate and desired that the cost of such training be shared between the employer and the college.

Boilerplate Language

The definition of a boiler plate is text that is or can be reused in new contexts or applications without being changed much from the original. A legal boilerplate is a standard provision in a contract. This language will be required to be included in all FY2013 projects.

Memorandum of Agreement

o Company Description and Commitment (will... Request reimbursement at least every 60 days to college; Company will be in compliance with E- Verify as specified in the Mississippi Employment Protection Act.)

o Project Justification

o Training Objectives

o College Commitment (College will... Requisitions will be done at least every 60 days to MCCB; College will be in compliance with E-Verify as specified in the Mississippi Employment Protection Act. College will work with industry to ensure compliance with the Mississippi Employment Protection Act for industries participating in basic skills, consortia, and open to the public projects.)

o MCCB Commitment (MCCB will... pay within 45 days, provide funding as approved in the budget and monitor the project through documentation maintained by the college.)

Instructor Salaries and Benefits

Instructor Salaries shall be based on the type of training with the rate of pay being determined by the Workforce Project Manager. Reimbursement by the MCCB shall not exceed the rate of $35 per hour, except for advanced skill classes (see below) where the actual instructor cost exceeds the $35 per hour. The exception to the $35 per hour must be approved by the Executive Director of the MCCB or his designee.

Advanced Skills Training can be reimbursed at a usual and customary rate for training that is advanced in nature. Advanced skills projects are defined by the college based on the type of training and local area needs. Any rate above $50 per hour must be approved by the Executive Director or his designee. Management/Supervisory training requiring proprietary training materials and/or certified instructors may be considered advanced skills training.

Industry Based Training shall be reimbursed at a rate not to exceed $35 per hour. Industry based training is training done by the business or industry for the business or industry and the college only provides financial resources and coordination/planning

services to the business or industry. $35 per hour expenditures requires wage validation by the requesting business or industry. Such validation must be kept on file at the college for monitoring purposes. The exception to the $35 per hour must be approved by the Executive Director of the MCCB or his designee.

Training conducted that is associated with a minimum wage job shall be reimbursed at a rate not to exceed $20 per hour.

Basic Skills project instructors shall be reimbursed at a rate not to exceed $20 per hour. Basic skills projects are designed to provide trainees with fundamental instruction in reading, math, writing, language (English as a Second Language) and GED preparation.

Benefits shall depend on the type of contract the college uses with their workforce instructors and shall be based on current rates applied by the college business office for the portion of the benefits not paid for by the college. These rates will be reimbursed based on actual cost. No health or life insurance benefits will be reimbursed. The rate must not exceed 23%, unless approved in advance.

Preparation Time

Up to 10% of the total class instructional time may be allowed for instructor preparation of a new workforce class or for new instructors. Time spent in setting up computer labs, or other equipment for the direct use of the class may be included in this preparation time. Prep time is allowed only for instructors employed by the college and shall be documented similar to instructional hours. Instructors employed by an industry are not eligible for prep time compensation.

Educational Materials and Supplies

Training manuals and textbooks are an allowable expense if the school is retaining them for future use. Reimbursement for such materials shall not exceed $35 per student, but all amounts expended must be for the direct support of the class. Assistance for high cost educational materials will be considered on a project-by-project basis, based on justification to be provided in the project application. Reimbursement on a per person basis for materials will not be done for any type of project. A local tracking system must be used for all expendable educational materials and supplies.

Leased Equipment

Equipment may be leased for training purposes and must be designated as such. This equipment cannot be used for production or profit. Leased equipment is a contractual expense. This equipment must be in a facility that is owned or operated by the college.

Capitalized Equipment Purchases

Reimbursement for equipment purchases will be considered on an individual project basis and must be approved in advance. Equipment shall be purchased only if it will be located at a college campus, in an MCCB mobile unit, or a training facility leased by the college. The MCCB strongly encourages colleges to partner with business and industry on the use and purchase of equipment, and with the local secondary or post secondary vocational centers for the use of equipment and classrooms.

All colleges are required to maintain a complete and current inventory list of each property item exceeding a cost of $1,000 (June 11, 2008). The following items shall be reported and maintained on inventory as equipment regardless of purchase value: weapons, cameras and camera equipment (greater than $250), two-way radio equipment, televisions (greater than $250), lawn maintenance equipment, cellular telephones, computer and computer equipment (greater than $250), chain saws, air compressors, welding machines, generators, and motorized vehicles.

Non-Capitalized Equipment

Items that are less than $1,000 which are not on the State Auditor’s Exception List and have a useful life of more than one year are considered non-capitalized equipment. These items must be listed under educational materials.

Contractual Services

The following training items are allowable costs: 1) acquisition of educational software (no company produced software; software must be used on equipment owned by the college) 2) repairs and maintenance of training facility 3) installation of equipment (unless included as part of equipment cost) 4) vendor training (see vendor training section) 5) maintenance or licensing fees for educational software used on equipment owned by the college

Online Workforce Training

Workforce training provided through online methods will be reimbursed based on the rate agreed upon between MCCB and the college with documentation of successful completion of the course(s). Reimbursement for on-line workforce training shall not exceed a rate of $135 per person per year. The maximum reimbursement per company in this category will be $20,000 per fiscal year. Online course (s) must be developed by the college or offered by a third- party provider, and must include proper documentation of actual cost.

The following information will serve as documentation for monitoring purposes of the online course: documented login times of the instructors/students, weekly reports by the

instructors, the number of areas the instructors/students visited, sample emails sent to students from instructors, sample grade book or anything that can prove that instructors are providing instructions during the time frame.

Instructional Training Aids/Curriculum Development

During FY 2013, the Workforce Development Center Director may seek to provide the training manuals and videos, and other training materials through another public entity. Justification must be a part of the project, submitted under the educational materials and supplies section. Curriculum development hours for training aids or other materials development not covered above will be considered on a case-by-case basis by the MCCB. All materials must be retained by the college and not released to the industry.

Train-The-Trainer Cost

Costs are allowed for individuals to attend train-the-trainer sessions. Approved training in this area should provide the company with a resource to train employees in a discipline not currently available through the local community or junior college. A local college must demonstrate that the requested training cannot be reasonably provided by another community or junior college prior to seeking out of system providers. The Workforce Project Manager must include justification on the project application.

No more than two (2) individuals will be reimbursed to attend the same training in a non- production area. Cost associated with train-the-trainer sister plant training is limited to no more than four (4) individuals per production training area. Reimbursements per trainee will be limited to maximum of two (2) out-of-state trips per fiscal year.

Train-the-trainer costs shall be reimbursed at fifty percent (50%), not to exceed $500 per person for training registration. Reimbursement will be based upon documented completion of at least one (1) college-monitored training project directly related to the training received.

Travel cost for train-the-trainer training shall be included in the travel section of the project application and must include the points of travel. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. Out- of-state travel cost will be reimbursed for mileage at the current college rate but never to exceed the state rate for the use of a personal vehicle or for the price of a 7-day advance purchased, coach fare ticket, whichever is less. $75 a night will be reimbursed for hotel cost in the continental USA. A maximum of $31 a day will be reimbursed for meals. Maximum duration for cost associated with meals and lodging will be limited to four (4) consecutive weeks per person, per production training area. If the person makes a trip home on weekends, then it is considered a 2 nd trip. All state travel rules and regulations must be followed. Receipts for meals must be kept on file by each college. The regulations can be accessed online at http://www.dfa.state.ms.us.

All travel must be recommended and justified by the Workforce Development Center Director and approved by the MCCB prior to travel. The college will require the industry

to maintain documentation for travel expenses for 5 years for audit purposes. Car rental fees, gas, and telephone calls are not considered allowable cost for reimbursement. The maximum reimbursement per company in this category will be $10,000 per fiscal year. This includes the cost of the training.

International train-the-trainer travel cost is allowable for a 7-day advanced purchase, coach fare airline ticket. Reimbursement per trainee will be limited to no more than three (3) round trips per individual, per fiscal year, up to a maximum of $15,000 per company. No other cost will be reimbursed for international travel. International train-the-trainer costs shall be reimbursed at a maximum of $500 per person for training registration.

Travel

With proper documentation, the MCCB will pay travel for workforce training instructors employed by the college. Travel cost for instructors will be reimbursed for an instructor who must travel a minimum of twenty-five (25) miles or more one-way. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. In- state travel must have the points of travel and the number of miles documented in the project file for monitoring purposes. The details for in-state travel must be listed in the MOA or modification of project. Travel will not be allowed for a trainee to attend in State training programs.

Vendor Training

Reimbursement for vendor training will be considered on an individual project basis. Vendor training is training provided by a third party, not affiliated with the company or the local community/junior college, that: (1) has supplied equipment, software, or other materials to the company and (2) is providing training on utilization of the supplied item(s). Vendor training must be on the specific piece of equipment or software. Vendors may not be a private trainer providing training to the college or the company for purposes other than a deliverable item as indicated above.

Reimbursement for vendor training will be limited to a maximum of $20,000 per company per year, to include the cost of travel. Receipts for meals must be kept on file by each college.

On-site vendor training costs shall be reimbursed for one-half of the daily cost, not to exceed $1,000 a day, with a 10-day limit for reimbursement per training area. A copy of the invoice from the vendor must be furnished to the college for reimbursement. Off-site vendor train-the-trainer costs shall be reimbursed at a maximum of $500 per person for training registration. Training shall be obtained at the closest location to the industry. Off-site vendor training is limited to no more than (2) individuals per training area. Travel costs for off-site vendor training will be reimbursed according to the set rates listed under the Train-the-Trainer Cost category. The type of training must be identified in the salaries line item with a zero cost at close out (see Project Completion, below.)

Reimbursements per trainee will be limited to maximum of two (2) out-of-state trips per fiscal year. Receipts for meals must be kept on file by each college.

Proprietary Programs

Proprietary training packages such as, DDI, VitalEdu, AchieveGlobal, Plexus, ISO-9000, QS-9000, ISO-14000-01, Zig Ziglar, Phi Theta Kappa Leadership and Stephen Covey require certified trainers. A company or business may receive a maximum of $8,000 subsidy toward the instructor's payment based on actual instructional time. Instructor salaries for these programs are reimbursed at a rate not to exceed $50 per hour.

Career Readiness Certificate (CRC)

The MCCB will fund the CRC projects with WET Funds contingent upon availability. CRC projects should be written in the GCR System using the Workforce Regular menu. The budget is for the WorkKeys assessments (tests) and for salary reimbursement for proctor cost. (All projects must have a salary line item. If you do not plan to reimburse for proctor cost, enter a zero dollar salary line.)

Test proctors will be reimbursed at a rate not to exceed $25 per hour. Any reimbursement for test proctoring must be for testing of more than or at least 5 participants unless prior approval has been granted from MCCB or if a schedule of hours for walk-ins has been established and approved by the MCCB. The salary line item for these projects should be employability/remediation. Colleges must maintain timesheets to document the proctor’s time.

To receive a CRC certificate, the following assessments are used: reading for information, applied mathematics and locating information. If a 4 th assessment is requested for any company or for anyone who is testing for teacher’s assistant certification, the cost is allowable for reimbursement.

To provide the necessary reporting to MCCB, the CRC certificate template must be completed in its entirety for anyone who tests, whether they pass or not. Colleges have the option to charge individuals and industries. However, for monitoring purposes, if the colleges charge the participant, please have proper documentation to show that workforce funds were not reimbursed.

Trainee Credentialing

Nationally recognized credentials provide third-party verification that individuals have demonstrated competence in relevant skill areas. Upon successful issuing of credentials, MCCB will reimburse 50% of credential cost. Reimbursement per person for credentials shall not exceed $200 per person per year. The maximum reimbursement per college in this category will be $10,000 per fiscal year.

Short Term Adult Classes

Short term adult classes are those that are offered for the general public for the purpose of providing employability skills and upgrade skills. Instructional salaries are the only allowable cost for short-term adult classes. No prep time, assessment time, educational materials and supplies or equipment are eligible for reimbursement. These projects will be reimbursed at a rate not to exceed $25 per hour. Short term adult class or basic skills project must have a minimum enrollment of 10 participants. Projects should not be submitted until after the class has started and can guarantee 10 participants. Projects with less than 10 participants and costs associated with credit courses will not be reimbursed.

Inmate Training Classes

Instructional salaries, inclusive of prep time, assessment time and benefits, are the only allowable cost for career training for inmates. No educational materials and supplies or equipment are eligible for reimbursement. These projects shall be reimbursed at a rate not to exceed $20 per hour. Each class must have a minimum enrollment of 10 participants. Parole dates shall be checked in order to give priority to offenders with twenty-four (24) months or less to serve before parole eligibility or release date. Interested applicants shall be given the Test of Adult Basic Education (TABE) and/or CRC. Test results are evaluated for eligibility. Officials from the host organization must provide 6-month follow up information on the placement of completers of this program.

Other Training Needs

Consideration for training needs other than those outlined within these policies and as determined by the Workforce Development Center Director as essential to the success of the project, will be considered by the MCCB on an individual project basis.

Project Completion

Upon project completion, a final modification must be prepared. Salaries will be modified to include the type of training, number of classes, and hours of training. All budget categories must be equal to actual cost. Once the final modification is approved, a project close-out will be completed.

Appendix D

MEMORANDUM OF AGREEMENT BETWEEN COLLEGES FORM

MEMORANDUM OF AGREEMENT FORM

_______________ College and _______________ College

Project Description:

___________________ (Name of Company) has requested that _____________________, (College) teach some ________________________________ topics for the employees of their _________________________ facility. _________________. The contact person is ____________________________. Per ___________________________ some of the classes will be taught at _______________ campus. We are requesting approval of this project and that ___________________________ be contacted so that all involved are fully informed and verifies to ______________ College that __________________ has permission to use ______________ training facilities for these classes. _____________ College will provide the training funds through the _______________ training contract or project.

Resource Requirements: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Timeline: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Financial Issues: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Signatures:

________________________________ _______________________________ ____________ College ____________ College Workforce Director Workforce Director

________________________________ _______________________________ President President

Appendix E

MISSISSIPPI WORKFORCE ADVANTAGE

Introduction

The primary purpose of Career and Technical Education (CTE) and Workforce Education (WE) is to prepare present and future workers for high-wage, high-skill, and high- demand occupations in current or emerging professions. Additionally, CTE and WE programs aim to offer Mississippians opportunities that correspond to labor-market demands with multiple entrance and exit requirements that result in portable and stackable credentials for industry, certification-based training and coursework. A stackable credential is a career or college certificate program that builds, or “stacks,” with other certificate programs with the purpose of reengaging adults in school in order to prepare them for college and “next step”-level employment.

Through this collaborative initiative, CTE and WE curricula are developed in credit- bearing course hours and in WE modules to provide statewide standards for awarding college credit for technical, industry-recognized certificates. The designated WE curriculum module’s content articulates a specific number of college credits and aligns to all credit-bearing course competencies.

A secondary goal of MS Workforce Advantage is to increase student and participant enrollment, participation, and completion of credit-bearing programs. Strategies to promote transition to and success within the credit-bearing program are essential to the goal of helping students earn credentials, certificates, and degrees. Ongoing professional development for all stakeholders will be offered to ensure success.

Definition of Credit By Examination

Credit by Examination (CBE) incorporates multiple national certification exams and state-level exams. CBE is designed to help students demonstrate competence attained through workforce training and/or on the job experience. MS Community College students may attempt to earn CTE credit-by-examination in certain courses. A student may complete a nationally recognized industry certification or a state-level CBE exam as a substitute for completing the usual requirements of a course.

CBE programs provide multiple entrance and exit points for WE participants. CBE programs provide participants with a no duplicative sequence of technical-skill- proficiency training opportunities that are aligned to a nationally recognized, credit- bearing credential. CBE programs also provide participants a career path into a credit- bearing, postsecondary CTE program and an industry-recognized credential, certificate, diploma, or degree.

CBE supports CTE and WE collaboration by including the following:

 Competency-based, nationally portable and customized education and training for Mississippi’s workforce  Technology-infused, more industry-recognized education

 Increased access to postsecondary certificates, diplomas, and degrees, and industry-recognized credentials  Clear career pathways aligned to competency-based education and certification programs

In a statewide-approved CBE program, faculty members from CTE and WE programs must develop integrated program outcomes, jointly plan the curricula, and agree on the national certification that will assess student learning and skill development. Additionally, the CBE program must be supported by industry demand in the local area.

Business and Industry-Recognized Certifications

A skilled, educated workforce is perceived as the single most critical element of success and the hardest to acquire. The difficulty of finding high-quality talent is a major barrier due to the lack of skilled workers at both the professional and basic skill levels. Business and industry-recognized certifications:

 Are portable credentials that benchmark multiple skill levels for specific industries through standardized assessments of critical workplace traits and occupational skills needed to operate in a workforce driven by productivity and flexibility  Assess knowledge and skill level using traditional and performance-based assessment methodologies  Are meaningful to all sectors of Mississippi’s business and industry and usually correlate to increased employee wages.

Some national assessments may require a fee for the exam. Managing the cost of the assessment will be a local-college decision.

State Level CBE Assessments

To meet the need for business and industry-recognized, stackable, portable credentials, the Mississippi Community College Board (MCCB) and local colleges will use current resources to implement state-level CBE assessments. These state-level CBE assessments will:

 Provide local control of on-demand assessments using the Mississippi Virtual Community College (MSVCC) Blackboard

and/or

Desire2Learn Course Management System  Allow for grant transferability of CBE credit with all 15 community and junior colleges throughout the state  Increase the acquisition of recognized credentials

Guidelines for Credit by Examination Credit

Mississippi Workforce Advantage: All Training Counts Core Values

1. Jump-starting the skilled workforce pipeline MS Workforce Advantage will produce faster results for employees because participants will have the opportunity to complete flexible WE training.

2. Collaborative effort among employers and community colleges The MS Workforce Advantage curricula will be developed and delivered by CTE and WE departments and between community college districts to address specific skilled- workforce needs identified by local industry professionals.

3. All training counts MS Workforce Advantage provides the opportunity to earn college credit for CTE coursework delivered across all institutions and systems. A series of technical certificates will “stack” on top of one another, building to a 2-year degree.

4. Build career pathways MS Workforce Advantage will provide adults with an education road map to higher paid and higher skilled occupations.

5. Contextualized, integrated academics MS Workforce Advantage will integrate basic academic-skills instruction into the curricula to academically prepare adults to succeed in higher education while learning workplace skills.

6. Competency-based education MS Workforce Advantage will require a mastery of technical competencies, and clock-hour requirements will be eliminated upon the completion of CBE-approved industry certifications.

7. Industry recognized MS Workforce Advantage provides opportunities for adults to obtain core competencies needed by employers for in-demand, skilled jobs by aligning curricula to portable, national credentials.

Target Audience

 Participants who have attended the noncredit training and want to matriculate into a credit-bearing program without being required to repeat training  Participants who have gained valuable work experience and want to obtain college credit for the skills they have mastered  Participants who are underemployed and desire complete modules to gain college credit for a pay increase  Participants who currently have a national certification and want to gain credit for mastering technical skills in credit-bearing programs  Participants who are current CTE students

Curriculum

Postsecondary CTE and WE development guidelines were approved by the Chief Career– Technical Officers and Deans Association (CCTODA). All CTE courses aligned to industry certification standards will be developed in modules and be aligned to national certification. Local colleges are encouraged to articulate up to 15 scheduled semester hours; however, this is a local-college decision.

Participant Eligibility

In order for CBE participants to gain college credit, they must meet college-admission standards for the career or technical program in which they are entering.

Procedures for Gaining CBE Credit

Participants who complete the national credential must: 1. Provide documented proof that they possess the valid and current aligned national certification or credential 2. Meet all of the college and program entrance requirements 3. Enroll in the articulated program at the college and request the articulated credit Participants who complete the MS CBE must: 1. Complete the related MS CBE Workforce Education module and CBE exam or complete the CBE exam. Participants will be able to take the exam without completing the module only one time. If unsuccessful, they will have to complete the module and then retake the CBE exam. Participants must demonstrate at least 80% competency to pass each module. 2. Upon the successful completion of the articulated course’s related modules, participants may receive CBE credit upon enrolling in a college and meeting all of the college and program entrance requirements.

Transcripting CBE Credit

Each participant will enroll in the modules using the designated online-event- management system provided by the MCCB. CBE credit will be transcripted immediately to the online event-management system upon the successful completion of all modules aligned to course requirements.

The participant will present the online-event-management-system transcript to the college so that the credit can be transcripted when he or she enrolls in the college-credit program. Each student is responsible for presenting his or her verification of national certification or licensure or the MS CBE assessment.

Time Limit for CBE Credit

If a student is articulating credit by examination via the national certification or license, the student must possess a current, valid national license at the point of articulation. If a student chooses to articulate credit via the MS CBE assessment, the student’s scores will be accepted to demonstrate competencies for up to 18 months on the statewide CBE assessment.

Cost

 Amount of credit awarded is a local college decision based upon program requirements.  If any fees related to CBE incur, the cost of college credit is a local-college decision.  Participants who choose to complete the industry certification will incur the cost of the certification. Participants who choose to complete the state-level CBE exam will not incur cost for the exam.

Impact on Local CBE Agreements

Statewide CBE credits are supplemental to any local CBE agreements established between a college’s CTE and WE entities. Statewide CBE agreements provide additional avenues for students to obtain articulated credit. Existing local CBE agreements may be utilized in lieu of any state CBE agreement.

Sample Statewide CBE Articulation Table

CBE agreements are subject to change as postsecondary curricula revisions occur. All articulations listed in this document are effective as of October 1, 2011, unless otherwise noted.

Program Name: Welding Program CIP Code: 12.123456 Industry Partner(s): NCCER Web site: AWS Web site: CTE Course NCCER Standards American Welding Society Standards MS CBE WLV 1116 (This is just an example, the actual cost of certifications depends upon the module) Module 1: name ($20.00) AWS Module 1: name ($20.00) CBE Module 1: name Module 2: name ($20.00) AWS Module 2: name ($20.00) CBE Module 2: name Module 3: name ($20.00) CBE Module 3: name

Appendix F

MONITORING INSTRUMENT

TABLE OF CONTENTS

Overview .....................................................................................................................33 Workforce Project Monitoring Instrument .........................................................35 Workforce Project Monitoring Worksheet .........................................................36

WORKFORCE PROJECT MONITORING

The Mississippi Community College Board’ monitoring team has organized a schedule for monitoring Workforce Development Projects for each fiscal year. The team will randomly select projects to review.

The monitoring team has the discretion and authority to review all reimbursements associated with any project when financial discrepancies are uncovered in an individual reimbursement. If the monitor observes a pattern of financial discrepancies by a project manager in more than one reimbursement, the monitor at his/her discretion has the option to review all reimbursements in all projects written by the project manager in question.

The monitor at his/her discretion reserve the right to conduct a 100% monitoring review of all projects by all fifteen community colleges at least once every five years. This means three colleges will be monitored 100% in a rotating five year cycle annually. The monitoring process includes reviewing the following:

1. Commodities invoice matching reimbursement requests. 2. Documentation of how expendable commodities are tracked. 3. Equipment invoices matching reimbursement requests. 4. Contractual service agreements with instructors. 5. Evaluations of training by students/trainees. 6. Class sign-in sheets. 7. Demographic information on trainees. 8. Class attendance sheets (dated and signed by instructor). 9. Written documentation monitoring the project (including the instructor’s evaluation by local workforce staff and supporting quality assurance documentation). This documentation must be on all instructors that are employed by the college and 10% of the instructors hired by the industry. This documentation must be signed and dated by staff. 10. Request for reimbursement matching the instructor’s training hours, rate of pay per hour and fringe benefits (including preparation time and assessment hours). 11. Copy of the project plus modifications and reimbursement documents. 12. A copy of the Memorandum of Agreement between the business/industry and the community college. 13. Site visit of a local industry in the community college district for customer satisfaction feedback (optional to monitor). 14. Documentation of travel expenditures. 15. Documentation of instructional quality.

WORKFORCE PROJECT MONITORING INSTRUMENT

Community or Junior College

Workforce Center Director Date

Number & Types of Projects Reviewed: Workforce Basic Skills

Advanced SNAP/TANF Short-Term Adult

CRC Challenge Accountability

Planning Section

1. Have the workforce development center and local district council developed a strategic plan and is it on file with the MCCB? Yes No A. Is the workforce center using the strategic plan to offer training? Yes No B. Does the plan address short and long term goals and objectives in line with the stated mission and vision statements? Yes No C. Are copies of the plan available for review? Yes No

2. Was the original copy of projects, modifications, and reimbursements on file? Yes No

Project Review Section

Organization Project Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. Was a copy of the Memorandum of Agreement (MOA) between the business/industry and the community college kept on file and available for review? Yes No

2. Are attendance sheets available for review on all projects? Yes No A. Does project data provide demographic information? Yes No B. Did the staff document monitoring of the instructor? Yes No If so, how often?

3. Who employed the instructor? College Industry A. Did the requests for reimbursement match the instructor training hours and pay receipts? Yes No B. Were fringe benefits properly applied? Yes No

4. Did the project require purchase or lease of equipment or commodities? Yes No A. How are expendable commodities tracked?

B. Were invoices available for review on equipment purchases? Yes No C. Did the invoice match the requests for reimbursement? Yes No

5. Does the college have a project tracking system that meets the demands of both the workforce center and the business office? Yes No (If no, this requires explanation.)

6. Did MCCB monitors visit local industry to determine training result? Yes No If yes, which company and what were the findings?

Needs

A. Do you have any special workforce needs that require assistance from the MCCB?

B. What tools/training resources can the MCCB provide to help you better serve the various businesses, industries, and individuals in your district?

Outcomes

A. Identify and share one success of a best practice you have experienced that made an impact with your customers.

B. How often are you following up with customers to determine their level of satisfaction?

C. What are some of the barriers that inhibit the delivery of services to customers?

WORKFORCE PROJECT MONITORING WORKSHEET

School: Date:

Industry Name: Project #:

1. Copy of the project, plus modifications and reimbursements (Choose One) YES / NO / NOT REQUESTED

2. Commodities (invoices) matching reimbursement requests YES / NO / NOT REQUESTED

3. Documentation of how expendable commodities are tracked YES / NO / NOT REQUESTED

4. Equipment (invoices) matching reimbursement requests YES / NO / NOT REQUESTED

5. Contractual Services and agreement with instructors YES / NO / NOT REQUESTED

6. Evaluation of training by students/trainees YES / NO / NOT REQUESTED

7. Sign-in sheets YES / NO / NOT REQUESTED

8. Demographic information on trainees YES / NO / NOT REQUESTED

9. Class attendance sheets (dated and signed by instructor) YES / NO / NOT REQUESTED

10. Written documentation monitoring the project YES / NO / NOT REQUESTED (including the instructor’s evaluation)

11. Request for reimbursement matching the instructor’s training hours, rate or YES / NO / NOT REQUESTED pay per hour & fringe benefits (including preparation time & assessment hours)

12. Copy of Memorandum of Agreement available for review YES / NO / NOT REQUESTED

13. Site visit of a local industry in the community college district for customer YES / NO / NOT REQUESTED satisfaction feedback (optional)

14. Documentation of travel expenditures YES / NO / NOT REQUESTED

9 Miss. Admin. Code Pt. 6, R. 3825 Ridgewood Road Jackson, Mississippi 39211

Phone: (601) 432-6222 Fax: (601) 432-6365

www.mccb.edu

Overview

The Mississippi Comprehensive Workforce Training and Education Act of 2004 provides that the Mississippi State Workforce Investment Board (SWIB) shall “develop and submit to the Governor a strategic plan for an integrated state workforce development system to more effectively and efficiently meet the demands of Mississippi’s employers and job seekers”. Subsequently, the SWIB continuously works through a series of committees to create strategies and plans for Mississippi’s workforce development system in the form of Workforce Investment Plans in compliance with Title I of the Workforce Investment Act of 1998, The Wagner-Peyser Act and various committee recommendations and actions. In concert with these efforts, the Mississippi Community College Board (MCCB) annually creates policies and procedures for the deployment of workforce training at each of Mississippi’s 15 public two-year institutions. The FY2013 policies put forth in this document include and add operational detail to the most recent SWIB plans and recommendations for workforce development.

The MCCB and the colleges view their primary role within the state’s workforce development system to be the provision of training, and therefore maintain the following goals: 4. to provide the citizens of Mississippi the skills needed to be more productive and have an improved quality of life, 5. to provide the employers of our state a better trained and educated workforce and, 6. to train for higher skilled and higher wage jobs for businesses, industries, and employees in our state.

When possible, these goals are to be pursued as partnerships between employers and the local community or junior college, with shared costs. The policies listed herein represent the full and complete policies, as approved by the MCCB, to be followed in preparing and submitting all workforce projects. Exceptions to any policy must receive approval of the Executive Director of the MCCB or his designee. Policy exceptions will be made on a case-by-case basis.

TABLE OF CONTENTS

Overview .................................................................................................................3

I. Training Priorities (a) Targeted Industries .......................................................................................5 (b) Specifically Targeted Courses or Economic Development Projects ............5 (c) Funding Priorities .........................................................................................5

II. Trainee Credentialing................................................................6

III. Enhancement of College Workforce Development Centers (a) Regional/Industry Specific Centers of Excellence ......................................7 (b) Professional Development Programs ..........................................................7 (c) Instructional Quality ....................................................................................7 (d) Marketing ....................................................................................................7

IV. Accountability/Performance (a) Fiscal Accountability ...................................................................................8 (b) Programmatic Performance .........................................................................8

Appendices

Challenge Grant Documentation............................................................................12 Instructional Quality Documentation .....................................................................17 Project Fiscal Policies ............................................................................................22 Mississippi Advantage ...........................................................................................36 Monitoring Instrument ...........................................................................................46

I. Training Priorities

(e) Targeted Industries – During the 2006 calendar year, it became apparent that the differing entities associated with workforce development each maintained separate and often differing lists of targeted industries. In an attempt to consolidate and better define a set of targeted industries, the SWIB created a Business Outreach and Targeting Industry Committee. At its June 2006 meeting, the SWIB endorsed the proposed list of targeted businesses and industries recommended by committee. The community college system recognizes the endorsed list and will utilize such as the targeted industries list for workforce training. The target list is as follows:  Aerospace  Automotive Assembly  Automotive Suppliers  Contact Centers  Defense/Homeland Security  Fabricated Housing & Housing Components  Food Processing  Metal Fabrication & Steel  Plastics/Polymers/Chemicals  Shared Service Centers  Shipbuilding  Timber/Wood Products  Warehouse & Distribution

Further, colleges are encouraged to submit training projects that are associated with training for sectors with documented high wage jobs (those with an hourly rate greater than $15).

(f) Specifically Targeted Courses or Economic Development Projects – In accordance with recommendations made by the SWIB committee on leveraging community colleges, local colleges are urged to review local needs for local high growth/high demand courses and projects that are unique to their district. Such projects should demonstrate a valid economic impact in the region and may qualify for either traditional or challenge grant funding.

(g) Funding Priorities – In accordance with SWIB recommendations associated with the Mississippi Workforce Enhancement Training Fund (WETF), there shall be three funding categories: traditional funding, new and expanding business funding, and challenge grant funding. The following shall represent the priority of project approval within each category: i. Traditional Funding (70% of WETF) 1. Projects serving existing workers in existing businesses inclusive of consortium based projects serving multiple businesses, and small businesses. (Within this group, projects resulting in a credential will receive first priority.)

2. Projects targeted toward training for those businesses and industries previously identified in items (a) and (b) above. 3. Projects resulting in national skills standard or other credentialing and not necessarily serving an existing worker and/or business. 4. Other specialized projects as required.

ii. New and Expanding Business Funding (10% of WETF) 1. Projects serving new businesses locating within the state as identified by the Mississippi Development Authority, or the local college.

2. Existing businesses within the state that are expanding product lines, expanding facilities, re-starting facilities, and/or adding new employees equivalent to 10% or more of the businesses current employee base as identified by the local college.

iii. Challenge Grant Funding (20% of WETF) Projects selected competitively that demonstrate a measurable impact on one or more of the long range goals of the state workforce system and fall outside traditional project guidelines. Projects are funded up to 20% of WETF if funds are available. Appendix A presents a description of the challenge grant program and the application and award process.

II. Trainee Credentialing

Two primary concerns of all entities involved in workforce education in Mississippi are skill attainment and skills portability. Both of these concerns can be addressed by developing stronger models for trainee credentialing. A study undertaken in FY2007 by the MCCB and the College Workforce Center Directors resulted in the following recommendations related trainee credentialing: iv. A nationally recognized test that will verify and certify career readiness should be pursued. v. Any career readiness certificate pursuit should be amenable to the inclusion of career and technical skills endorsements. vi. Projects resulting in national skills standard or other credentialing and not necessarily serving an existing worker and/or business. Each college will be allocated up to $10,000 to purse national credentials.

In FY2013 the community and junior college system will continue to pursue these recommendations. Further, a CRC oversight committee has been created and preparations are being made to staff and pursue this credentialing effort.

III. Enhancement of College Workforce Development Centers

The community college system recognizes the need to continually enhance and improve the availability and quality of training at the Workforce Development Centers. In FY2013 a series of enhancement actions as described below will be undertaken.

(a) Regional/Industry Specific Centers of Excellence – While it is not plausible to convert all activities within an existing center to specific tasks and still serve all of a region’s needs, it is plausible that certain components of the centers can be developed as industry and/or regionally specific Centers of Excellence. College workforce centers are encouraged to pursue the centers of excellence concept for business and industry under the auspices of Challenge Grant Funding.

(b) Professional Development Programs – The MCCB recognizes the need to aid the workforce centers in developing their staff and instructors in order to maintain the highest quality levels.

v. In FY2013, the MCCB will fund a state-wide professional development program for the college workforce divisions, as developed and requested by the Workforce Center Directors Association. The association is encouraged to utilize community and junior college facilities and instructors and Mississippi universities for such activities.

vi. In FY2013, the MCCB will sponsor quarterly Workforce Center Director meetings. These meetings will rotate across the state at the Workforce Development Centers and will facilitate the SWIB Leveraging Community and Junior Colleges committee’s recommendation of sharing best practices.

vii. In FY2013, the MCCB will provide assistance to the colleges in sending workforce training staff to statewide meetings such as the Governor’s Workforce Development Conference and the Creating Futures Through Technology Conference.

viii. MCCB will continue to provide individual technical assistance to all colleges on an as needed basis. In FY 2013 regional workshops will be held to provide additional technical assistance and training.

(d) Instructional Quality – Based on recommendations by the workforce center directors’ instructional quality committee, FY2013 workforce projects will be required to maintain documentation on file that verifies the key components of a quality training course. Examples documents are provided in Appendix B.

(h) Marketing –The MCCB will continue to allow colleges to write projects for marketing of the workforce education centers. Development of marketing

materials such as regionally-customized CD’s, print materials and websites will be pursued as applicable at the state level as well. The MCCB logo must be included on all printed materials.

IV. Accountability/Performance

(d) Fiscal Accountability – The MCCB maintains fiscal accountability in two ways: (1) by setting project writing and expenditure policies for colleges to follow and (2) by conducting an annual monitoring visit to each college. FY2013 project writing and expenditure policies are included here as Appendix C. Fiscal monitoring visits consist of a review of a random sample of approximately 10% of a college’s projects for the previous year. A variety of checks and balances is referenced, including but not limited to comparing the training plan to the class roll sheets, comparing reimbursement requests to invoices and instructor time sheets, reviewing instructional quality checklists and reviewing the notes on instruction as monitored by the center staff. The MCCB reserves the right to conduct 100% monitoring visits and the right to monitor any ongoing activities at any time. In the event that discrepancies are found, appropriate corrective action is taken and the college is provided technical assistance as needed. A copy of the monitoring instrument for FY2013 projects is provided as Appendix D.

(e) Programmatic Performance – In FY2013, the MCCB will continue to have available performance information such as number of employees and employers being served, type and quantity of training course, and other information that can be determined from the project database. The robust performance system will continue to be used. See below:

5. the development of a common dataset, 6. electronic collection and storage of data, preferably in the local colleges existing student information system, 7. electronic systems be able to export information through data files to other entities, 8. data files are to be used for the purposes of transcripting non-credit activities, MCCB non-credit enrollment management, and for use in determining performance on SWIB/MCCB jointly approved performance measures, and

In order to facilitate the move to this performance measurement system, the MCCB in conjunction with the college and other partners define the following three file structures as the required common dataset that must be maintained for each training activity.

Data File – Student Data Element Description Last Name Student’s Last Name First Name Student’s First Name SSN Student’s 9 digit Social Security Number DOB Student’s Date of Birth Race/Ethnicity Student’s Race and/or Ethnicity Gender Student’s Gender Level of Education Highest Level of Education Completed Employment Status Employed or Unemployed Employment Type Part Time, Full time, Temporary, Seasonal Occupation Job Title Address Street Address City City State State Zip Zip Code County County of Residence Term College Term/Semester Course Number Unique course Identification Number

Data File -- Course Data Element Description Term College Term/Semester Course Number Unique Course Identification Number Course Title Name of Course Code MCCB Classification Code for Course Start Date Month/Day/Year that course begins End Date Month/Day/Year that course ends Hours Length of Course/Training in Hours Day Days of the week course is offered Credit Number of College Credits Company Name Name of Company Company Federal Identification Number Federal Identification Number Company MDES Account Number MDES Account Number (state tax id) Campus Location where course is offered Instructor Name Name of Course Instructor Costs Amounts of Funding in Dollars

Data File -- Industry Based Training Data Element Description Term College Term/Semester Project Number Unique Project Identification Number Project Amounts (costs) Amount, in dollars, obligated for project Funding Source Source of Funding for Course Reimbursed Amount Actual Dollar Amount Reimbursed De-obligated Amount Amount in dollars, de-obligated for project Course Number Unique Course Identification Number Course Title Name of Course Code MCCB Classification Code for Course Start Date Month/Day/Year that course begins End Date Month/Day/Year that course ends Hours Length of Course/Training in Hours Day Days of the week course is offered Credit Number of College Credits Company Name Name of Company Company Federal Identification Number Federal Identification Number Company MDES Account Number MDES Account Number

The above dataset when managed properly and with the added ability to make comparisons to Mississippi’s UI database will provide the information necessary to determine performance on a set of common measures as developed by the SWIB and MCCB. Additionally, there exists a host of other questions that may be of interest to the local college that can be answered by the above data set. Individual colleges are encouraged to review the data reports for locally valuable information. The common measures to be determined for each college and subsequently compiled for the state shall include those approved by the SWIB and MCCB. The measures are as follows:

7. Entered Employment – This measure will determine if people who receive services gain employment. This measure is only applied to those participants who are not employed at the date of participation. It is calculated by dividing the number of participants who are employed in the first quarter after the exit quarter by the number of participants who exit during the quarter.

8. Employment Retention – This measure will determine if people retain their jobs. This measure will only be applied to those who are employed in the first quarter after the exit quarter. It is calculated by dividing the number of participants who are employed in both the second and third quarters after the exit quarter by the number of participants who exit during the quarter.

9. Average Earnings - This measure will determine if the population served is inclusive. This measure would only be applied to those participants who are employed in the first, second, and third quarters after exit. It is calculated by adding total earnings in the second quarter with total earnings in the third quarter after the exit quarter and dividing by the number of participants who exit during the quarter.

10. Earnings Gains - This measure will determine if people are getting better jobs or higher pay. This measure would be applied to two separate groups. The first group is those who are unemployed at the time of training who then become employed at exit and remain employed in the second and third quarters after exit. For this group, earnings gains are calculated as the average earnings in the third quarter after exit. The second group is those who are employed at the time of participation and who are subsequently employed in the first, second and third quarters after exit. For this group, earnings gains are calculated by comparing the wage at time of participation with the wage at the third quarter after exit.

11. Business Penetration - This measure will determine the total number of businesses served in a given area under specific jurisdictions (e.g., WIA areas, Community College districts, etc.). This measure is calculated by dividing the number of businesses served in the area by the total number of businesses in operation in the area. This proposed measure could be further refined by industry and/or business size.

12. Hiring Activities - This measure will determine employee turnover, business expansion, and lay-offs. Employee turnover will determine at what rate people who receive training change jobs. This measure applies to those who received any form of workforce training. It is calculated as the average number of people who change employers anytime during the first three quarters after exit. The business expansions measure is being proposed to capture whether or not any form of training activities contribute to the expansion of business through the creation of new jobs. This measure is calculated as the difference between the number of people on the payroll in the quarter prior to receiving service and the number of people on the payroll during the first three quarters after a business uses workforce services. The lay-off measure is being proposed to determine if workforce services facilitate businesses to retain their employees by making the business more competitive. This measure is calculated as the average number of people laid-off in the first three quarters after the business receives training services.

(f) Compliance –Failure to maintain the common dataset for a training project will result in no reimbursement for that project.

Appendix A

CHALLENGE GRANT DOCUMENTATION

(Based on limited funding and projected calculations of the tax formula, there will be no NEW Challenge Grants accepted at this time. This suspension is in place until further notice.)

MISSISSIPPI COMMUNITY COLLEGE BOARD 2013 Challenge Grant Announcement Information

In accordance with the FY13 Workforce Education Polices, the Mississippi Community College Board (MCCB) will designate up to 20% of the funds collected by the Mississippi Workforce Enhancement Training Fund in FY11 for the purpose of awarding FY2013 Challenge Grants. Challenge Grants are defined as those workforce projects that do not qualify for traditional workforce training dollars and that meet the intent of the priorities, criteria and considerations herein. Challenge Grants will be awarded to community and junior colleges according to the procedures and for the purposes set forth in this document.

Priority of Award

The fundamental priorities for the award of challenge grant funds are: 4. those proposed activities that train for the workforce of the future within the state of Mississippi, 5. those proposed activities that generate an increased and sustainable capacity to train individuals or to train for companies during subsequent training years, and 6. those proposed activities that serve more than one community college district, promote partnerships among colleges, among colleges and other entities, or consortia efforts.

Eligible Grant Recipients

Community and Junior College Workforce Development Centers and Career & Technical Education Departments.

Criteria Required for Award: (Priority Rating 14 points)

The following questions represent the criteria which must be addressed by submitted proposals. Proposals do not have to address all of the criteria; however, proposals will receive one (1) priority point for each of these factors the proposal clearly addresses.

15. How will the proposed activity increase Mississippi’s per capita income growth? 16. How will the proposed activity increase the efficiency or productivity of an existing business, industry, or sector? 17. What training will be done that is not already being done? 18. What technological components does the proposed activity contain that are not common to current training? 19. How will the proposed activity drive more training to the community and junior college system? 20. What new skills will the proposed activity provide trainees? 21. Is the pay for the skills attained above average for the area for the proposed activity? 22. Will the proposed activity result in a skills set that will be a magnet for new and/or expanding business?

16. Will the proposed activity aid in increasing the state’s high-tech employment share? 24. Will the proposed activity aid in maintaining the state’s manufacturing or other job share which requires advanced skills sets? 25. Will the proposed activity provide access to additional training and/or access to a career path? 26. Will the proposed activity provide training that leads to industry recognized credentials or certifications to enable portability of skills? 27. Does the proposed activity leverage other resources, such as business contributions, federal, local or other funds? 28. Will the proposed activity have a regional impact?

Other Considerations for Awarding Grants: (Priority Rating: 6 points)

The following represents secondary items that will be considered when awarding grants. A proposal will receive one (1) priority point for each of these factors the proposal clearly demonstrates it addresses.

7. Use of new curriculum. 8. Open entry/open exit (when possible). 9. Partnership with the WIN Job Centers or other placement sources for employment, apprenticeships, internships, and other sustainable career enhancement. 10. Partnerships with ABE/GED, Career-Technical Education, and/or industry associations. 11. Delivery of training in the shortest time frames. 12. Creative use of facilities and flexible training periods (hours, days, nights, weekends, etc.).

Required Proposal Criteria and Instructions

Please limit your proposal to no more than fifty (50) 8 ½ x 11 typed pages, one-sided, single spaced. Each of the following items MUST be addressed in the proposal for it to be considered. Provide examples where appropriate to support activities. Please include headings for sections I – IV.

Cover Sheet (0 pts – not included in the page limit): Include project name, College Name, and Contact Name, Title, Phone Number and Email.

V. Project Description (25 points):  Describe in detail the Challenge Grant criteria and other relevant items that will be implemented or enhanced with these funds.  Provide tentative dates and timelines  Provide a detailed proposed budget

VI. Target Business and Industry and/or Participants (15 pts):  Describe in detail how the Challenge Grant business and industry and/or participants will be identified and informed of the project or activity and how their needs and interests will be determined and met.

VII. Projected Impact (15 pts):  Describe how the proposed Challenge Grant will contribute to increased trainees, per capita income, collaborative partnerships, business and industry growth, employability skills, curriculum alignment, and overall workforce development.  Include discussion of any resulting partnerships (such as with business and industry, WIN Job Centers, Industry Associations, etc.) and how those relationships might strengthen your ability to achieve Challenge Grant objective.

VIII. Outcomes and Results (25 pts):  Describe how outcomes and results from the Challenge Grant will be assessed and documented  Describe how the Challenge Grant may be sustained at the completion of grant award.

Period of Performance

Challenge Grants may be awarded for up to three years if funds are available. All proposed FY2013 grant activities must be completed by the end of the fiscal year, June 30, 2013. Request for reimbursement of all FY2013 expenses must be received by the MCCB by no later July 15, 2012. Arrangements can be made for expenditures to “split” fiscal years.

Evaluation of Submitted Proposals/Notification of Award

Proposals will be accepted on or before July 15, 2012 for FY2013 award in October. Proposals will be evaluated and ranked by a four (4) member team consisting of MCCB staff and an industry representative. Evaluation of a submitted proposal will begin only after the proposal is complete and has been developed according to the instructions here in, and only if funds are available to cover the proposed costs.

The four (4) member evaluation team will use a point based ranking system for making awards. However, the system of ranking will be invoked only after the project has been identified as meeting all three funding priorities and has been identified as being unique with respect to traditional workforce projects.

Award of a submitted proposal will be considered only after evaluation of the proposal has resulted in the proposal receiving a composite score within the top 10% of all scored proposals. Proposals selected for award and rejection will be notified by the MCCB Associate Director for Workforce, Career and Technical Education and/or the Director of Workforce Education.

Successful Challenge Grant recipients, once notified, must enter their grant into the GCR system as a traditional project to be funded, as follows:

3. Select “Challenge Grant” as the funding source, and 4. The Challenge Grant priorities, criteria and other relevant items must be addressed within the memorandum of agreement area

Limitations

The MCCB reserves the right to limit the amount of funds awarded on a proposal and the right to limit the number of awards made to any one proposing entity in order to ensure equity of funding throughout the state.

Reimbursements

Once an award has been made, reimbursements will be made according to the same procedures and guidelines utilized by current workforce training projects. All challenge grant awards will be subject to the same monitoring requirements as existing, traditional workforce projects.

Reporting

The MCCB will require a final, written report at the close of the Challenge Grant describing the number of people served by the project, and the outcomes, successes and/or impact of the project or activity. Further, the MCCB may request additional information on projects in the event that information is required for reporting, presentations or other purposes.

If there are any questions, please do not hesitate to contact Shawn Mackey or Dexter Holloway at 601-432-6351 or 601-432-6222. Mail proposal to: Shawn Mackey, 3825 Ridgewood Road, Jackson, MS 39211.

Appendix B

EXAMPLES OF INSTRUCTIONAL QUALITY DOCUMENTATION

Checklist for Coordination of Classes

Place a check mark in boxes that are confirmed. Fill in the requested information and date requested or confirmed in the blank spaces next to each item:

 Instructor ___________________________________________  Books / Materials ____________________________________  Start and end date ____________________________________  Meeting Time ____________________________________  Total # of Hours ____________________________________  Room / Location ____________________________________  Room Reserved ____________________________________  Equipment requirements ____________________________________  TV / VCR /DVD ___________________________________________________  Sound system ___________________________________________________  Overhead projector __________________________________________________  Laptop / Computer Lab ________________________________________________  LCD Projector ___________________________________________________  Other ___________________________________________________  Other ___________________________________________________  Other ___________________________________________________

 Refreshments ____________________________________  Support Personnel ____________________________________  Course Preparation Checklist completed ___________________________________________  Information given to guests / attendees / students ____________________________________

 Video / DVD ____________________________________  Copies of handouts __________________________________________  Copies of Exams / evaluation sheets _____________________________________________  Enrollment forms ___________________________________________________________  Instructor Evaluation sheets (Circle when complete) ______Blank Forms ______ Completed  Sign in sheets (Circle when complete) ______Blank Forms ______ Completed  Copies of all evaluations / exams and handouts in course folder _________________________

Reference Material for the Completion of the Quality Course Checklist Worksheet

Teaching Method Recommendations 4. Skills Training a. Lecture b. Hands on demonstration c. Hands on directed practice d. Self Practice e. Observation of results and review of learning f. Test through practical exercise 5. Knowledge Based Learning a. Reading b. Note Taking / Writing / fill in blank handouts c. Observing Picture / power point / video d. Reference material e. Lecture f. Discussion g. Repetition of information h. Test through written or oral examination 6. Conceptual learning a. Combination of techniques listed above with the check on learning being a situational exercise where the individuals or groups must select the applicable skills or knowledge and apply / adjust it for the situation given Measures / checks on learning 8. Written / verbal multiple choice exams 9. Written / Verbal fill in the blank exams 10. Written / Verbal essay exams 11. Observation of student performance during class 12. Observation of student performance during hands on application techniques 13. Quantifiable measures of performance based exams a. Weld inspections, (visual, X-ray, Destructive) b. Measuring tolerance specifications c. Performing repetitive work within prescribed time d. Proper selection and wear of Personal Protective Equipment 14. Measures must include the method of documenting the measurement technique. a. Instructor’s notes on attendance list b. Copies of exams c. Pictures / photo of performance d. Documentation of tolerance measurements

Quality Course Preparation Checklist

 Outline / syllabus for the course  Terminal Learning objectives and plan for how to measure success

Objective Measure Teaching Method  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________

 Enabling learning objectives and how to measure learning

Objective Measure Teaching Method  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________  _______________________________________________________________

Appendix C

PROJECT FISCAL POLICIES

TABLE OF CONTENTS

Submission of Projects .....................................................................................24 Project Status ...................................................................................................25 Compliance with Mississippi Employment Protection Act (MEPA) ..............25 Training Categories or Type of Projects ..........................................................25 General Fund ....................................................................................................26 Administrative Costs and Charge to Employers ..............................................26 Boilerplate Language for Projects ...................................................................26 Instructor Salaries and Benefits .......................................................................27 Preparation Time ..............................................................................................28 Educational Materials and Supplies .................................................................28 Leased Equipment ............................................................................................28 Capitalized Equipment Purchases ....................................................................28 Non-Capitalized Equipment Purchases............................................................29 Contractual Services ........................................................................................29 Online Workforce Training..............................................................................29 Instructional Training Aids/Curriculum Development ....................................29 Train-the-Trainer Costs ....................................................................................30 Travel ...............................................................................................................31 Vendor Training ...............................................................................................31 Proprietary Training .........................................................................................32 Short Term Adult Classes ................................................................................32 Career Readiness Certificate (CRC) ................................................................32 Inmate Training Classes ...................................................................................33 Mississippi Advantage ......................................................................................... Other Training Needs .......................................................................................33 Project Completion ..........................................................................................33

Submission of Projects

The MCCB utilizes an online, database driven project writing system to approve, track, and maintain records on workforce education. All projects submitted to the MCCB for approval must be submitted via the online workforce education program. The system can be accessed at http://sbcjcgcr.sbcjc.cc,ms.us/sbcjc. System users are added by the college workforce center director (college system administrator). The names of approved users must be submitted to the Director of Workforce Education at MCCB by your college President each year.

The timeline for submitting projects shall be not later than 21 business days after the start of a class or training activity unless limited by funding availability. Submitted projects should have at least five (5) students per class or training activity. However, the minimum number of participants for train the trainer projects, on the job training projects, short term adult classes, and basic skills projects are indicated in subsequent sections. The exception to the number of trainees must be approved by the Executive Director of the MCCB or his designee.

All project budgets, subsequent budget modifications (except final modification as discussed in the final project completion section) are to be submitted as budget estimates and do not have to be exact. Budgets must include salaries, benefits, travel, contractual services and commodities, as applicable. Detailed information must be submitted for equipment purchases. With this in mind, Workforce Center Directors need to be aware that when a project is submitted this proposed amount of money is obligated. If the estimates are consistently too high, a large amount of money will be encumbered that cannot be used for workforce education. Projects shall be written for a period of six months or less. Due to limited funds, workforce centers must use a procedural approach to prioritizing projects for funding. At the end of the first six months, all projects will be modified down to $0 by January 18, 2013. This will allow all funds not spent to be re- obligated for the remainder of the fiscal year.

Workforce projects that utilize existing resources of the college are encouraged. In particular, special consideration will be given to those projects which share an audience with, compliment, utilize and/or otherwise build upon, strengthen and enhance the colleges’ career and technical education component. Special consideration will also be considered for joint projects between two or more colleges.

In accordance with Workforce Education Act of 1994, the intent of workforce education is for the creation and development of a regionally based system in Mississippi for education and training which: responds to the needs of Mississippi's workforce and employers; is driven by the demands of industry and a competitive economy; makes maximum use of limited resources; and provides for continuing improvement through constant assessment of the results of education and training for individual workers and employers. Therefore, no projects may be written to fund training for students enrolled in elementary or secondary schools.

State agencies have other resources available through the Mississippi Department of Information Technology Services (ITS) and Mississippi State Personnel Board. Therefore, no projects may be written to fund training for State Agencies.

Project Status

MCCB notification of project, revision, and/or exception approval or rejection will be provided within 10 business days of the submission date. If an exception is requested, MCCB will notify the appropriate Workforce Director in writing to confirm the exception has been approved or denied.

Compliance with Mississippi Employment Protection Act (MEPA)

Contractor/Seller represents and warrants that it will ensure its compliance with the Mississippi Employment Protection Act (Senate Bill 2988 from the 2008 Regular Legislative Session) and will register and participate in the status verification system for all newly hired employees. The term “employee” as used herein means any person that is hired to perform work within the State of Mississippi and to whom a United States Internal Revenue Service Form W-2 or Form 1099 must be issued. As used herein, “status verification system” means the Illegal Immigration Reform and Immigration Responsibility Act of 1996 that is operated by the United States Department of Homeland Security, also known as the E- Verify Program, or any other successor electronic verification system replacing the E-Verify Program. Contractor /Seller agree to maintain records of such compliance and, upon request of the State, to provide a copy of each such verification to the State. Contractor/Seller further represents and warrants that any person assigned to perform services hereunder meets the employment eligibility requirements of all immigration laws of the State of Mississippi. Contractor/Seller understands and agrees that any breach of these warranties may subject Contractor/Seller to the following: (a) termination of this Agreement and ineligibility for any state or public contract in Mississippi for up to three (3) years, with notice of such cancellation/termination being made public, or (b) the loss of any license, permit, certification or other document granted to Contractor/Seller by an agency, department or governmental entity for the right to do business in Mississippi for up to one (1) year, or (c) both. In the event of such termination/cancellation, Contractor/Seller would also be liable for any additional costs incurred by the State due to contract cancellation or loss of license or permit.

Training Categories or Type of Projects

 Accountability System  Administrative  Advanced Technology  Basic Skills  Challenge  CRC  General

 Marketing  Short-Term Adult  TANF  Workforce – Regular

General Fund Projects

If a college desires to develop a training program beyond the scope of existing guidelines and therefore prohibits the writing of a standard training project, the college may submit a proposal to the MCCB to do so. The general criteria will include the determination that the training area(s) to be developed shall be unique in regard to the training offered and that there is a demonstrated need for such training. Such proposals shall be initially done via written correspondence with the MCCB.

Marketing Projects

The MCCB will establish a statewide marketing program to brand and promote the diversity and volume of training provided throughout the state. To assist in this effort a percentage of current marketing funds will used to implement this initiative.

Administrative Costs and Charge to Employers

Based on the previous year funding, two projects can be written to cover the cost of Administrative cost at a rate of 5% and an Accountability project at a rate of 3% can be applied for in FY2013. The 5% workforce administrative fee earned and the 3% accountability fee will be in effect for expenditures above the $300,000 floor for FY2011. Along with the $300,000 floor there will be a ceiling of $4,000,000. This ceiling less the $300,000 floor will allow $3,700,000 worth of expenditures to be applied to the above fees. The fees earned will be based on FY2011 reimbursements. The following funding source is used to calculate this cost:  Advanced Technology  Basic Skills  Challenge  General  Short-Term Adult  Workforce – Regular

In accordance with the language and intent of Senate Bill 2480, training shall be provided at no charge to employers and employees in order to enhance employee productivity. This no charge to employees and employers language in SB2480 is interpreted to mean that a college cannot charge an administrative fee to the employer or employee for training. However, it is appropriate and desired that the cost of such training be shared between the employer and the college.

Boilerplate Language

The definition of a boiler plate is text that is or can be reused in new contexts or applications without being changed much from the original. A legal boilerplate is a standard provision in a contract. This language will be required to be included in all FY2013 projects.

Memorandum of Agreement

o Company Description and Commitment (will... Request reimbursement at least every 60 days to college; Company will be in compliance with E- Verify as specified in the Mississippi Employment Protection Act.)

o Project Justification

o Training Objectives

o College Commitment (College will... Requisitions will be done at least every 60 days to MCCB; College will be in compliance with E-Verify as specified in the Mississippi Employment Protection Act. College will work with industry to ensure compliance with the Mississippi Employment Protection Act for industries participating in basic skills, consortia, and open to the public projects.)

o MCCB Commitment (MCCB will... pay within 45 days, provide funding as approved in the budget and monitor the project through documentation maintained by the college.)

Instructor Salaries and Benefits

Instructor Salaries shall be based on the type of training with the rate of pay being determined by the Workforce Project Manager. Reimbursement by the MCCB shall not exceed the rate of $35 per hour, except for advanced skill classes (see below) where the actual instructor cost exceeds the $35 per hour. The exception to the $35 per hour must be approved by the Executive Director of the MCCB or his designee.

Advanced Skills Training can be reimbursed at a usual and customary rate for training that is advanced in nature. Advanced skills projects are defined by the college based on the type of training and local area needs. Any rate above $50 per hour must be approved by the Executive Director or his designee. Management/Supervisory training requiring proprietary training materials and/or certified instructors may be considered advanced skills training.

Industry Based Training shall be reimbursed at a rate not to exceed $35 per hour. Industry based training is training done by the business or industry for the business or industry and the college only provides financial resources and coordination/planning

services to the business or industry. $35 per hour expenditures requires wage validation by the requesting business or industry. Such validation must be kept on file at the college for monitoring purposes. The exception to the $35 per hour must be approved by the Executive Director of the MCCB or his designee.

Training conducted that is associated with a minimum wage job shall be reimbursed at a rate not to exceed $20 per hour.

Basic Skills project instructors shall be reimbursed at a rate not to exceed $20 per hour. Basic skills projects are designed to provide trainees with fundamental instruction in reading, math, writing, language (English as a Second Language) and GED preparation.

Benefits shall depend on the type of contract the college uses with their workforce instructors and shall be based on current rates applied by the college business office for the portion of the benefits not paid for by the college. These rates will be reimbursed based on actual cost. No health or life insurance benefits will be reimbursed. The rate must not exceed 21 23%, unless approved in advance.

Preparation Time

Up to 10% of the total class instructional time may be allowed for instructor preparation of a new workforce class or for new instructors. Time spent in setting up computer labs, or other equipment for the direct use of the class may be included in this preparation time. Prep time is allowed only for instructors employed by the college and shall be documented similar to instructional hours. Instructors employed by an industry are not eligible for prep time compensation.

Educational Materials and Supplies

Training manuals and textbooks are an allowable expense if the school is retaining them for future use. Reimbursement for such materials shall not exceed $35 per student, but all amounts expended must be for the direct support of the class. Assistance for high cost educational materials will be considered on a project-by-project basis, based on justification to be provided in the project application. Reimbursement on a per person basis for materials will not be done for any type of project. A local tracking system must be used for all expendable educational materials and supplies.

Leased Equipment

Equipment may be leased for training purposes and must be designated as such. This equipment cannot be used for production or profit. Leased equipment is a contractual expense. This equipment must be in a facility that is owned or operated by the college.

Capitalized Equipment Purchases

Reimbursement for equipment purchases will be considered on an individual project basis and must be approved in advance. Equipment shall be purchased only if it will be located at a college campus, in an MCCB mobile unit, or a training facility leased by the college. The MCCB strongly encourages colleges to partner with business and industry on the use and purchase of equipment, and with the local secondary or post secondary vocational centers for the use of equipment and classrooms.

All colleges are required to maintain a complete and current inventory list of each property item exceeding a cost of $1,000 (June 11, 2008). The following items shall be reported and maintained on inventory as equipment regardless of purchase value: weapons, cameras and camera equipment (greater than $250), two-way radio equipment, televisions (greater than $250), lawn maintenance equipment, cellular telephones, computer and computer equipment (greater than $250), chain saws, air compressors, welding machines, generators, and motorized vehicles.

Non-Capitalized Equipment

Items that are less than $1,000 which are not on the State Auditor’s Exception List and have a useful life of more than one year are considered non-capitalized equipment. These items must be listed under educational materials.

Contractual Services

The following training items are allowable costs: 6) acquisition of educational software (no company produced software; software must be used on equipment owned by the college) 7) repairs and maintenance of training facility 8) installation of equipment (unless included as part of equipment cost) 9) vendor training (see vendor training section) 10) maintenance or licensing fees for educational software used on equipment owned by the college

Online Workforce Training

Workforce training provided through online methods will be reimbursed based on the rate agreed upon between MCCB and the college with documentation of successful completion of the course(s). Reimbursement for on-line workforce training shall not exceed a rate of $135 per person per year. The maximum reimbursement per company in this category will be $20,000 per fiscal year. Online course (s) must be developed by the college or offered by a third- party provider, and must include proper documentation of actual cost.

The following information will serve as documentation for monitoring purposes of the online course: documented login times of the instructors/students, weekly reports by the

instructors, the number of areas the instructors/students visited, sample emails sent to students from instructors, sample grade book or anything that can prove that instructors are providing instructions during the time frame.

Instructional Training Aids/Curriculum Development

The Research and Curriculum Unit (RCU) at Mississippi State University is the primary provider of assistance in developing manuals, training videos, CDs and other training materials. When RCU Services are needed, it will be necessary for a local workforce staff person to be present for the initial meeting between the RCU and the company. If materials are to be developed by the RCU or used from the RCU, then the project manager must list the names or areas of training materials to be developed when submitting the project. In the event that materials cannot be produced because of RCU's workload or inability to meet a specific requirement, During FY 2013, the Workforce Development Center Director may seek to provide the training manuals and videos, and other training materials through another public entity. If the aforementioned cannot be accomplished, the Workforce Development Center Director may consider purchase of commercial materials. Justification must be a part of the project, submitted under the educational materials and supplies section. Curriculum development hours for training aids or other materials development not covered above will be considered on a case-by- case basis by the MCCB. All materials must be retained by the college and not released to the industry.

Train-The-Trainer Cost

Costs are allowed for individuals to attend train-the-trainer sessions. Approved training in this area should provide the company with a resource to train employees in a discipline not currently available through the local community or junior college. A local college must demonstrate that the requested training cannot be reasonably provided by another community or junior college prior to seeking out of system providers. The Workforce Project Manager must include justification on the project application.

No more than two (2) individuals will be reimbursed to attend the same training in a non- production area. Cost associated with train-the-trainer sister plant training is limited to no more than four (4) individuals per production training area. Reimbursements per trainee will be limited to maximum of two (2) out-of-state trips per fiscal year.

Train-the-trainer costs shall be reimbursed at fifty percent (50%), not to exceed $500 per person for training registration. Reimbursement will be based upon documented completion of at least one (1) college-monitored training project directly related to the training received.

Travel cost for train-the-trainer training shall be included in the travel section of the project application and must include the points of travel. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. Out- of-state travel cost will be reimbursed for mileage at the current college rate but never to exceed the state rate for the use of a personal vehicle or for the price of a 7-day advance

purchased, coach fare ticket, whichever is less. $75 a night will be reimbursed for hotel cost in the continental USA. A maximum of $31 a day will be reimbursed for meals. Maximum duration for cost associated with meals and lodging will be limited to four (4) consecutive weeks per person, per production training area. If the person makes a trip home on weekends, then it is considered a 2 nd trip. All state travel rules and regulations must be followed. Receipts for meals must be kept on file by each college. The regulations can be accessed online at http://www.dfa.state.ms.us.

All travel must be recommended and justified by the Workforce Development Center Director and approved by the MCCB prior to travel. The college will require the industry to maintain documentation for travel expenses for 5 years for audit purposes. Car rental fees, gas, and telephone calls are not considered allowable cost for reimbursement. The maximum reimbursement per company in this category will be $10,000 per fiscal year. This includes the cost of the training.

International train-the-trainer travel cost is allowable for a 7-day advanced purchase, coach fare airline ticket. Reimbursement per trainee will be limited to no more than three (3) round trips per individual, per fiscal year, up to a maximum of $15,000 per company. No other cost will be reimbursed for international travel. International train-the-trainer costs shall be reimbursed at a maximum of $500 per person for training registration.

Travel

With proper documentation, the MCCB will pay travel for workforce training instructors employed by the college. Travel cost for instructors will be reimbursed for an instructor who must travel a minimum of twenty-five (25) miles or more one-way. In-state travel will be reimbursed for mileage at the current college rate but never to exceed the state rate. In- state travel must have the points of travel and the number of miles documented in the project file for monitoring purposes. The details for in-state travel must be listed in the MOA or modification of project. Travel will not be allowed for a trainee to attend in State training programs.

Vendor Training

Reimbursement for vendor training will be considered on an individual project basis. Vendor training is training provided by a third party, not affiliated with the company or the local community/junior college, that: (1) has supplied equipment, software, or other materials to the company and (2) is providing training on utilization of the supplied item(s). Vendor training must be on the specific piece of equipment or software. Vendors may not be a private trainer providing training to the college or the company for purposes other than a deliverable item as indicated above.

Reimbursement for vendor training will be limited to a maximum of $20,000 per company per year, to include the cost of travel. Receipts for meals must be kept on file by each college.

On-site vendor training costs shall be reimbursed for one-half of the daily cost, not to exceed $500 $1,000 a day, with a 10-day limit for reimbursement per training area. A copy of the invoice from the vendor must be furnished to the college for reimbursement. Off-site vendor train-the-trainer costs shall be reimbursed at a maximum of $500 per person for training registration. Training shall be obtained at the closest location to the industry. Off-site vendor training is limited to no more than (2) individuals per training area. Travel costs for off-site vendor training will be reimbursed according to the set rates listed under the Train-the-Trainer Cost category. The type of training must be identified in the salaries line item with a zero cost at close out (see Project Completion, below.) Reimbursements per trainee will be limited to maximum of two (2) out-of-state trips per fiscal year. Receipts for meals must be kept on file by each college.

Proprietary Programs

Proprietary training packages such as, DDI, VitalEdu, AchieveGlobal, Plexus, ISO-9000, QS-9000, ISO-14000-01, Zig Ziglar, Phi Theta Kappa Leadership and Stephen Covey require certified trainers. A company or business may receive a maximum of $5000 $8,000 subsidy toward the instructor's payment based on actual instructional time. Instructor salaries for these programs are reimbursed at a rate not to exceed $50 per hour.

Career Readiness Certificate (CRC)

MDES has provided grant funding to the SBCJC to fund the colleges’ CRC projects since 2009. In the event MDES does not make these grant funds available, The MCCB will fund the CRC projects with WET Funds contingent upon availability. CRC projects should be written in the GCR System using the Workforce Regular menu. The budget is for the WorkKeys assessments (tests) and for salary reimbursement for proctor cost. (All projects must have a salary line item. If you do not plan to reimburse for proctor cost, enter a zero dollar salary line.)

Test proctors will be reimbursed at a rate not to exceed $25 per hour. Any reimbursement for test proctoring must be for testing of more than or at least 5 participants unless prior approval has been granted from MCCB or if a schedule of hours for walk-ins has been established and approved by the MCCB. The salary line item for these projects should be employability/remediation. Colleges must maintain timesheets to document the proctor’s time.

To receive a CRC certificate, the following assessments are used: reading for information, applied mathematics and locating information. If a 4 th assessment is requested for any company or for anyone who is testing for teacher’s assistant certification, the cost is allowable for reimbursement.

To provide the necessary reporting to MDES MCCB, the CRC certificate template must be completed in its entirety for anyone who tests, whether they pass or not. Colleges

have the option to charge individuals and industries. However, for monitoring purposes, if the colleges charge the participant, please have proper documentation to show that workforce funds were not reimbursed.

Trainee Credentialing

Nationally recognized credentials provide third-party verification that individuals have demonstrated competence in relevant skill areas. Upon successful issuing of credentials, MCCB will reimburse 50% of credential cost. Reimbursement per person for credentials shall not exceed $200 per person per year. The maximum reimbursement per college in this category will be $10,000 per fiscal year.

Short Term Adult Classes

Short term adult classes are those that are offered for the general public for the purpose of providing employability skills and upgrade skills. Instructional salaries are the only allowable cost for short-term adult classes. No prep time, assessment time, educational materials and supplies or equipment are eligible for reimbursement. These projects will be reimbursed at a rate not to exceed $25 per hour. Short term adult class or basic skills project must have a minimum enrollment of 10 participants. Projects should not be submitted until after the class has started and can guarantee 10 participants. Projects with less than 10 participants and costs associated with credit courses will not be reimbursed.

Inmate Training Classes

Instructional salaries, inclusive of prep time, assessment time and benefits, are the only allowable cost for vocational career training for inmates. No educational materials and supplies or equipment are eligible for reimbursement. These projects shall be reimbursed at a rate not to exceed $20 per hour. Each class must have a minimum enrollment of 10 participants. Parole dates shall be checked in order to give priority to offenders with twenty-four (24) months or less to serve before parole eligibility or release date. Interested applicants shall be given the Test of Adult Basic Education (TABE) and/or CRC. Test results are evaluated for eligibility. Officials from the host organization must provide 6-month follow up information on the placement of completers of this program.

Other Training Needs

Consideration for training needs other than those outlined within these policies and as determined by the Workforce Development Center Director as essential to the success of the project, will be considered by the MCCB on an individual project basis.

Project Completion

Upon project completion, a final modification must be prepared. Salaries will be modified to include the type of training, number of classes, and hours of training. All

budget categories must be equal to actual cost. Once the final modification is approved, a project close-out will be completed.

Appendix D

MEMORANDUM OF AGREEMENT BETWEEN COLLEGES FORM

MEMORANDUM OF AGREEMENT FORM

_______________ College and _______________ College

Project Description:

___________________ (Name of Company) has requested that _____________________, (College) teach some ________________________________ topics for the employees of their _________________________ facility. _________________. The contact person is ____________________________. Per ___________________________ some of the classes will be taught at _______________ campus. We are requesting approval of this project and that ___________________________ be contacted so that all involved are fully informed and verifies to ______________ College that __________________ has permission to use ______________ training facilities for these classes. _____________ College will provide the training funds through the _______________ training contract or project.

Resource Requirements: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Timeline: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Financial Issues: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Signatures:

________________________________ _______________________________ ____________ College ____________ College Workforce Director Workforce Director

________________________________ _______________________________ President President

Appendix E

MISSISSIPPI WORKFORCE ADVANTAGE

Introduction

The primary purpose of Career and Technical Education (CTE) and Workforce Education (WE) is to prepare present and future workers for high-wage, high-skill, and high- demand occupations in current or emerging professions. Additionally, CTE and WE programs aim to offer Mississippians opportunities that correspond to labor-market demands with multiple entrance and exit requirements that result in portable and stackable credentials for industry, certification-based training and coursework. A stackable credential is a career or college certificate program that builds, or “stacks,” with other certificate programs with the purpose of reengaging adults in school in order to prepare them for college and “next step”-level employment.

Through this collaborative initiative, CTE and WE curricula are developed in credit- bearing course hours and in WE modules to provide statewide standards for awarding college credit for technical, industry-recognized certificates. The designated WE curriculum module’s content articulates a specific number of college credits and aligns to all credit-bearing course competencies.

A secondary goal of MS Workforce Advantage is to increase student and participant enrollment, participation, and completion of credit-bearing programs. Strategies to promote transition to and success within the credit-bearing program are essential to the goal of helping students earn credentials, certificates, and degrees. Ongoing professional development for all stakeholders will be offered to ensure success.

Definition of Credit By Examination

Credit by Examination (CBE) incorporates multiple national certification exams and state-level exams. CBE is designed to help students demonstrate competence attained through workforce training and/or on the job experience. MS Community College students may attempt to earn CTE credit-by-examination in certain courses. A student may complete a nationally recognized industry certification or a state-level CBE exam as a substitute for completing the usual requirements of a course.

CBE programs provide multiple entrance and exit points for WE participants. CBE programs provide participants with a no duplicative sequence of technical-skill- proficiency training opportunities that are aligned to a nationally recognized, credit- bearing credential. CBE programs also provide participants a career path into a credit- bearing, postsecondary CTE program and an industry-recognized credential, certificate, diploma, or degree.

CBE supports CTE and WE collaboration by including the following:

 Competency-based, nationally portable and customized education and training for Mississippi’s workforce  Technology-infused, more industry-recognized education

 Increased access to postsecondary certificates, diplomas, and degrees, and industry-recognized credentials  Clear career pathways aligned to competency-based education and certification programs

In a statewide-approved CBE program, faculty members from CTE and WE programs must develop integrated program outcomes, jointly plan the curricula, and agree on the national certification that will assess student learning and skill development. Additionally, the CBE program must be supported by industry demand in the local area.

Business and Industry-Recognized Certifications

A skilled, educated workforce is perceived as the single most critical element of success and the hardest to acquire. The difficulty of finding high-quality talent is a major barrier due to the lack of skilled workers at both the professional and basic skill levels. Business and industry-recognized certifications:

 Are portable credentials that benchmark multiple skill levels for specific industries through standardized assessments of critical workplace traits and occupational skills needed to operate in a workforce driven by productivity and flexibility  Assess knowledge and skill level using traditional and performance-based assessment methodologies  Are meaningful to all sectors of Mississippi’s business and industry and usually correlate to increased employee wages.

Some national assessments may require a fee for the exam. Managing the cost of the assessment will be a local-college decision.

State Level CBE Assessments

To meet the need for business and industry-recognized, stackable, portable credentials, the Mississippi Community College Board (MCCB) and local colleges will use current resources to implement state-level CBE assessments. These state-level CBE assessments will:

 Provide local control of on-demand assessments using the Mississippi Virtual Community College (MSVCC) Blackboard

and/or

Desire2Learn Course Management System  Allow for grant transferability of CBE credit with all 15 community and junior colleges throughout the state  Increase the acquisition of recognized credentials

Guidelines for Credit by Examination Credit

Mississippi Workforce Advantage: All Training Counts Core Values

8. Jump-starting the skilled workforce pipeline MS Workforce Advantage will produce faster results for employees because participants will have the opportunity to complete flexible WE training.

9. Collaborative effort among employers and community colleges The MS Workforce Advantage curricula will be developed and delivered by CTE and WE departments and between community college districts to address specific skilled- workforce needs identified by local industry professionals.

10. All training counts MS Workforce Advantage provides the opportunity to earn college credit for CTE coursework delivered across all institutions and systems. A series of technical certificates will “stack” on top of one another, building to a 2-year degree.

11. Build career pathways MS Workforce Advantage will provide adults with an education road map to higher paid and higher skilled occupations.

12. Contextualized, integrated academics MS Workforce Advantage will integrate basic academic-skills instruction into the curricula to academically prepare adults to succeed in higher education while learning workplace skills.

13. Competency-based education MS Workforce Advantage will require a mastery of technical competencies, and clock-hour requirements will be eliminated upon the completion of CBE-approved industry certifications.

14. Industry recognized MS Workforce Advantage provides opportunities for adults to obtain core competencies needed by employers for in-demand, skilled jobs by aligning curricula to portable, national credentials.

Target Audience

 Participants who have attended the noncredit training and want to matriculate into a credit-bearing program without being required to repeat training  Participants who have gained valuable work experience and want to obtain college credit for the skills they have mastered  Participants who are underemployed and desire complete modules to gain college credit for a pay increase  Participants who currently have a national certification and want to gain credit for mastering technical skills in credit-bearing programs  Participants who are current CTE students

Curriculum

Postsecondary CTE and WE development guidelines were approved by the Chief Career– Technical Officers and Deans Association (CCTODA). All CTE courses aligned to industry certification standards will be developed in modules and be aligned to national certification. Local colleges are encouraged to articulate up to 15 scheduled semester hours; however, this is a local-college decision.

Participant Eligibility

In order for CBE participants to gain college credit, they must meet college-admission standards for the career or technical program in which they are entering.

Procedures for Gaining CBE Credit

Participants who complete the national credential must: 4. Provide documented proof that they possess the valid and current aligned national certification or credential 5. Meet all of the college and program entrance requirements 6. Enroll in the articulated program at the college and request the articulated credit Participants who complete the MS CBE must: 3. Complete the related MS CBE Workforce Education module and CBE exam or complete the CBE exam. Participants will be able to take the exam without completing the module only one time. If unsuccessful, they will have to complete the module and then retake the CBE exam. Participants must demonstrate at least 80% competency to pass each module. 4. Upon the successful completion of the articulated course’s related modules, participants may receive CBE credit upon enrolling in a college and meeting all of the college and program entrance requirements.

Transcripting CBE Credit

Each participant will enroll in the modules using the designated online-event- management system provided by the MCCB. CBE credit will be transcripted immediately to the online event-management system upon the successful completion of all modules aligned to course requirements.

The participant will present the online-event-management-system transcript to the college so that the credit can be transcripted when he or she enrolls in the college-credit program. Each student is responsible for presenting his or her verification of national certification or licensure or the MS CBE assessment.

Time Limit for CBE Credit

If a student is articulating credit by examination via the national certification or license, the student must possess a current, valid national license at the point of articulation. If a student chooses to articulate credit via the MS CBE assessment, the student’s scores will be accepted to demonstrate competencies for up to 18 months on the statewide CBE assessment.

Cost

 Amount of credit awarded is a local college decision based upon program requirements.  If any fees related to CBE incur, the cost of college credit is a local-college decision.  Participants who choose to complete the industry certification will incur the cost of the certification. Participants who choose to complete the state-level CBE exam will not incur cost for the exam.

Impact on Local CBE Agreements

Statewide CBE credits are supplemental to any local CBE agreements established between a college’s CTE and WE entities. Statewide CBE agreements provide additional avenues for students to obtain articulated credit. Existing local CBE agreements may be utilized in lieu of any state CBE agreement.

Sample Statewide CBE Articulation Table

CBE agreements are subject to change as postsecondary curricula revisions occur. All articulations listed in this document are effective as of October 1, 2011, unless otherwise noted.

Program Name: Welding Program CIP Code: 12.123456 Industry Partner(s): NCCER Web site: AWS Web site: CTE Course NCCER Standards American Welding Society Standards MS CBE WLV 1116 (This is just an example, the actual cost of certifications depends upon the module) Module 1: name ($20.00) AWS Module 1: name ($20.00) CBE Module 1: name Module 2: name ($20.00) AWS Module 2: name ($20.00) CBE Module 2: name Module 3: name ($20.00) CBE Module 3: name

Appendix F

MONITORING INSTRUMENT

TABLE OF CONTENTS

Overview .....................................................................................................................33 Workforce Project Monitoring Instrument .........................................................35 Workforce Project Monitoring Worksheet .........................................................36

WORKFORCE PROJECT MONITORING

The Mississippi Community College Board’ monitoring team has organized a schedule for monitoring Workforce Development Projects for each fiscal year. The team will randomly select projects to review.

The monitoring team has the discretion and authority to review all reimbursements associated with any project when financial discrepancies are uncovered in an individual reimbursement. If the monitor observes a pattern of financial discrepancies by a project manager in more than one reimbursement, the monitor at his/her discretion has the option to review all reimbursements in all projects written by the project manager in question.

The monitor at his/her discretion reserve the right to conduct a 100% monitoring review of all projects by all fifteen community colleges at least once every five years. This means three colleges will be monitored 100% in a rotating five year cycle annually. The monitoring process includes reviewing the following:

16. Commodities invoice matching reimbursement requests. 17. Documentation of how expendable commodities are tracked. 18. Equipment invoices matching reimbursement requests. 19. Contractual service agreements with instructors. 20. Evaluations of training by students/trainees. 21. Class sign-in sheets. 22. Demographic information on trainees. 23. Class attendance sheets (dated and signed by instructor). 24. Written documentation monitoring the project (including the instructor’s evaluation by local workforce staff and supporting quality assurance documentation). This documentation must be on all instructors that are employed by the college and 10% of the instructors hired by the industry. This documentation must be signed and dated by staff. 25. Request for reimbursement matching the instructor’s training hours, rate of pay per hour and fringe benefits (including preparation time and assessment hours). 26. Copy of the project plus modifications and reimbursement documents. 27. A copy of the Memorandum of Agreement between the business/industry and the community college. 28. Site visit of a local industry in the community college district for customer satisfaction feedback (optional to monitor). 29. Documentation of travel expenditures. 30. Documentation of instructional quality.

WORKFORCE PROJECT MONITORING INSTRUMENT

Community or Junior College

Workforce Center Director Date

Number & Types of Projects Reviewed: Workforce Basic Skills

Advanced SNAP/TANF Short-Term Adult

CRC Challenge Accountability

Planning Section

1. Have the workforce development center and local district council developed a strategic plan and is it on file with the MCCB? Yes No A. Is the workforce center using the strategic plan to offer training? Yes No B. Does the plan address short and long term goals and objectives in line with the stated mission and vision statements? Yes No C. Are copies of the plan available for review? Yes No

2. Was the original copy of projects, modifications, and reimbursements on file? Yes No

Project Review Section

Organization Project Number 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. Was a copy of the Memorandum of Agreement (MOA) between the business/industry and the community college kept on file and available for review? Yes No

2. Are attendance sheets available for review on all projects? Yes No A. Does project data provide demographic information? Yes No B. Did the staff document monitoring of the instructor? Yes No If so, how often?

3. Who employed the instructor? College Industry A. Did the requests for reimbursement match the instructor training hours and pay receipts? Yes No B. Were fringe benefits properly applied? Yes No

4. Did the project require purchase or lease of equipment or commodities? Yes No A. How are expendable commodities tracked?

B. Were invoices available for review on equipment purchases? Yes No C. Did the invoice match the requests for reimbursement? Yes No

5. Does the college have a project tracking system that meets the demands of both the workforce center and the business office? Yes No (If no, this requires explanation.)

6. Did MCCB monitors visit local industry to determine training result? Yes No If yes, which company and what were the findings?

Needs

A. Do you have any special workforce needs that require assistance from the MCCB?

B. What tools/training resources can the MCCB provide to help you better serve the various businesses, industries, and individuals in your district?

Outcomes

A. Identify and share one success of a best practice you have experienced that made an impact with your customers.

B. How often are you following up with customers to determine their level of satisfaction?

C. What are some of the barriers that inhibit the delivery of services to customers?

WORKFORCE PROJECT MONITORING WORKSHEET

School: Date:

Industry Name: Project #:

1. Copy of the project, plus modifications and reimbursements (Choose One) YES / NO / NOT REQUESTED

2. Commodities (invoices) matching reimbursement requests YES / NO / NOT REQUESTED

3. Documentation of how expendable commodities are tracked YES / NO / NOT REQUESTED

4. Equipment (invoices) matching reimbursement requests YES / NO / NOT REQUESTED

5. Contractual Services and agreement with instructors YES / NO / NOT REQUESTED

6. Evaluation of training by students/trainees YES / NO / NOT REQUESTED

7. Sign-in sheets YES / NO / NOT REQUESTED

8. Demographic information on trainees YES / NO / NOT REQUESTED

9. Class attendance sheets (dated and signed by instructor) YES / NO / NOT REQUESTED

10. Written documentation monitoring the project YES / NO / NOT REQUESTED (including the instructor’s evaluation)

11. Request for reimbursement matching the instructor’s training hours, rate or YES / NO / NOT REQUESTED pay per hour & fringe benefits (including preparation time & assessment hours)

12. Copy of Memorandum of Agreement available for review YES / NO / NOT REQUESTED

13. Site visit of a local industry in the community college district for customer YES / NO / NOT REQUESTED satisfaction feedback (optional)

14. Documentation of travel expenditures YES / NO / NOT REQUESTED

Part 7 Regulations for State Oversight of Proprietary Institutions Operating or Recruiting in Mississippi

9 Miss. Admin. Code Pt. 7 Regulations for State Oversight of Proprietary Institutions Operating or Recruiting in Mississippi

MISSISSIPPI

Commission on Proprietary School & College Registration

REGULATIONS

for State Oversight of Proprietary Institutions Operating or Recruiting in Mississippi

Revised July 2025

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REGULATIONS FOR THE REGISTRATION OF MISSISSIPPI PROPRIETARY SCHOOLS AND COLLEGES

Adopted December 1992 First Revision August 2003 Second Revision June 2011 Third Revision July 2011 Fourth Revision July 2013 Fifth Revision August 2016 Sixth Revision August 2017 Seventh Revision March 2018 Eighth Revision August 2019 Ninth Revision December 2020 Tenth Revision November 2021 Eleventh Revision February 2023 Twelfth Revision September 2024 Thirteenth Revision July 2025

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TABLE OF CONTENTS

SECTION 1 - MISSISSIPPI COMMISSION ON PROPRIETARY SCHOOL & COLLEGE REGISTRATION: PURPOSE, ORGANIZATION AND POWERS ..................................................... 6 1.1 COMMISSION PURPOSE ...................................................................................................... 6 1.2 COMMISSION MEMBERSHIP .............................................................................................. 6 1.3 COMMISSION STAFF ........................................................................................................... 6 1.4 POWERS AND DUTIES OF THE COMMISSION ................................................................. 6 SECTION 2 - POLICIES GOVERNING ACTIVITY OF THE MISSISSIPPI COMMISSION ON PROPRIETARY SCHOOL AND COLLEGE REGISTRATION .......................................................... 9 2.1 COMMISSION MEETING SCHEDULE ................................................................................. 9 2.1.1 Actions of the Commission ...................................................................................................... 9 2.1.2 Location of Meetings ............................................................................................................... 9 2.1.3 Regular Scheduled Meetings .................................................................................................... 9 2.1.4 Called Meetings ....................................................................................................................... 9 2.2 COMMISSION MEETING AGENDA ..................................................................................... 9 2.3 NOTICES TO COMMISSION MEMBERS ........................................................................... 11 2.4 MEMBER VOTING .............................................................................................................. 11 2.5 MINUTES OF COMMISSION MEETINGS .......................................................................... 11 2.6 COMMISSION OFFICERS AND THEIR SELECTION ........................................................ 11 2.7 COMMISSION ADMINISTRATIVE PROCEDURES .......................................................... 12 2.8 COMPENSATION FOR AND REIMBURSEMENT OF COMMISSION MEMBERS .......... 12 2.9 DISTRIBUTION OF REGULATIONS .................................................................................. 12 2.10 PUBLIC ACCESS TO COMMISSION RECORDS ............................................................... 13 2.11 LISTING OF REGISTERED INSTITUTIONS ...................................................................... 13 2.12 REPLACEMENT CERTIFICATES OF REGISTRATION AND AGENT PERMITS ............ 13 2.13 DISCLOSURE OF INFORMATION ..................................................................................... 14 2.14 COMMISSION MEMBER PARTICIPATION....................................................................... 14 2.15 APPLICATION REVIEW ..................................................................................................... 14 2.16 ON-LINE/OUT-OF-STATE DISTANCE EDUCATION REQUIREMENTS (34 CFR 600.9) 15 2.17 INSTATE ON-LINE/DISTANCE EDUCATION REQUIREMENTS .................................... 16 SECTION 3 - REGULATONS AND PROCEDURES FOR REGISTRATION OF PROPRIETARY SCHOOLS AND COLLEGES ........................................................................................................... 17 3.1 INTRODUCTION ................................................................................................................. 17 3.2 PROCEDURE FOR OBTAINING APPLICATIONS ............................................................. 17 3.3 ISSUANCE OF CERTIFICATES OF REGISTRATION ........................................................ 17

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3.4 ISSUANCE OF AGENT PERMITS ....................................................................................... 18 3.5 EXEMPTIONS TO REQUIREMENTS FOR A CERTIFICATE OF REGISTRATION .......... 18 3.6 ADDITIONAL LOCATIONS COVERED UNDER A CERTIFICATE OF REGISTRATION: ANNEXES ........................................................................................................................................ 20 3.7 MANDATORY REFUND POLICY ...................................................................................... 22 3.7.1 Refunds for Classes Cancelled by the Institution .................................................................... 23 3.7.2 Refunds for Students Who Withdraw on or Before First Day of Class..................................... 23 3.7.3 Refunds for Students Who Enrolled Prior to Institution Visit .................................................. 23 3.7.4 Refunds for Students Who Withdraw After Instruction Begins ............................................... 23 3.8 DISCLOSURE OF INFORMATION TO STUDENTS ........................................................... 24 3.9 ADMISSIONS & RECRUITMENT ....................................................................................... 25 3.9.1 Admissions ............................................................................................................................ 25 3.9.2 Recruitment ........................................................................................................................... 25 3.10 ADVERTISEMENT .............................................................................................................. 27 3.11 RECORDS ............................................................................................................................. 27 3.12 CERTIFICATES OR DIPLOMAS ......................................................................................... 29 3.13 INSTRUCTIONAL RESOURCES AND MATERIALS ......................................................... 29 3.14 EDUCATIONAL FACILITIES .............................................................................................. 29 3.15 CLASSROOM FACILITIES .................................................................................................. 30 3.15.1 Academic Classes .................................................................................................................. 30 3.15.1.1 Classroom size ..................................................................................................................... 30 3.13.1.2 Classroom Equipment ........................................................................................................... 30 3.15.2 Technical and Apprenticeship Trades ..................................................................................... 30 3.15.2.1 Classroom Size ..................................................................................................................... 30 3.15.2.2 Classroom Equipment ........................................................................................................... 30 3.15.2.3 Workshop/Laboratory Size ................................................................................................... 31 3.15.2.4 Workshop/Laboratory Equipment ......................................................................................... 31 3.16 TEACHER QUALIFICATIONS ............................................................................................ 31 3.16.1 Academic Classes .................................................................................................................. 31 3.16.2 Technical Classes ................................................................................................................... 31 3.16.3 Apprenticeship Trade Classes ................................................................................................. 32 3.16.4 Practical Nursing Classes ....................................................................................................... 32 3.16.5 Commerical Truck Driving Skills/Behind the Wheel Instructors ............................................. 32 3.16.6 Approval of Substitute Instructors & Teaching Assistants ....................................................... 33 3.17 STUDENT TO INSTRUCTOR RATIO ................................................................................. 33 3.17.1 Academic Classes .................................................................................................................. 33 3.17.2 Technical and Apprenticeship Trades ..................................................................................... 33

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3.18 EDUCATIONAL STANDARDS ........................................................................................... 34 3.19 COMPLAINTS AGAINST A LICENSED AGENT ............................................................... 36 3.20 COMPLAINTS AGAINST A REGISTERED INSTITUTION ............................................... 37 3.21 HEARING PROCEDURE ..................................................................................................... 39 3.22 DECISION AFTER A HEARING.......................................................................................... 40 3.23 CIVIL PENALTIES AND ADMINISTRATIVE SANCTIONS .............................................. 40 3.24 EMPLOYMENT OF AGENTS BASED ON COMMISSION ................................................. 42 3.25 CHANGES DURING THE TWO-YEAR LICENSURE PERIOD .......................................... 42 3.26 EVALUATION OF AN INSTITUTION ................................................................................ 43 3.27 CLOSING OF A REGISTERED INSTITUTION ................................................................... 43 3.28 CURRENT LISTING OF REGISTERED INSTITUTIONS ................................................... 44 3.29 REQUIREMENTS FOR SUBMITTING APPLICATIONS .................................................... 45 3.29.1 Initial Certificate of Registration ............................................................................................ 45 3.29.2 Renewal of a Certificate of Registration ................................................................................. 45 3.29.3 New Programs of Study or Changes to Existing Programs ...................................................... 46 3.29.4 Instructor Data Information .................................................................................................... 46 3.29.5 Institution Director Data Information...................................................................................... 46 3.29.6 Initial Agent Permits .............................................................................................................. 47 3.29.7 Agent Permit Renewals .......................................................................................................... 47 3.30 Annual Student Enrollment and Outcome Reporting ............................................................... 47

SECTION 4 – GLOSSARY ............................................................................................................... 49 APPENDIX A .................................................................................................................................... 54

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SECTION 1 - MISSISSIPPI COMMISSION ON PROPRIETARY SCHOOL & COLLEGE REGISTRATION: PURPOSE, ORGANIZATION AND POWERS

1.1 COMMISSION PURPOSE The Commission on Proprietary School and College Registration is responsible for the administration of the Mississippi Proprietary School and College Registration Law, Title 75, Chapter 60, Mississippi Code of 1972, as amended. The purpose of the Commission is to establish and implement the process for obtaining and maintaining certificates of registration and agent permits for schools offering vocational training for a fee. This administration is enacted via licensure. 1.2 COMMISSION MEMBERSHIP The Commission on Proprietary School and College Registration is composed of five (5) members appointed by the Mississippi Community College Board. One (1) member is appointed from each of the five (5) Mississippi Congressional districts as existed at the establishment of the commission. All commission members have held teaching, managerial, or similar positions with the public, private, trade, technical, or other institutions. Additionally, one (1) member shall be actively engaged in some capacity or retired from a privately owned trade, technical, or other institution. Initial terms of service on the commission are for three (3) to five (5) years as provided by the enabling legislation; subsequent terms are for five (5) years. 1.3 COMMISSION STAFF The Mississippi Community College Board appoints such staff as is required for the performance of the commission's duties and provides necessary facilities for the commission’s operation. The administrator for the commission is the Director for Proprietary School and College Registration (henceforth “the Director.”) The Director is located at: Mississippi Community College Board Commission on Proprietary School and College Registration 3825 Ridgewood Road, Sixth Floor Jackson, MS 39211 Telephone: (601) 432-6518 1.4 POWERS AND DUTIES OF THE COMMISSION A. To adopt rules and regulations for implementing institution and agent registration processes [Mississippi Code 1972, as amended§75-60-4(3).] B. To develop application forms for collecting data pertinent to the institution and agent registration processes [Mississippi Code 1972, as amended §75-60-4(3).]

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C. To interpret which courses and institutions are exempt from registering with the commission [Mississippi Code 1972, as amended §75-60-5.] D. To issue certificates of registration for qualifying institutions [Mississippi Code 1972, as amended §75-60-11.] E. To assign registration numbers to registered institutions [Mississippi Code, 1972 as amended [Mississippi Code 1972, as amended §75-60-11.] F. To suspend, revoke or cancel certificates of registration for cause in accordance with Mississippi Code 1972, as amended §75-60-19. G. To prescribe the conditions of the surety bond requirement for registered institutions in accordance with Mississippi Code 1972, as amended §75-60-17. H. To petition for injunctive relief in instances of advertising or other activity by unapproved institutions [Mississippi Code 1972, as amended §75-60-21.] I. To issue Agent Permits to qualifying applicants [Mississippi Code 1972, as amended §75-60-23] J. To assign Agent Permit numbers to registered agents [Mississippi Code 1972, as amended §75-60-25.] K. To suspend, revoke or cancel agent permits for cause in accordance with Mississippi Code 1972, as amended §75-60-33. L. To prescribe the conditions of the surety bond requirement for agents in accordance with Mississippi Code 1972, as amended §75-60-29. M. To approve all new programs of study and individual courses offered by registered institutions [Mississippi Code 1972, as amended §75-60-15(4).] N. To investigate complaints made against registered institutions in accordance with Mississippi Code 1972, as amended §75-60-19. O. To investigate complaints made against registered agents in accordance with Mississippi Code 1972, as amended §75-60-33. P. To maintain a written record of all complaints. Q. When necessary, to conduct hearings to determine if violations of Mississippi Code 1972, as amended, §75-60-19, have been committed by registered institutions or agents. R. To appoint a duly authorized officer to preside over all hearings involving registration controversies [Mississippi Code, 1972 as amended §75-60-4(2).] S. To act through a hearing officer to issue subpoenas in accordance with Mississippi Code 1972, as amended §75-60-19(4).

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T. To impose civil penalties and administrative sanctions in accordance with Mississippi Code 1972, as amended §75-60-19(6), for any violations prescribed in §75-60-19. U. To collect approved fees necessary for the administration of the commission [Mississippi Code 1972, as amended §75-60-4(3).]

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SECTION 2 - POLICIES GOVERNING ACTIVITY OF THE MISSISSIPPI COMMISSION ON PROPRIETARY SCHOOL AND COLLEGE REGISTRATION

2.1 COMMISSION MEETING SCHEDULE 2.1.1 Actions of the Commission The commission may take action only when in official session and as reflected in the commission's official meeting minutes. Opinions and personal comments of individual commission members are non-binding and do not constitute an official position of the commission. 2.1.2 Location of Meetings Regularly scheduled meetings and called meetings of the commission shall take place in Room 507, 3825 Ridgewood Road, Jackson, MS 39211. 2.1.3 Regular Scheduled Meetings The commission shall meet bimonthly on the third Thursday at 1:00 p.m. 2.1.4 Called Meetings The commission shall meet for called meetings when necessary. Meeting times and locations may be changed by official action of the commission and after appropriate notification of such changes to members, the media, and registered institutions.

2.2 COMMISSION MEETING AGENDA A. The commission Chair and Director shall confer and prepare the agenda for commission meetings. B. Any commission member may place items on the agenda. C. All requests for items to be placed on the agenda must be received by the Director at least twelve (12) calendar days prior to the scheduled bimonthly meeting. D. The commission will only consider matters not on the agenda when a majority of the commission is present, and voting concurs that an additional item be included. E. The standard format for the agenda will be as follows:

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REGULAR SCHEDULED MEETING COMMISSION ON PROPRIETARY SCHOOL AND COLLEGE REGISTRATION (INSERT DATE) 1:00 P.M. Jackson, Mississippi

AGENDA I. CALL TO ORDER II. PRELIMINARIES A. Invocation B. Acknowledgments and Introductions C. Adjustments/Approval to the Agenda D. Approval of Previous Minutes III. DIRECTOR'S REPORT IV. PUBLIC PARTICIPATION V. REPORTS A. Current Listing of Registered Institutions B. Financial Report VI. DOCKET ACTION A. Institutional Registrations i. Initial applications for registration ii. Registration renewals B. Agent Registrations i. Initial applications for agent permits ii. Agent permit renewals C. Programs i. Requests for approval of new programs of study or courses ii. Requests for changes to existing programs of study or courses D. Exemptions E. Instructor Approvals F. Other VII. COMPLAINTS VIII. ADJOURNMENT

The next scheduled meeting of the commission is at 1:00 p.m. on Thursday (INSERT DATE), in conference room 507 of the Paul B. Johnson, Jr. building located at 3825 Ridgewood Road, Jackson, Mississippi 39211.

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2.3 NOTICES TO COMMISSION MEMBERS A. All notices to commission members shall be mailed postage prepaid or emailed to the official mailing address as recorded at the office of the Mississippi Community College Board. B. Each commission member shall submit in writing to the Director any change in official mailing address. 2.4 MEMBER VOTING A. A quorum of at least three (3) commission members must be present for the commission to conduct its business. B. A commission member present may vote for or against any motion, or the member may abstain. Voting by proxy is not permitted. C. Minutes of commission meetings shall reflect the vote of each member on each matter. A unanimous vote may be reflected. D. Any commission member who may obtain pecuniary benefit from action on any application, either for himself/herself, a relative, or for any business for which he/she is associated, must recuse himself/herself from consideration of the said application. 2.5 MINUTES OF COMMISSION MEETINGS A. Minutes of all commission meetings shall be the responsibility of the Director. B. The Director may secure such assistance as is necessary for the preparation of the minutes or may designate staff to prepare the minutes. C. In instances when the commission excuses the Director (or designee) from the meeting, the commission Chair shall appoint a member to record the minutes. D. Proposed meeting minutes shall become the official minutes upon approval by the commission. E. Approved minutes will be on file in the office of the Director. 2.6 COMMISSION OFFICERS AND THEIR SELECTION A. There shall be the following officer for the commission: Chair. B. The Chair shall be elected annually at the June meeting, for a term of one year, with terms to commence on July 1 st of each year. The Chair position may not be filled by the commission member who is actively engaged in some capacity with a privately owned trade, technical, or other institution.

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2.7 COMMISSION ADMINISTRATIVE PROCEDURES A. When the commission adopts, amends, or repeals any of its policies or procedures, the Director shall file with the Secretary of State notice of such intended action and provide notice as required. B. Notice of such action shall be filed at least thirty (30) days prior to the adoption of the rule, amendment, or repeal except when imminent peril to the public health, safety, or welfare requires adoption of a rule upon fewer than thirty (30) day notice. Thereafter, when the commission adopts a rule, amendment, or repeal, the Director shall file with the Secretary of State a certified copy of the rule, amendment, or repeal. The action shall become final thirty (30) days after the filing of the certified copy with the Secretary of State. 2.8 COMPENSATION FOR AND REIMBURSEMENT OF COMMISSION MEMBERS A. Commission members shall receive no annual salary but may receive per diem compensation as authorized by Section 25-3-69, Mississippi code of 1972, as amended, for each day or fraction thereof devoted to the discharge of commission duties or official commission meetings. B. Commission members shall be entitled to reimbursement for expenses such as meals, lodging, and other necessary expenses incurred in the discharge of their duties, including the current state rate per mile actually and necessarily traveled as authorized by Section 25-3-41, Mississippi Code of 1972, as amended. C. The discharge of official commission duties shall consist of attending regular and called meetings of the commission and attending official meetings at which the attendance of the commission member(s) is required as an official assignment by the Mississippi Community College Board. 2.9 DISTRIBUTION OF REGULATIONS Hard copies of the regulations for the commission are available to the public for a nominal fee. Copies are available from: Mississippi Community College Board Commission on Proprietary School and College Registration 3825 Ridgewood Road, Sixth Floor Jackson, MS 39211 Telephone: (601) 432-6518 Electronic copies of the regulations are available for download free of charge from the Mississippi Community College Board website at www.mccb.edu.

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2.10 PUBLIC ACCESS TO COMMISSION RECORDS A. Except where prohibited by law, any person shall have the right to inspect or obtain reproductions of any public record of the commission. B. The right to inspect public records shall be invoked by a written request. Written notification of the time, place, and method of access shall be provided in accordance with section 25-61-5 of the Mississippi code. C. The right to obtain a reproduction of a public record shall be acquired by written request. The request must specify which record(s) are to be reproduced and whether the reproductions are to be mailed or received in person. Copies of public records will be available for a nominal fee. D. Denial of a request for access to, or copies of, public records of the commission will be in writing and will contain a statement of the specific reasons for the denial. E. The provisions of section 2.10 do not apply to government officials, state legislators, or state agencies. 2.11 LISTING OF REGISTERED INSTITUTIONS The commission will maintain a list of institutions holding a valid certificate of registration. The list will be available for download from www.mccb.edu. Hard copies of this list will be available to the public for a nominal fee. Copies are available from: Mississippi Community College Board Commission on Proprietary School and College Registration 3825 Ridgewood Road, Sixth Floor Jackson, Mississippi 39211 The provisions of section 2.11 do not apply to government officials, state legislators, or state agencies. 2.12 REPLACEMENT CERTIFICATES OF REGISTRATION AND AGENT PERMITS If for any reason, a Certificate of Registration or Agent Permit must be replaced, the institution owner or agent must submit an appropriate affidavit form (Certificate of Registration Affidavit Form or Agent’s Permit Affidavit Form) and replacement fee to the Commission on Proprietary School and College Registration. The fee for a duplicate Certificate of Registration or a duplicate Agent Permit is stipulated in the current Schedule of Fees (Appendix A).

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2.13 DISCLOSURE OF INFORMATION Any commission member either who may obtain pecuniary benefit from action on any application for himself/herself, a relative, or for any business for which he/she is associated shall inform the Director in writing of his/her affiliation with the applicant or application. The Director shall provide the commission a docket of all applications to be considered for action by the commission, along with the meeting notices. 2.14 COMMISSION MEMBER PARTICIPATION Upon request of the commission and to the extent permitted by law, commission members shall be allowed to present information to the commission as a representative of an institution for which a pecuniary benefit is associated. However, the commission member shall recuse himself/herself from commission deliberations regarding such application. 2.15 APPLICATION REVIEW A. The commission will only consider complete applications. Applicants who submit incomplete applications will be notified and allowed fourteen (14) calendar days to submit the required information. If this information is not received within the fourteen (14) days, denial or postponement of the application will be recommended to the commission at the next commission meeting. B. The information provided in all sections of any application must be deemed sufficient and appropriate prior to application approval. If any section of any application is deemed insufficient or inappropriate, the applicant will be notified of the deficiency, and the commission may request additional information from the said applicant. Applications will be reviewed based on statutory and regulatory requirements. After the review of an application, the commission will be informed of any significant findings. C. Applications for Certificates of Registration must contain sufficient financial information to allow determination of financial stability. a. Financial resources and practices must be such that: i. There is a reasonable expectation of sound financial practices. ii. There is evidence presented to suggest that the potential exists for the business to be successful. iii. There is reasonable expectation that the business will continue to exist. iv. There is evidence that sufficient planning has been conducted to provide for the necessary financial obligations required to assume the essential costs associated with operating the business.

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2. The following indicators of financial stability will also be examined:
3. The Current Ratio

ii. Past due liabilities

iii. Working capital

iv. Stockholder equity or net worth

D. The institution will adhere to generally accepted accounting principles (GAAP) in the

maintenance of its financial records and provides an income/expense statement and a

balance sheet annually using the financial form provided by CPSCR.

a. Institutions reporting gross tuition between $500,000 and $1,000,000 are required

to submit a Certified Public Accountant (CPA) financial review of the most

recently completed fiscal year.

b. Institutions reporting gross tuition over $1,000,000 are required to submit a CPA-

prepared independent financial audit of the most recently completed fiscal year.

i. All accredited Title IV institutions must submit CPA-prepared

independent financial audits for the previous two-years of operation.

E. A non-accredited institution seeking initial authorization:

a. Must have unrestricted cash on hand in the amount of 120 days projected

expenses available and:

b. Provide a projected income/expense statement and a balance sheet for two 12-

month fiscal years using the financial form provided by CPSCR.

F. Instructional resources must be adequate and available for individual student use.

G. Any registered institution wishing to offer occupational associate degree programs

must provide proof of current unencumbered accreditation by an accrediting agency

recognized/authorized by the United States Department of Education.

H. Initial and Renewal Applications include the submission of up to five new programs.

Institutions adding additional programs will have to add the applicable fees according

to the published Schedule of Fees (Appendix A).

2.16 ON-LINE/OUT-OF-STATE DISTANCE EDUCATION REQUIREMENTS (34

CFR 600.9)

In compliance with 34 CFR 600.9(c), any institution not based in the State of Mississippi,

whether or not it offers instruction to residents of Mississippi only over the Internet, is

determined to need a Certificate of Registration issued by the commission to offer postsecondary

instruction in the State if they engage in at least one of the following activities:

A. The institution maintains a telephone number with a Mississippi area code;

B. The institution maintains a postal address with a Mississippi zip code;

C. The institution directly markets and/or recruits Mississippi students via any

means of media, including job fairs;

D. The institution maintains an Internet URL which originates in Mississippi or

utilizes an ISP which is based in Mississippi; or

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E. The institution provides payment reportable for income tax purposed via either a W-2 or Form 1099 to any individual resident of the State for any purpose associated with the institution’s Mississippi students.

2.17 INSTATE ON-LINE/DISTANCE EDUCATION REQUIREMENTS

The Commission on Proprietary Schools and College registration adopts the definition of

distance education and correspondence education by the United States Department of Education

(USDE) as authorized by the Higher Education Act of 2008.

1. Definitions
2. Distance education is education that uses one or more of the following technologies

in providing educational content to students:

i. The Internet; or

ii. One-way/two/way transmissions through open broadcast, cable microwave,

broadband lines, fiber optics, satellite or wireless communication devices,

audio conferencing; or

iii. Video cassettes, DVDs, CD-ROMs, or other media used in conjunction with

any of the above technologies.

b. Correspondence education is:

i. Education provided through the mail or electronic transmission where

interaction is limited between the student and instructor.

ii. Correspondence courses are typically self-paced.

Institutions based in the State of Mississippi that offer instruction over the internet, either

synchronous or asynchronous, is determined to need a Certificate of Registration issued by the

Commission to offer postsecondary instruction in the State if they engage in at least one of the

following activities:

a. The institution uses a Learning Management System to deliver educational content and

grades, or

b. The institution offers a minimum of 80% of its educational content online via the

internet.

B. Student Verification

Institutions offering distance education shall have a process in place that establishes that the

student who registers in a distance education program/course is the same student participating in,

completing the course/program, and receiving academic credit. The school meets the

requirement if:

a. Student uses a secure login and passcode; or

b. School schedules proctored exams; or

c. School uses new technologies and practices that verify the student’s identity during

testing.

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SECTION 3 - REGULATIONS AND PROCEDURES FOR REGISTRATION OF PROPRIETARY SCHOOLS AND COLLEGES

3.1 INTRODUCTION In 1992, Mississippi Senate Bill 2636 transferred the administration of Proprietary School and College Registration from the State Department of Education to the Commission on Proprietary School and College Registration under the Mississippi Community College Board. The Commission on Proprietary School and College Registration established these regulations to implement Title 75, Chapter 60 of the Mississippi Code of 1972, as amended. The purpose of the Mississippi Proprietary School and College Registration Law and associated regulations is to allow proprietary institutions that have adequate facilities, resources, and faculty, the opportunity to obtain a Certificate of Registration. The law and regulations are further designed to ensure that students are provided learning experiences that are conducive to the achievement of the objectives of the programs being provided to them in exchange for their enrollment fees. 3.2 PROCEDURE FOR OBTAINING APPLICATIONS Registration information may be obtained by sending a written request, along with a check or money order for the amount specified in the current Schedule of Fees, made out to “Commission on Proprietary School and College Registration” to: Commission on Proprietary School and College Registration 3825 Ridgewood Road, Sixth Floor Jackson, Mississippi 39211 On receipt of the written request and application fee, information for registration will be sent to the applicant. 3.3 ISSUANCE OF CERTIFICATES OF REGISTRATION A. A Certificate of Registration shall be granted or denied within sixty (60) days after receipt of the completed application by the Commission on Proprietary School and College Registration. If a Certificate of Registration cannot be issued within the 60-day period and the institution has submitted all the required information, the commission may issue a Temporary Certificate of Registration. This temporary certificate will be valid until the commission makes its determination. B. A Certificate of Registration is valid only for the institution and courses for which it is issued. A Certificate of Registration does not include additional institutions or additional locations of the same institution unless the commission

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has approved annex or franchise locations on the initial or the renewal certificate of registration. C. The commission may deny, suspend, revoke, or cancel a Certificate of Registration for any one cause, or a combination of the causes, specified in Section 75-60-19, Mississippi Code of 1972, as amended. In the event that the commission has cause to deny, suspend, revoke, or cancel a Certificate of Registration, the procedure outlined in Section 75-60-19 will be followed. 3.4 ISSUANCE OF AGENT PERMITS A. Prior to any individual selling a course of instruction on behalf of an institution or soliciting students to enroll in the course of instruction at a registered institution, such individual must secure an Agent Permit Application from the commission. B. Complete applications for an Agent Permit will be approved or denied within sixty (60) days of receipt by the commission. C. A certificate will be issued upon approval of an Agent Permit. This certificate will state the agent's name, permit number, and the name and campus location of the employing institution and will certify that the person whose name appears on the certificate is an authorized agent of the institution. D. If an agent represents more than one school or campus, they must obtain a separate permit for each represented. E. Agent Permits are valid for one (1) year from the date of issue. 3.5 EXEMPTIONS TO REQUIREMENTS FOR A CERTIFICATE OF REGISTRATION A. Section 75-60-5, Mississippi Code of 1972, as amended, provides for some exemptions from registration with the commission. Accordingly, the following categories of courses, schools, and colleges are not required to register with the Commission on Proprietary School and College Registration: a. Tuition-free courses or schools conducted by employers exclusively for their own employees; b. Institutions under the jurisdiction of the Board of Trustees of State Institutions of Higher Learning or the Mississippi Community College Board; c. Institutions or courses of instruction under the jurisdiction of the Mississippi Board of Cosmetology and Barbering, Mississippi State Board of Massage Therapy, or the Mississippi Board of Nursing;

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d. Courses of instruction required by law to be approved or licensed, or given by institutions approved or licensed, by a state board or agency other than the Commission on Proprietary School and College Registration; however, an institution so approved or licensed may apply to the Commission on Proprietary School and College Registration for a Certificate of Registration to be issued in accordance with the provisions of this chapter; e. Correspondence education courses; f. Nonprofit private institutions offering academic credits at primary or secondary levels or conducting classes for exceptional education as defined by regulations of the State Department of Education; g. Nonprofit private colleges and universities or any private institution offering academic credits at primary, secondary, or postsecondary levels; h. Courses of instruction conducted by a public school district or a combination of public school districts; i. Courses of instruction conducted outside the United States; j. Any institution that offers only instruction in subjects that the Commission on Proprietary School and College Registration determines are primarily for nonvocational, personal improvement or cultural purpose and that does not represent to the public that its course of study or instruction will or may produce income for those who take that course of study or instruction; k. Courses conducted primarily on an individual tutorial basis, where not more than one (1) student is involved at any one (1) time, except in those instances where the Commission on Proprietary School and College Registration determines that the course is for the purpose of preparing for a vocational objective; l. Kindergartens or similar programs for preschool-age children. B. To request a determination of exemption, institutions shall submit an electronic Exemption Application along with a descriptive narrative explaining how the institution or program qualifies for an exemption. a. The application shall require a citation to the exemption provision relied on in the Act and these rules and documentation supporting the requested exemption: i. Examples include, but not limited to, copies of all institutional materials; brochures; advertising; state charter or business license; or organizational ties and/or contracts with other educational providers.

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b. The institutions shall inform the Commission immediately of any proposed changes within the institution or institutional offerings that may affect the exemption. c. The Commission may suspend, revoke or withdraw the exemption for an institution that fails to maintain the conditions under which the exemption was approved, engages in false advertising, or allows misleading representations to be made on its behalf. d. Institutions approved for exemption from registration are subject to periodic review by the Commission staff to ensure that all criteria for the exemption continue to be met. e. Exemptions must be renewed every 12 months from time of approval. f. An application fee (CPSCR Form 15 – Fee Schedule Form) in the amount specified in the current published Schedule of Fees (Appendix A). 3.6 ADDITIONAL LOCATIONS COVERED UNDER A CERTIFICATE OF REGISTRATION: ANNEXES A Certificate of Registration is valid only for the institution and courses for which it is issued. The Certificate of Registration is not valid for additional locations of an institution unless the commission has approved such locations as Annexes on the current Certificate of Registration. A. An annex may be included under an existing Certificate of Registration if: a. Courses and programs offered at the annex are identical to those offered at the registered institution location; and b. The annex is under the same ownership, management, and control as the registered location. B. If the registration of an annex is sought at the same time as the application for registration (initial or renewal) of the main campus, then approval of the annex may be sought on the application for a Certificate of Registration of the main campus. C. If an application for registration of an annex does not coincide with initial registration or renewal of registration of the main campus, then a separate Application for Registration of an Annex Location must be submitted, along with all appropriate fees as stipulated on the current Schedule of Fees (Appendix A). D. Gross annual tuition revenues for a registered location and each associated annex must be combined for the purpose of determining fees payable. Tuition for each location must be reported individually on Gross Tuition Income. E. Annex locations must meet all the requirements set forth in Title 75, Chapter 60, Mississippi Code of 1972, as amended, and in these regulations. F. Annexes are subject to the same regulatory requirements as any other facility

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that is licensed by the commission. These requirements include, but are not limited to: a. Providing complete and verifiable information on the annex facility, including: i. General institution information (such as location, telephone, advertisements, etc.) ii. Institution ownership iii. Facility information iv. Financial resource information v. Bond information vi. Program of study information vii. Instructor information viii. Administrator information ix. Policies for disclosure of information to students x. Student enrollment contracts xi. Student grievance procedures xii. Student and/or course evaluations xiii. Instructional equipment inventory xiv. Documents verifying completion of a program of study xv. Adherence to the legislatively mandated refund policy xvi. Job placement services b. Making available on request all records related to the above statement. c. Meeting all applicable health and safety standards as required by local, state, and federal agencies. d. Notifying the commission in writing within 30 days of changes in any of the following: i. Ownership of the annex/institution ii. Director of the annex/institution iii. Name of the annex/institution iv. Agents v. Financial stability

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vi. The loss of eligibility for student financial aid programs vii. A Cohort Default Rate greater than 19% viii. Instructors ix. Programs of study x. Facility standards xi. Job placement services xii. Evaluation methods xiii. Major instructional equipment e. Maintaining all premises, equipment, and facilities of the institution inadequate, safe, and sanitary conditions. f. Agreeing to make accessible to commission staff, enrollees to be interviewed for the purpose of verifying compliance with the conditions as stated on the application for a Certificate of Registration. G. Annexes are subject to announced and unannounced visitation by representatives of the commission and the Mississippi Community College Board. H. Annexes must have the same name as the associated registered location, distinguishable by individual site location. I. All policies, procedures, tuition, fees, catalogs, and academic calendars utilized at the registered location must also be utilized at the annex. J. If a Certificate of Registration is suspended, revoked, or canceled by the commission, the registered institution and all annexes included under that Certificate of Registration must cease to operate unless specifically granted written approval by the commission to remain in operation. K. The approved annex will be a permanent additional location of the registered institution. This facility must always be identified as an annex on each Renewal Certificate of Registration Form.

3.7 MANDATORY REFUND POLICY Each institution is required to take and keep a record of student attendance for each individual course meeting.

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When refunds are due, they shall be made within thirty (30) days of the last day of attendance if the student has provided the institution with written notification of withdrawal. All refunds shall be made without requiring a request from the student within thirty (30) days from the date that the institution terminates the student or determines withdrawal by the student based on the last day of attendance. In any event, all refunds shall be made within sixty (60) days of the student's last day of attendance. Any unused portion of fees and other institutional charges shall be refunded as follows: 3.7.1 Refunds for Classes Cancelled by the Institution

If tuition and fees are collected in advance of the starting date of a program, and the institution cancels the class, one hundred percent (100%) of the tuition and fees collected shall be refunded. The refund shall be made within thirty (30) days of the planned starting date. 3.7.2 Refunds for Students Who Withdraw on or Before First Day of Class

If tuition-processing fees are collected in advance of the starting date of classes and the student does not begin classes or withdraws on the first day of classes, no more than One Hundred Dollars ($100.00) of the tuition and processing fees may be retained by the institution. The refund shall be made within thirty (30) days of the class starting date. 3.7.3 Refunds for Students Who Enrolled Prior to Institution Visit

Students who have not visited the institution prior to enrollment will have the opportunity to withdraw without penalties within three (3) days following a documented attendance at a regularly scheduled orientation or a documented tour of the facilities and inspection of the equipment. Institutions are required to keep records of students' initial visits and orientation sessions. 3.7.4 Refunds for Students Who Withdraw After Instruction Begins

Contractual obligations beyond twelve (12) months are prohibited. The refund policy for students attending proprietary institutions who incur financial obligations for a period of twelve (12) months or less shall be as follows: A. After the first day of classes and during the first ten percent (10%) of the period of financial obligation, the institution shall refund at least ninety percent (90%) of the tuition; B. After the first ten percent (10%) of the period of financial obligation and until the end of the first twenty-five percent (25%) of the period of obligation, the institution shall refund at least fifty percent (50%) of the

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tuition; C. After the first twenty-five percent (25%) of the period of financial obligation and until the end of the first fifty percent (50%) of the period of obligation, the institution shall refund at least twenty-five percent (25%) of the tuition; and D. After the first fifty percent (50%) of the period of financial obligation, the institution may retain one hundred percent (100%) of the tuition. 3.8 DISCLOSURE OF INFORMATION TO STUDENTS Prospective students are entitled to sufficient data as to allow them to make informed decisions regarding training opportunities and institutions. An institution is therefore obligated to provide sufficiently detailed data in advance of enrollment to enable prospective students to clearly understand their opportunities, limitations, and obligations. The following information must be fully disclosed to prospective students prior to enrollment and prior to the signing of an enrollment contract or agreement: A. Recruiting policies B. Admission requirements C. Academic calendars D. Grading system used by the school E. Graduation policy F. Programs of study lengths G. Objectives of the programs of study H. Licensing requirements for jobs I. Student support services J. Campus security policy K. School refund policy L. Student Withdrawal procedures

13. Grievance Procedures
14. All registered institutions shall list the Commission on Proprietary Schools

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and College Registration, including the following contact information as

part of the grievance process.

MS Commission on Proprietary Schools & College Registration

3825 Ridgewood Road

Jackson, MS 39211

http://www.mccb.edu/offices/proprietary-schools

14. Tuition and all program fees must be explained completely.
15. The percentage of students who complete the program of study within 150% of

the normal time.

P. The percentage of the institution’s graduates employed in their field of study or

related field within six months after completion of, or graduation from, their

program of study.

Q. The percentage of students achieving mastery of stated goals of the program of

study.

R. A list of postsecondary educational institutions that accept credits from the

institution.

• Items A through N from the above list must be disclosed via the institution’s official student catalog.
• Items O through R must be provided to prospective students via the Institution Disclosure of Information Form (CPSCR Form 14). This form must be maintained by the institution and made available upon request to commission representatives for use in verification of compliance with this regulatory requirement. 3.9 ADMISSIONS & RECRUITMENT 3.9.1 Admissions A. The admission policy shall conform to the institution’s philosophy, and objectives shall be publicly stated, printed, and made available to all students and shall be administered as written. B. The institution shall maintain records for all students showing adherence to the admission policy. 3.9.2 Recruitment A. Recruiting shall be ethical and compatible with the educational objectives of the institution. B. The institution shall provide prospective students, in writing, the information being communicated to them to ensure that each representative is communicating current and accurate information. Recruitment information shall include the following:

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1. Programs of study and individual courses
2. Tuition and fees
3. Terms
4. Institution operating policies
5. Certificates and diplomas offered
6. Transferability of credit hours
7. Graduation policies
8. The percentage of students who complete their program of study

within 150% of the normal time for completion

i. The percentage of graduates employed in their field of study or a

related field within six months after completion of, or graduation

from, their program of study.

C. Representatives of the institution shall use only those job titles that

accurately reflect their actual duties and responsibilities.

D. All agents, school directors, or other persons involved in the recruitment

and solicitation of students shall conform to the following code of

conduct:

a. Understanding of “approved” and “accredited” are not the same

terms and should not be used as such. Schools may only use

“accredited” who have been accredited by an accrediting body

recognized by the United States Department of Education.

b. Where applicable, explain that in addition to the course

completion, certain employed positions require examination or

tests, either federal or state, to become licensed prior to

employment in specific fields.

c. Abstain from:

i. Attempting to influence students to withdraw from a school

in which they are presently attending.

ii. Encouraging prospective students to change plans after

signing an enrollment agreement and paying a registration

fee with another school.

iii. Making exaggerated statements concerning employment

opportunities.

iv. Discrediting other schools, making false representations,

falsely disparaging the character, nature, quality, or scope of

another’s school program of instruction or services, or

demeaning another school’s students.

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3.10 ADVERTISEMENT A. All promotional literature used by an institution must be factual with respect to services offered and benefits received. B. An institution registered with the Commission on Proprietary School and College Registration shall use the statement "Licensed by the Mississippi Commission on Proprietary School and College Registration, Certificate No. (insert number). Licensure indicates only that minimum standards have been met; it is not an endorsement or guarantee of quality. Licensure is not equivalent to or synonymous with accreditation by an accrediting agency recognized by the U.S. Department of Education.” on all advertising, both oral and written, and on all publications including the school catalog and enrollment agreement. C. No school shall claim accreditation from an accrediting agency through any of its advertising, promotional material, or during the solicitation process unless the accrediting agency is currently recognized as an accrediting agency by the United States Department of Education. 3.11 RECORDS A. Each institution shall develop and maintain adequate records pertaining to students’ and the institution’s administrative operations. These records shall include, but are not limited to the following: a. Student attendance for each individual course meeting b. Student activities c. Student academic records d. Student enrollment e. Student admission f. Student enrollment contracts g. Financial aid information h. Job placement service information i. Programs of study and individual courses j. Graduation information k. Student withdrawals l. Student refund policy m. Student financial records (tuition, fees, payments, refunds, etc.) n. Student complaints

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15. Administrators
16. Instructors
17. Staff
18. Instructional supplies and equipment
19. Library and/or other instructional resources
20. Physical facilities
21. A permanent academic record (transcript) of each student’s progress shall be

maintained. The transcript shall indicate student accomplishment in terms of

clock-hours, units of credit, or some other recognized system compatible with

the institution’s philosophy and objectives. The grading system used to evaluate

student performance shall be fully explained on the transcript. The document

must be signed and dated by a school official. These records shall be maintained

permanently in a digital database by the school, its successors, or a repository.

C. Each institution shall maintain a listing of all students who enroll. This listing

shall include but is not limited to, each student's name, address, telephone

number (if in existence), social security number or student id number, programs

of study, start date, and anticipated graduation date. This information should be

current as of the date on which the student enrolls and shall be available for

inspection by, or submission to, the commission.

D. Each institution that has an arbitration clause shall have students specifically

acknowledge their understanding of any arbitration clauses placed in any

enrollment contract or document with a signature or initials.

E. All financial and admission records must be maintained for five years from the

last date of attendance. The institution is responsible for the proper destruction

of student records. Records and reports pertaining to students and staff shall be

maintained so that they will be safe from theft, fire, or other possible loss.

F. In the event that an institution closes its facility, the commission must be

informed of the following within 60 days prior to closure:

a. The location of all student records; and

b. Information on how students may obtain their records.

c. Permanent student records should be transferred to the Commission or

their record designee within ten days of cessation of operation. The school

should arrange with Staff prior to the closure.

i. Records should be transferred electronically in a secure format, unless

other arrangements are approved by Staff.

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ii. Permanent records are defined as student transcripts. Copies of diplomas or certificates will also be accepted as part of permanent records. iii. The closed school is responsible for arranging with Staff secure transmission of the records. 3.12 CERTIFICATES OR DIPLOMAS A. The conferring of diplomas, degrees, certificates or other written evidence of proficiency issued by an institution shall be consistent with applicable state laws. a. Associate degree programs designed primarily for immediate employment must be designated as an Associate in Applied or Occupational Science degree or other appropriate title and identified with a specialty designation on degrees and transcripts approved by the Commission. This identification of a specialty or major implies relevant preparation for employment in a specific area of work and should be specified in the student’s document of completion. 3.13 INSTRUCTIONAL RESOURCES AND MATERIALS A. All instructional resources, including audiovisual teaching equipment and instructional materials, shall meet the needs of the institution’s educational program. B. The commission may conduct an evaluation of these materials to verify the possession and condition of items listed on the institution’s Initial Certificate of Registration Form or Renewal of Certificate of Registration Form C. Each institution shall provide instructional or library resources available to all students enrolled at the institution. D. Each individual trade area shall have a carefully chosen text for each student with adequate, up-to-date reference materials and periodicals in the particular area of training. E. Instructional resources may be consolidated or distributed throughout the educational facility or available through and online/internet-accessible service. Easy access to appropriate reference materials and audiovisual equipment is of prime importance in determining if the institution is meeting the educational needs of its students and faculty. 3.14 EDUCATIONAL FACILITIES A. Each institution must provide an environment that is conducive to effective instruction, promotes learning, and supports the educational programs offered. B. The buildings, classrooms, equipment, furniture, grounds, instructional tools, instructional facilities, machinery, and other physical requirements of the educational program shall be appropriate to the achievement of the educational philosophy and objectives of the institution.

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C. The institution shall meet general standards of safety, usefulness, cleanliness, maintenance, health, and lighting and shall be in compliance with any local or state laws governing physical facilities, particularly with respect to fire, safety, and sanitation. 3.15 CLASSROOM FACILITIES 3.15.1 Academic Classes 3.15.1.1 Classroom size Regular classrooms shall contain a minimum of 600 square feet of floor space or a minimum of 20 square feet per student enrolled, whichever is greatest. 3.15.1.2 Classroom Equipment Every classroom shall provide appropriate equipment for students and instructors to include, but not limited to: A. Individual student seats and desks or tables and chairs chosen for comfort B. Instructor’s desk C. Filing and storage facilities D. Sufficient chalkboard, whiteboard, tack board, or equivalent E. Window coverings to improve visual comfort and energy efficiency F. Adequate laboratory facilities, equipment, and supplies for courses offered 3.15.2 Technical and Apprenticeship Trades 3.15.2.1 Classroom Size The minimum size of the classroom shall be 600 square feet and be equipped to provide the greatest possible learning experience. 3.15.2.2 Classroom Equipment Every classroom shall provide appropriate equipment for students and instructors to include, but not limited to: A. Individual student seats and desks or tables and chairs chosen for comfort B. Instructor’s desk C. Filing and storage facilities D. Sufficient chalkboard, whiteboard, tack board, or equivalent E. Window coverings to improve visual comfort and energy efficiency

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F. Adequate laboratory facilities, equipment, and supplies for courses offered 3.15.2.3 Workshop/Laboratory Size Facilities used for practical instruction shall meet the size standards prescribed for each discipline by the Office of Vocational and Technical Education of the State Department of Education. 3.15.2.4 Workshop/Laboratory Equipment Equipment shall meet or exceed the minimum standard equipment list that is prescribed for each discipline by the Office of Vocational and Technical Education of the State Department of Education. 3.16 TEACHER QUALIFICATIONS The commission does not appoint instructors. However, the commission has a responsibility to review and evaluate their qualifications. The right of acceptance carries with it the right of revoking such acceptance for cause. All Instructor Data Forms must be submitted for approval within 10 days of hiring. 3.16.1 Academic Classes A. Classroom instructors shall hold at least a Bachelor’s degree with appropriate coursework in the teaching discipline from an accredited institution. B. Classroom instructors shall have additional training as follows: a. A minimum of eighteen (18) semester hours of credit from an accredited institution in the subject area being taught; or b. A minimum of twelve (12) semester hours in methods and techniques of teaching. C. College transcripts are required as proof of completion. 3.16.2 Technical Classes A. Classroom instructors shall have at least a high school diploma or equivalent. B. Classroom instructors shall have additional training as follows: a. A minimum of three (3) years work experience in the technical area or related field. b. A degree, certificate, or active license in the subject area or related field; or c. A minimum of eighteen (18) semester hours of credit from an accredited institution in mathematics and/or science, or courses

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related to the subject area. C. High school or college transcripts required as proof of completion. 3.16.3 Apprenticeship Trade Classes A. Instructors of apprenticeship trades shall have at least a high school diploma or equivalent. B. Instructors of apprenticeship trades shall have additional training as follows: a. A minimum of three (3) years work experience above the students’ level in the trade to be taught; and b. The instructor shall have recognized standing as a tradesman or specialist supported by evidence from previous employers. C. High school transcripts required as proof of completion. 3.16.4 Practical Nursing Classes A. Practical nursing faculty (full-time, part-time, and adjunct) must have an unencumbered registered nursing license in Mississippi and must: a. Hold a minimum of an Associate’s Degree in Nursing b. Have three (3) years clinical experience working as a registered nurse; c. or have two (2) years’ experience as faculty in a nursing/allied health program B. Satisfy clinical agency requirements, i.e., background checks, immunizations, CPR, etc. 3.16.5 Commercial Truck Driving Skills/Behind-the-Wheel (BTW) Classes D. Commercial truck driving staff teaching hand-on skills must: a. Classroom instructors shall have at least a high school diploma or equivalent. b. Possess a valid Class A CDL with all endorsements necessary to operate the Commercial Motor Vehicle’s applicable to the subject matter being taught (such as Long Carrier Vehicle (LCV) Doubles, LCVs Triples, including any specialized variation such as tank vehicles) that requires an additional endorsement. c. A minimum of three (3) years in-field driving experience in type of driver training being provided (LCV doubles or LCV triples, etc.

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3.16.6 Approval of Substitute Instructors & Teaching Assistants A. When, in cases of emergency, sickness, etc., a regularly approved instructor is unable to perform his/her duties, and an alternate instructor is required to substitute for more than two consecutive weeks, the commission must be notified, and the credentials of the substitute submitted to the commission. a. In the event that an instructor leaves and a new instructor is employed to replace the instructor of record, the institution shall provide the commission notice of the fact within ten (10) days and submit the Instructor Data Form for the new instructor. B. When a proposed instructor does not meet the minimum requirements, the instructor may be approved as a teaching assistant under the direction of an approved instructor to meet the regulations with the following: a. Teaching assistants shall have at least a high school diploma or equivalent. b. Teaching assistants shall have additional training as follows: i. A minimum of 18 months in-field work experience in the technical area or related field; and ii. A degree, certificate, or license in the subject area or related field. High school or college transcripts are required as proof of completion. 3.17 STUDENT TO INSTRUCTOR RATIO 3.17.1 Academic Classes A. No classroom instructor shall have over thirty (30) students enrolled in any one class, and the institution average shall not exceed 30:1, except as specifically approved by the commission. B. Ratios for laboratory or clinical instruction shall not exceed fifteen (15) students per instructor. 3.17.2 Technical and Apprenticeship Trades A. The student-to-instructor ratio for classroom instruction shall not exceed twenty-to-one (20:1). B. Ratios for laboratory or clinical instruction shall not exceed fifteen (15) students per instructor.

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3.18 EDUCATIONAL STANDARDS A. The course content and length of instruction shall be of such nature and quality as to allow that students will adequately develop job skills and knowledge necessary for obtaining employment in the occupation for which the instruction is offered. B. Any educational institution licensed by the commission shall be operated in compliance with the following standards: a. Instructional Content and Length i. All programs of a vocational nature must be evaluated against competencies needed for employment in a recognized occupation as defined in the current edition of the Dictionary of Occupational Titles published by the United States Department of Labor or occupations generally recognized by the industry in which the occupation is classified. ii. Programs of study must adequately cover the subject, must be clearly presented, and must be in accordance with the best current knowledge and practice of trade, professional or manufacturing standards. Study must extend over a period sufficient to complete the work with standards appropriate for employment in the occupation for which trained or in a closely related occupation. iii. Programs of study must be consistent in quality, content, and length with similar programs in public or private institutions that are approved by the Mississippi State Department of Education or the Mississippi Community College Board. iv. If a program requires approval from another state or federal agency, the school may be required to provide documentation of the additional approval as part of the program review process. v. If an approved program is discontinued for any reason, the commission must be notified within thirty days. The program will then be removed from the list of approved programs. b. Instructional Practices The institution shall provide favorable conditions for effective classroom instruction to include: i. Well-defined instructional objectives, ii. Systematic planning, iii. Selection and use of varied learning materials and experiences,

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iv. Adaptation of organization and instructional procedures to student needs, v. Use of varied evaluation instruments and procedures, and vi. Good student and teacher morale. vii. The commission will evaluate course content and length of instruction on individual applications. viii. Institutions must report to the Commission the type of instruction being provided such as traditional, blended/hybrid, or distance learning). C. All certificate and diploma programs approved by the Commission shall meet the following standards: a. Certificate program is a series of technical classes designed to train students with a single skill objective. In special classes, non-technical classes may be included to meet essential occupational outcomes. A minimum of eighty percent of a certificate program’s credits or clock hours is in the technical courses that support the program’s occupational outcomes. b. Diploma program is a series of classes centered around a specific/specialized topic area. These programs include technical and non- technical classes and are designed to train students with the necessary skills and knowledge to prepare them in a vocational/occupational field of study. A minimum of seventy percent of a diploma program’s credits or clock hours is in the technical courses that support the program’s occupational outcomes. c. Associate degree program is a series of technical and non-technical classes centered around a specific topic that prepares the student to enter a vocational/occupational specialty. A minimum of sixty percent of an associate program’s credits or clock hours is in the technical courses that support the program’s occupational outcomes. D. Any registered institution wishing to offer occupational or applied associate degree programs must provide proof of current unencumbered accreditation by an accrediting agency recognized/authorized by the United States Department of Education. a. Should an accredited registered institution loose recognized accreditation due to no fault of the institution or through a deauthorization of the accrediting body by the U.S. Department of Education, the CPSCR

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institution will be allowed to continue to offer approved degree programs for an 18-month period while actively seeking new accreditation. b. Institution must report quarterly on their progress to obtain new accreditation. 3.19 COMPLAINTS AGAINST A LICENSED AGENT A. The commission may revoke an Agent Permit if the permit holder solicits or enrolls students through fraud, deception or misrepresentation, or upon a finding that the permit holder is not of good moral character (as specified in Section 75- 60-33, Mississippi Code of 1972, as amended.) B. Complaints must be submitted in writing to the commission by a person with standing. C. The commission must receive all complaints within two (2) years of the alleged violation. D. The commission will maintain a record of all written complaints received. E. The commission will notify the complainant that the complaint has been received and will request further information if necessary. F. The commission will notify the agent’s employing institution, in writing, of the complaint. An informal conference with the agent and an institution representative may be scheduled at this time. The commission may request a written response to the issues in the complaint. G. If the complaint is resolved as a result of the informal conference, the commission will maintain written documentation of the resolution. The complainant, the agent, and the employing institution will be notified of the resolution agreement. H. If the complaint is not resolved through the informal process, the commission may schedule a hearing in accordance with the procedure in section 3.21 of this document. I. The commission will issue a written finding within ninety (90) days of receipt of the complaint. This finding will be sent to the complainant, the agent, and the employing institution’s Chief Operating Officer, and will be placed in the institution’s file at the commission office. J. If the commission determines that the complaint does not fall under the provisions of Section 75-60-19 of the Mississippi Code of 1972, as amended, the commission will attempt to refer the complainant to an appropriate agency of oversight body. K. The commission may initiate an investigation without registration of a complaint.

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3.20 COMPLAINTS AGAINST A REGISTERED INSTITUTION A. The Commission on Proprietary School and College Registration may suspend, revoke or cancel a Certificate of Registration for any one (1) or any combination of the following causes: i. Violation of any provision of Mississippi Proprietary School Law (Title 75 Chapter 60, Mississippi Code of 1972, as amended), or any regulation made by the commission ii. The furnishing of false, misleading or incomplete information requested by the commission; iii. The signing of an application or the holding of a Certificate of Registration by a person who has pleaded guilty or has been found guilty of a felony or any other indictable offense; iv. The signing of an application or the holding of a Certificate of Registration by a person who is addicted to the use of any narcotic drug, or who is found to be mentally incompetent; v. Violation of any commitment made in an application for a Certificate of Registration; vi. Presentation to prospective students of misleading, false or fraudulent information relating to a course of instruction, employment opportunity, or opportunities for enrollment in accredited institutions of higher education after entering or completing courses offered by the holder of a Certificate of Registration; vii. Failure to provide or maintain premises or equipment for offering courses of instruction in a safe and sanitary condition; viii. Refusal by an agent to display his/her Agent Permit upon demand of a prospective student or other interested person; ix. Failure to maintain financial resources adequate for the satisfactory conduct of courses of study as presented in the plan of operation or to retain a sufficient number and qualified staff of instruction; x. Offering training or courses of instruction other than those presented in the application; however, institutions may offer special courses adapted to the needs of individual students where the special courses are in the subject field specified in the application; xi. Accepting the services of an agent not licensed in accordance with Mississippi Proprietary School and College Law (Sections 75-60-23 through 75-60-37, inclusive of the Mississippi Code of 1972, as amended); xii. Conviction or a plea of nolo contendere on the part of any owner, operator or

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director of a registered institution of any felony under Mississippi law or the law of another jurisdiction; xiii. Continued employment of an instructor who has been convicted of, or entered a plea of nolo contendere to, any felony under Mississippi law or the law of another jurisdiction; xiv. Incompetence of any owner or operator to operate a school or college. B. Complaints must be submitted in writing to the commission by a person with standing. C. The commission must receive all complaints within two (2) years of the alleged violation. D. The commission will maintain a record of all written complaints received. E. The commission will notify the complainant that the complaint has been received and will request further information if necessary. F. The commission will notify the Chief Operating Officer of the Institution that a complaint has been made and, where appropriate, the nature of the complaint. An informal conference with an institution representative may be scheduled at this time. The commission may request a written response to the issues in the complaint. G. If the complaint is resolved as a result of the informal conference, the commission will maintain written documentation of the resolution. The complainant, the agent, and the employing institution will be notified of the resolution agreement. H. If the complaint is not resolved through the informal process, the commission may schedule a hearing in accordance with the procedure in section 3.21 of this document. I. The commission will issue a written finding within ninety (90) days of receipt of the complaint. This finding will be sent to the complainant, and the Institution’s Chief Operating Officer, and will be placed in the institution’s file at the commission office. J. If the commission determines that the complaint does not fall under the provisions of Section 75-60-19 of the Mississippi Code of 1972, as amended, the commission will attempt to refer the complainant to an appropriate agency of oversight body. K. The commission may initiate an investigation without registration of a complaint. L. The presences of an arbitration clause in the student’s enrollment contract, does not negate the student’s right to file a complaint with the commission.

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3.21 HEARING PROCEDURE Upon a finding by the commission that there is good cause to believe that a registered institution, or an officer, agent, employee, partner or instructor, has committed a violation of section 75-60- 19, Mississippi Code of 1972, as amended, the commission shall initiate proceedings as outlined below: A. The commission shall initiate proceedings by serving a notice of hearing upon each and every such party subject to the administrative action. The institution or such party shall be given reasonable notice of the hearing, including the time, place and nature of the hearing and a statement sufficiently particular to give notice of the transactions or occurrences intended to be proved, the material elements of each cause of action and the civil penalties and administrative sanctions sought. B. Opportunity shall be afforded to the party to respond and present evidence and argument on the issues involved in hearing including the right of cross- examination. In a hearing, the institution or such party shall be accorded the right to have its representative appear in person or with counsel or other representative. Disposition may be made in any hearing by stipulation, agreed settlement, consent order, default or other informal method. C. The commission shall designate an impartial hearing officer to conduct the hearing, who shall be empowered to: a. Administer oaths and affirmations; and b. Regulate the course of the hearings, set the time and place for continued hearings, and fix the time for filing of briefs and other documents; and c. Direct the institution or such party to appear and confer to consider the simplification of the issues by consent; and d. Grant a request for an adjournment of the hearing only upon good cause shown. The strict legal rules of evidence shall not apply, but the decision shall be supported by substantial evidence in the record. The commission, acting by and through its hearing officer, is authorized and empowered to issue subpoenas for the attendance of witnesses and the production of books and papers at such hearing. Process issued by the commission shall extend to all parts of the state and shall be served by any person designated by the commission for such service. Where, in any proceeding before the hearing officer, any witness fails or refuses to attend upon a subpoena issued by the commission, refuses to testify, or refuses to produce any books and papers the production of which is called for by a subpoena, the attendance of such witness, the giving of his testimony or the production of the books and papers shall be enforced by any court of competent jurisdiction

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of this state in the manner provided for the enforcement of attendance and testimony of witnesses in civil cases in the courts of this state. 3.22 DECISION AFTER A HEARING A. The hearing officer shall make written findings of fact and conclusions of law, and shall also recommend in writing to the commission a final decision, including penalties. B. The hearing officer shall mail a copy of his findings of fact, conclusions of law and recommended penalty to the party and his attorney, or representative. C. The commission shall make the final decision, which shall be based exclusively on evidence and other materials introduced at the hearing. D. If it is determined that a party has committed a violation, the commission shall send by certified mail, return receipt requested, a copy of the final order to the party and the party’s attorney, or representative. The commission shall, at the request of the named institution or complainant, furnish a copy of the transcript of the hearing, or any part thereof, upon payment of the cost thereof. 3.23 CIVIL PENALTIES AND ADMINISTRATIVE SANCTIONS A. A hearing officer may recommend, and the commission may impose, a civil penalty not to exceed Two Thousand Five Hundred Dollars ($2,500) for any violation of this section. In the case of a second or further violation committed within the previous five (5) years, the liability shall be a civil penalty not to exceed Five Thousand Dollars ($5,000) for each violation. B. Notwithstanding the provisions of paragraph (A) of section 3.23 of these regulations, a hearing officer may recommend, and the commission may impose, a civil penalty not to exceed Twenty-five Thousand Dollars ($25,000) for any of the following violations: a. Operation of a institution without a Certificate of Registration in violation of this chapter; b. Operation of a institution knowing that the institution’s registration has been suspended or revoked; c. Use of false, misleading, deceptive or fraudulent advertising; d. Employment of recruiters on the basis of a commission, bonus or quota, except as authorized by the commission; e. Directing or authorizing recruiters to offer guarantees of jobs upon completion of a program of study or individual course; f. Failure to make a tuition refund when such failure is part of a pattern of misconduct; or

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g. Violation of any other provision of this document, or any rule or regulation of the commission, when such violation constitutes part of a pattern of misconduct, which significantly impairs the educational quality of the program or programs being offered by the institution. For each enumerated offense, a second or further violation committed within the previous five (5) years shall be subject to a civil penalty not to exceed Fifty Thousand Dollars ($50,000) for each such violation. C. In addition to the penalties authorized in paragraphs 3.23A and 3.23B of these regulations, a hearing officer may recommend, and the commission may impose, any of the following administrative sanctions: a. A cease and desist order; b. A mandatory direction; c. A suspension or revocation of a Certificate of Registration; d. A probation order; or e. An order of restitution. D. The commission may suspend a registration upon the failure of an institution to pay any fee, fine or penalty as required by this chapter unless such a failure is determined by the commission to be for good cause. E. In addition to the penalties and administrative sanctions authorized in these regulations, the Mississippi Community College Board is authorized to levy and collect fees from institutions to recover the cost of audits, investigations, and hearings relating to such institutions. F. All fees, civil penalties, fines and settlements received shall accrue to the credit of the Commission on Proprietary School and College Registration. G. Any penalty or administrative sanction imposed by the commission under this section may be appealed by the institution, college or other person affected to the Mississippi Community College Board as provided in Section 75-60-4(3), Mississippi Code of 1972, as amended which appeal shall be on the record previously made before the commission’s hearing officer. All appeals from the Mississippi Community College Board shall be on the record and shall be filed in the Chancery Court of the First Judicial District of Hinds County, Mississippi.

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3.24 EMPLOYMENT OF AGENTS BASED ON COMMISSION No institution may employ a recruiter on the basis of a commission, bonus or quota. 3.25 CHANGES DURING THE TWO-YEAR LICENSURE PERIOD A. The commission must be notified in writing, within thirty (30) days of changes in any of the following: a. Ownership of an institution Certificates of Registration are not transferable. In the event of a change of ownership of a registered institution, the new owner must apply for a Certificate of Registration within thirty (30) days. If registration of the institution is granted to the new owner, the Certificate of Registration becomes valid upon the commission's receipt of legal verification of the change of ownership. b. Chief Operating Officer (Director) of an institution c. Institution name d. Agents of an institution e. Financial stability of an institution f. An institution’s loss of eligibility for student financial aid programs g. A Cohort Default Rate greater than 19% h. Instructors i. Programs of study j. Tuition Changes k. Facility standards l. Job placement services m. Evaluation methods n. Major instructional equipment B. An institution must immediately notify the Commission if it is subject to any investigative action, complaint, show-cause, or disciplinary matter with an accrediting, state, or federal agency. C. In the event that an institution wishes to cancel or surrender an active certificate of registration without closure of the facility, the commission must be provided with the following at least sixty (60) days prior to the requested day for cancelation or surrender: a. Documentation that the institution no longer meets the requirements for registration;

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b. Evidence that all currently enrolled Mississippi students have been notified in writing of the facility’s request to cancel the authorization in Mississippi; and c. The institution and its owners must submit payment of any and all fees due to the commission as of the date of cancelation or surrender of the certificate of registration prior to approval. D. The institution is responsible for providing the commission with permanent records be defined as student transcripts. Copies of diplomas or certificates will also be accepted as part of permanent records.

3.26 EVALUATION OF AN INSTITUTION

The commission may conduct periodic announced and unannounced evaluations of any

registered institution to determine if the institution is complying with the Mississippi Proprietary

School and College Registration law and regulations. Such evaluations may also be used to

verify that the institution is in compliance with material presented in its application.

Any of the following areas may be evaluated during an evaluation visit:

1. General institution information (location, telephone, advertisements, etc.)
2. Type of ownership
3. Personnel
4. Equipment
5. Evaluation methods
6. Job placement services
7. Disclosure of required information to students
8. Financial resources
9. Facilities
10. Refund policies and procedures
11. Programs of study and individual course information

The institution will be notified of the results of any evaluation and may be requested to provide

information concerning any questionable areas.

3.27 CLOSING OF A REGISTERED INSTITUTION

A. In the event that an institution closes a facility:

a. The commission will issue the institution a temporary certificate of registration

for the duration the teach-out.

b. The commission must be provided within sixty (60) days of the decision to close:

i. The official or anticipated closing date.

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ii. A reason for the closure with supporting evidence (where applicable). iii. Evidence of the development of a method to assist students with completion of their programs of study and individual courses with written agreements with other institutions that may provide part or all of a train- out. iv. A timeline showing the steps to be taken for an orderly closure of the institution. v. A list of all currently enrolled students with contact information and anticipated graduation dates. vi. Evidence that all currently enrolled students have been notified in writing of the facility’s closure and have been provided written indication of where they may obtain any of their records. vii. Evidence of disposition of student records, with contact information for obtaining those records post closure. viii. Evidence of notice sent to all students who have paid any tuition or fees toward future enrollment in a program of study or individual course informing them of the closure, and refund information. If an institution files a bankruptcy petition, a certified copy of the petition must be lodged with the commission. B. Commission may deny an application if the applicant was an owner, senior administrator, or governing board member of an institution that closed without providing a teach-out or refunds to students matriculating at the time of closure or had unpaid fees upon a closure of registered institution. C. An institution and its owners are jointly and separately responsible to arrange at their expense for the storage and safekeeping of all student records required to be maintained and destruction of records not required to be maintained. This includes paying the costs of the transfer of records to the Commission or third party repository and for the costs of maintaining the records. D. All student transcripts must be submitted in electronic format on a travel drive or other secure means to the Commission. Student records should be organized using the following naming convention: student last name_first name_school program_last 4 digits of the Social Security #

3.28 CURRENT LISTING OF REGISTERED INSTITUTIONS The commission will maintain a list of institutions holding a valid Certificate of Registration. The list of all registered schools is available for viewing from www.mccb.edu.

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3.29 REQUIREMENTS FOR SUBMITTING APPLICATIONS This section outlines the requirements for submitting applications to the Commission on Proprietary School and College Registration. The commission may request additional information needed to make a determination regarding any application. 3.29.1 Initial Certificate of Registration The commission must receive the following documents a minimum of 30 days prior to a Commission meeting before any action will be taken to approve an initial Certificate of Registration: A. A completed Initial Certificate of Registration Form signed by the institution owner. B. A completed background check form signed by the institution owner(s). C. A fee (CPSCR Form 15 – Fee Schedule Form) in the amount specified in the current published Schedule of Fees (Appendix A). D. A School Surety Bond Form (CPSCR Form 2) completed by the bond-issuing insurance company or agency and signed by a Mississippi Resident Agent. E. A surety bond in the amount of the penal sum specified in the current Schedule of Fees (Appendix A). 3.29.2 Renewal of a Certificate of Registration To avoid all penalties, the commission must receive the following items at least thirty (30) days prior to the expiration of the current Certificate of Registration. A. Renewal of a Certificate of Registration Form completed in its entirety and signed by the institution owner. B. An application fee (CPSCR Form 15 – Fee Schedule Form) in the amount specified in the current published Schedule of Fees (Appendix A). C. Any additional fee based on the institution’s gross tuition income (Gross Annual Tuition Income Form) collected during the previous fiscal year (July 1 through June 30), and according to the current published Schedule of Fees (Appendix A), if due. D. If the commission does not receive the application and renewal fees at least thirty (30) days prior to the expiration of the institution's current Certificate of Registration, a Delinquent Fee may be charged, as detailed in the current Schedule of Fees (Appendix A).

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E. If the application for renewal of a Certificate of Registration and all monies due are not received by the expiration date of the current Certificate of Registration: a. The current Certificate of Registration will expire, and the institution must reapply as a new applicant after paying all monies owed. b. The offending institution and all annexes will be notified to cease operation. c. A copy of this notification will be sent to the office of the Mississippi Attorney General. F. A registered institution requesting a voluntary suspension shall make the request in writing within 30 days of the certificate’s expiration date and pay the applicable fees as detailed in the current Schedule of Fees (Appendix A). The voluntary suspension will be reviewed annually and may be renewed only twice. After which, the institution’s Certificate of Registration will be canceled. 3.29.3 New Programs of Study or Changes to Existing Programs The following must be submitted to the commission prior to addition of a new program of study or changes to any existing program or course: A. A completed Program of Study Form. B. A fee (CPSCR Form 15 – Fee Schedule Form) in the amount specified in the current published Schedule of Fees (Appendix A). C. Completed Instructor Data Forms for all new instructors required to implement the new program of study or course.

• No programs of study may be offered to students until they have been approved by the commission. 3.29.4 Instructor Data Forms The Commission on Proprietary School and College Registration does not appoint instructors; however, the commission has a direct duty and responsibility in passing upon their qualifications. An Instructor Data Form must be completed in its entirety and submitted to the Commission on Proprietary School and College Registration for each instructor employed by the institution within in 10 days of hire. Transcripts, certificates, licenses, and verification of high school graduation must accompany the form. 3.29.5 Institution Director Data Forms

The Commission on Proprietary School and College Registration does not appoint administrators; however, the commission has the authority and responsibility to pass

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upon their qualifications. The School Director Data Form must be completed in its entirety and submitted to the commission each time the Chief Operating Officer of an Institution changes within 10 days of hire. 3.29.6 Initial Agent Permits

Any person operating, enrolling, or recruiting on behalf of a proprietary institution is

considered as an agent of that institution. No person may recruit on behalf of a

registered institution without first registering with the commission as an agent.

The commission must receive the following documents within 10 days of hiring before

any action will be taken to approve an Agent Permit:

1. A completed Application for Agent’s Permit
2. A fee (CPSCR Form 15 – Fee Schedule Form) in the amount

specified in the current published Schedule of Fees (Appendix A).

C. A surety bond (CPSCR Form 3 – Agent Surety Bond Form) in the

amount stipulated in the current Schedule of Fees (Appendix A).

3.29.7 Agent Permit Renewals

The commission must receive the following documents at least thirty (30) days prior to

expiration of the current Agent Permit.

1. A completed Application for Agent’s Permit
2. A fee (CPSCR Form 15 – Fee Schedule Form) in the amount

specified in the current published Schedule of Fees (Appendix A).

C. A surety bond (CPSCR Form 3 – Agent Surety Bond Form) in the

amount stipulated in the current Schedule of Fees (Appendix A).

If the application for renewal of an Agent Permit and all monies due are not received by

the expiration date of the Agent Permit:

A. The employing institution will be notified that the agent must not

solicit or enroll students for the institution until a current Agent

Permit is obtained.

B. A copy of this notification will be sent to the office of the

Mississippi Attorney General.

C. The Agent must reapply for an Agent Permit as a new applicant.

3.30 ANNUAL STUDENT ENROLLMENT AND OUTCOME REPORTING

Enrollment and outcome data reporting by program of instruction are due annually to maintain

the Certificate of Registration. Data is reported for each fiscal year of July 1 through June 30 –

twelve (12) calendar months.

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Enrollment/outcome reports shall be submitted annually for a reporting period established by the commission and shall include the following information: A. Number of accepted enrollments, by program of instruction, during the enrollment period; B. Number of graduates, by program of instruction, during the enrollment period and; C. Other data as required by the Commission.

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SECTION 4 – GLOSSARY

Term Definition Accreditation Accreditation is a voluntary review process to determine if educational programs meet defined standards of quality. Accreditation is completed through different organizations. CPSCR only acknowledges accrediting agencies recognized/authorized by the United States Department of Education. Agent Any person employed by an institution licensed by the commission, regardless of job title, job description, full-time or part-time employment status, who directly or indirectly influences the decision of any prospective student to enroll for a fee in a course of instruction. This includes marketing representatives and individuals that represent institutions at job fairs. This does not apply to financial aid representatives. Annex An Annex is an additional physical location of a registered institution that offers the same courses/programs as are offered at the registered institution; and is under the same ownership, management and control as the registered institution. Blended/Hybrid Education This is a formal educational program in which students access a portion of the curriculum through web-based content and also receive in-person instruction at a brick-and-mortar location. The online and face-to-face components work together to deliver an integrated learning experience. Change of Ownership Anyone, or a combination, of the following, constitutes a change of ownership: • Sale of the institution or the majority of its assets; • Division of one (1) or more institutions into two (2) or more institutions; • Transfer of the controlling interest in stock of the institution or its parent corporation; • Transfer of the liabilities of the institution to its parent corporation; • Lease or rental of an institution. Commission The Commission on Proprietary School and College Registration established under MS Code 75-60-1, Senate Bill 2636. Correspondence education Means a home study educational process under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the

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materials, to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student; courses are typically self-paced. Correspondence education is not distance education as defined in this glossary. Course of Instruction The offering of instruction to individuals for a charge, fee or contribution of any kind, to a person or persons for the purpose of training or preparing such person(s) for a field of endeavor in a business, trade, technical or industrial occupation. Distance education Means a formal educational process in which the instruction in a course occurs when students and instructors are not in the same place. Instruction may be asynchronous or synchronous. Distance education uses the technologies set forth in this paragraph to deliver instructions to students and to support regular, substantive interaction between students and instructors. A distance education course instructor may use any of, but not limited to, the following technologies: the Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communications devices; audio conferencing; or video cassettes, DVDs and CD-ROMs if used as part of the distance-learning course or program. Enrollment Contract/Agreement The enrollment agreement is the contract signed between the student and the institution. The agreement specifies the conditions under which the school will provide instruction to the student. It also specifies all costs a student must pay in order to enroll in a specific school program. The student and an authorized agent of the school must date and sign the agreement prior to the time instruction begins. First year after initial registration Twelve (12) calendar months immediately following the effective date of issuance of an initial Certificate of Registration. General Education courses Means a unit of learning that is non-technical in nature and is a fundamental part of a program. The content is drawn from oral and written communications, social studies, mathematics, natural sciences, and the humanities. Graduate Any student (full-time or part-time) who upon completion of a program of study receives a certificate, license, or diploma from a proprietary institution licensed by the commission.

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Gross Annual Tuition Means the tuition income (minus tuition refunds) received by a registered school and its annexes in approved programs as computed over a consecutive 12-month period. Fees for GAT, as defined in Appendix A, are paid at the end of each fiscal year as defined by CPSCR. Proprietary Institution A "proprietary school" or "school" is any private, for-profit or nonprofit business enterprise that maintains a place of business in this state or seeks business there, is not expressly exempt by MS Code Section 75-60-5, and provides a course or courses of instruction that prepare the individual or individuals in question for employment in a trade, business, technical, or industrial capacity or study through classroom instruction, telecommunications or electronic media technology, or any combination of these. Institution Chief Operating Officer Person responsible for the daily operations of an institution. Interchangeable with Institution Director. Institution Director Person responsible for the daily operations of an institution. Interchangeable with Institution Chief Operating Officer. Institution owner If the institution is owned by an individual, that individual; if the Institution is owned by a partnership, all partners; if the institution is owned by a corporation, the officers, and directors of the corporation. Last day of student attendance The date that a student gives written notice to the institution that he /she has withdrawn; or the date on which a student meets all of the following conditions: • The student has failed to attend classes for thirty (30) successive calendar days; and • The institution has notified the student, and that the student will be considered withdrawn if he/she does not notify the institution to the contrary within twelve (12) calendar days from the date on which the letter is mailed (postmarked); or • The student fails to respond within the twelve (12) day period. Non-Technical Course Means a unit of learning that is non-technical in nature and includes general education courses, basic/college life skills, or other related courses as determined by the Commission.

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Normal time to completion The published time period required for completion of a program of study. Occupational Degree Means a credential awarded by a school upon successful completion of an associate degree program and designated as “applied or occupational” in the creditial title. This program shall contain a minimum of 60% technical course credits/clock hours. Associate degree programs designed primarily for immediate employment should be designated as an Associate in Applied Science degree, or other appropriate title, and identified with a specialty designation. This identification of a specialty or major implies relevant preparation for employment in a specific area of work and should be specified on the students’ document of completion. Person means an individual, corporation, partnership, association or any other type of organization. Program of study A series of individual courses in an area of specialization for which a diploma, degree, certificate or other written evidence of proficiency or achievement is offered/awarded. Quarter An instructional term of up to fourteen (14) weeks. Recruitment Recruitment is the process of searching for prospective students and motivating them to apply for enrollment at the institution. Registered location The location for which a certificate of registration is valid excluding, any annexes or franchise locations. Short-Term Professional Development Training Courses (Continuing Education Units)

Specialized training courses intended to help increase professional knowledge and skills for experienced individuals. These courses have no more than 20 contact hours and are non-credit bearing courses. These include, but not limited to, seminars, workshops, and continuing education. Semester An instructional term of fifteen (15), sixteen (16), seventeen (17), or eighteen (18) weeks. Student Any person who enters into a student enrollment contract or agreement. Student catalog A typed and bound publication that is readily identifiable as a catalog. The catalog must be designed and written to convey accurate impressions of the institution. The catalog must avoid

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false or misleading statements. The catalog should provide sufficient detailed data to enable prospective students to clearly understand their opportunities, limitations, and obligations. Each student must be given a copy of this catalog upon enrollment. Students may be provided with a digital link to or copy of the catalog in lieu of a physically bound document. If only a digital copy/link is provided to the student, acknowledgment of receipt must be in the student’s record. Student Mastery Students’ successful completion of a nationally recognized examination or comprehensive exam for a program of study. Mastery is calculated by the completion of a grade of “C” or better. Technical Course Means a unit of learning which yields skills, knowledge and understanding essential to the specific occupation for which the program is designed. Temporary Certificate of Registration This status allows an institution to operate under provisional authorization. Terms of the operation will be assessed based on the reason for the issuance of the temporary certificate. Additional monitoring by CPSCR staff is required on all operations. Term The amount of instructional time covered by an enrollment period. The Director The Director of the Commission on Proprietary School and College Registration. Voluntary Suspension This status allows a school to maintain its approval, but they cannot enroll, advertise or provide instruction. The institution will pay the applicable fee for the “voluntary suspension” status, which allows them to go become active again without having to go through the entire approval status again. This may be renewed only twice and will be reviewed annually. Working capital Current assets less current liabilities; it is a measure of whether a company will have sufficient resources to meet short-term debts. Institutions for initial authorization must have unrestricted liquid funds available in at least the amount of 90 days of projected expenses.

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Payments must be submitted in the form of a check or money order made out to “The Commission on Proprietary School and College Registration.” Send payments to: Commission on Proprietary School and College Registration 3825 Ridgewood Road, Sixth Floor Jackson, Mississippi 39211 Payments are nonrefundable. APPENDIX A APPLICATION PACKET FEE Application Packet Fee ($25) A fee of $25 (business check or money order) must accompany each Application Packet request. INITIAL APPLICATION FOR A CERTIFICATE OF REGISTRATION Initial Application Fee ($2,500) Each initial application for a Certificate of Registration must be accompanied by a check or money order in the amount of $2,500 includes five (5) new programs. Certificates of Registration are valid for two (2) years. However, some fees are due annually for each previous year. If fees are not paid annually, the Certificate of Registration may be revoked or suspended. Surety Bond (or Equivalent) A surety bond must accompany each initial application for a Certificate of Registration. The minimum amount of the bond required shall be based on the gross annual tuition collected by the institution during their previous year of operation or on estimated gross annual tuition for the current year, whichever is larger, and shall be as follows: Gross Annual Tuition after Refunds Minimum Bond $0 - $1,000,000 $50,000 minimum bond required $1,000,001 - $3,000,000 $100,000 minimum bond required $3,000,001 - $5,000,000 $150,000 minimum bond required Over $5 million $200,000 minimum bond required All initial applicants must provide the minimum required bond for their first year of operation in the amount of $50,000. After the first year of operations and GAT reporting, staff will assess the bond requirement as it applies to the above schedule. Alternatively, applicants may file cash, a certificate of deposit, or government bonds in lieu of the bond.

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GROSS ANNUAL TUITION FEES Gross Annual Tuition Fees Gross Annual Tuition Fees are due annually to maintain the Certificate of Registration. Fees are due each fiscal year of July 1 through June 30 – twelve (12) calendar months.. When Gross Annual Tuition Fees are not paid and/or GAT notarized GAT forms are not submitted at least thirty (30) days prior to due date, a Delinquent Fee must be paid in addition to all other fees due. Gross Annual Tuition (GAT) Fee If GAT is less than $50,000 $500 If GAT is greater than $50,000

$1,000 or 25/100 of 1% (.0025) of GAT whichever is greater Delinquent Fee ($500) When all fees for Gross Annual Tuition are not paid and/or notarized GAT forms are not submitted at least thirty (30) days prior to the due date, a Delinquent Fee must be paid in addition to all other fees due. The Delinquent Fee is $500. Fees will increase by $500 for every 30 days that fees are not paid for a maximum for $3000. Failure to pay the assessed Delinquent Fee may lead to the suspension or revocation of the institution’s Certificate of Registration. APPLICATION FOR RENEWAL OF A CERTIFICATE OF REGISTRATION Renewal Application Fee ($1,000) Each application for renewal of a Certificate of Registration must be accompanied by a check or money order in the amount of $1,000. Certificates of Registration are valid for two (2) years. However, gross annual tuition fees and forms are due annually for each previous fiscal year (July 1 through June 30). If fees are not paid annually, the Certificate of Registration may be revoked or suspended. Surety Bond (or Equivalent) A surety bond must accompany each renewal application for a Certificate of Registration. The minimum amount of the bond required shall be based on the gross annual tuition collected by the institution during their previous year of operation or on estimated gross annual tuition for the current year, whichever is larger, and shall be as follows:

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Gross Annual Tuition after Refunds Minimum Bond $0 - $1,000,000 $50,000 minimum bond required $1,000,001 - $3,000,000 $100,000 minimum bond required $3,000,001 - $5,000,000 $150,000 minimum bond required Over $5 million $200,000 minimum bond required Alternatively, applicants may file cash, a certificate of deposit, or government bonds in lieu of the bond. Voluntary Suspension ($250) Renewed only twice and reviewed on an annual basis. Delinquent Fee ($500) When all fees for renewal of a Certificate of Registration are not paid at least thirty (30) days prior to expiration of an institution’s current Certificate of Registration, a Delinquent Fee must be paid in addition to all other fees due. The Delinquent Fee is $500. Fees will increase by $500 for every 30 days that fees are not paid for a maximum for $3000. Failure to pay the assessed Delinquent Fee may lead to the suspension or revocation of the institution’s Certificate of Registration. REINSTATEMENT OF REGISTRATION Reinstatement Fee ($1,000) The fee for reinstatement of registration of a suspended institution is $1,000. APPLICATION TO REGISTER AN ANNEX OF AN APPROVED INSTITUTION Annex Registration Application Fee ($250) A fee of $250 must accompany each application to register a new annex of an approved institution unless the annex approval request is included in the institution’s application to renew their Certificate of Registration. APPLICATION FOR APPROVAL TO OFFER A NEW COURSE WITHIN AN APPROVED PROGRAM OF STUDY New Course Fee ($250) A fee of $250 must accompany each application for approval to offer a new course within an approved course of study unless the approval request is included in the institution’s application to renew their Certificate of Registration.

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APPLICATION FOR APPROVAL TO OFFER A NEW PROGRAM OF STUDY New Program/Change to Program Fee ($250) A fee of $250 must accompany each application for approval to offer a new program of study unless the new program or program modification approval request is included in the institution’s application to renew their Certificate of Registration. Fee includes one new course only.

APPLICATION FOR AN INITIAL AGENT PERMIT Initial Application Fee ($500) Each initial application for an Agent Permit must be accompanied by a check or money order in the amount of $500. Agent Permits are valid for one (1) year. All registered institutions must have at least one active agent licensed during operation. Surety Bond (or Equivalent) A surety bond in the penal sum of $10,000 must accompany each application for an initial Agent Permit. Alternatively, applicants may file cash, a certificate of deposit, or government bonds in the amount of $10,000 in lieu of the bond.

APPLICATION FOR RENEWAL OF AN AGENT PERMIT Renewal Application Fee ($250) Each application for renewal of an Agent Permit must be accompanied by a check or money order in the amount of $250. Agent Permits are valid for one (1) year. Surety Bond (or Equivalent) A surety bond in the penal sum of $10,000 must accompany each application for renewal of an Agent Permit unless a continuous bond in the penal sum of $10,000 has been furnished. Alternatively, applicants may file cash, a certificate of deposit, or government bonds in the amount of $10,000 in lieu of the bond. OTHER FEES Other Fees ($250) A fee of $250 must accompany each change of address, change of ownership, program modification, or name change request.

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Exemption Fee A fee of $100 must accompany each application for determination of exemption from registration with the commission.

SPECIAL SITE VISIT FEE Special Site Visit Fee ($500 plus actual visiting team expenses) A fee of $500 will be assessed to an institution for special site visits such as accreditation visits, hearings for complaints, audits (other than regularly scheduled) and investigations.

In addition to the Special Site Visit Fee, fees will be assessed to an institution to cover the actual expenses of the visiting team including travel, meals, and lodging.

REPLACEMENT FEES Replacement Fees ($5) A replacement fee for a duplicate Certificate of Registration or a duplicate Agent Permit is $5.

Part 8 Mississippi Virtual Community College Policies & Procedures Manual

9 Miss. Admin. Code Pt. 8 Mississippi Virtual Community College Policies & Procedures Manual

Mississippi Virtual Community College Policies and Procedures Manual

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MSVCC Policies & Procedures Manual The Administrative Committee of the Mississippi eLearning Association (MELA), in conjunction with the Mississippi Community College Board (MCCB), sets forth the policies and procedures in this manual to inform partner colleges of the operations and expectations related to the Mississippi Virtual Community College (MSVCC).

Prepared by: Mississippi Community College Board Office of eLearning and Instructional Technology 3825 Ridgewood Road Jackson, MS 39211

Publication Date: August 2024

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TABLE OF CONTENTS MSVCC Policies & Procedures Manual .................................................................................. 2 EXECUTIVE SUMMARY .........................................................................................................5 Mississippi Virtual Community College Overview .................................................................. 5 state appropriations and funding guidelines .................................................................................6 Full-Time Equivalent (FTE) Formula from the Community and Junior College Support Appropriations Bill .................................................................................................................. 6 Criteria for State Reimbursement of Mississippi Virtual Community College Courses ............ 6 Memorandum of Agreement .................................................................................................... 8 MCCB Support ....................................................................................................................... 8 MSVCC Resources and Services .................................................................................................8 Contractual Services ................................................................................................................ 8 Web Services ........................................................................................................................ 10 MSVCC Calendar ..................................................................................................................... 11 General ................................................................................................................................. 11 Calendar Development Process ............................................................................................. 13 Census Date .......................................................................................................................... 14 Control Dates ........................................................................................................................ 14 College Responsibilities ............................................................................................................ 16 Provider College Responsibilities .......................................................................................... 16 Host College Responsibilities ................................................................................................ 19 Student Policies and Procedures ................................................................................................ 19 MSVCC Student Privacy ....................................................................................................... 19 MSVCC Student Surveys ...................................................................................................... 20 MSVCC Attendance Policy ................................................................................................... 20 No Show ............................................................................................................................... 20 MSVCC Honesty Policy ........................................................................................................ 20 MSVCC Discipline Policy ..................................................................................................... 21 MSVCC Student Grievance Procedure .................................................................................. 21 Out-of-State Students ............................................................................................................ 21

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Proctored Exams ....................................................................................................................... 22 Verification of Student Identity and Testing Integrity: ........................................................... 22 Fees: ..................................................................................................................................... 22 Minimum/Maximum Number of Exams: ............................................................................... 22 Delivery Method: .................................................................................................................. 22 Proctoring Standards Evaluation:........................................................................................... 22 Out-of-State and Virtual Proctoring: ...................................................................................... 22 Textbooks ................................................................................................................................. 22 Order from the Publisher ....................................................................................................... 23 Order from another Store ....................................................................................................... 23 Communication about Orders ................................................................................................ 23 Cost of Shipping.................................................................................................................... 23 Timeliness of Shipment ......................................................................................................... 23 Timeliness of Payment .......................................................................................................... 23 Website Accuracy ................................................................................................................. 23 Return Policy ........................................................................................................................ 24 Mississippi eLearning Association ............................................................................................ 24 Bylaws of the Mississippi eLearning Association .................................................................. 24 MSVCC Exceptions and Issues Committee ............................................................................... 28 Bylaws of the Exceptions and Issues Committee ................................................................... 28 Appendix A: Memorandum of Agreement................................................................................. 32 Appendix B: Criteria for state reimbursement............................................................................ 33 Appendix C: State Funding for MSVCC Consortium ................................................................ 35 Appendix D: Memorandum of agreement Evaluation Survey .................................................... 36 Appendix E: MS Community College Services and Contracts ................................................... 37 Appendix F: Faculty Credentials Certification ........................................................................... 39 Appendix G: MSVCC Grade Change Form ............................................................................... 40 Appendix H: Core Course Evaluation Guide ............................................................................. 41 Appendix I: MSVCC Student Course Evaluation ...................................................................... 42 Appendix J: MSVCC Student Services Survey .......................................................................... 45 Appendix K: MSVCC Provider Course Review ........................................................................ 50

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Appendix L: Proctor Confidentiality Agreement ....................................................................... 51 Appendix M: Off-Site/Out-Of-State Approval Form ................................................................. 52 Appendix N: Officer Rotation List ............................................................................................ 53

EXECUTIVE SUMMARY Mississippi Virtual Community College Overview The Mississippi Virtual Community College (MSVCC) is a consortium of Mississippi's 15 community colleges that makes it possible for the institutions to leverage their distance learning resources -- including faculty, courses, support services, and technology. Through the MSVCC, students may take courses from community colleges anywhere in Mississippi while getting support services from a local college. To take a course from a remote (Provider) college, a student enrolls at a local (Host) community college. The Host College supports the student with a full slate of student services, including advisement and counseling, financial aid, and learning resources. The Host College awards credit for the course. The Provider College provides the course instruction. The success of the MSVCC partnership and the resulting trust that has developed between the Mississippi Community College Board (MCCB) and the member colleges has led to the advancement of quality, accessible education, fiscal efficiency, and innovative and collaborative instructional practices. MSVCC Goals The goals of the MSVCC are to encourage progress by: • Promoting opportunities for faculty and student achievement through oversight of MELA (Mississippi eLearning Association) Policies and Procedures, Strategic Plan, and Committees (Success) • Ensuring online courses meet academic content and integrity standards, including innovative instructional design, which addresses diverse learning styles (Quality) • Recommending methods/modes to support the usage or adoption of accessible instructional technologies for students and faculty (Support) MSVCC Course Definition MSVCC online courses are defined as those offered through the MSVCC Enrollment Tool (ET), whether hosted or provided, and must follow the policies and procedures outlined in this document. Courses that are not offered in the MSVCC ET are “native online courses,” in which the college offering the course(s) determines local policies and procedures.

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STATE APPROPRIATIONS AND FUNDING GUIDELINES Full-Time Equivalent (FTE) Formula from the Community and Junior College Support Appropriations Bill All MSVCC provider semester credit hours for the summer, fall, and spring semesters of the prior year are divided by 30 to determine the number of FTEs and are included in the academic, technical, and career categories. Academic, technical, and career categories are weighted at 1.0. MSVCC students must be enrolled and in attendance on the last day of the sixth week of each full-term semester, or its equivalent, and reside within the state of Mississippi to qualify for funding. All colleges participating in the MSVCC will agree to basic MSVCC Policies and Procedures and sign a Memorandum of Agreement (MOA) with the MCCB that outlines the primary responsibilities of the MCCB and the participating colleges. Criteria for State Reimbursement of Mississippi Virtual Community College Courses Giving full faith to MCCB Policy 8.2 Standards for Quality and Accountability, a community college is in compliance with the MSVCC Policies and Procedures Manual for the Mississippi Virtual Community College (MSVCC) Consortium when it meets the following criteria:

1. Students enrolled in courses where instruction is delivered via distance learning technologies will be counted for audit purposes, the same as that for students enrolled via traditional delivery methods, with the following stipulation: State appropriations will be awarded for Mississippi Virtual Community College (MSVCC) courses that are offered through the MSVCC Enrollment Tool and conform to all operational policies, procedures, and positions as approved by the Mississippi Community College Board (MCCB), in consultation with the Mississippi Association of Community/Junior Colleges (MACC), and as interpreted by the MCCB. MSVCC online courses are defined as those offered through the MSVCC Enrollment Tool, whether hosted or provided, and must follow the policies and procedures outlined in the MSVCC Policies and Procedures Manual. Courses that are not offered in the MSVCC Enrollment Tool, and/or do not have shared students, are “native online courses,” in which the college offering the course(s) determines local policies and procedures. Colleges will be compensated according to their roles as Host and/or Provider colleges for students and courses. Online courses are not classroom based; content is delivered online, do not require regular campus or any synchronous attendance, can be accomplished from a remote site, and are distinguished from hybrid courses, which are merely Internet enhanced.
2. A $0.90 fee per semester credit hour (SCH) per semester will be assessed to each college by the MCCB to support the MSVCC and the contractual obligations adopted by the consortium.

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3. For state reimbursement under Sections (Number), SB (Senate Bill) (Number), (Year), Regular Session of the Appropriation Bill, hybrid courses are defined as those courses with less than seventy- five percent (75%) of student contact hours provided on-line. All academic, career, and technical courses with primary online delivery (75% or more of student contact hours) will be eligible for state reimbursement. Guidelines for reimbursement of vocational and workforce training courses will be determined as courses are developed.
4. All participating colleges will make MSVCC course offerings, for which they have program approval and accreditation, available to students for summer, fall, and spring semesters as deemed appropriate by local policy and procedures.
5. All participating colleges will adhere to the annual MSVCC calendar developed in cooperation with the Academic Officers Association and approved by the MACC.
6. All participating colleges should make MSVCC course offerings available to students. This may be achieved by publishing the registration website of the MSVCC in the college catalog, printing on college schedules, adding a link to the complete course listing to the college’s website, or another method as deemed appropriate by local college policy and procedure.
7. Participating colleges must allow all courses listed on the MSVCC master course list to remain active until the end of the MSVCC enrollment period unless the class is full or proper notification is given to all colleges by the Provider. Proper notification is defined as email communication to all colleges from the Provider that lists impacted courses within the master listing. Notifications about closures should be made to Chief eLearning Officers (CELOs) and the MCCB Assistant Executive Director for eLearning & Instructional Technology as soon as possible. No deletions can be made after noon on the Wednesday before the term's first start day.
8. All participating colleges must agree to serve as a testing site for MSVCC courses for the term(s) the college is participating in, giving full faith, cooperation, and credit to all other colleges. Colleges must agree to test MSVCC students regardless of the college’s role as Host, Provider, or neither. Colleges will participate in any MSVCC protocols, lists, and guidelines regarding testing.
9. All participating colleges must provide eLearning personnel to promote active communication relating to the MSVCC among all other colleges. Participation in regular statewide meetings, student services initiatives (including transcripts and admissions records), accreditation issues, research, and planning will be required of each college.
10. All Provider Colleges will provide the Host College with a copy of the faculty member's credentials and transcripts via the secure MSVCC Enrollment Tool database, verified by the Provider College and so stated in the file at the Host College.

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11. All Provider Colleges agree to report (manually and/or via database import) attendance and grades, in accordance with the annual MSVCC calendar, utilizing the MSVCC Enrollment Tool database for the Host College to retrieve.
12. Due to course integrity and security issues, students are prohibited from auditing an MSVCC course.
13. All Provider Colleges are required to indicate in the Enrollment Tool which courses utilize Inclusive Access. An Inclusive Access fee will be charged to the Host College, and the Provider College will receive the Inclusive Access fee via an adjustment to the MSVCC Assessment at a rate of $25.00 per credit hour. Inclusive Access is the digital course content delivered to students on the first day of class through the learning management system. Due to the instructional requirement of teaching and learning materials provided through Inclusive Access, there is no opt-out option for students. Memorandum of Agreement All colleges participating in the MSVCC will agree to basic MSVCC operational guidelines, as set forth in the MSVCC Policies and Procedures manual and will sign a Memorandum of Agreement (MOA) with the MCCB that outlines the primary responsibilities of the MCCB and the participating colleges. In June of each year, each MACC President receives the following items as a part of the MOA: • Memorandum of Agreement for MSVCC Participation (APPENDIX A) • Criteria for State Reimbursement of MSVCC Courses (APPENDIX B) • State Funding for MSVCC (APPENDIX C) • Evaluation Survey for MSVCC (APPENDIX D) MCCB Support Through a collaborative partnership with members of the MSVCC and the MCCB, the Office of eLearning and Instructional Technology provides services, support, and resources to participating colleges and their respective educators and administrators in alignment with the goals and mission of the MSVCC. Funded by Educational Technology Appropriations and MSVCC Assessment Fees, the Office budget includes salary and fringe benefits for 3 positions. MSVCC RESOURCES AND SERVICES Contractual Services To support students in achieving their educational endeavors both in the classroom and beyond, the MSVCC leverages distance learning resources and services to foster an environment of excellence and promote quality teaching and learning.

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The adoption of new contractual services follows a rigorous evaluation and implementation process, as outlined: Adoption of New Contractual Services:

1. Support Committee Evaluation: o The Support Committee is tasked with vetting any new or existing vendor services and making a motion to adopt or discontinue services to the Mississippi eLearning Association (MELA).
2. MELA Action: o During a monthly meeting, the Mississippi eLearning Association (MELA) will act on eLearning-related vendor services.
3. Approval Process: o If voted to adopt, the Assistant Executive Director (AED) for eLearning and Instructional Technology will present the procurement request for action by the Presidents at the next Mississippi Association for Community Colleges (MACC) meeting. o If approved by the Mississippi Association for Community Colleges (MACC), the Assistant Executive Director (AED) for eLearning and Instructional Technology will work as the liaison between MELA, MACC, Information Technology Services (ITS), and the Mississippi Community College Board (MCCB).
4. Technology Service Agreements: o All technology service agreements overseen by Information Technology Services (ITS) adhere to the following procedure: ▪ The ITS procurement request is initiated by the Assistant Executive Director (AED) for eLearning and Instructional Technology. ▪ ITS assigns a Technology Consultant to the procurement request to ensure compliance with applicable state laws and guidelines. ▪ The ITS Technology Consultant informs the AED for eLearning and Instructional Technology of the procurement determination (i.e., competitive purchase or sole source). ▪ ITS drafts a contract that adheres to state procurement laws and guidelines. A Business Case and/or Approval by the ITS Board may be required.

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▪ Upon agreement to the draft terms and conditions, the AED for eLearning and Instructional Technology requests spending approval by the Mississippi Community College Board (MCCB). ▪ Upon approval by the MCCB Board, ITS collects contract signatures, with the Executive Director of ITS signing on behalf of the MCCB. 5. Implementation and Monitoring: o Once the contract is executed, the MCCB Office for eLearning and Instructional Technology coordinates implementation, training, and technology support. o The Support Committee continues to monitor the overall value and usage of the service throughout the contract's life cycle. A comprehensive list of all contractual services and agreements is housed in the MELA Canvas Course and can also be viewed under Appendix E. Resources and contractual services are funded by the $0.90 SCH (Semester Credit Hours) assessment fee and Educational Technology Appropriations. Web Services • MSVCC Enrollment Tool: The Mississippi Virtual Community College (MSVCC) Enrollment Tool (ET) is an enrollment management system for MSVCC online courses and students across the 15 Mississippi community colleges. The Enrollment Tool (ET) provides access to courses from any Mississippi community college, allowing the Host College to offer their students additional course options from other colleges. Permissions and processes in the ET are developed by Offices of the Mississippi Community College Board (MCCB) in consultation with the Mississippi eLearning Association (MELA) and the Mississippi Association for Community Colleges (MACC), as interpreted by the MCCB. • MSVCC Website: The Office provides information via webpages to faculty, staff, and students about the Mississippi Virtual Community College (MSVCC), including MSVCC course listings, faculty resources, student resources, and help guides. • MELA Canvas Course: The Mississippi eLearning Association (MELA) Canvas Course is designed to improve the collaboration of the MSVCC Consortium and provide resources that enhance the quality of eLearning education. • Professional Development: The MSVCC Academy offers high-quality training to faculty, administrators, K-12 teachers, and out-of-state participants. Topics include Canvas, instructional design, teaching best practices, educational web applications, and vendor technology tool training. Services include multiple webinars a week held at various times, certificate courses, face-to-face workshops/presentations, and instructional

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design assistance. The office utilizes the Canvas Catalog for enrollment and reporting capabilities. • MS-SARA and NC-SARA: The State Authorization Reciprocity Agreement (SARA) is an agreement among member states, districts, and U.S. territories that establishes nationwide standards for interstate offering of postsecondary distance education courses and programs. This agreement allows participating Mississippi colleges and universities to offer distance programs and courses to residents of member states without seeking state-by-state approval, making it easier for students to take online courses offered by postsecondary institutions based in another state. SARA is overseen by a National Council (NC-SARA) and administered by four regional education compacts. • MELO (Mississippi Electronic Library Online): Mississippi Electronic Library Online (MELO) is a virtual library that mirrors a traditional library through online databases, electronic books and journals, and scholarly websites. Learners and instructors can use this service to search for books, journals, magazine articles, and news items, conduct refined searches within a specific database (such as EBSCO or CREDO), chat live with a librarian, and find citation guides such as MLA and APA. • MILD Grant: The MILD Grant is awarded to the college of the President-Elect to cover the costs associated with hosting the annual Mississippi eLearning Association (MELA) Retreat. The President-Elect must maintain records of the utilization of funds. MSVCC CALENDAR General In accordance with the Memorandum of Agreement (MOA), all participating colleges must adhere to the annual MSVCC calendar. The MSVCC calendar establishes common statewide dates for fall, spring, and summer semesters, including mini-term sessions; • A common statewide last date to enroll; • Common statewide add, drop, and withdrawal dates; • Common statewide due dates for grades, and • A common statewide ending date for each semester. The calendar includes fall, spring, and summer semesters with various term lengths including 15, 8-, 4-, and 3-week options. Colleges may elect to participate in any of the terms or semesters as either a Provider College, Host College, or both.

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Academic terms offered in the fall semester with corresponding term codes and abbreviations. Term Month Term Weeks Calendar Term Code ET Term Code August 15 AUG15 AUG (15wks) August 8 AUG08 AUG (8wks)

October 8 OCT08 OCT (8wks)

August 4 AUG04 AUG (4wks)

September 4 SEP04 SEP (4wks) October 4 OCT04 OCT (4wks) November 4 NOV04 NOV (4wks)

Academic terms offered in the spring semester with corresponding term codes and abbreviations.

Term Month Term Weeks Calendar Term Code ET Term Code December 3 DEC03 DEC (3wks) January 15 JAN15 JAN (15wks) January 5 JAN08 JAN (8wks) March 8 MAR08 MAR (8wks) January 4 JAN04 JAN (4wks) February 4 FEB04 FEB (4wks) March 4 MAR04 MAR (4wks) April 4 APR04 APR (4wks)

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Academic terms offered in the summer semester with corresponding term codes and abbreviations. Term Month Term Weeks Calendar Term Code ET Term Code May 3 MAY03 May (3wks) June 8 JUN08 JUN (8wks) June 4 JUN04 JUN (4wks) July 4 JUL04 JUL (4wks)

Calendar Development Process To ensure adequate time for review and approvals, development of terms within the ET, sufficient time for colleges to build and publish course offerings, and inclusion of MSVCC dates into local publications, the process for the MSVCC calendar is initiated two years beforehand.

1. Initial Drafting: a. During the fall semester two years before the academic year of implementation, the MSVCC Administrative Committee drafts the calendar using the guidelines in the MSVCC Policies and Procedures Manual.
2. Review and Approval: a. The draft is reviewed and approved by the Mississippi eLearning Association (MELA) during their spring meeting. b. Upon MELA approval, the MSVCC President submits the calendar to the Academic Officers Association (AOA) during their Spring AOA meeting. c. The AOA reviews the calendar and suggests revisions to the MELA if necessary. If revisions are needed, the Administrative Committee makes the required changes and resubmits them to MELA for approval.
3. Final Approval: a. If no further revisions are needed, the AOA votes on the MSVCC calendar during their Summer AOA Meeting. The President then notifies MELA of the outcome. b. Upon approval by the AOA, the Assistant Executive Director (AED) for eLearning & Instructional Technology provides the college Presidents with a

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finalized draft of the MSVCC Calendar for review at the next available Mississippi Association for Community Colleges (MACC) meeting. c. Upon approval by MACC, the MCCB Instructional Design Specialist publishes the MSVCC Calendar within the MELA Canvas Course, builds the control dates within the Enrollment Tool (ET), and notifies MELA upon completion. Census Date Annually, the legislature passes a Community and Junior College Appropriation bill, which establishes, with specificity, which students may be counted for the purposes of state reimbursement. The appropriation bill states: Academic, Technical, Career, Associate Degree Nursing, and 35 Associate Degree Allied Health funds shall be disbursed on the basis of prior year full-time equivalency (FTE) of hours generated during the summer, fall, and spring semesters for each public community and junior college student enrolled and in attendance the last day of the sixth week of each semester, or its equivalent, counting only students who reside within the State of Mississippi. However, associate degree nursing students who reside outside the State of Mississippi may be counted for pay purposes. (MCCB Enrollment Audit and Reporting Guidelines) The census date, also called the cut-off date, is the date at which students must be enrolled and in attendance to be counted for pay purposes. (MCCB Enrollment Audit and Reporting Guidelines) To ensure compliance with all applicable laws, regulations, and reporting guidelines, colleges should reference the current version of the MCCB Enrollment Audit and Reporting Guidelines. Control Dates The following control dates will be utilized to establish MSVCC calendar and turn on/off functions in the MSVCC ET. For the opening and closing of items, an item will open at 12:01am on the opening display date and close at 11:59 pm on the closing display date. (Chart on the following page) Registration and Enrollment Dates • Semester Registration Dates o Spring Semester: Registration begins on the 1st Tuesday of November. o Summer and Fall Semesters: Registration begins on the 1st Tuesday of April. • Canvas Enrollment Loading o Enrollments Loaded into Canvas: Enrollments are loaded into Canvas at 1 pm on the Wednesday before classes begin. Drop/Add Period by Term Length • 8- and 15-Week Terms: The drop/add period lasts for the first two (2) days of the term. • 4- and 3-Week Terms: The drop/add period lasts for the first day of the term only.

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Key Dates for Course Registration, Drop/Add, and Administrative Processes • Registration Deadlines o 15 Weeks: Registration ends 4 days before the term starts. o 8 Weeks: Registration ends 4 days before the term starts. o 4 Weeks: Registration ends 3 days before the term starts. o 3 Weeks: Registration ends 3 days before the term starts. • Drop/Add and Administrative Clean-Up o 15 Weeks: Drop/Add/Administrative Clean-up lasts for 13 days. o 8 Weeks: Drop/Add/Administrative Clean-up lasts for 13 days. o 4 Weeks: Drop/Add/Administrative Clean-up lasts for 6 days. o 3 Weeks: Drop/Add/Administrative Clean-up lasts for 6 days. • Census Date Calculation o Calculated at 33% of the term length for all term lengths. • Withdrawal Date Calculation o Calculated at 75% of the term length and adjusted to the closest Friday for all term lengths. Course Surveys • Opening and Closing Dates for Course Surveys o Course Survey Opens: At 53% of the term length for all term lengths. o Course Survey Closes: At 87% of the term length for all term lengths. Survey Dates by Semester • Spring Semester: o Open Date: First day of DEC03 o Close Date: Last day of MAR08 • Fall Semester: o Open Date: First day of AUG15 o Close Date: Last day of OCT08 • Summer Semester: o Open Date: First day of MAY03 o Close Date: Last day of JUN08 Mid-Term and Final Grades Submission • Due Dates for Mid-Term Grades o 15 Weeks: Mid-Term Grades are due on the Monday of the 9th week. o 8 Weeks: Mid-Term Grades are due on the Monday of the 5th week. o 4 and 3 Weeks: Mid-Term Grades are not applicable. • Due Dates for Final Grades o Final Grades: Due on the Monday following the last day of the term for all term lengths. Grade Submission Windows • Grade Submission Opens: 5 days before the due date. • Grade Submission Closes: 3 days after the due date.

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Audit Roster Availability • Audit Rosters o Availability: Available 1 day after the Census Date. o Closure: Available until the last day of the term. No Show Reporting • Due Dates by Term Length o 15 Week Terms: No Show reports are due by the 17th day of the term (typically the 3rd Wednesday). o 8 Week Terms: No Show reports are due by the 10th day of the term (typically the 2nd Wednesday). o 3- and 4-Week Terms: No Show reports are due by the 5th day of the term (typically the 1st Friday). Pre-Verification of Course Files • Pre-Verification of Course Files for Audit: Required by the 9th week of the semester. COLLEGE RESPONSIBILITIES Each college associated with the MSVCC has a duty to support and administer it, including daily operations, resource provision, and appropriate staffing. The Provider College (course) and the Host College (student) have distinct responsibilities to ensure the delivery of quality course offerings and support for faculty and students. Provider College Responsibilities The Provider College is the college where the course is taught. To ensure effective course sharing and continuity of services, the Provider College’s primary responsibilities include: Enrollment Tool Grades Grades will be recorded (either manually and/or via database import) into the MSVCC ET for shared MSVCC students. • Mid-Term Grades: Mid-term grades will be recorded in the ET for MSVCC students enrolled in MSVCC 8-week and 15-week courses. Mid-term grades will be due the Monday of the 5th week for 8-week courses and the Monday of the 9th week for 15-week courses. Mid-term grades are not required for 3- or 4-week courses. • Final Grades: Final grades will be recorded in the ET for MSVCC students enrolled in an MSVCC course. Final grades will be due the Monday after the end of the term's final week (i.e., Final grades will be due the Monday after the end of the 8th week for 8-week courses and the Monday after the 15th week for 15-week courses). Grade Changes If a grade change is necessary, the instructor must report the grade change to their CELO utilizing the MSVCC Grade Change Form (APPENDIX G). If the ET grade portal is open (typically 3 days after grade due date), the CELO will enter the appropriate grade change, and no

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further action is necessary. If the ET grade portal is closed, the CELO must email the MSVCC Grade Change Form to the appropriate CELO(s). When requested by the Provider, a copy of the MSVCC Grade Change Form will be submitted to the MCCB via email at MSVCC@mccb.edu for revision within the ET. Attendance In accordance with the MCCB Enrollment Audit and Reporting Guidelines, colleges participating in the MSVCC must ensure compliance with student attendance. A student is considered in attendance for reimbursement purposes if they have not exceeded the maximum number of allowable absences in any given term. Since the ET serves as the MSVCC information sharing portal, Provider Colleges are required to record attendance by the instructor manually logging in weekly to the ET (using their unique login and password) to document attendance and/or via database import (customized SIS (Student Information System) import into the ET Data Portal). The Provider College is responsible for recording regular attendance so that the Host College may access attendance data needed for reimbursement. The Electronic Audit and Reporting System (eARS) links to the ET at the end of the term and creates a Student Schedule (SS) file download. This download is appended to the Host College’s SS file by the personnel designated to perform data uploads. Faculty Credentialing The Provider College will provide the necessary documentation certifying each MSVCC Instructor’s credentials to teach in each subject area. • A completed Faculty Credentials Certification form should be loaded for each instructor into the Faculty Profile in the ET (APPENDIX F). • A copy of the instructor’s transcripts verifying credentials should be loaded into the Faculty Profile in the ET. Note: The instructor’s SSN (Social Security Number) and birth date should be redacted prior to uploading into the ET. Textbooks The Provider College is responsible for the selection of textbooks. Textbook information for the MSVCC should include Term, District, ISBN (required), Type, Author (required), Title (required), Publisher (required), and Comments. Inclusive Access All Provider Colleges agree to indicate in the ET which courses utilize Inclusive Access. An Inclusive Access fee will be charged to the Host College, and the Provider College will receive the Inclusive Access fee via an adjustment to the MSVCC Assessment at a rate of $25.00 per credit hour. Inclusive Access is digital course content delivered to students on the first day of class through the learning management system. Due to the instructional requirement of teaching and learning materials provided through Inclusive Access, there is no opt-out option.

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Syllabus The Provider College is responsible for uploading the MSVCC Course Syllabus into the ET. Syllabus information for the MSVCC must include course information, instructor contact information, prerequisites, course description, text, and course materials, learning outcomes, instructional techniques, methods of evaluation, grading information, testing information, academic honesty policy, attendance information, and an ADA statement. The syllabus must be a PDF and utilize the following naming convention: (3 digit) District Code + (5 digit) Semester Term + Course ID + Type of file being uploaded. [Example: 2062018310178.pdf.] Evaluations Each college should conduct annual evaluations of provided courses. • The MSVCC Core Course Evaluation Guide (APPENDIX H) should be used as a basis for conducting evaluations. Individual colleges can customize their evaluation instruments and processes according to local college policies and procedures. To verify quality of courses to Host Colleges, the Provider College must upload an MSVCC Quality Verification letter to participating colleges inside of the MELA Canvas course repository as a quality verification notice. • Letters must be sent annually in October. The letters should verify quality in courses from the previous summer, fall, and spring semesters. [Example: in October 2010, letters will verify quality from the previous fall 2009, spring 2010, and summer 2010 semesters.] • The Letter should state the following: “I have reviewed the evaluations of courses and instructors as a provider of all instructors used by my college as a member of the MSVCC for the Fall [insert semester year], Spring [insert semester year] and Summer [insert semester year] semesters. I further certify that the instructors have adequate academic preparation for courses offered, course content matches criteria as stated in the Uniform Course Numbering System in Mississippi Public Community and Junior Colleges, and all courses meet the minimum guidelines set in the MSVCC Core Course Evaluation Guide. I agree to allow all students, hosted, and provided, the opportunity to evaluate the course.” • CELOs should verify that letters have been sent. • MSVCC shared students will be provided the opportunity to evaluate each MSVCC course in which they are enrolled for summer, fall, and spring semesters. Colleges may elect to utilize the MSVCC Student Course Evaluation Survey (Appendix I) and/or the MSVCC Student Services Survey (Appendix J). The surveys will be made available in accordance with the MSVCC Calendar. Proctored Exams Each college shall serve as a testing center for proctored exams. The college should provide an ideal testing environment and maintain the integrity of all exams administered.

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Americans with Disabilities Act (ADA) Each college will take whatever steps it considers prudent to address ADA compliance for MSVCC courses and students. Host College Responsibilities The Host College lists the course, enrolls the student, and awards credit for the course. The Host College supports the student with a full slate of student services, including advisement and counseling, financial aid, and learning resources. Grades The appropriate personnel from the Host College will retrieve grades from MSVCC ET and record within the local student information system. Attendance The Host College will process attendance based on the data provided by the Provider College using the “Request for Drop – Other CC Requested Drop” report in the Attendance feature of the ET. At the end of the term, the Electronic Audit and Reporting System (eARS) links to the ET and creates a Student Schedule (SS) download. The download is then appended to the Host Colleges SS file by the personnel designated to perform data uploads. Provider Course Review Colleges may use the Provider Course Review form (Appendix K) to verify that courses pulled in from other MSVCC schools are consistent with local offerings. Proctored Exams Each college shall serve as a testing center for proctored exams. The college should provide an ideal testing environment and maintain the integrity of all exams administered. Americans with Disabilities Act (ADA) Each college will take whatever steps it considers prudent to address ADA compliance for MSVCC courses and students. STUDENT POLICIES AND PROCEDURES MSVCC Student Privacy The local Host College has established procedures for protecting personally identifiable information within the Student Information System. For the MSVCC, the MCCB utilizes https and secure file transfer processes to protect student information during the transfer and storage of registration, course, and grade information in the ET. A unique, college generated student ID serves as the main identifier within the ET, Student Information System, and learning management system, and password encryption is determined by the authentication configuration set up by each school. Students can only access the learning management system using a secure

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internet portal. All information within each LMS is stored off-site in locations with firewall, network, and physical security. MSVCC Student Surveys MSVCC Student Surveys are made available in the ET and may be utilized to evaluate courses and student services at the Host College. MSVCC Attendance Policy In accordance with the MCCB Enrollment Audit and Reporting Guidelines, a student is considered IN ATTENDANCE for reimbursement purposes if they have not exceeded the maximum number of allowable absences in any given term. The ET attendance portal is available to MSVCC participants for documenting hosted and/or provided attendance. Colleges may elect to report attendance data either manually (instructor logging in weekly to the ET to record attendance using their unique login and password) and/or via database import (customized SIS import into the ET Data Portal). The MSVCC consortium defines attendance as active participation in course activities. In alignment with the typical course start day of Monday, the Enrollment Tool (ET) is programmed to allow instructors to record attendance as follows: • 8-week and 15-week classes: attendance is measured weekly, on Sundays, and should reflect documented engagement with the course content. • 3-week and 4-week classes: attendance is measured twice per week, on Wednesdays and Sundays, and should be based on documented engagement with the course content.

No Show A student is considered a “No Show” for attendance purposes if there is no documentable engagement with the course content within the timeframe allowed. • 3-week and 4-week terms: First 3 days of the term • 8-week term: First week of the term • 15-week term: First 2 weeks of the term Note: The United States Department of Education defines academic engagement. The determination of exactly what constitutes a learning activity may be left to individual colleges and their instructors. However, learning activities should demonstrate participation in the course. Participation in these learning activities should be used when determining the last date of attendance reported to consortium members. MSVCC Honesty Policy The hallmark of any profession is integrity and honesty. Academic honesty is expected of all students; therefore, each student is expected to accomplish their own work. Academic misconduct includes, but is not limited to, deceptive acts such as the following:

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• Plagiarizing from any source, • Cheating in any manner on tests, papers, reports, et cetera, • Submitting work that is not the student’s own, • Improperly using technology, • Stealing, buying, or selling course material, • Impersonating another student while taking an exam or having another person assume one’s identity to take an exam; and/or • Deliberately conveying false or misleading information. When academic misconduct has occurred, the instructor is responsible for assigning an appropriate penalty in accordance with the Provider College’s policy. This may include failure of the assignment, course failure, or dismissal from the college. The college policy must be outlined in the course syllabus and uploaded in the ET and Course Site. MSVCC Discipline Policy Students who register for a MSVCC course will be subject to the disciplinary policies and procedures of the student’s Host College (Host College is the college where the student registers for class.). MSVCC Student Grievance Procedure Students who wish to make a complaint regarding any aspect of the MSVCC must follow these steps:

1. Discuss the Problem: The student should first discuss the issue with the faculty member, staff member, or administrator involved. Direct communication usually resolves most problems.
2. Contact the CELO: If informal efforts are not productive, the complainant should contact the Chief eLearning Officer (CELO) at the student’s Host College for assistance in processing the complaint.
3. File a Formal Complaint: If the issue is not resolved, the complainant may file a formal complaint in writing with the Provider College’s CELO, with a copy sent to the Host College’s CELO. The provider CELO will refer the complaint to the appropriate person for resolution, with a response provided within 15 working days.
4. Appeal Process: If the complainant is not satisfied with the resolution, they must follow the appeal procedures prescribed by the Provider College, with the appeal submitted in writing within five (5) working days of the previous decision. No adverse action will be taken against a complainant for filing a grievance. Out-of-State Students If a complaint cannot be resolved through the college’s student complaint process, complainant may file a grievance with the Mississippi Commission on College Accreditation (MCCA) by

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visiting their site at misssissippi.edu/mcca and following the student complaint process. Complainants may also contact the appropriate agency in their state of residency. PROCTORED EXAMS Proctored exams are supervised to ensure the identity of the exam taker and the integrity of the proctoring environment. Proctored exams are used to comply with Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) standards, ensuring that the student who registers for a distance education course is the same student who participates in and completes the course. Verification of Student Identity and Testing Integrity: • Passwords for proctored exams are entered by faculty into a secured repository, accessible only to instructors, proctors, and eLearning administrators. • Students must verify their identity with a photo ID when taking proctored exams, either in person or via an approved virtual proctoring service. Fees: Students authorized to use off-site or virtual proctoring may be assessed a testing fee. No fee is assessed when using a proctoring site on a Mississippi community/junior college campus. Minimum/Maximum Number of Exams: • A minimum of one (1) and a maximum of three (3) proctored exams per MSVCC course are allowed for terms of 6 weeks or more. • A minimum of one (1) and a maximum of two (2) proctored exams per MSVCC course are allowed for terms of 5 weeks or less. Delivery Method: All proctored exams are conducted electronically through the learning management system or an applicable third-party site (e.g., MyMathLabs, SAM), as determined by the Host instructor. Proctoring Standards Evaluation: Colleges must evaluate their proctoring needs annually to ensure adequate hours of operation and resources to support MSVCC and local students. Out-of-State and Virtual Proctoring: Colleges permitting out-of-state or virtual proctoring must follow established procedures to ensure approval for off-site proctors and centers. TEXTBOOKS As members of the MSVCC, all colleges agree to abide by the following guidelines regarding meeting the textbook needs of students while enrolled in an MSVCC course.

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Order from the Publisher If possible, the bookstore will order from the publisher, rather than the other bookstore, except where unique situations arise (i.e., instructor prepared materials, out-of-edition textbooks, etc.). Order from another Store If a bookstore is unable to buy from the publisher and have the textbook delivered to the student within 14 days, the Host College will place an order with the Provider College. Each college will accept a purchase order from a member of the MACC. Each college bookstore will accept open purchase orders from other stores, if that is the procedure that they would like to use. The bookstore may call or email their order to the other bookstore. Prior to placing this order, the college will verify the information on the student’s profile for accuracy. Communication about Orders All communication concerning any orders between stores will occur only between the stores involved. It is agreed that there will be no communication with a student about a textbook ordered from another college which involves criticism of the other college. Therefore, a student will not be asked to call the other bookstore. As the student did not place the order, only the other college bookstore will call for information on the order. Cost of Shipping All community college bookstores agree to charge a fair and equitable fee based upon current standard book shipping rates through the USPS. Timeliness of Shipment All bookstores agree to make shipments to other colleges within 2 to 3 business days if the book is in stock. If the textbook being ordered is out-of-stock at that college, the bookstore who is placing the order will order directly from the publisher. Timeliness of Payment All bookstores agree to make payment within 30 days of receipt of the invoice. Note that some bookstores mail their invoice with their shipment, and some prepare them later. A bookstore may deny an order if they have outstanding invoices from a store from a previous semester. Website Accuracy All CELOs agree that as much as possible, they will ensure that information for textbooks on the MSVCC Enrollment System will be accurate. In addition, they agree that as textbook changes are made, students who have registered for the class will be notified of the change(s). As required by Higher Education Opportunities Act (HEOA), colleges will “Disclose, on the college’s internet course schedule and in a manner of the institution’s choosing, the International Standard Book Number (ISBN) and retail price information of required and recommended

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college textbooks and supplemental materials for each course listed in the college’s course schedule used for preregistration and registration purposes.” Return Policy Local college policy will determine if students can return books. If a return is needed, the bookstore should notify the other store and discuss whether a return is allowed and whether it includes additional fees. MISSISSIPPI ELEARNING ASSOCIATION Bylaws of the Mississippi eLearning Association Article I: Organization The name of the organization shall be the Mississippi eLearning Association (MELA). Article II: Purpose The Mississippi eLearning Association was formed to ensure the Mississippi Virtual Community College (MSVCC) continues to provide an effective, efficient, quality, educational experience for all MSVCC students. Article III: Membership Membership in this organization shall be granted to the Chief eLearning Officer (CELO) appointed by the college president for each college participating in the MSVCC consortium and individuals at participating MSVCC colleges working in eLearning. Resource advisors from outside the group (IT, Faculty, and/or Staff) may serve on various subcommittees to support the Association's needs. Individuals working for the Mississippi Community College Board and/or Mississippi Association for Community Colleges designated as eLearning support staff serve as resource advisors to the Association. Article IV. Officers Section 1: Officers There shall be three officers of the Association consisting of a President, President- Elect, and Secretary who serve one-year terms in each office in succession. Section 2: Appointment of Officers Members are appointed to serve as officers utilizing the randomly generated Officer Schedule (Appendix N) which ensures all colleges serve within the Association in a fair and equitable manner. Every college must serve, however; if a college has a limited number of office personnel and/or a new director/ eLearning coordinator, the college will be allowed to request delaying their rotation for a year and then will serve as secretary the following year. Officers that do not

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serve as a director of eLearning at their college will need the approval from their supervisor to serve. Section 3: Term Each officer shall serve for a one year-term commencing on August 1st. At the conclusion of their term on July 31st, the Secretary will succeed to the office of President-Elect, and the President-Elect will succeed to the office of President. Article V: Duties of Officers Section 1: President The express duties of the President shall be as follows: • To serve as Chair during MELA Meetings. • To serve as an acting member of the Administrative Committee. • Represent MELA at MACC and AOA meetings as needed. • Submit the MSVCC Calendar to the Academic Officers Association. Section 2: President-Elect The express duties of the President-Elect shall be as follows: Chief eLearning Officer (CELO) of their local college or as approved by the CELO. • To attend all meetings of the Association. • To plan and organize the MELA Retreat. • To discharge the duties of the President in the absence of the President. • To serve as an acting member of the Administrative Committee. • Establish and operate technologies during MELA Meetings (virtual and physical). • To stand in for Chair in the event of his or her absence. Section 3: Secretary The express duties of the Secretary shall be as follows: • To attend all meetings of the Association. • To serve as an acting member of the Administrative Committee. • To record the minutes of all meetings of the Association including the annual Retreat. • To distribute the minutes to all members of the Association within one week of the meeting. Article VI: Meetings Section 1: Regular Meetings Regular meetings shall be held on the 2nd Wednesday of each month. However, if at any meeting it is determined by a majority of the Association that the next regular meeting is unnecessary, such meeting shall not be held.

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Section 2: Order of Business Association members may add items to the agenda by 12:00 p.m. on the Monday before the meeting. The order of business at the regular meetings, and other meetings as applicable, is as follows: • Call to Order • Approval of Minutes for the proceeding meeting • Approval of Agenda for Current Meeting • Unfinished Business • New Business • Action Items • Open Forum • Adjournment Section 3: Annual Retreat A Retreat, hosted by the appointed President-Elect, will take place annually at the date, time, and location determined by the President-Elect. Section 4: Strategic Planning Strategic Planning for the MSVCC shall be conducted bi-annually. Section 5: Special Meetings Special meetings may be called by the President or by a two-thirds majority of the Association. Section 6: Notice of Meetings Notice of each meeting shall be given by the President to the Association, by email, not less than seven days before the meeting. Section 7: Quorum The Association may only take official action and conduct official business when two-thirds majority of the membership is present. Section 8: Voting Any member may request the Association discuss or take formal action on a particular subject. Once the motion has been made, the motion must be seconded by a member. One representative per college may cast a vote. No college may vote by proxy or absentee ballot. Article VII: Committees Committees are utilized to develop and implement the Strategic Plan, which guides the MSVCC in achieving its vision for the current cycle (typically four years). The purpose of the strategic planning cycle is to provide quality, accessible, and flexible instructional offerings through the utilization of instructional technologies while ensuring integrity, supporting students, and providing resources for faculty success.

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Section 1: Standing Committees The Association shall maintain the following standing committees: Administration Committee, Quality Committee, and Support Committee. Each committee's members are tasked with a subset of topics related to the goals and operation of the MSVCC. MELA Committee Primary Topics Members Administration Policies & Procedures Strategic Plan Calendar (Creation and Submission to AO group) Budget & Grants Officer Elections Committee Oversight

President, President-Elect, Secretary, and Immediate Past President.

Ex-Officio Member: MCCB Assistant Executive Director for eLearning & Instructional Technology Quality Pedagogy Instructional Design Accessibility Integrity Evaluation Standards Diversity Alignment Engagement and Interaction

Association Members with Experience in the Primary Topics of the Committee

Ex-Officio Member: MCCB

Support Proctoring MSVCC Academy Training Instructional Technology Resources for Faculty and Students Enrollment Tool LTIs and Vendors/Partnerships

Association Members with Experience in the Primary Topics of the Committee

Ex-Officio Member: MCCB

Section 2: Committee Membership Each standing committee shall consist of a Chair, Secretary, and Association Members. Each member is expected to be an active participant within the committee. Section 3: Duties of the Standing Committee Chair The duties of the chair shall include: • Schedule meetings • Prepare agendas • Preside over meetings • Prepare and deliver committee reports

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Section 4: Chair Term Each chair shall serve for a two-year term. Section 5: Committee Responsibilities Each committee shall: • Consider and make recommendations to the Association. • Develop goals and objectives in alignment with the goals of the MSVCC. • Define metrics, set timelines, and track progress of goals and objectives. Section 6: Meetings The chair shall call meetings of the standing committee as the business of the Association requires. However, Committees are required, at a minimum, to meet bi-annually (once in the fall semester and spring semester). Notice of the meeting shall be given by the Chair, by email, not less than seven days before the meeting. Section 7: Reports The chairs of committees are responsible for keeping the Association informed of committee activities by way of reports. It is expected that reports shall be given: • During monthly meetings as scheduled; and • During the Annual Retreat, emphasizing the current and future goals and objectives related to strategic planning. Article VIII: Amendments A two-thirds majority of the Association may amend these By-Laws when necessary. Proposed amendments must be submitted to the Secretary to be sent out with regular Association announcements. Article IX: Dissolution A two-thirds majority of the Association may recommend that the Association be dissolved. Article X: Certification These Bylaws were adopted at the Association meeting on this day (INSERT DATE) MSVCC EXCEPTIONS AND ISSUES COMMITTEE Bylaws of the Exceptions and Issues Committee Article I: Purpose The Exceptions and Issues Committee exists under the direction of the Mississippi Association of Community Colleges (MACC) to serve the distance education needs and interests of the MSVCC consortium and its individual member colleges.

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Article II: Duties and Responsibilities Section 1: Exceptions The committee shall hear exceptions cases to establish MSVCC policies and operational procedures. Participating college presidents and the MCCB’s Assistant Executive Director for eLearning & Instructional Technology may submit documented exceptions. All submissions should be routed to the committee via the MCCB Office of eLearning and Instructional Technology. Submissions must be made in writing at least 10 days prior to a meeting. Exceptions are defined as those events that make a college unable to comply with a policy statement. [Example: The refusal to host a course for reasons such as repeated poor instructor evaluations, instructor credentials, etc.] Section 2: Issues The committee shall hear issues cases involving MSVCC policies, procedures, communication, and other relations. Issues are defined as events for which a college can comply with policy but wants to argue for a policy change. Issues are further defined as events occurring between individual colleges that demonstrate a lack of resolution without outside arbitration. Documented issues are to be submitted as illustrated in Article II, section 1.B. Article III: Membership Section 1: Structure Membership shall be composed of no more than seven members, including one representative from each of the following areas, college president, chief academic officer, chief eLearning officer, student services official, MCCB staff member, financial officer, and instructor. Section 2: Nominations To obtain membership, nominations must be made by the chair of the represented professional group organization, including the college president position, which will be nominated by the chair of the MACC. Nomination for the MCCB staff member will be made by the MCCB Executive Director. Nominations will be presented to and confirmed by the MACC. Voting rights are granted to any member upon confirmation by the MACC. Section 3: Term Membership rotation shall be two members per two-year period beginning at the end of year two of committee operation. Rotation will begin with and follow the order of positions indicated in Section 1 of Article III. Colleges having outgoing members shall not nominate incoming members.

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Article IV: Voting A majority vote of the membership present is required for passage of any item. Four committee members must be present to constitute a quorum for a meeting. Article V: Administration Committee Administration shall consist of a Chair, Vice-Chair and Secretary/Coordinator. The committee Chair shall be selected by the membership as indicated in Section A of Article V. The MCCB Office of eLearning shall provide the Secretary/Coordinator. The Secretary/Coordinator may or may not be a committee member. Section 1: Chair, Vice-Chair Term Dynamics The term dynamics for the Chair and Vice-Chair shall be: • Terms of office shall be for one year. • Officers may serve 2 consecutive terms. • Nominations of officers shall be taken from the floor. • Elections of officers shall be by majority vote. • Officers shall assume office at the next called meeting. • In the event of vacancy, the remainder of the term shall be filled by a vote of the membership at the meeting immediately following the announcement of vacancy. Section 2: Chair Responsibilities The express duties of the Chair shall be: • Officiate all committee meetings. • Serve as the official committee spokesperson. • Reserve the right to create subcommittees as needed. • Reserve the right to postpone action or request additional information on any exception or issue. • Shall report to the MACC and to the MCCB as needed. Such reporting shall be for the purpose of notifying the MACC and the MCCB of the committee decisions, and making recommendations on procedures, policy changes, or other related events. Section 3: Vice-Chair Responsibilities The express duties of the Vice-Chair shall be: • The vice-chair shall fulfill all the chair's responsibilities in the event of their absence or other warranting circumstances. Section 4: Secretary/Coordinator Responsibilities • The express duties of the Secretary shall be: • Handle all committee secretarial work. • Accept exceptions and issues cases. • Coordinate committee activities • Coordinate meeting arrangements.

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• Coordinate meeting agendas. • Supply meeting minutes and other documentation to the committee, MACC, MCCB, and MSVCC colleges as needed. Article VI: Meetings A college president, Assistant Executive Director for eLearning & Instructional Technology, or any committee member may request a special meeting. Such special meetings will be held at the discretion of the committee chair. Additionally, special meetings may be called by two or more committee members through the chair regardless of the chair’s discretion. Article VII: Decisions and Appeals Section 1: Decisions All decisions of the Exceptions and Issues Committee are final and will be communicated by the chair to the parties directly involved. Exceptions and issues decisions will be made or continued at the regularly scheduled meeting immediately following the submission of an exception or issue. Submission must be made at least 10 days prior to a meeting. Section 2: Appeals Exceptions and Issues Committee decisions may be appealed to the MACC. Appeals must be submitted in writing to the MACC chair at least 10 days prior to the MACC meeting at which appeal will be made. An appeal shall be heard, and a decision rendered by the MACC within 60 days after an appeal has been made. Article VIII: Ratification and Amendments Section 1: Modifications Any changes to these Bylaws must be made by the Exceptions and Issues Committee and approved for recommendation to the MACC and MCCB by most committee members. Section 2: Amendments Requests to amend these Bylaws shall be made in writing to the committee Secretary/Coordinator and may be made by any involved party. Upon committee approval, amendments or modifications shall then be submitted to the MACC via the chair of the MACC and to the MCCB. Section 3: Certification Effective dates for these Bylaws and any subsequent amendments or modifications indicated in Article VIII Section 1 shall be immediately upon approval by the MACC and the MCCB.

32 APPENDIX A: MEMORANDUM OF AGREEMENT

MEMORANDUM OF AGREEMENT FOR MISSISSIPPI VIRTUAL COMMUNITY COLLEGE PARTICIPATION FY 20XX

Agreement is made this the 1st day of July, 20XX, between the Mississippi Community College Board (hereinafter referred to as the MCCB) and “College Name” Community College (hereinafter referred to as the College). This Memorandum of Agreement describes the system through which the College and the MCCB will operate the Mississippi Virtual Community College (hereafter called the MSVCC). The Parties Agree to the Following:

1. The College agrees to participate in the Mississippi Virtual Community College (MSVCC) and to adhere to the conditions and guidelines set forth in the Criteria for State Reimbursement of Mississippi Virtual Community College Courses and the MSVCC Policies and Procedures Manual.
2. The MCCB agrees to disburse state funds for students who are enrolled in the MSVCC as set forth in the conditions and guidelines found within the State Funding for Mississippi Virtual Community College Consortium document of the Agreement.
3. The conditions set forth in this agreement may be modified, altered, or changed only by written agreement signed by both parties hereto. This agreement is hereby signed and dated by the Chief Executive Officer of the MCCB and the College as follows:

[Enter Executive Director Signature] [Enter Executive Director Name], Executive Director Mississippi Community College Board

[Enter President Signature] [Enter President Name], President [Enter College Name] Community College

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APPENDIX B: CRITERIA FOR STATE REIMBURSEMENT

CRITERIA FOR STATE REIMBURSEMENT OF MISSISSIPPI VIRTUAL COMMUNITY COLLEGE COURSES FY XX

Giving full faith to MCCB Policy 8.2 Standards for Quality and Accountability, a community college is in compliance with the MSVCC Policies and Procedures Manual for the Mississippi Virtual Community College (MSVCC) Consortium when it meets the following criteria:

1. Students enrolled in courses where instruction is delivered via distance learning technologies will be counted for audit purposes, the same as that for students enrolled via traditional delivery methods, with the following stipulation: State appropriations will be awarded for Mississippi Virtual Community College (MSVCC) courses that are offered through the MSVCC Enrollment Tool and conform to all operational policies, procedures, and positions as approved by the Mississippi Community College Board (MCCB), in consultation with the Mississippi Association of Community/Junior Colleges (MACC), and as interpreted by the MCCB. MSVCC online courses are defined as those offered through the MSVCC Enrollment Tool, whether hosted or provided, and must follow the policies and procedures outlined in the MSVCC Policies and Procedures Manual. Courses that are not offered in the MSVCC Enrollment Tool, and/or do not have shared students, are “native online courses,” in which the college offering the course(s) determines local policies and procedures. Colleges will be compensated according to their roles as Host and/or Provider colleges for students and courses. Online courses are not classroom based; content is delivered online, does not require regular campus or any synchronous attendance, can be accomplished from a remote site, and are distinguished from hybrid courses, which are merely Internet enhanced.
2. A $0.90 fee per SCH per semester will be assessed to each college by the MCCB to support the MSVCC and the contractual obligations adopted by the consortium.
3. For state reimbursement under Sections (Number), SB (Senate Bill) (Number), (Year), Regular Session of the Appropriation Bill, hybrid courses are defined as those courses with less than seventy- five percent (75%) of student contact hours provided on-line. All academic, career, and technical courses with primary online delivery (75% or more of student contact hours) will be eligible for state reimbursement. Guidelines for reimbursement of vocational and workforce training courses will be determined as courses are developed.

34 4. All participating colleges will make MSVCC course offerings, for which they have program approval and accreditation, available to students for fall, spring, and summer semesters as deemed appropriate by local policy and procedures. 5. All participating colleges will adhere to the annual MSVCC calendar developed in cooperation with the Academic Officers Association and approved by the MACC. 6. All participating colleges should make MSVCC course offerings available to students. This may be achieved by publishing the registration website of the MSVCC in the college catalog, printing on college schedules, adding a link to the complete course listing to the college’s website, or as deemed appropriate by local college policy and procedure. 7. Participating colleges must allow all courses listed on the MSVCC master course list to remain active until the end of the MSVCC enrollment period unless the class is full or proper notification is given to all colleges by the Provider. Proper notification is defined as email communication to all colleges from the Provider that lists impacted courses within the master listing. Notifications about closures should be made to Chief eLearning Officers (CELOs) and the MCCB Assistant Executive Director for eLearning & Instructional Technology as soon as possible. No deletions can be made after noon on the Wednesday before the term's first start day. 8. All participating colleges must agree to serve as a testing site for MSVCC courses for the term(s) the college is participating in, giving full faith, cooperation, and credit to all other colleges. Colleges must agree to test MSVCC students regardless of the college’s role as Host, Provider, or neither. Colleges will participate in any MSVCC protocols, lists, and guidelines regarding testing. 9. All participating colleges must provide eLearning personnel to promote active communication relating to the MSVCC among all other colleges. Participation in regular statewide meetings, student services initiatives (including transcripts and admissions records), accreditation issues, research, and planning will be required of each college. 10. All Provider Colleges will provide the Host College with a copy of the faculty member's credentials and transcripts via the secure MSVCC Enrollment Tool database, verified by the Provider College and so stated in the file at the Host College. 11. All Provider Colleges agree to report (manually and/or via database import) attendance and grades, in accordance with the annual MSVCC calendar, utilizing the MSVCC Enrollment Tool database for the Host College to retrieve. 12. Due to course integrity and security issues, students are prohibited from auditing an MSVCC course.

35 13. All Provider Colleges agree to indicate in the Enrollment Tool which courses utilize Inclusive Access. An Inclusive Access fee will be charged to the Host College, and the Provider College will receive the Inclusive Access fee via an adjustment to the MSVCC Assessment at a rate of $25.00 per credit hour. Inclusive Access is the digital course content delivered to students on the first day of class through the learning management system. Due to the instructional requirement of teaching and learning materials provided through Inclusive Access, there is no opt-out option. APPENDIX C: STATE FUNDING FOR MSVCC CONSORTIUM

STATE FUNDING FOR MISSISSIPPI VIRTUAL COMMUNITY COLLEGE CONSORTIUM FY XXXX (FUNDING PROCEDURES)

Full-Time Equivalent (FTE) Formula from the Community and Junior College Support Appropriations Bill All MSVCC provider semester credit hours for the summer, fall and spring semesters of the prior year are divided by 30 to determine the number of FTEs and are included in the academic, technical and career categories. Academic, technical and career categories are weighted at 1.0. MSVCC students must be enrolled and in attendance on the last day of the sixth week of each semester, or its equivalent, and reside within the state of Mississippi to qualify for funding. All colleges participating in the MSVCC will agree to basic MSVCC Operational Guidelines and sign a Memorandum of Agreement (MOA) with the MCCB that outlines the primary responsibilities of the MCCB and the participating colleges.

36 APPENDIX D: MEMORANDUM OF AGREEMENT EVALUATION SURVEY

EVALUATION SURVEY FOR MISSISSIPPI VIRTUAL COMMUNITY COLLEGE FY XXXX Please indicate your level of agreement with the following statements:

1. The Memorandum of Agreement allows you sufficient control to maintain accreditation compliance at the local level.
   1. Strongly Agree
   2. Agree
   3. Neutral
   4. Disagree
   5. Strongly Disagree
2. The MSVCC Memorandum of Agreement is in line with your college’s mission.
   1. Strongly Agree
   2. Agree
   3. Neutral
   4. Disagree
   5. Strongly Disagree
3. The Agreement allows you sufficient control over the courses/programs offered through the consortium.
   1. Strongly Agree
   2. Agree
   3. Neutral
   4. Disagree
   5. Strongly Disagree
4. The evaluation process of the Agreement was sufficient.
   1. Strongly Agree
   2. Agree
   3. Neutral
   4. Disagree
   5. Strongly Disagree
5. You were able to evaluate adequately all aspects of the consortium before entering into this agreement.
   1. Strongly Agree
   2. Agree
   3. Neutral
   4. Disagree
   5. Strongly Disagree
6. Comments: [Open text box for additional comments]

37

APPENDIX E: MS COMMUNITY COLLEGE SERVICES AND CONTRACTS CONTRACTUAL SERVICES Services are subject to expire and/or be terminated prior to the next policies and procedures revision cycle. • AspirEDU Dropout Detective: Dropout Detective is a student retention and success solution that integrates directly with Canvas to provide a “risk index” of how likely it is that each online student will drop out of or fail their online courses or traditional courses that heavily utilize Canvas. The program analyzes past and current behavior to predict future performance. • Brainfuse, Inc.: A premier virtual tutoring solution to serve and support the consortium. Brainfuse, Inc. contributes its longevity and success to the employment of high-quality tutors, availability of tutoring in over 100 languages, a highly customizable platform, and extensive analytics and reporting features. • Canvas by Instructure: A comprehensive cloud-based Learning Management System (LMS) that connects all digital tools and resources for learning and instructors into one comprehensive package. o Tier 1 Support: A 24/7/365 Help Desk assisting via phone, live chat, email, or web form for learners, instructors, and administration. o Canvas Catalog: A college or company-branded platform that allows for promoting paid and free programs, managing registration and/or payment for professional development, certification programs, continuing education, and customized training solutions. • CidiLabs: Specializes in tools and services for enhancing the learning management system. Their products streamline course development, empowering educators to create engaging online learning experiences without extensive technical knowledge. o DesignPlus: A tool to help course designers rapidly build and style Canvas courses to make the course more engaging and accessible. o TidyUp: A fast and uncomplicated way to delete unused files and pages in Canvas. o ReadyGo: Integrates with the Canvas API to provide instructional designers and Canvas Administrators with data needed to prepare for upcoming terms without having to leave the Canvas interface. • MELO: A virtual library that mirrors the traditional library through online databases, electronic books and journals, and scholarly websites.

38 o Opposing Viewpoints: Issues Database - resource for debaters and includes pro/con viewpoints, reference articles, interactive maps, infographics, and more. o CREDO: Academic reference – Replaces books that include a dictionary, encyclopedia, and background checks, etc. o Films on Demand: Academic Resource - Curriculum-focused streaming video titles from producers such as Films for the Humanities and Sciences, PBS, A&E, History, ABCNews, BBC, NBC News, Shopware, Biography, National Geographic, and others. o Issues and Controversies: Issues Database - Provides current, in-depth, and objective information on contemporary issues. Coverage begins in 1995. o Question Point 24/7: Student Support - provides an around-the-clock reference service, built by a cooperative of participating libraries. o SIRS Researcher: Issues Database - Social Issues Resources Series for trending pro/con leading issues. o MILD Grant: Awarded to the college of the President-Elect to cover the costs associated with hosting the annual MELA Retreat. • MS-SARA | NC-SARA: The State Authorization Reciprocity Agreement (SARA) is an agreement among member states, districts, and U.S. territories that establishes comparable nation-wide standards for interstate offering of postsecondary distance education courses and programs. • SmarterServices: Smarter Proctoring is a proctoring management system that organizes and manages all proctoring modalities, including virtual testing center, virtual proctoring, in-person proctoring, and automated proctoring. o RegisterBlast: An online testing center scheduling solution that allows administrators to manage exam schedules and students to register for proctored exams. • Turnitin: An internet-based plagiarism prevention service that integrates through an LTI (Learning Tools Interoperability) into Canvas and is utilized to check student submissions for original content.

39

APPENDIX F: FACULTY CREDENTIALS CERTIFICATION

FACULTY CREDENTIAL CERTIFICATION MISSISSIPPI VIRTUAL COMMUNITY COLLEGE (MSVCC) In accordance with the Southern Association of Colleges and Schools (SACS) faculty requirements, this statement is provided to assist community college districts participating in the Mississippi Virtual Community College (MSVCC) with verification and authentication of faculty credentials. Originating College: Faculty Name: [Enter Faculty Name] Faculty ID #: [Enter Faculty ID] Highest Degree Earned: [Enter Degree] From: [Enter Institution Name] Comments: [Enter Comments] List MSVCC Teaching Area(s) with 18 Graduate Hours: • [Teaching Area 1] • [Teaching Area 2] List the Graduate Course, 18 Semester Hours, and College for each MSVCC Teaching Area: Course Hours College Total Hours Area 1 Area 2

Original Transcript on File: (Yes) (No) Date of Employment: [Enter Date] Date of Last Review of Official Documentation: [Enter Date] Chief Academic Officer: [Enter Name] Date: [Enter Date]

I, [Name], as the Chief Academic Officer of [College Name] Community College, certify the above faculty credential statements and state that the attached copies of transcripts represent the referenced faculty member’s original documents on file in the Human Resources office of this college.

40

APPENDIX G: MSVCC GRADE CHANGE FORM

PROVIDER MSVCC GRADE CHANGE FORM (To be completed for each course reported. Please maintain confidentiality.) Course Name: [Enter Course Name] Course Number: [Enter Course Number] Section: [Enter Section] Course Title: [Enter Course Title] Term: [Enter Term] Providing College: [Enter Providing College] Instructor: [Enter Instructor Name] Host College: [Enter Host College] Receiving Individual: [Enter Receiving Individual] Student Information: Student Name Student ID Incorrect Grade or Status/LDA Correct Grade

Reason for Grade Change: [Enter Reason for Grade Change]

Submit by email to the Chief eLearning Officer (CELO). CELO will disseminate to student’s Host College and/or process.

41

APPENDIX H: CORE COURSE EVALUATION GUIDE

CORE COURSE EVALUATION GUIDE MISSISSIPPI VIRTUAL COMMUNITY COLLEGE (MSVCC)

These course guidelines should be the basis for each college’s evaluation process. Additional measures may be implemented according to college needs. The process for evaluating these core guidelines will be decided upon by individual colleges. Course Overview: • Welcome message, clear with indication of how to get started with the course. • Include introductions with student interactions and self-introduction of Instructor. • Clear instructions on how to get needed materials for success in course. • Information is included on how communication is expected both from the students and the instructor. • Course Syllabus is identified. • What skills and prerequisite knowledge are needed including computer and digital skills needed for success? Learning Objectives: • Course objectives are measurable. • Module/Unit objectives are measurable and align with course objectives (suggestion: use an alignment map so students can see the “Why” they are doing things in the course and how it aligns with the Module and Course objectives). Assessments and Measurements: • The assessments (Quizzes, tests, graded assignments) are aligned with the Course/Module objectives and suited to the level of learning. • The grading policy is included in syllabus or in course that clearly states how assignments will be graded. • Rubrics are recommended and should be available at the introduction of the assignment. Instructional Materials: • The Instructional Materials (Text readings, videos, PowerPoints, websites, book company websites) should be aligned with the Course/Module objectives. • Include a variety of materials (not just lectures or PowerPoints).

42 • The Instructional material represents up-to-date theory and practice in the discipline. Learning Activities and Student Interaction: • Activities such as discussion boards, simulated exercises, practice quizzes, case studies, role playing, non-graded tests, and student presentations should align with Course and Module objectives. • Learning activities should allow for student interaction that support active learning. • A clear understanding of how the students will interact with the activities is stated. Course Technology: • The tools used in the course align with the course/module objectives (tools would not be used simply for their own sake, but to help students). • Tools are used for student feedback such as Turn-it-in, online proctoring tools, web conferencing such as “Zoom,” wiki blogs, and collaboration tools. • Tools promote active learning and engagement with material. Learner Support: • Technical support is clearly linked in the course to the technical support from the college. • A link is provided for academic support services both on campus and online. • A link is provided for the student’s resources and other services (Library) that can help the student be successful. Accessibility and Usability: • Course is easily navigated and designed for easy readability. • Images and Videos and text meet the needs of the diverse learner (Images are alt tagged, videos are closed captioned, or display text used in video below and text is readable with size and color). • Vendor accessibility statements are present in the course (easily added in template). APPENDIX I: MSVCC STUDENT COURSE EVALUATION

MSVCC STUDENT COURSE EVALUATION General Information:

1. Choose the appropriate answer regarding your experience with this course.
   1. This course was effective as an online course.
   2. This course would be better in a traditional face-to-face setting.

43 c. This course is appropriate in an online environment but would benefit from periodic face-to-face interaction. Course Evaluation:

1. This course is what you expected.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
2. Course information including course goals/objectives, grading procedures, etc. was made available to me.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
3. The course site was well organized and easy to navigate.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
4. The course activities and assignments contributed to my learning.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
5. The textbook supported the course presentations and was appropriate.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
6. The supplemental materials (handouts, web links, study guides, demonstration materials) contributed to my learning experience.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree

44 e. Not Applicable 7. Testing procedures were fair and supported the learning experience. a. Strongly Agree b. Agree c. Disagree d. Strongly Disagree e. Not Applicable Interaction and Communication:

1. I had adequate interaction with the instructor.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
2. I had adequate interaction with other students.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
3. Numerous opportunities for interaction were provided.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
4. Class interactions enhanced the learning experience.
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
5. I felt actively engaged with my classmates and my instructor as a part of a learning community instead of being “on my own.”
   1. Strongly Agree
   2. Agree
   3. Disagree
   4. Strongly Disagree
   5. Not Applicable
   Instructor:

45 Please respond using the following scale: • Strongly Agree • Agree • Disagree • Strongly Disagree • Not Applicable

1. The instructor conducted the course in a way that accomplished the stated course objectives.
2. The instructor demonstrated a thorough knowledge of the subject.
3. The instructor was effective in utilizing distance learning technology.
4. The instructor responded to requests for assistance in a reasonable amount of time.
5. The instructor’s responses to course activities, assignments, and graded work were timely and appropriate.
6. The instructor displayed professionalism and respect for students. Comments:
7. What was most effective about the course? [Open text box for comments]
8. What suggestions do you have for improving the course? [Open text box for comments] APPENDIX J: MSVCC STUDENT SERVICES SURVEY

MSVCC STUDENT SERVICES SURVEY General Information

1. How many previous online courses have you completed?
   1. None
   2. One
   3. Two
   4. Three or more
2. Classification
   1. Freshman
   2. Sophomore
   3. Dual Enrolled
   4. Non-degree seeking
3. Ethnicity a. Nonresident alien

46

2. Black, Non-Hispanic
3. American Indian or Alaskan Native
4. Asian or Pacific
5. Islander
6. Hispanic
7. White, non-Hispanic
8. Prefer not to respond

4. Gender

a. Female

b. Male

c. Prefer not to respond

5. Age Group (Select box for Age Groups)

a. 16 – 17

b. 18 – 24

c. 25 – 29

d. 30 – 39

e. 40 – 49

f. 50 – 59

g. 60

6. Marital Status

a. Single

b. Married

c. Divorced/Separated

d. Widow/Widower

e. Prefer not to respond

7. Curriculum/Major

a. Academic (University Parallel)

b. Technical

c. Career/Vocational

47

8. What is your primary reason for taking an online course?

1. Transportation Issues
2. Class was unavailable or a traditional section was not open
3. Online classes fit my job/work hours better
4. Family/Home (including childcare)
5. Recommendation by my advisor
6. Recommendation by a friend
7. I wanted to try taking classes this way
8. Online experience was positive
9. Easy alternative to regular classes
10. Other

9. If online courses were not available, would you have enrolled in regular classroom

courses?

a. Definitely would have taken a regular class

b. Probably would have taken a regular class

c. Probably would not have taken a regular class

d. Definitely would not have taken a regular class

10. Based on your experience so far, how do you feel the quality of online instruction

compares with traditional classroom instruction?

a. Online instruction is better

b. Instructional quality is about the same

c. Traditional classroom instruction is better

11. Based on your experience so far, how do you feel the integrity of online instruction

compares with traditional courses you have taken?

a. Online instruction integrity is better

b. Integrity is about the same

c. Traditional classroom integrity is better

Student Services

Please respond using the following scale:

Strongly Agree Agree Disagree Strongly Disagree Not Applicable

48

1. General information regarding the college was accessible or was provided to me.
2. Registration for online courses was easy and adequately supported.
3. Information regarding college policies and procedures was made available to me.
4. Program and course advisement services were made available to assist me in course selection and placement.
5. Please rate your satisfaction with communication with the following student service offices. (If you do not utilize a service, please select Not Applicable.)
   1. Admissions/Records
   2. Counseling/Advising
   3. Financial Aid
   4. Business Services
   5. Housing
   6. Recruiting
   7. Bookstore
   8. eLearning/Distance Learning
6. The college provided adequate access to textbook services and course materials.
7. The college provides adequate access to financial aid services.
8. Information regarding campus activities was accessible.
9. What suggestions do you have for improving Student Services? (COMMENT BOX) Library Resources/Services Please respond to questions 1 – 5 using the following scale: 1 – Yes, 0 – No.
10. The course(s) that I am currently taking require(s) library resources/research. If your answer is no, please skip questions 2 – 8 of this section and proceed to section IV. Technology.
11. For my online course assignments, I needed resources, books, and magazines which were NOT available online.
12. If I needed resources, books, and magazines which were NOT available online, an alternate method for obtaining the resources was available.
13. Instructions for using library resources were provided in the following ways (Select all that apply): a. Online through the MELO website

49

2. Online through my college
3. Handouts
4. Librarians
5. Faculty Instruction
6. Instructions for using library resources were adequate and effective.

5. Check the following electronic resources that you have used (select all that apply):

a. MELO (MS Electronic Libraries Online)

b. MAGNOLIA/ (EBSCO Host)

c. College library website

6. During the semester, I used library resources in the following ways (select all that

apply):

a. Accessed my college’s library website

b. Talked in person to someone

c. Used Ask a Librarian 24/7 Live Chat service d.

d. Called on the phone

e. Accessed through my Canvas course

7. What suggestions do you have for improving Library Resources/Services?

8. Comments:

Technology

Please respond using the following scale:

4 – Strongly Agree, 3 – Agree, 2 – Disagree, 1 – Strongly Disagree, 0 – Not Applicable

1. I understood that this course would be conducted completely online.
2. Prior to enrolling in an online course, I was made aware that I must have access to a reliable computer with consistent internet connectivity.
3. I was appropriately prepared with the technical skills needed to be successful in an online course.
4. Canvas functioned properly with minimal problems.
5. The software used in my course(s) functioned properly and was adequately supported. Please include the name(s) of the software application(s) you used. Comments:
6. Technical support was adequate.

50 7. Please list any areas where technical support was inadequate. Please be detailed and include specific names, offices, or resources you used for support. Comments: Comments Please list any additional comments or suggestions. APPENDIX K: MSVCC PROVIDER COURSE REVIEW

MSVCC Provider Course Review In accordance with the MSVCC Policies & Procedures Manual, the Provider College is responsible for uploading faculty credentials and course syllabi into the Enrollment Tool. Host College may use this form to determine if a Provider College's credentials and course criteria align with local instructional practices and procedures. Course: [Enter Course Name] Instructor: [Enter Instructor Name] College Site: [Enter College Site] Faculty Credentials: • Approved • Disapproved Comments: [Enter Comments] Evaluated by: [Enter Evaluator Name] Date: [Enter Date] Criteria:

1. Course description is clearly stated: • Yes • No • Undetermined Comments: [Enter Comments]
2. Student learning outcomes, goals, and objectives are clearly and specifically stated: • Yes • No • Undetermined Comments: [Enter Comments]

51 3. A syllabus containing required information is made available electronically to the student: • Yes • No • Undetermined Comments: [Enter Comments] 4. Grading policies are clearly stated: • Yes • No • Undetermined Comments: [Enter Comments] 5. Learners can easily contact the instructor: • Yes • No • Undetermined Comments: [Enter Comments] Final Review of Course: • Approved • Disapproved Comments: [Enter Comments] Evaluated by: [Enter Evaluator Name] Listed to Schedule for Semester: [Enter Semester] Date: [Enter Date] APPENDIX L: PROCTOR CONFIDENTIALITY AGREEMENT

PROCTOR CONFIDENTIALITY AGREEMENT As a test proctor, with access to the MSVCC proctor database, it is important for you to maintain the confidentiality of any information you may have access to during your employment. This confidentiality extends to test, student, and faculty information. Test information includes, but is not limited to: • Content

52 • Passwords • Length, format, or perceived difficulty of assessments Student information includes, but is not limited to: • Type of test being taken • Course or section in which the student is enrolled • Student data such as grades, ID number, address, or phone number • Results or outcomes of any tests taken in the Assessment Center Faculty information includes, but is not limited to: • Faculty contact information not available to students • Frequency or infrequency of password changes • Deadlines or extensions • Materials in or associated with the online course site • Special provisions extended to students Acknowledgment: I understand and will comply with these requirements to maintain confidentiality of all information which I may come to know because of my employment as a test proctor. I understand that this includes all information I have access to in the MSVCC proctor database. My signature below indicates that I acknowledge my responsibilities as an online test proctor. Proctor Signature: [Enter Signature] Date: [Enter Date] APPENDIX M: OFF-SITE/OUT-OF-STATE APPROVAL FORM

APPLICATION FOR OFF-CAMPUS TEST PROCTOR Date: [Enter Date] Proctor’s Information: • Name: [Enter Proctor’s Name] • Title: [Enter Title] • College/Affiliation: [Enter College/Affiliation] • Address: [Enter Address] • Phone Number: [Enter Phone Number] • Fax: [Enter Fax Number]

53 • Email Address: [Enter Email Address] • Relationship to the Student: [Enter Relationship] Agreement: I agree to serve as the proctor for the examination of the referenced student. I acknowledge that I have no relationship with the student outside that listed above. Proctor’s Signature: [Enter Signature] Date: [Enter Date] (Please attach a copy of your faculty/staff ID or statement of affiliation on organizational letterhead signed by an organization officer to this request.) Student’s Information: • Full Name: [Enter Full Name] • Address: [Enter Address] • City, State, Zip Code: [Enter City, State, Zip Code] • Phone Number: [Enter Phone Number] • Email: [Enter Email] • Course(s) Title (i.e., ACC1213 HO): [Enter Course Title] • Reason for not coming to campus: [Enter Reason] Submission Instructions: Return this form to the eLearning Office through email [email@example.com] or Fax [601-XXX-XXXX].

APPENDIX N: OFFICER ROTATION LIST

MSVCC COLLEGES OFFICER ROTATION LIST Term Begins in August

54 College Order Secretary President- Elect President Jones College 1 2023 2024 2025 Mississippi Delta Community College 2 2024 2025 2026 East Mississippi Community College 3 2025 2026 2027 Coahoma Community College 4 2026 2027 2028 Mississippi Gulf Coast Community College 5 2027 2028 2029 Southwest Mississippi Community College 6 2028 2029 2030 Meridian Community College 7 2029 2030 2031 Holmes Community College 8 2030 2031 2032 Northeast Mississippi Community College 9 2031 2032 2033 Northwest Mississippi Community College 10 2032 2033 2034 Copiah-Lincoln Community College 11 2033 2034 2035 Hinds Community College 12 2034 2035 2036 Pearl River Community College 13 2035 2036 2037 East Central Community College 14 2036 2037 2038 Itawamba Community College 15 2037 2038 2039

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55

Part 9 Postsecondary Career and Technical Education Program Guidelines 2022-23

9 Miss. Admin. Code Pt. 9, R. 15 Rule 15

credits in a program of study. This option can use MI BEST. 8 hours must be in a prefix, rest can be electives. Must be tied to a CIP. Career Certificate 30 credits minimum Technical Certificate

Career Certificate Coursework + 15 credits minimum (minimum of 45 credits) General Education Core Courses

9 Miss. Admin. Code Pt. 9, R. 15 Rule 15

academic general education credits minimum (minimum of 60 credits) Total Semester Credit Hours for the Associate of Applied Science Degree 60 credits minimum hours earned as a compilation of Career, Technical, and Academic credit hours Note: Professional accreditation may require additional hours. Programs of study will align and prepare students all professional accreditation standards.

B. Entry Requirements Each college establishes its own entry requirements for postsecondary CTE Programs.

C. Process for Requesting New Postsecondary CTE Programs There are two categories of New CTE Program Applications: 1. Proposal to add Unique CTE Program: A proposal to implement a program that is not currently being offered under an existing approved or statewide curriculum. 2. Proposal to add an Existing CTE Program (not currently approved for the college). A proposal to implement a program that is not currently approved for the requesting institution that has an existing approved or statewide curriculum.

Colleges may request to add a New CTE Program by submitting a letter of request accompanied by a completed “New Program Application.” 1. Process For Adding A Unique New CTE Program: a. Complete Employment Needs Data, including state and district employment and wage projections (average annual salary projections and 10 year employment projections). b. Complete student interest data form. c. Obtain recommendations from the advisory committee. d. Obtain professional association endorsement (if needed). e. Develop the curriculum following the 30/45/60 (include 15 hours if applicable) course sequencing format. f. The curriculum should list each course planned in the 30/45/60 course sequencing format including the course number, title, and credit hour as an attachment. g. List the course description of each core course (not including general education course) in the curriculum. h. Submit the Curriculum as “Attachment I”. i. Obtain local approval. j. Submit the new program application, along with all the requested supporting documentation to the Director of Career and Technical Education. k. Applications must be submitted by the monthly deadline published by the Career Technical Officers Association (CTOA) “Events Schedule” (available on the MCCB website). l. Upon approval, proposal is presented to MCCB Board.

m. Once approved: i. MCCB notifies college of approval. ii. MCCB notifies Mississippi Department of Education and the Research and Curriculum Unit. iii. Each College works with the MCCB to develop a statewide curriculum framework and technical skills assessment, if required. iv. Each college is responsible for adhering to local community college processes/SACSCOC and other accrediting boards.

2. Process For Adding A New Program With An Existing Curriculum Framework (The program is already approved for another college) a. Complete Employment Needs Data, including state and district employment and wage projections (average annual salary projections and 10 year employment projections). b. Complete student interest data form. c. Obtain recommendations from the advisory committee. d. Obtain professional association endorsement (if needed). e. Submit the Curriculum as “Attachment I”. f. If a statewide curriculum exists, provide a copy of the 30/45/60 (include 15 hours if applicable) course sequence from the curriculum. g. If a curriculum does not exist, list each course planned in the 30/45/60 course sequencing format including the course number, title, and credit hour as an attachment. h. List the course description of each core course (not including general education courses) in the curriculum. i. Obtain local approval. j. Submit the new program application, along with all the requested supporting documentation to the Director of Career and Technical Education. k. Applications must be submitted by the monthly deadline published by the Career Technical Officers Association (CTOA) “Events Schedule” (available on the MCCB website). l. Upon approval, proposal is presented to MCCB Board of Directors. m. Once approved: i. MCCB notifies college of approval. ii. MCCB notifies Mississippi Department of Education and the Research and Curriculum Unit. iii. College works with the MCCB to develop a statewide curriculum framework and technical skills assessment, if required. iv. Each college is responsible for adhering to local community college processes/SACSCOC and other accrediting boards.

3. Process For Requesting New Program Option/Concentration Or Location New options or concentrations are defined as any option (degree or certificate) listed within a statewide curriculum framework of any program currently listed in the Statewide CIP table for requesting institution.

Colleges may request to add new options, concentrations, or locations under existing programs by submitting a completed “New Option Application” (available on the MCCB website). Requests, along with all the requested supporting documentation to the Director of Career and Technical Education. Applications must be submitted by the monthly deadline published by the Career Technical Officers Association (CTOA) “Events Schedule” (available on the MCCB website).

The request must justify the need for the new option, concentration, or location and must address the items outlined in the “New Option Application” including but not limited to the following: a. Program, option, or concentration name and CIP code. b. Location(s) where the program, new option or concentration will be offered. c. State and district employment and wage projections (average annual salary projections and 10 year employment projections). d. Projected enrollment for the new option or concentration or at the new program location. e. Identified technical skills assessment. f. Attach copy of current curriculum (cover and course outline is acceptable). g. If the current curriculum is sequenced in the 30/45/60 SCH stackable credentials format, provide a copy of the course sequence from the curriculum. h. If the curriculum has the 30/45/60 Course Sequencing format and show as an attachment). i. Projected additional costs for facilities, equipment, and faculty. j. Semester of proposed implementation. k. Once approved: i. MCCB notifies college of approval. ii. MCCB notifies Mississippi Department of Education and the Research and Curriculum Unit. iii. College works with the MCCB to develop a statewide curriculum framework and technical skills assessment, if required. iv. Each college is responsible for adhering to local community college processes/SACSCOC and other accrediting boards.

4. Process For Terminating Programs, Options, Locations, Or Concentrations Colleges may terminate programs, options, or concentrations at any location through a letter of notification to the MCCB, Director of Career and Technical Education. Applications must be submitted by the monthly deadline published by the Career Technical Officers Association (CTOA) “Events Schedule” (available on the MCCB website). Applications should also include the following: a. Program, option, or concentration name and CIP code b. Location(s) of the terminated program, option, or concentration c. Reason for the termination d. Effective date of termination e. Confirmation of closed programs will be emailed to the college president, the RCU, and MDE. f. Each college is responsible for adhering to local community college processes/SACSCOC and other accrediting boards.

SECTION 2: QUALIFICATIONS FOR POST SECONDARY PERSONNEL It is the college’s responsibility to justify and document the qualifications of its faculty, in compliance with SACSCOC and other accrediting boards.

SECTION 3: PROFESSIONAL DEVELOPMENT Administrators at each college will work collaboratively with MCCB to provide: • The Institute for Teaching and Learning • The Administrator Retreat • The Leadership Academy • The Summer Conference • others as needed

SECTION 4: GUIDELINES ON STATEWIDE ARTICULATED CREDIT i. Statewide Articulation with High Schools: Statewide articulation agreement ended June 30, 2022. ii. Local Articulation agreements: Local high schools should contact their local community college to inquire about establishing a local agreement. iii. Dual Enrollment: Refer to the Procedures Manual for the State of MS Dual Enrollment Accelerated Programs.

SECTION 5: POSTSECONDARY CAREER AND TECHNICAL EDUCATION FUNDING

FORMULA-HISTORY 10/10/2022 Update This section was reviewed by the Mississippi Community College Board’s Deputy Executive Director for Finance and Administration (Jason Carter). The only update was this statement in A. (see below) “Beginning in FY 2013 the divisor of 30 was used to determine an FTE for funding purposes. The MACJC voted on the change at its June 2011 meeting” and adding the Appendix H (High Cost Programs by level. Questions concerning this section should be directed to the Business Manager/ Finance Administrator at the local community college. This person will contact the Mississippi Community College Board’s Deputy Executive Director for Finance and Administration for more information.

A Career Technical Formula Study Committee was appointed by Dr. Wayne Stonecypher, Executive Director of the SBCJC, in January of 2005 to satisfy conditions set forth in the Memorandum of Agreement between the Mississippi Board of Education (MBE), the Mississippi Department of Education (MDE) and the State Board for Community and Junior Colleges (SBCJC). More importantly, the charge to the Committee was to provide recommendations for funding CTE at the community and junior college level in a way that is most equitable to the fifteen colleges and which encourages colleges to provide programs and services to constituents at the greatest level of quality and efficiency. Finally, although it was not a part of the original charge, the Committee accepted the challenge to develop a formula which would raise the standards and expectations of Career Technical programs to a higher level of respect in the eyes of the public. The Career Technical Formula Study Committee was composed of a cross section of individuals representing Presidents, Chief Academic Officers, Career Technical Deans, Business Managers and SBCJC Staff members. The Committee was challenged by Dr. Stonecypher and the Chairman to make decisions on the basis of what was in the best interest of the community college system. It was very evident that committee members met this challenge throughout the process. The Committee met six times and spent many hours examining the impact of various formulas upon the system. In addition, many emails were exchanged whereby various information and opinions were shared. They took their task seriously and made decisions with the welfare of the community college system in mind. The Committee presented their recommendations to the MACJC and the SBCJC as a representation of its work. Realizing that the final formula may be changed by either of those two groups, the report represented a sound product that is equitable for all fifteen institutions and which encourages colleges to provide programs and services at the highest level of quality and efficiency.

The Committee developed a survey to gather information from members of the five constituent groups. This survey asked respondents to rant factors in priority in accordance with the weight that should be given in determining funding for Career Technical Education. It also provided an opportunity for respondents to list elements which should be included in any funding formula. There were fifty-three surveys completed and returned. Respondents rated “equity” as a very high priority, buy many of the respondents indicated they felt equity was a “given” and did not rank it. The results indicated that the highest single priority by respondents was the formula should be based on FTE, the second highest priority was “high cost” programs, with ninety-six percent (96%) indicating that a special weight should be assigned for high cost programs. “High Demand” programs were ranked as important as well, and “Performance Based” factors were also listed as important to the respondents. A sub-committee was selected by the Chair and the Director of the Career Technical Division at the SBCJC to advise the Committee on what programs should be listed as “High Cost” and at which level. Members of that sub-committee developed a survey to gather information from Career Technical Deans, which would substantiate a listing of program costs. The Committee has asked for the top eight “high cost” programs, but the subcommittee expanded that list to nineteen, with a rank order, and recommended that all nineteen programs be considered high cost. As indicated on survey returns, it was agreed that high cost programs should be funded at a higher level than those programs which were not high cost. Several formulas were analyzed to determine a means to increase funding in an equitable manner for those programs which cost more to operate. Formulas were developed, using the following weights: Level 1 Level 2 Level 3 Formula #1 (add weight) .2 .3 .4 Formula #2 (add weight) 1.2 1.3 1.4 Formula #3 (add weight) .5 1.0 1.5 Formula #4 (add weight) .25 .50 .75 Formula #5 (add weight) .25 .75 1.25

In analyzing the impact of these weights for high cost programs, it was determined that formula #1 added much too little to make a difference in funding and that Formula #2 added much too much to each level. It was also determined that the weight added to the three levels in Formula #1 and #2 was much too small to make a difference between the three levels. Formula #3 and #5 were much better than the first two formulas, but still provided too much additional funding, particularly at level 3. Level #4 seemed to provide the needed additional funds, but did not over compensate for the program costs. Based upon the results of the surveys, the programs were listed in rank order by the sub- committee, with the program that had the highest cost ranked number one and the program with the lowest as number nineteen. The sub-committee then divided the programs into three levels for funding.

A. Full-Time Equivalents (FTE) Based Funding Full Time Equivalents (FTE) is the first and most prominent component for funding CTE programs. One FTE is awarded for each 24 semester credit hour (SCH) earned over a 12 month period of time (summer, fall, and spring). No academic or AND credit hours are to be included in this formula. Beginning in FY 2013 the divisor of 30 was used to determine an FTE for funding purposes. The MACJC voted on the change at its June 2011 meeting.

B. Base/Site A base (site) amount of the Career Technical appropriation is to be set aside to be divided equally among the 15 college districts. It was recommended that 7.5% of the prior year Career Technical appropriation be used as the base (site) amount each year.

C. Phase-In FTE based funding was phased in over a period of 3 years, beginning with FY 2007 as the FIRST YEAR and continuing through FY08 and FY09, when the new funding mechanism was fully implemented. NOTE: the “Hold Harmless” provision was the only component of this formula that was phased in over the three year period. The intent of hold harmless was that no institution would suffer extraordinary loss of funding because of the formula changes.

D. High Cost Programs High cost programs receive a higher level of funding to help cover the additional cost to those institutions offering such programs. There are three levels of additional funding for semester credit hours taken by those students enrolled in High Cost programs: for Level One programs the institution should receive an additional weight of .25 per FTE; for Level Two programs the institution should receive an additional weight of .50 per FTE and for Level Three programs the institution should receive an additional weight of .75 per FTE.

APPENDIXH

IDGH COST PROGRAMS BY LEVEL

LEVEL WEIGHT CIPCODE PROGRAMS

3 HIGHEST .75 51.0910 Ultra Sound/Sonography 3 .75 51.0602 Dental Hygiene 3 .75 51.0806 Physical Therapy Assistant 3 .75 51.0601 Dental Assistant · 2 MEDIUM .50 51.0803 Occupational Therapy Assisting

2 .50 47.0608 Aviation

2 .50 52.0902 Hotel Restaurant

2 .50 51.0901 Cardiovascular

2 .50 51.0908 Respiratory Care

2 .50 47.0399 Industrial Maintenance 2 .50 51.0909 Surgical Tech

1 LOWEST .25 51.0904 EMT-Paramedic

1 .25 49.0202 Construction Equipment

1 .25 51.1613 Practical Nursing

1 .25 51.0707 Health Information Tech

1 .25 01.0601 Horticulture

1 .25 51.1004 Medical L ab Tech

1 .25 51.0907 Radiology Tech

I .25 49.0205 Truck Driving

RANK

Mississippi Community and Junior Colleges Funding Formula Weights and Per Student Funding

CJC Support Funding Formula Career & Technical Funding Formula $187,216,351 $26,655,473 Categories

Base

Academic

Technical

Career

Associate Degree Nursing

Associate Degree Allied Health

MSVCC Host MSVCC Provider

High Cost Programs Level 1 High Cost Programs Level 2 High Cost Programs Level 3 Weight $ Per FTE per college Weight

7.50%

N/A

1.00

1.00

0.25 0.50 0.75 $ Per FTE

133,277.00 per college

N/A

1,725.34

1,725.34

431.33 862.67 1,294.00 15.00% 1,872,163.51 1.00 2,916.76 1.00 2,916.76 1.00 2,916.76 1.19 1.19

0.75 0.25

N/A N/A N/A 3,470.94 3,470.94

2,187.57 729.19

N/A N/A N/A

Questions concerning the Funding Formula Weights and Per Student Funding should be directed to the Business Manager/ Finance Administrator at the local community college. This person will contact the Mississippi Community College Board’s Deputy Executive Director for Finance and Administration for more information. This chart should get updated every year.

FY 2022

SECTION 6: TYPES OF EQUIPMENT FUNDS, USES AND RESTRICTIONS Perkins V (Federal) Each community college will receive a separate allocation of Perkins funds, which may be used in the approved areas. Training on Perkins rules and regulations will be provided to the appropriate college staff.

SECTION 7: CURRICULUM AND INSTRUCTION The Mississippi Community College Board, Office of Curriculum and Instruction (C&I) is funded through a partnership with the Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) funds. The office is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Our mission is to develop an innovative curriculum and professional training system that facilitates seamless educational delivery by well-trained professionals who are focused on preparing skilled workers in the 21st century economy. To support development and delivery of curriculum, the Office of Curriculum and Instruction established the following goals: 1. Produce industry based, high-quality curricula for MS Community Colleges where all programs are aligned to industry needs and national certifications. 2. Provide professional development teaching, learning, and leadership strategies to facilitate instructor, staff, and administrator effectiveness. Support the implementation of groundbreaking career pathways; innovative instructional design and delivery (i.e. online instruction, stackable credentials (Work ready, Career, and Technical), block scheduling, hybrid courses); and infusion of technology in the classroom. Curriculum will be developed to meet the needs of Mississippi’s current and emerging economy. The purpose for beginning the curriculum development process with an industry-based design is to document the need for the CTE or Workforce programs as well as define and design technical, academic, and workplace skill/student outcomes consistent with national trends.

A. CURRICULUM DEVELOPMENT 1. Curriculum Development Logistics Meeting Facilitation a. Participants i. Faculty: Each college that offers the program is invited and encouraged to participate. Any college considering offering the program in the future can participate at the colleges’ expense. ii. Administrators: It is preferred that at least one administrator participate on each curriculum revision team.

iii. Industry Representatives: It is to the advantage of the colleges participating in this curriculum development or rewrite to include the industry representatives that hire their graduates. Industry representatives may participate throughout the development process. Each college will request the program who participates in the revision process will have at least one industry representative validate the curriculum content.

iv. The curriculum calendar will be posted on the MCCB website, MCCB will notify college admin about the calendar. It is the college administrator’s responsibility to notify their instructors. It is the colleges responsibility to contact industry representatives. The meetings can be held online or face to face, pending need.

b. Pre-Writing Team Meeting Instructors, administrators, and industry members are invited and encouraged to participate. During this meeting, the team members will: i. Review and finalize the industry-based component. ii. Discuss industry-recognized credentials, certifications, and national standards. iii. Discuss and draft the courses within the program of study for the work ready certificate, career certificate, technical certificate, and AAS degree options.

2. Curriculum Components The following curriculum components will be explained in detail during the “Forward” section of the Curriculum Document. a. Curriculum Identification Information i. Curriculum Title: The title will be retrieved from the Statewide CIP Table. ii. Program CIP: The CIP code will be the same CIP code from the state-wide CIP Table. If the program is a new program, the CIP code will be retrieved from the college’s new program approval letter. iii. Curriculum Board Approval Date: The month and year of MCCB Board Approval will Be Identified (Example: Month, year).

b. Curriculum Contact Information The following Information will be included:

Direct Inquiries to: https://www.mccb.edu/offices/CIA Director Name Director of Curriculum and Instruction Phone: 601-432-6155 Email: Director’s email address

Curriculum Specialist’s Name Curriculum Specialists Phone Number: insert phone number Email: insert email address

Published by: Mississippi Community College Board Division of Workforce, Career, Technical Education and Adult Education 3825 Ridgewood Road Jackson, MS 39211

c. Acknowledgements Curriculum is driven by instructors at each local community college and based on input from local and state-wide business and industry members. The following list of acknowledgements will be listed in the curriculum: i. Faculty Writing Team Members: Name, College, and Campus Location. ii. Administrative Writing Team Members: Name, College, and Campus Location. iii. Business and Industry Writing Team Members: Name, Company, and Location.

d. Modularization The curriculum will be designed in a stackable credential (Work ready, Career, and Technical) format and credit courses will be divided and aligned into non-credit modules (when appropriate). i. Stackable Credentials: Each curriculum will be designed into a Work ready certificate (15 hours), career certificate (30 semester hours), technical certificate (45 semester hours), and an Associate of Applied Science Degree (60 semester hours) as applicable.

e. Articulation The curriculum will include the following articulation elements: i. Statewide Articulation with High Schools: Statewide articulation agreement ended June 30, 2022. ii. Local Articulation agreements: Local high schools should contact their local community college to inquire about establishing a local agreement. iii. Dual Enrollment: Refer to the Procedures Manual for the State of MS Dual Enrollment Accelerated Programs.

f. Southern Association of Colleges and Schools (SACS) General Education Core Courses To receive the Associate of Applied Science Degree, a student must complete all of the required coursework found in the Career Certificate option, Technical Certificate option and a minimum of 15 semester hours of General Education Core.

Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. The Southern Association of Colleges and Schools (SACS) Commission on Colleges Standard 2.7.3 from the Principles of Accreditation: Foundations for Quality Enhancement 1 describes the general education core.

Section 2.7.3 in each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that: i. is substantial component of each undergraduate degree,

ii. ensures breadth of knowledge, and iii. is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.

All CTE curriculum is designed in a stackable credential format with multiple exit points. The stackable credentials will be designed into a 15 semester hour work ready certificate, 30 semester hour career certificate, 45 semester hour technical certificate, and 60 semester hour Associates of Applied Science Degree. Work Ready Certificate (is called “Accelerated” in current docs)

9 Miss. Admin. Code Pt. 9, R. 15 Rule 15

credits in a program of study. This option can use MI BEST. 8 hours must be in a prefix, rest can be electives. Must be tied to a CIP. Career Certificate 30 credits minimum Technical Certificate

Career Certificate Coursework + 15 credits minimum (minimum of 45 credits) General Education Core Courses

9 Miss. Admin. Code Pt. 9, R. 15 Rule 15

academic general education credits minimum (minimum of 60 credits) Total Semester Credit Hours for the Associate of Applied Science Degree 60 credits minimum hours earned as a compilation of Career, Technical, and Academic credit hours Note: Professional accreditation may require additional hours. Programs of study will align and prepare students all professional accreditation standards.

In the event of significant revisions to a framework, curriculum update training may be offered to all instructors who will be teaching the revised curriculum. At this training, instructors will have the opportunity to learn how to integrate the common course template into their instruction. g. Course Information The following information will be included in each course: o Course Name o Course Number o Course Description o Lab, Lecture, Clinical, and Contact Hours defined o Pre-requisite and/or Co-requisites, Determined by colleges o Student Learning Outcomes Suggested Instructional Materials (Textbooks, websites/web resources) o Suggested Equipment List h. Uniform Course Numbering The system of identifying courses in all CTE curricula was adopted in 2005 to become implemented in the fifteen public community college districts during the 2006-2007 school years. The leadership and efforts provided by the Mississippi Community and Junior College Chief Career Technical Officers and Deans made this course numbering system possible.

New courses are constantly reviewed by a screening committee of the Career Technical Officers Association (CTOA) referred to as the Uniform Course numbering (UCN) Committee. When a new course is added or an existing course revised, the name of the course, a complete course description, the course number, and the SCH breakdown is provided and the Uniform Course Numbering (UCN) database updated. Course Identifiers And Numbers Each course in the numbering system has a three-letter prefix that identifies the subject field to which the course belongs. Examples: BOT identifies a Business Office Technology course; DDT identifies a Drafting and Design Technology course, etc. i. First number designates year. ii. Example: 1000 level courses indicate first year's work 2000 level courses indicate second year's work iii. Second number designates grouping. iv. Grouping are consistent for each year but not from year one to year two v. Third number designates sequence in a group. vi. Fourth number designates course credit hours.

Colleges have the flexibility to adjust the semester credit hours of a course up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change). Thus, credit may vary from course credit shown by varying this number up or down 1 credit hour. Example: DDT 1213 and DDT 1214 with the same letter prefix indicate the same basic course, but with different credit due to more lecture or laboratory time. Developing New Courses Courses developed as part of the statewide curriculum development/revision process will automatically be included in the Electronic Audit Reporting System (eARS) database.

All other career and technical education courses must be approved for inclusion and course reimbursement purposes. When a college wants to add a new course outside of the curriculum revision meetings, the following process should occur: i. The requesting college obtains necessary institutional approval(s). ii. The requesting college completes a new course request form, available from the MCCB website. iii. The requesting college submits the completed course request form to the Director of Curriculum and Instruction at the MCCB. iv. The director will forward the form to the chair of the Career Technical Officers Association (CTOA) uniform course numbering committee for committee consideration. v. The committee chair shall notify the Director Curriculum and Instruction of the committee’s action on the request. vi. Once approved, the director will update the eARS database and the UCC document for reimbursement purposes the course will be added to the curriculum framework when the document is revised.

Curriculum Percentages The content of the courses in this section reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect: i. Additional competencies and objectives within the course related to topics not found in the State curriculum framework, including activities related to specific needs of industries in the community college district. ii. Activities that develop a higher level of mastery on the existing competencies and suggested objectives. iii. Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed/revised. iv. Activities which implement components of the including integration of academic and CTE skills and coursework, school-to-work transition activities, and articulation of secondary and postsecondary CTE programs. v. Individualized learning activities, including worksite learning activities, to better prepare individuals in the courses for their chosen occupational area.

Semester Credit Hour Definition MS Community College Board policy indicates:

A semester credit hour is defined as a minimum student-teacher contact of 750 minutes for lecture and 1500 minutes for laboratory. (This does not include time for passing between classes, registration, nor final examinations.)

Semester credit hour(s) will align with United States Department of Education regulatory policy with regard to financial aid. This information can be found in the Federal Student Aid Handbook, chapter on School Eligibility and Operations, at www.ifap.ed.gov.

Courses can be developed using lecture, laboratory, clinical, or contact hours. When developing curriculum content, use the following conversion table:

Semester Credit Hour (SCH) SCH Breakdown Equivalency Contact Hours Lecture Hour 1 1 15 Laboratory Hours 1 2 30 Clinical Hours 1 3 45

When determining contact hours, use the following formula: Step 1: Breakdown of lab/lecture/clinical hours x 15 Step 2: Add hours from lab/lecture/clinical together for total contact hours

Example: Step 1 3 semester credit hours (2 lecture, 2 lab) 2 (lecture) x 15 = 30 2 (lab) x 15 = 30 Step 2 30 + 30 = 60 total contact hours

Curriculum Implementation Flexibility and Customization Approved Career–Technical elective courses have been included to allow community colleges and students to customize programs to meet the needs of industries and employers in their area. In order to provide flexibility within the colleges, individual courses within a framework may be customized by doing the following: i. adding new student learning outcomes and suggested objectives to complement the existing student learning outcomes and suggested objectives in the program framework ii. revising or extending the suggested objectives for individual student learning outcomes iii. adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the MCCB of the change) Community colleges can submit the “Request to change semester credit hours form” found on the MCCB website. Once approved, this form will be returned to the community college. Community colleges may need to file these forms for future SACCOC accrediting visits, accrediting visits by state or national boards or other accrediting meetings.

In addition, the curriculum framework as a whole may be customized by doing the following: i. sequencing courses within the suggested course sequence to reflect the new assessment format. ii. developing and adding a new course that meets specific needs of industries and other clients in the community or junior college district (with MCCB approval). iii. adding courses listed in the “Approved Career and Technical Electives List” as local certificate and degree completion requirements to meet specific needs of industries and other clients in the community (“Approved Career and Technical Electives” are currently approved in the eARS database; therefore, MCCB approval is not required).

Curriculum Development for New Programs and New Program Options Colleges will follow the procedure for requesting a new program or new program option through the Director of Career and Technical Education’s office by completing the proper application form.

Once the MCCB Board approves the new program or program option, college will implement program locally. During the first 2 years of implementation, the MCCB Office of Curriculum and Instruction will work with the college to develop a statewide curriculum framework. The following timeline is suggested.

Year 1, Fall Semester • Identify steering committee of business/industry, education, and government personnel. This may be the same committee that colleges identified on the new program application. ii. Conduct research to learn about other programs, certifications, standards, etc. iii. Identify the writing team (faculty from college applying for the program and those with related programs, if applicable). • Conduct a writing team meeting with writing team, administrators, and business/industry steering committee to draft curriculum for the Work Ready, Career , Technical Certificate and the A.A.S. degree option.

Year 2, Spring Semester • Hold a writing team meeting to review and finalize the Work Ready, Career, Technical Certificate and the A.A.S. degree option. • Begin MCCB Board Approval process that includes validation, presentation to members, APA, and final vote of approval. iii. Upload curriculum framework to the MCCB Curriculum Download Website and include program into the regular curriculum revision cycle. • Curriculum Resources Curriculum resources will be prepared as a companion piece for each curriculum framework. Faculty members will be asked to provide resources such as textbooks, software, websites, and equipment they currently use or believe will be useful with revised curriculum. • Instructional Practices - The Institute for Teaching and Learning will offer a module on effective instructional practices and learning styles.

B. VALIDATION OF CONTENT Each newly developed or revised curriculum framework will be validated by college faculty/trainers, college administration, and business and industry prior to presenting the curriculum to the MS Community College Board for approval. • College & Industry Validation Deans, Directors, Faculty, Trainers, and Industry Members will be asked to review the curriculum and validate the document. The following will take place:

C. MCCB BOARD APPROVAL PROCESS Curricula will be presented to the MCCB Board after validation. The following will be included in the board packet: 1. Curricula CIP and name 2. Summary of major changes 3. Validation

Upon approval, the curricula will be made public for comments via the Secretary of State Office for 30 days. After the public comment period, the curricula will be presented to the board for final approval or, if comments warrant, go back into the revision process. Upon final approval, the eARS database and the UNC document will be updated where needed. D. COMMUNITY COLLEGE IMPLEMENTATION OF CURRICULA Once curricula has final board approval, the community colleges offering programs specified under a curricula framework have until the term of the following calendar year to implement. .

Part 10 Office of Adult Education Program Guidelines

9 Miss. Admin. Code Pt. 10, R. 15 Hours of College Credit

Smart Start

Credential

Instruction/

CCRS

Intake /

Orientation / Assessment

Commented [BL5]: Removing TABE since ACT WorkKeys is now an assessment used per the federal register and a silver NCRC is required.

Upon completion of the following components, participants will be awarded a Mississippi High School Equivalency Diploma (HSED) validated and issued by the State of Mississippi. All HSED’s are distributed through Diploma Sender.

COMPETENCY-BASED DIPLOMA COMPLETION REQUIREMENTS

1. Enroll and complete a minimum of 12 hours of instruction in an Adult Education Program which includes the following: • College & Career Readiness Standards - All students will receive instruction in reading, writing, and math aligned with the College and Career Readiness Standards required by the Office of Career, Technical and Adult Education • https://lincs.ed.gov/professional-development/resource-collections/profile-521 • Attainment of a Smart Start Credential

2. Earn 15 college credit hours through a MIBEST program or designated Integrated Education and Training Pathway • Prior Learning Assessment/Credit by Examination college credits are allowable • Developmental education credits are excluded • Minimum GPA 2.0 or higher

3. Earn a National Career Readiness Certificate – Silver • Applied Math – Level 4 • Workplace Documents – Level 4 • Graphic Literacy – Level 4

4. Earn an Industry Recognized Credential.

Applications for the Competency-Based Diploma should be completed and signed by the local adult education director. Complete applications should be mailed to:

Mississippi Community College Board Office of Adult Education 3825 Ridgewood Road Jackson, MS 39211

Upon receipt and approval, the Office of Adult Education will upload documents via a secure site to Diploma Sender. Applicants will receive an email from Diploma Sender with instructions for ordering a complimentary diploma and transcript. The $25.00 application processing fee will be paid directly to Diploma Sender at the time of order.

TOTAL TRANSCRIPT

The Total Transcript option is an alternate HSED by Diploma Sender. Total Transcript combines passing scores from the GED ® test and the HiSET ® test beginning 01/01/2014 to present to result in a credential status or HSED.

Diploma Sender uses an algorithm to create a four-point Grade Point Indicator (GPI) letter scale to determine best test scores across all publishers and to assist with credit recovery in K-12.

Total Transcript retains state testing requirements. The state testing requirements for GED® is a minimum score of 145 for each test with an overall score of 580. The HiSET® test requires testers to score a minimum of eight (8) for each test with an overall average of nine (9). The ACT WorkKeys ® Workplace Document minimum scale score of 77 (Silver) or higher and the ACT WorkKeys ® Applied Mathematics minimum scale score of 76 (Silver) or higher are required to count as a passing subtest/s for the HSE diploma.

Total Transcript opportunity by reducing the impact when one or more of the publishers of HSE testing are not readily available during the lifespan of testing: and, creating a standard to analyze HSE results to satisfy K-12 credit recovery and to qualify for enrollment in post-secondary.

Applicants will receive an email from Diploma Sender with the initial diploma and transcript at no cost. There is a $20 fee for an additional copy of the diploma and transcript. The application processing fee will be paid directly to Diploma Sender at the time of order.

Testers who need additional information may contact Diploma Sender via phone at 1-855-313- 5799 or chat at www.diplomasender.com.

ESTABLISHING A HIGH SCHOOL EQUIVALENCY TESTING CENTER

All High School Equivalency Test Centers are subject to the approval of the High School Equivalency State Administrator and the guidelines set forth by each test vendor. For specific Test Center vendor requirements, visit the websites below: • GED Testing Service: https://ged.com/exhibit4/ • PSI, HISET: https://hiset.org/test-centers-adult-ed-prep/

HSE testing centers provide standard secure testing administration to eligible candidates who wish to earn their state-issued High School Equivalency Diploma. HSE tests may be administered only at HSE testing centers or addendum sites approved by the MCCB, Office of Adult Education and High School Equivalency.

MCCB is responsible for the administration of the High School Equivalency testing program and may authorize the establishment of HSE testing centers in eligible local agencies and institutions within Mississippi. MCCB will consider HSE testing center applications based upon need for service in the local area and on the ability of the eligible agency or institution to follow MCCB

and HSE assessment publishers’ mandatory policies and requirements for establishing and operating an HSE testing center.

MCCB must provide formal approval prior to HSE test administration by any prospective HSE testing center, including any required signed agreements between the test publisher or publishers, MCCB, and the HSE testing center.

HSE Program Definitions: • Test Center – Testing site that holds an HSE test center agreement with the MCCB, Office of Adult Education and High School Equivalency and their respective HSE assessment vendors. • Addendum Site – Site at which testing can occur, but the site does not have a separate test center agreement. Test centers are responsible for the addendum sites. • Chief Examiner/Administrator – Individual responsible for conducting a secure and legally defensible HSE testing program. Chief Examiners must have a high school diploma or equivalent; must not receive material compensation from any HSE vendor; and must be trained as an HSE Chief Examiner and an HSE Examiner. • Examiner – A role responsible for administering and conducting HSE testing in a secure and legally defensible manner. Examiners must have a high school diploma or equivalent; must not receive material compensation from any HSE vendor; and must be trained as an HSE Examiner and an HSE Proctor. A testing program may have several examiners. • Proctor – A role responsible for conducting an HSE test session in a secure and legally defensible manner. Proctors must have a high school diploma or equivalent, must not receive material compensation from any HSE vendor, and must be trained as an HSE Proctor. A testing program may have several proctors. • Candidates – Individuals who are eligible to sit for an HSE test.

MCCB will consider the establishment of HSE testing centers at the following locations: • State and local government education entities such as colleges and school districts • Nonprofit organizations focused on education or workforce development • Nonprofit organizations with a community-based mission • For-profit organizations. • The State Administrator may consider an application from a for-profit organization only when a demonstrated need is not met by nonprofit or governmental organizations

*** The testing center must be open to the public, unless it is housed in an institutional, residential program such a correctional facility.

Requirements for Opening HSE Test Centers Testing centers must: • Follow all MCCB and state-approved HSE test publisher policies and guidelines. • Provide suitable physical facilities, according to the requirements outlined by state- approved HSE test publishers. • Provide unbiased, qualified testing program staff to administer and oversee the testing program. in accordance with state-approved HSE test publisher guidelines.

• Participate in any training required by MCCB and state-approved test publishers. • Participate in required MCCB meetings for HSE testing centers. • Agree to the test price schedule set by MCCB. • Provide full HSE testing support services, which include: a. convenient testing schedules based on community need b. an emergency plan for handling testing interruptions and irregularities c. information to help candidates make informed decisions about testing, remediation, and transitioning to postsecondary education d. accessibility and availability of information on test accommodations for HSE candidates who qualify, and e. sign all appropriate agreements and memoranda of understanding. • Assure test security by: a. complying with all security policies and procedures required by state-approved HSE test publishers b. providing secure storage, handling, and shipment of state-approved HSE testing materials c. promptly returning all restricted testing materials to state-approved HSE test publishers upon request d. conducting all required inventories, and e. cooperating with state-approved HSE test publisher in the event of a test compromise.

MCCB will review applications of prospective HSE test centers on an as-needed basis. Organizations that wish to establish a new state-approved HSE testing center must contact the MCCB High School Equivalency program at:

Mississippi Community College Board Office of Adult Education & High School Equivalency 3825 Ridgewood Rd. Jackson, MS 39211 601-432-6518

• The proposed test center will submit a New Test Center Questionnaire form and any other documentation required by the State HSE Administrator. • The State HSE Administrator may request addition information and may schedule a site visit by MCCB staff. • The MCCB will review application information and make a final determination with regards to approving a prospective HSE test center. • If the MCCB determines an additional state-approved HSE test center is not warranted, the State HSE Administrator will notify the applicant of the decision in writing. • If the MCCB determines an additional state-approved HSE test center is warranted and the proposed test center meets the qualifications, the State HSE Administrator will contact local area test centers to inform them that another test center may be opening, and contact the representative of the proposed test center to discuss expenses, the vendor application process, timeline, and related startup activities.

Establishing an Addendum Test Center When establishing a new HSE test center is not an option, an established HSE test center may request approval from MCCB for a transportation addendum. This addendum would allow Examiners to transport testing materials to conduct testing at an approved off-site location, called an addendum testing site. The main testing center would be responsible for the location and all HSE testing occurring at the addendum site.

Eligible Addendum Site Locations Examples of acceptable addendum sites include, but not limited to, the following: • public libraries • local jails and corrections camps • workplaces that provide instruction • nonprofit and other community organizations • educational institutions where a low overall testing volume would not justify establishing an HSE testing center

All test administration at addendum sites must be performed by trained examiners and proctors that meet all the requirements established by the state and the respective test publishers.

Requirements to Establish an Addendum Testing Site The Test Center Chief Examiner must provide justification in writing of the need to test at the proposed site and assurance that the addendum site is a suitable facility for HSE testing. The Chief Examiner must also ensure that only approved HSE Examiners will transport secure testing materials, and that appropriate inventory procedures will be followed for any testing materials transported to an addendum site.

When establishing an addendum site, test coordinators are expected to ensure that: • secure materials are always transported in a locked container

• proper inventories of testing materials occur at the following intervals: • before leaving the main testing center • upon arrival at the addendum site • immediately before and after administering the tests • upon returning to the main testing site • secure materials are never stored at an addendum site

SECTION 7: HIGH SCHOOL EQUIVALENCY

Additional Resources, Forms, & Checklists • HSE Resources • Competency-Based Diploma Fact Sheet • Competency-Based Diploma Application • Test Center Application • Transcripts/Diplomas Requests

HSE RESOURCES

Diploma Sender www.diplomasender.com Phone: 855-313-5799 Email: support@diplomasender.com Address: PO Box 722050, Norman, OK 73069

GED Testing Service Tester Registration: www.ged.com Educators & Administrators: www.gedtestingservice.com Customer Service Phone: 877-392-6433, help@gedtestingservice.com Testing Center Service line: 1-866-389-3665 Pearson VUE Support for Testing Centers: 800-704-3613 Transcripts: https://parchmentsupport.force.com/GED/s/test-takers

HISET Test Administration Services Email: HiSETsupport@psionline.com Website: http://hiset.org/ Address: PSI 3210 E Tropicana, Las Vegas, NV 89121

ACT® WorkKeys ® Website: https://www.act.org/content/act/en/products-and-services/act-workkeys.html

NOTE: When contacting test publishers, please be prepared to provide your name, site name, site number (if known), the system in question (i.e. Online Registration System, Online Assessment System, or the Online Reporting System), and your username and password.

Please keep a record of the date, time, name of the customer service representative, and your case number (if applicable).

Mississippi Community College Board Office of Adult Education & High School Equivalency

Competency-Based High School Equivalency Diploma Fact Sheet

What is the Mississippi Competency-Based High School Equivalency Diploma (HSED) Option? The MS Competency-Based High School Equivalency Diploma Option is an alternate HSED. It is embedded with both academic standards and industry recognized credentials for students enrolled in the Mississippi Integrated Basic Education and Skills Training (MIBEST) program or an Integrated Education and Training (IET) Pathway. Instruction is designed to recognize the academic learning that occurs within the training programs. Essentially, the academic learning occurs through authentic, real-world problems and projects completed within the industry credential training. ACT WorkKeys®, is the form of assessment used in lieu of the GED or HiSET norm testing.

Why is this option important for participants? A postsecondary degree or relevant job certification is the “new minimum” needed to meet the demands of an increasing knowledge-based workforce with the means to excel in rewarding careers and growing family incomes. However, the route to postsecondary education comes to an abrupt halt if an individual does not have a high school diploma or HSED.

Who is this option for? This option is for participants looking to complete their high school equivalency through a local adult education program.

How can participants register for this option? Participants may contact any local adult education program to learn more about participating in this option.

What is the cost? $25.00 processing fee paid directly to Diploma Sender.

What instruction will students receive? All adult education instruction has been federally mandated to include College and Career Readiness Standards (CCRS). The CCRS for Adult Education report presents content most relevant to preparing adult students for success in college, technical training programs, work, and citizenship with emphasis in the areas of English language arts/literacy and mathematics.

Is this option recognized by the State of Mississippi and transferable outside of Mississippi? Yes. Mississippi Code: 37-5. Participants completing this option, will receive the Mississippi High School Equivalency Diploma (HSED). Commented [BL6]: Removing TABE since ACT WorkKeys is now an assessment used per the federal register and a silver NCRC is required.

What credit hours will be accepted? Credit hours earned in a MIBEST program or designated Integrated and Training Pathway will qualify for this completion option as long as it meets the definition of an IET as defined by WIOA. WIOA definition of Integrated Education and Training: means a service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement. IET represents a wide spectrum of services to build foundational, employability, and occupational skills.

What are Industry-Recognized Credentials? High-quality credentials are recognized by multiple employers across an industry. To help better identify and prioritize such credentials, the following uniform definition of “industry-recognized” is the standard definition to be used to determine if a credential meets the requirements for awarding a Competency-Based High School Diploma. The term ‘‘industry-recognized,’’ used with respect to a credential, means a credential that: ● must be awarded in "recognition of an individual's attainment of measurable technical or occupational skills necessary to gain employment or advance within an occupation” (ETA) ● is sought or accepted by employers within the industry or sector involved as a recognized, preferred, or required credential for recruitment, screening, hiring, retention, or advancement purposes ● is endorsed by a nationally recognized trade association or organization representing a significant part of the industry or sector

What are the minimum requirements for achieving a Mississippi Competency-Based HSED? Upon completion of the following components, participants will be awarded a MS High School Equivalency Diploma (HSED) validated and issued by the State of Mississippi, Mississippi Community College Board. All HSEDs are distributed through Diploma Sender.

Completion Requirements 1. Eligibility • Must be a Mississippi resident • Not enrolled or required to be enrolled in school under the compulsory school law • Has not received a valid high school diploma or a High School Equivalency Diploma (HSED) 2. Enrollment in Adult Education Program • Meet with College and Career Navigator • Create Student Success Plan • Student portfolio • Register with MS WORKS • WIOA Common Case Management Technology (Hub) • Identify Barriers • Referrals to core agencies 3. Enroll and complete a minimum of 12 hours of instruction in an Adult Education Program. College & Career Readiness Standards - All students will receive instruction in reading, writing, and math aligned with the College and Career Readiness Standards required by the Office of Career, Technical and Adult Education https://lincs.ed.gov/professional-development/resource- collections/profile-521 4. Earn 15 college credit hours through a MIBEST program or designated Integrated Education and Training Pathway. ● Prior Learning Assessment/Credit by Examination college credits are allowable ● Developmental education credits excluded ● Minimum GPA: 2.0 or higher 5. Earn a Mississippi Smart Start Credential ● Basic Skills – National Career Readiness Certificate ● Career Exploration/Employment Preparation ● Necessary Skills – (soft skills) 6. Earn a National Career Readiness Certificate (NCRC) Applied Math Level 4 or higher Silver Workplace Documents Level 4 or higher Silver Graphic Literacy Level 4 or higher Silver 7. Earn an Industry-Recognized Credential

COMPETENCY-BASED HIGH SCHOOL EQUIVALENCY DIPLOMA OPTION Application

Date of Application: ________________Adult Education Program: ____________________

Student Name: _____________________________ SSN: _____ -____-_____ DOB: //_____

Address: ______________________ City: ___________ State: MS Zip Code: __________

Student Email Address: ___________________ Student Phone Number: ________________

Applications will be processed by the Office of Adult Education. Incomplete applications will be returned. Application and all documentation should be mailed to: Mississippi Community College Board Office of Adult Education 3825 Ridgewood Road Jackson, MS 39211

Application Requirements:

__________ Copy of Driver’s License or state-issued I.D. __________ For 16- and 17-year-olds Only: Attach a copy of withdrawal form from school district in which the student resides) __________ Copy of college transcript verifying 15 hours of college credit earned __________ Copy of Mississippi Smart Start Credential including credential number __________ Copy of National Career Readiness Certificate: SILVER __________ Copy of Industry Recognized Credential

Adult Education Director: ____________________ ____________ Date: ____________ Print Name Signature Office of Adult Education ONLY: Date Uploaded Diploma Sender: _____________ Verified by: ___________________

HSE Director: ________________________________

Note: The Office of Adult Education will upload documents via a secure site to Diploma Sender. Applicants will receive an email from Diploma Sender with instructions for ordering a

complimentary diploma and transcript. The $25.00 application processing fee will be paid directly to Diploma Sender at the time of order.

Mississippi Community College Board Office of Adult Education & High School Equivalency Prospective Mississippi High School Equivalency Test Center Application Official testing centers are approved by the test publisher, in consultation with the State HSE administrator when the following have been documented:

Name of the proposed test center:

Contact for Proposed Test Center: Proposed start date:

Test center physical location: Proximity to nearest HSE test center:

Planned test taker annual volume:

Tests proposed to be offered:

 GED Computer-Based  HiSET Computer-Based  HiSET Paper-Based  ACT WorkKeys

Is there dedicated space for computer-based testing?

 Yes  No  Planned

Number of computer test stations:

 Current: ___________  Planned: ___________  Total (Current & Planned): _________ Do you have at least two staff who are not involved in HSE instruction?

 Yes  No Does your test center propose to serve the community, or a specific group of testers?  Community  Specific group of test takers or students  Both Please outline and document the need for a high school equivalency testing center at your proposed site, based on geographic location and testing volume in the region.

Attach additional documentation as necessary. Please submit photos of your proposed testing center.

● Floor Plan ● Test Administrators Position ● Test Administration Area ● Test Delivery Area ● Reception/Check-in Area ● Neutral Background at Reception/Check-In Area (*Pearson VUE only) ● Lockable Area ● Photo-Other ● Special Accommodations Testing Area ● Building Exterior

If one video illustrates all aspects of your test center, submit one file under Video - Other.

The application is not considered complete until photos/videos have been submitted.

● Preferred photo formats: .jpg, jpeg, png, gif, pdf. Also acceptable: doc, docx, xls, xlsx.

● Acceptable video formats: mpg, flv, avi, mov, mp4.

As Test Center Administrator, I agree to fulfill all state and test vendor requirements in this application and the Memorandum of Agreement.

______________________ ___________ _______________________ ___________ Test Center Administrator/ Date State Administrator Date Chief Examiner

Submit completed questionnaire and any supporting documentation by email, blittle@mccb.edu, or by postal mail to:

Mississippi Community College Board Office of Adult Education & HSE Attn: Beth Little 3825 Ridgewood Rd. Jackson, MS 39211

Testing Area Set-Up Photo/video checklist for HSE Test Centers If the photos/videos are not ready, proceed to the end of the application, print a copy for yourself, then click Submit. A confirmation email that contains a link for submitting the photos/videos at a later time. ● Submit either photos, videos, or a combination of both - whatever is easiest. ● If one video illustrates all aspects of the test center, submit one file under video - other. ● The application is not considered complete until photos/videos have been submitted. ● Preferred photo formats: .jpg, jpeg, png, gif, pdf. ● Also acceptable: doc, docx, xls, xlsx. ● Acceptable video formats: mpg, flv, avi, mov, mp4.

Floor Plan Submit a floor plan (hand-sketched or digital) of test center layout, showing the location of the check-in, test administrator, lockable storage, and testing stations.

Test Administrator’s Position This photo should indicate where the administrator will be located during delivery of the exams. The photo should also indicate the administrator's table and chair in the test room if monitoring will be done in the test room during exams.

Test Administration Area This photo should indicate the administrator's view of the candidates. All of the delivery workstations, including the desktop of each workstation, should be visible. If monitoring will be done via a viewing window, the photo should be taken from the test administrator's position, showing what can be seen through the window from that position. If monitoring will be done via camera, the photo should be of the screen the test administrator sees, showing that all candidates can be continuously and simultaneously monitored. If monitoring will be done in-room, please provide photo(s) taken from the test administrator’s seated position of all testing stations.

Test Delivery Area This photo should indicate all test PCs being requested for approval. ● Each workstation must be separated from the neighboring workstation by at least 4 feet (1.2m), or a partition. ● Partitions should be solid, permanent partitions or walls that are at least 1.5m (5’) in height and extend outward from the wall at least 1.2m (4’). ● Desktop partitions are acceptable as long as the height measured from the floor is at least ● 1.5m (5’), and the width measured outward from the wall is 1.2m (4’). ● Cardboard partitions are not acceptable. ● If there is not enough space between the workstations, you may use alternate workstations.

Reception and Check-In Area (Pearson VUE Only) The check-in/reception area must be near, but not inside, the test room. The check-in process must be performed before allowing a candidate to go into the test room. The check-in/reception area

must show that there is a desktop PC for checking in candidates. Photos should also show available seating for candidates who arrive early.

Neutral Background at Reception / Check-In Area A neutral background is required in the check-in area to provide a background for the digital photo of the candidate (e.g., white painted wall).

Lockable Area Provide a photo of the lockable area where candidates will secure items outside of the testing area (e.g., lockers, lockable cabinet, lockable drawer). The locking mechanism must be visible in the photo (e.g., if it's a key lock, the key must be in the lock).

Photo - Other To be used if there are any additional photos.

Special Accommodation Testing Area Provide a photo of the test delivery workstation that can accommodate candidates with disabilities. This photo should illustrate how the candidate will be monitored as described in the Test Administration Area above.

Building Exterior Provide a photo of the exterior of the building showing the address, school/company signage, and the parking area. If the testing site is located in a building without individual signage, please provide a photo of the building directory, which clearly lists your company’s name.

COMMUNITY COLLEGE BOARD 3825 Ridgewood Road • Jackson, MS 39211 (601)432-6518 • skillupmississippi.com

The Mississippi Community College Board no longer processes High School Equivalency Transcripts and Diplomas. All requests should be completed through Diploma Sender. Please follow the directions below to request copies of your documents. Note: GED requests from federal corrections and military bases require specific procedures.

Requests for High School Equivalency (HSE) Transcripts & Diplomas

DIPLOMA SENDER All requests for official copies of HSE Diplomas and Transcripts, as well as verification of completion of an HSE Diploma, are completed through Diploma Sender at www.diplomasender.com. This includes verification for third‐party agencies such as employers and verification agencies. Adult education programs may not provide scores or verification for employers or other agencies (including schools). No HSE Diplomas or Transcripts can be provided by the Mississippi HSE office.

Note: Use your First/Last name, Date of Birth, and unique ID number assigned by the test provider to register. If you’re unsure of your ID number, see guide below for help.

Information about ID numbers: ● GED ID- 16-digit ID beginning with the year you tested. i.e. 2016xxxx-xxxx-xxxx ● HiSET ID- 8-character ID number containing letters and numbers. i.e. ABC12345

GED ® - www.ged.com HiSET ® - www.hiset.org

Directions for Requests: 1. Go to the following website: www.diplomasender.com 2. Login or Register to Create an Account 3. Select the state in which you took your test: Mississippi 4. Choose Continue 5. Select “No” when asked, “Did you graduate from a local or 4-year high school?” 6. Select Continue 7. Create a Username and Password a. Enter your email address as your username for Diploma Sender b. Enter your phone number

c. Click on the box to accept the Conditions of Use and Privacy Policy d. Select Continue e. Create a password to use for Diploma Sender f. Must be a minimum of eight (8) characters long (case sensitive) 8. Provide the requested information (test date(s), identification/security questions) a. If candidate took the test before 2013, the (GEDTS, HISET, or TASC) I.D. is their social security number. If tested in 2014 or later, use the test provider’s unique ID number. (Directions will be on the screen.) 9. Select Continue 10. Diploma Sender will generate your documents 11. Select the desired documents (diploma or transcript), include ordering details, provide consent, and make payment (see website for amount.)

Technical Support: For technical support regarding requests for transcripts and diplomas, contact ITsupport@diplomasender.com.

State Corrections and Probation Offices Diploma Sender will process requests for all HSE transcripts and/or diplomas from state correctional facilities and probation offices. Follow the same steps listed above.

Federal Corrections Testers who took the HiSET or TASC exam in a federal correctional facility can obtain their HSE documents through Diploma Sender. Follow the same steps listed above.

Note: Testers who took the GED exam in a federal correctional facility can obtain their GED credential through GED Testing Service. Follow the steps listed below.

Directions for Requests through GED Testing Service: 1. Go to www.GED.com 2. Click on the top tool bar, “Grads and Transcripts” 3. On the page, “Request Your Transcript,” select the appropriate option: 4. If you earned your GED credential in 2014 or later, login to request your transcripts 5. If you earned your GED credential before 2014, enter your location in the drop-down to request your transcript. Importantly, select “Federal Bureau of Prisons” 6. Once logged in, select which documents (diploma or transcript) you want, including ordering details, giving consent, and making payment (see website for amount.)

Military Testers who took the GED test at military testing centers can obtain their HSE documents through DANTES (Defense Activity for Non‐Traditional Education Support).

For additional information and resources, visit www.mccb.edu, or www.skillupmississippi.com or contact:

Office of Adult Education 3825 Ridgewood Road Jackson, MS 39211 601-432-6518.

These Program Guidelines are intended to serve as a living document and may be updated as necessary to reflect changes in federal and state laws, regulations, and guidance related to Adult Education and Family Literacy Act (AEFLA) programs. Nothing in this document is intended to supersede applicable federal or state laws, regulations, or official guidance. In the event of any conflict, federal and state statutes, regulations and official policy guidance shall take precedence.

Part 11 Medical Laboratory Technology Support Assistant Phlebotomy Technician Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 11, R. 90 Rule 90

ASCP©. Board of Certification Medical Laboratory Technician, MLT (ASCP©.)

And

International Medical Laboratory Technician MLT (ASCP©).

American Medical Technologists (AMT) MLT 1413 Immunology/ Serology 3 2 2

MLT 2424 Immunohematology 4 2 4

MLT 2522 Pathogenic Microbiology I 2 1 2

MLT 2614 Pathogenic Microbiology II 4 2 4

Clinical Course Sequence**

9-12

27-36

405-540 Instructor Approved Electives 1-4

Totals 30

**Total clinical courses minimum of 12 hours for AAS option.

SUGGESTED COURSE SEQUENCE – Medical Laboratory Technology Medical Laboratory Technology Required Courses

SCH Breakdown

Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Clinical Total Contact Hours Certification Name MLT 1112

PBT 1113 PBT 1123 Fundamentals of Medical Laboratory Technology/Phlebotomy OR Phlebotomy and Phlebotomy Practicum 2 1 2

ASCP©. Board of Certification Medical Laboratory Technician, MLT (ASCP©.)

and

International Medical Laboratory Technician MLT (ASCP©.).

American Medical Technologists (AMT) MLT 1212 Urinalysis/ Body Fluids 2 1 2

MLT 1313 Hematology I 3 2 2

MLT 1324 Hematology II 4 2 4

MLT 1413 Immunology/ Serology 3 2 2

MLT 1515

MLT 1532 MLT 1543 Clinical Chemistry OR MLT Chem I and MLT Chem II 5 3 4

MLT 2424 Immunohematology 4 2 4

MLT 2522 Pathogenic Microbiology I 2 1 2

MLT 2614 Pathogenic Microbiology II 4 2 4

Instructor approved electives

Clinical Course Sequence* 12-16 0 0 48 720

Totals 45-48 16 26 48

Clinical Course Sequence Options* Option 1 Course Name Semester Credit Hours Lecture Lab Clinical Total Contact Hours

MLT 2914-6 Clinical Practice I 4-6 0

12-18 180-270

MLT 2924-5 Clinical Practice II 4-5 0

12-15 180-225

MLT 2934-5 Clinical Practice III 4-5 0

12-15 180-225

Totals 12-16 0

36-48 540-720

Option 2 Course Name Semester Credit Hours Lecture Lab Clinical Total Contact Hours

MLT 2943-4 Clinical Practicum I 3-4 0

9-12 135-180

MLT 2953-4 Clinical Practicum II 3-4 0

9-12 135-180

MLT 2963-4 Clinical Practicum III 3-4 0

9-12 135-180

MLT 2973-4 Clinical Practicum IV 3-4 0

9-12 135-180

Totals 12-16 0

36-48 540-720

General Education Core Courses – Medical Laboratory Technology To receive the Associate of Applied Science Degree, a student must complete all of the required coursework found in the Career Certificate option, Technical Certificate option and a minimum of 15 semester hours of General Education Core. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester or provided primarily within the last semester. Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. The Southern Association of Colleges and Schools (SACS) Commission on Colleges Standard 2.7.3 from the Principles of Accreditation: Foundations for Quality Enhancement1 describes the general education core.

Section 2.7.3 In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession

General Education Courses

SCH Breakdown

Contact Hour Breakdown Certification Information

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours

Lecture

Lab

Certification Name

Humanities/Fine Arts 3

Social/Behavioral Sciences 3

Math Elective* 3

Biological Science Elective* 3/4

Chemistry Elective* 3/4

TOTAL 15/17

*Meets NAACLS requirements

Southern Association of Colleges and Schools Commission on Colleges. (2017). The principles of accreditation: Foundations for quality enhancement. Retrieved from https://sacscoc.org/app/uploads/2019/08/2018PrinciplesOfAcreditation.pdf

NAACLS .Standards for Accredited and Approved Programs (2016). National Accrediting Agency for Clinical Laboratory Sciences https://www.naacls.org/getattachment/d5a69a7a-7323-439e-9db8-1f0ea000b718/2012-Standards- Edited.aspx

Electives listing

SCH Breakdown

Contact Hour Breakdown

Course Number

Course Name

Semester Credit Hours

Lecture

Lab

Externship

Total Contact Hours

Lecture

Lab

Externship

SSP 1003 Smart Start

MLT 2711 Medical Laboratory Technology Seminar

MLT 2723 Certification Fundamentals for Medical Laboratory Technology

PBT 1113 Phlebotomy 3 2 2

PBT 1123 Phlebotomy Clinical Practice

9 135

Other Instructor Approved Elective(s) per local community college

SUGGESTED COURSE SEQUENCE –Phlebotomy Technician Career Certificate Required Courses/ 15-Hour Certificate

SCH Breakdown

Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Clinical Total Contact Hours Certification Name PBT 1113 Phlebotomy 3 2 2 60 PBT 1123 Clinical Practice 3

9 135

Instructor approved electives 9

Totals 15

Medical Laboratory Technology Courses

Course Number and Name: MLT 1112 Fundamentals of Medical Laboratory Technology/Phlebotomy Description: The course includes an overview of the field of Medical Laboratory Technology, as well as familiarization with laboratory safety, microscopes, glassware, and equipment. It also includes laboratory organization, medical ethics, and employment opportunities. Basic laboratory specimen collection techniques are introduced.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 45

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain the relationship between medical ethics and professionalism to the field of clinical laboratory science. Lab Operations I

a. Discuss the history of the clinical laboratory, and state the major organizational structure of the hospital laboratory. Lab Operations I.A.C.D.E

b. Discuss the importance and impact of medical ethics on patient care, especially confidentiality of test results as required by current federal and state regulations. Lab Operations I.E

c. Differentiate among the roles of various health care professionals. Lab Operations I.A.C.D.E

d. Explain the responsibilities of each classification of laboratory staff. Lab Operations I.A, IV

e. State the regulatory and professional agencies related to laboratories and discuss their functions. Lab Operations I.A, E

f. Discuss federal regulations that impact laboratory operations and management. Lab Operations I.A.D.E

g. Discuss employment opportunities available to the graduates of Medical Laboratory Technology Programs. 2. Recommend and implement currently approved laboratory safety procedures. Lab Operations II

a. Discuss the common laboratory hazards to include the following: (1) Chemical Lab Operations II.A.2,3,5

(2) Fire Lab Operations II.A.2, 3, 5; II.B.

(3) Biological Lab Operations II.A.1, 2, 3, 4, II.B.

(4) Mechanical Lab Operations II.A.2, 3, 4, II.B

(5) Electrical Lab Operations II.

b. Describe and demonstrate the proper method for handling and disposing of biological hazards. Lab Operations II.A.1, 2, 3, 4

c. Describe and/or demonstrate the use of basic laboratory safety equipment. Lab Operations II.A.2, 3

d. Describe basic first aid procedures. Lab Operations II.B

e. Demonstrate compliance with standard precautions. Lab Operations II.A.1, 2, 3, 4

f. Discuss and select the appropriate isolation technique for various clinical conditions. Lab Operations II.A.1,2,3,4

g. Demonstrate knowledge of SDS by reading and interpreting Material Safety Data Sheets. Lab Operations II.A

3. Select and use basic equipment to perform selected laboratory skills. Lab Operations IV

a. List the basic tests performed in each of the major departments of the laboratory and explain their purpose. 1. Blood Banking ASCP BOC Blood Banking I.B, II.B.1,3, V.A-B

2. Urinalysis ASCP BOC Urinalysis and Body Fluids I.A-C

3. Chemistry ASCP BOC Chemistry I.A.2, B.2, C.2; II.A.2.b, B.2.b, III.A.2.b, 3.2.b, IV.A.2.b, B.2.b, C.3.b, D.3.b

4. Hematology ASCP BOC Hematology I., III.A, IV C.1,2

5. Immunology ASCP BOC Immunology I.A.1

6. Microbiology ASCP BOC Microbiology I.A, B,C

7. Lab Operations ASCP BOC Lab Operations

b. Perform introductory laboratory skills to include the following Lab Operations I.A-C, Lab Operations I. IV.A : (1) Pipetting (2) Use and care of glassware (3) Use and care of microscopes (4) Use and care of other lab equipment 4. Explain and practice laboratory specimen collection techniques. Lab Operations I.A, Lab Operations I. IV.A.

a. Perform basic laboratory specimen collection techniques, including phlebotomy. Blood Banking, I.A-B; Chemistry I.A.2.b; II.A.2.b; III.A.2.b, IV.A.2.b, B.2.b, C.3.b, D.3.b; Microbiology I.A.B, Lab Operations I.A, II

b. Demonstrate protocols used in identification of specimens and the procedures used to maintain accurate patient identity. Microbiology I.A.1, IV.A, Lab Operations I.A.

c. Discuss complications encountered in specimen collection. d. Select an appropriate method of resolving problems of specimen collection. e. Employ measures to maintain patient confidentiality. Lab Operations I.D

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.)

Laboratory Operations I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices 1. Prevention of infection with blood borne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needle sticks, splashes to mucous membranes, fire) III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Molarity, Normality C. Standard Curves D. Mean, Median, Mode, and Confidence Intervals E. Sensitivity, Specificity, and Predictive Value IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods K. Automated Microbiology Processors L. Hematology Instrumentation

Blood Banking I. Blood Products A. Processing 1. Testing 2. Labeling B. Storage 1. Anticoagulants/additives 2. Temperature requirements 3. Transportation V. Serologic and Molecular Testing A. Routine Tests 1. Blood grouping tests 2. Compatibility tests a. Antibody detection b. Crossmatch 3. Antibody identification/clinical significance 4. Direct antiglobulin testing B. Reagents 1. Antiglobulin sera 2. Blood grouping sera 3. Reagent red cells

Urinalysis and Body Fluids I. Urinalysis A. Physical 1. Color and clarity 2. Specific gravity/osmolality B. Chemical 1. Reagent strip 2. Confirmatory tests C. Microscopic 1. Cells 2. Casts 3. Crystals 4. Microorganisms 5. Contaminants 6. Artifacts CHEMISTRY Multiple listings: I.A.2, B.2, C.2; II.A.2.b, B.2.b, III.A.2.b, 3.2.b, IV.A.2.b, B.2.b, C.3.b, D.3.b Special precautions, specimen collection and processing, troubleshooting, and interfering substances

Hematology I. Hematology Physiology (to include blood, body fluids, and bone marrow) A. Production B. Destruction C. Function III. HEMATOLOGY LABORATORY TESTING A. Cell Counts (to include blood and body fluids) 1. Manual 2. Automated IV. Hemostasis B. Laboratory Determinations 1. PT/INR 2. APTT Immunology I. Principles of Immunology A. Immune System Physiology

1. Primary and secondary response

Microbiology I. Pre-analytic Procedures A. Specimen Collection and Transport 1. Patient identification and specimen labeling 2. Specimen collection 3. Specimen transport systems and conditions for all organisms B. Specimen Processing 1. Specimen prioritization and rejection criteria 2. Biosafety cabinet and personal protective equipment 3. Specimen preparation methods and applications 4. Media 5. Inoculation of media 6. Incubation conditions (e.g., temperature, atmosphere, duration) 7. Preparation methods for slides used for stains C. Stains: Procedure, Principle, and Interpretation 1. Gram 2. Acid-fast IV. Post-analytic Procedures A. Documentation Practices

Course Number and Name: MLT 1212 Urinalysis Body Fluids

Description: This course is an introduction to urinalysis and laboratory analysis of miscellaneous body fluids. It includes the basic principles of routine and special urine tests and specimen examination through laboratory work. Theory and test profiles are also presented for miscellaneous body fluids with correlation to diseased states.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 45

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe the formation and composition of urine. ASCP BOC Urinalysis I.D.

a. Discuss the history and importance of urinalysis. b. Describe the functioning unit of the kidney. ASCP BOC Urinalysis I.D

c. Trace the formation of urine. ASCP BOC Urinalysis I.D

d. Discuss the special urinalysis screening test. ASCP BOC Urinalysis I. A, B, C

2. Explain the properties involved in the physical, chemical, and microscopic examinations of urine. Urinalysis I

a. List and describe the physical characteristics of urine. Urinalysis I.A.

b. List and describe the chemical characteristics of urine. Urinalysis I.B

c. Identify the microscopic elements of urine. Urinalysis I.C

d. Describe specimen collection and handling of urine to include the following: Lab Operations I, II

(1) Special instructions to patient (2) Labeling of specimen (3) Specimen containers (4) Specimen preservation 3. Perform the testing involved in the physical, chemical, and microscopic examinations of urine. a. Perform the physical examination of urine including color, clarity, and specific gravity. Urinalysis I. A, B

b. List and describe the principles of the reactions of the reagent strip testing of urinalysis. Urinalysis I.B

c. Interpret chemical reactions of reagent strips. Urinalysis I.B

d. Identify microscopic elements in the urine. Urinalysis I.C

e. Correlate disease states with abnormal physical, chemical, and microscopic results. Urinalysis I.E

4. Describe the laboratory testing and the formation of other body fluids (i.e., synovial, CSF, seminal, serous body fluids, amniotic fluids, etc.). Urinalysis II

a. List and describe physical, chemical, and microscopic tests performed on the following body fluids: synovial, CSF, seminal body fluids, serous body fluids, and amniotic b. fluids. Urinalysis II. A-C

c. Correlate abnormal test results with disease states. Urinalysis II D-E

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.)

II. Urinalysis & Body Fluids 1. Urinalysis A. Physical 1) Color and clarity 2) Specific gravity /osmolality B. Chemical 1) Reagent strip

2. Confirmatory tests C. Microscopic 1) Cells 2) Casts 3) Crystals 4) Microorganisms 5) Contaminants 6) Artifacts D. Renal Physiology E. Disease States 2. Body Fluids (CSF, Amniotic, Synovial, Serous, Semen, Feces) A. Physical B. Chemical C. Microscopic D. Physiology E. Disease States

Laboratory Operations

I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Standard Curves C. Mean, Median, Mode, and Confidence Intervals IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods K. Automated Microbiology Processors L. Hematology Instrumentation

Course Number and Name: MLT 1313 Hematology I

Description: This course is a study of the function of blood, morphology, and maturation of normal cells, blood cell counts, differentials of white cells, and blood collection and handling

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Discuss and identify the origin and characteristics of normal blood cell lines. ASCP BOC Hema I.

a. Identify sites of hematopoiesis. Hema I. A.

b. Outline the development of the blood cell lines to include the following: Hema I. A.

(1) Erythrocytes (2) Granulocytes (3) Lymphocytes (4) Monocytes (5) Megakaryocytes/platelets c. Differentiate morphologic and functional characteristics of developmental stages of each cell line. Hema I. A., C.

2. Perform routine manual and automated hematology procedures. ASCP BOC Hema III.

a. State the principle of routine manual and automated hematology procedures. Hema III. A.-F.

b. Prepare, stain, and evaluate manual peripheral blood smears. Hema III. B.

c. Perform manual and automated cell counts. Hema III. A.

d. Perform manual and automated hemoglobin and hematocrit determinations. Hema III. C., D.

e. Calculate red blood cell (RBC) indices. Hema III. E.

f. Correlate RBC indices with RBC morphology. Hema II. A. 1, Hema III. E.

g. Identify and recognize factors that may alter test values. Hema III. A. 4.

h. State normal reference ranges for hematologic test procedures. Hema III. A. – F.

3. Explain the role of hematology safety. ASCP BOC Laboratory Operations II.

a. Identify appropriate hematology safety techniques. Laboratory Operations II. A., B.

b. Demonstrate appropriate hematology safety techniques. Laboratory Operations II. A., B.

4. Explain and perform quality assurance procedures and interpret quality control data. ASCP BOC Hema III. & Laboratory Operations I.

a. Select the quality control techniques used for routine hematology procedures. Hema III. A.- D.; Laboratory Operations I. A. – E.

b. Perform quality control procedures. Hema III. A. – D.; Laboratory Operations I. B.

c. Record and interpret quality control data. Hema III. A. – D.; Laboratory Operations B.

d. Analyze quality control data to determine validity of hematology lab test results. Hema III. A. – D.; Laboratory Operations I. B.

5. Correlate clinical conditions with hematology test results. ASCP BOC Hema II and III.

a. Correlate and verify automated cell counts and differentials with established criteria and/or peripheral smear exam. Hema II. A. & B.; Hema III. A. & B.

b. Assess physiologic and pathologic causes for variations in hematologic data. Hema II. A. & B.

ASCP ©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP ©).

Hematology

I. Hematology Physiology (to include blood, body fluids, and bone marrow) A. Production B. Destruction C. Function II. Hematology Disease States A. Erythrocytes 1. Anemia a. Microcytic 1) Iron deficiency 2) Thalassemia 3) Sideroblastic 4) Chronic inflammation b. Normocytic 1) Hereditary hemolytic 2) Acquired hemolytic 3) Hypoproliferative 4) Acute hemorrhage c. Macrocytic 1) Megaloblastic 2) Non-megaloblastic d. Hemoglobinopathies 2. Erythrocytosis a. Relative b. Absolute B. Leukocytes 1. Benign leukocyte disorders 2. Myeloid neoplasia 3. Lymphoid neoplasia III. Hematology Laboratory Testing A. Cell Counts 1. Manual 2. Automated 3. Reticulocytes 4. Spurious Results B. Differentials and Morphology Evaluation C. Hemoglobin 1. Quantitative 2. Qualitative D. Hematocrit E. Indices F. Hemolytic Indicators

Laboratory Operations I. Quality Assessment / Troubleshooting A. Pre-Analytical, Analytical, Post-Analytical B. Quality Control C. Point of Care Testing D. Compliance E. Regulation

II. Safety A. Safety Programs and Practices B. Emergency Procedures III. Laboratory Mathematics A. Mean, Median, Mode, and Confidence Intervals IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Flow Cytometry C. Molecular Methods D. Hematology Instrumentation

Course Number and Name: MLT 1324 Hematology II

Description: This course includes the study of abnormal cell morphology and diseases involving blood cells, test procedures used in laboratory diagnosis of hematological disease, normal and abnormal hemostasis, and diagnostic procedures for evaluation of bleeding abnormalities and anticoagulant therapy.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Discuss and identify the origin and characteristics of abnormal blood cells. ASCP BOC Hema I., II., III. a. Identify and describe physiology of each type of leukocyte. Hema I. A., II. B., III. B.

b. Describe red blood cell (RBC) production to include hemoglobin synthesis and catabolism and RBC biochemistry. Hema I. A. – C.

c. Identify abnormal RBC and white blood cell (WBC) morphology, inclusions, and cytochemical stains. Hema II. A. & B.; Hema III. B.

d. Evaluate platelets. Hema II. C.; Hema III. B.

2. Correlate clinical conditions with abnormal hematology laboratory results. ASCP BOC Hema II., III., IV.

a. Calculate and correlate RBC indices with microscopic morphology and disease states. ASCP BOC Hema II., III., IV.

b. Assess lab data to identify major types of anemia. Hema II. A.; Hema III. A. – E.

c. Recognize leukemic cells and assess lab data in major types of leukemia. Hema II. B.; Hema III. A. – E.

d. Identify the clinical manifestations and cause(s) for hemostatic, thrombotic, and fibrinolytic disease states. Hema II. C.; Hema IV. A. – C.

e. Research new concepts and emerging technologies to include bone marrow/stem cell transplant and molecular techniques in diagnosis and treatment of hematologic diseases. Hema II. A. – C.; Hema III. I. & J.

3. Describe the interaction of blood vessels, platelets, coagulation factors, and fibrinolytic systems in normal and abnormal hemostasis and thrombosis. ASCP BOC Hema IV.

a. Describe the production and characteristics of coagulation factors. Hema IV. A.

b. Evaluate coagulation test data for clinical significance in diagnosis and treatment of hemostatic and thrombotic disorders. Hema IV. A. – C.

c. Explain the action and laboratory monitoring of anticoagulants in therapy of thrombotic disease. Hema IV. C.

4. Perform and interpret manual and automated hematology and coagulation procedures. ASCP BOC Hema III. & IV; Laboratory Operations I.

a. Discuss the principle of manual and automated hematology coagulation procedures. Hema III. A. – J.; Hema IV. C.

b. Operate and interpret results from hematology and coagulation instruments. Hema III. A. – E.; Hema IV. C.

c. Assess results to evaluate validity and identify sources of error. Hema III. A. – E.; Hema IV. C.

d. Propose solutions to correct erroneous results. Hema III. A. – E.; Hema IV. C.

e. Interpret quality control data to assess validity of patient results. Hema III. A. – E.; Hema IV. C.; Lab Operations I. A. – D.

ASCP . Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP ).

Hematology I. Hematology Physiology A. Production B. Destruction C. Function II. Hematology Disease States A. Erythrocytes 1. Anemia 2. Erythrocytosis B. Leukocytes 1. Benign leukocyte disorders 2. Myeloid neoplasia 3. Lymphoid neoplasia 4. Hereditary anomalies C. Platelets 1. Quantitative abnormalities a. Thrombocytopenia b. Thrombocytosis 2. Qualitative defects III. Hematology Laboratory Testing A. Cell Counts 1. Manual 2. Automated 3. Reticulocytes 4. Spurious Results B. Differentials and Morphology Evaluation C. Hemoglobin 1. Quantitative 2. Qualitative D. Hematocrit E. Indices F. Hemolytic Indicators G. Special Stains H. Other Studies 1. ESR 2. G6PD 3. Heinz body I. Flow Cytometry Immunophenotyping 1. Leukemia 2. Lymphoma 3. Lymphocyte subsets 4. PNH J. Molecular and Cytogenetic Testing 1. Recurring cytogenetic abnormalities (WHO classification) 2. BCR/ABL1 3. JAK2

IV. Hemostasis A. Physiology 1. Coagulation pathways 2. Fibrinolytic pathway 3. Vascular system B. Disease States 1. Coagulation factor deficiencies a. Acquired b. Hereditary 2. Fibrinolytic system 3. Hypercoagulable states 4. DIC C. Laboratory Determinations 1. PT/INR 2. APTT 3. Fibrinogen 4. D-dimer 5. Thrombin time 6. Mixing studies 7. Platelet function 8. Hypercoagulability assessment a. Assays b. Molecular 9. Anti-Xa

Laboratory Operations I. Quality Assessment / Troubleshooting A. Pre-Analytical, Analytical, Post-Analytical B. Quality Control C. Point of Care Testing D. Compliance E. Regulation II. Safety A. Safety Programs and Practices B. Emergency Procedures III. Laboratory Mathematics A. Mean, Median, Mode, and Confidence Intervals IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Flow Cytometry C. Molecular Methods D. Hematology Instrumentation

Course Number and Name: MLT 1413 Immunology/ Serology

Description: This course covers the science of immunology and serology through the study of theories and processes related to natural body defenses. Included are basic antigen-antibody reactions, complement action, cellular response, humoral immune response, and the basic serological procedures used to aid in the detection of certain diseases. Throughout this course, special emphasis is placed on correlating laboratory results with the patient’s probable condition.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe the body’s immune defenses. a. Explain the principal mechanisms of acquired and natural immunity. Imm. I. A. 1-3, b. 1-3, C. 1-2, D. 1-2 b. Describe the function of the cells of the immune system. Imm. I. A. 1-3

c. Explain the components of natural immunity and their functions. Imm. I. A., 1-3

d. List the characteristics of antigens. Imm. I. B. 1-3, C. 1-2

e. Describe the primary immune response. Imm. I. A. 1-3, B. 1-3, C. 1-2

f. Describe the secondary immune response. Imm. I. A. 1-3, B. 1-3, C. 1-2

g. Differentiate among the five immunoglobulin classes and their functions. Imm. I.B. 1-3

h. Outline the sequential steps of the classical and alternate complement pathways. Imm. I. D. 1-2

i. Describe biologic functions associated with complement activation. Imm. I. D. 1-2

2. Describe the principles of immunoassays. a. Explain the principles of the commonly used immunoassays. Imm. I. C. 1-2; V. A, B, C, D, E, F, G; VI. A. B. C. (Lab Operations I. A, B, C, D, E; II. A. 1-5, B

b. Evaluate physiological and pathological causes for variation in expected test results. Imm. I. C. 1-2; V. A, B, C, D, E, F, G; VI. A. B. C. (Lab Operations I. A, B, C, D, E; II. A. 1-5, B)

c. Examine test results to identify and correct technical sources of error. Imm. I. C. 1-2; V. A, B, C, D, E, F, G; VI. A. B. C. (Lab Operations I. A, B, C, D, E; II. A. 1-5, B

3. Perform routine immunology/serology procedures with emphasis on accuracy and precision. a. Perform the commonly used immunoassay procedures. Imm. I. C. 1-2; V. A, B, C, D, E, F, G; VI. A. B. C. (Lab Operations I. A, B, C, D, E; II. A. 1-5, B)

b. Summarize specimen requirements for commonly used immunoassay procedures. Imm. I. C. 1-2; V. A, B, C, D, E, F, G; VI. A. B. C. (Lab Operations I. A, B, C, D, E; II. A. 1-5, B)

c. Demonstrate the use of proper quality control methods for each testing procedure. Lab Operations I. A, B, C, D, E; II. A. 1-5, B

d. Interpret the validity of patient test results. Imm. VI. A, B, C) (Lab Operations I. A, B, C, D, E; II. A. 1-5, B

e. Prepare accurate, simple, and serial dilutions. f. Calculate specimen concentrations involved in simple and serial dilutions. 4. Correlate results of immunological procedures with clinical conditions. a. Correlate the expected serologic test results for commonly encountered clinical conditions. b. Assess causes of false positive and false negative test results.

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©. I. Principles of Immunology A. Immune System Physiology 1. Primary and secondary response 2. B and T cells, macrophages 3. Genetics B. Immunoglobulins 1. Classes and subclasses 2. Structure 3. Biologic and physical properties C. Antigen-Antibody Interactions 1. Principles 2. Testing a. Principles b. Methods D. Complement 1. Classical and alternative pathway mechanisms 2. Biologic properties

II. Diseases of The Immune System A. Autoimmunity 1. Systemic (e.g., SLE) 2. Organ-specific (e.g., Graves disease) B. Hypersensitivity 1. I, II, III, IV C. Immunoproliferative Diseases 1. Monoclonal gammopathies (e.g., plasma cell myeloma, Waldenström macroglobulinemia) D. Immunodeficiency 1. Hereditary (e.g., SCID) 2. Acquired (e.g., HIV) III. Transplantation A. Graft-versus-host Disease B. HLA Typing C. Tumor Immunology

IV. Infectious Disease Serology A. Clinical Significance and Epidemiology of Viral Pathogens (e.g., hepatitis [A, B, C], EBV, HIV, CMV, rubella, measles) B. Stages of Infection of Treponema pallidum and Borrelia burgdorferi C. Tuberculosis Infection (e.g., interferon-gamma release assay, PPD)

V. Serologic Procedures A. ANA B. Thyroid Antibodies C. Rheumatoid Factor D. Labeled Immunoassays (e.g., ELISA) E. Nontreponemal Syphilis Testing (e.g., RPR) F. Treponemal Syphilis Testing (e.g., MHATP) G. Cytokine Testing H. Immunofluorescence VI. Test Results A. Interpretation B. Confirmatory Testing C. Disease State Correlation

Laboratory Operations I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical (NAACLS requires these in all major area courses) B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Molarity, Normality C. Standard Curves D. Mean, Median, Mode, and Confidence Intervals E. Sensitivity, Specificity, and Predictive Value IV. Manual/Automated Methodology And Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods

Course Number and Name: MLT 1515 Clinical Chemistry

Description: This course is the study of human biochemistry as an aid in the diagnosis of disease processes. It includes chemistry procedures performed on body fluids for aiding in diagnosis of disease processes.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 5 3 4 105

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe chemistry test methods used to measure substances in the blood and other body fluids. a. Identify special safety procedures unique to clinical chemistry. ASCP Lab Operations II A

b. Identify and discuss collection procedures and processing of specimens in clinical chemistry. ASCP Chemistry I.A.2.b, I.B.2.b, I.C.2.b, II.A.2.b, II.B.2.b, III.A.2.b, III.B.2.b, IV.A.2.b, IV.B.2.b, IV.C.3.b, IV.D.3.b.

c. Describe the procedures for specimen collection related to drug screening (chain of command, legal regulation, etc.). IV.D.3.b.

d. Describe the principles of selected chemistry methods to include the following: (1) Spectrophotometry and Photometry Lab Operations IV.B

(2) Immunoassay Chemistry IV.C.3.1

(3) Ion-selective electrodes Chemistry III.B.2.a

(4) Carbohydrates, tolerance testing, glycated proteins Chemistry I.A.2.a, c, and d

(5) Lipids Chem I.B.1.c and I.B.2.a

(6) Enzymes Chem II.A.2.a

(7) Heme Derivatives Chem I.C.2.a

(8) Proteins and other Nitrogen-Containing Compounds Chem II.B.2.a

(9) Clearances Chem II.B.2.c

(10) Blood Gases Chem III.A.2.a

(11) Electrolytes Chem III.B.2.a

(12) Fluorescence Chem IV.A.2.a.1

(13) Immunoassay Chem IV.A.2.a.2

(14) Stimulation/Suppression Tests Chem IV.A.2.c.

e. Discuss the collection procedures of therapeutic drug monitoring and interpretation of test results. Lab Operations I.A.; Chem II.C.1,4,5; II.D.1,4,5

2. Correlate health and disease states with chemistry test results. a. Describe and evaluate diseases and chemistry test results associated with abnormal metabolism including carbohydrate, protein, lipids and, heme derivatives. Chem I.A.1,3,4; B.1,3,4; C.1,3,4; Chem II.A.1,3,4; II.B.1,3,4

b. Describe and evaluate diseases and chemistry test results associated with abnormal function including liver, kidney, heart, and endocrine. c. Describe and evaluate diseases and chemistry test results associated with abnormal metabolism, toxic effects, signs, symptoms and disease states including therapeutic drug monitoring and toxicology. Chem IV. C, D

d. Describe and evaluate acid-base determination, blood gases, and electrolyte biochemical theory and physiology and test results with disease states. Chemistry III.A.1,3,4; III.B.1,4,5

3. Perform laboratory tests outlined by the test manufacturer to determine the presence and/or amount of substance(s) in the blood and other body fluids. a. Perform selected chemistry tests including manual and semi-automated methods. Lab Operations IV

b. Demonstrate the operating techniques of the equipment used in the clinical chemistry laboratory, with emphasis on accuracy and precision. Lab Operations I. A, B, D, E; III.C.D.E

c. Demonstrate calibration of selected instruments and test equipment. Lab Operations III.C.

d. Indicate when to refer to an appropriate source for repairs or consultation. Lab Operations I.A.B.D. E; III.C.D.

4. Solve laboratory mathematics problems. a. Identify and utilize the basic units of measurement in the metric system. Lab Operations III.A

b. List and perform dilution calculations. Lab Operations III.A.B.

c. List and utilize different methods used to state concentrations of substances in clinical chemistry. Lab Operations III.A.B

d. List and perform formulas and calculations for osmolality and anion gap. Chem III B.3

5. Perform quality control procedures as used in the clinical chemistry laboratory with emphasis on accuracy and precision. Lab Operations I, III.C.D

a. List and describe various statistical methods used in clinical chemistry. Lab Operations I. III. IV

b. Prepare quality control (QC) specimens, perform selected assays on QC specimens, and record results. Lab Operations I, III, IV

c. Interpret QC data on selected clinical chemistry procedures. Lab Operations I, III, IV

d. Document corrective action taken in troubleshooting instruments and out-of-range QC values. Lab Operations I, III, IV

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.)

I. General Chemistry A. Carbohydrates 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances c. Tolerance testing d. Glycated proteins 3. Test result interpretation 4. Disease state correlation B. Lipids 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 2. 1) Lipoproteins 2) Phospholipids 3) Triglycerides 4) Cholesterol 5) Apolipoproteins 3. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 4. Test result interpretation 5. Disease state correlation C. Heme Derivatives 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 1) Hemoglobin

2. Bilirubin 3) Urobilinogen 4) Myoglobin 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation II. Proteins and Enzymes A. Enzymes 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 1) LD 2) CK 3) AST/ALT 4) GGT 5) Lipase 6) Amylase 7) Alkaline phosphatase 8) Angiotensin converting enzyme 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation B. Proteins and Other Nitrogen-Containing Compounds 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 1) Proteins 2) Amino acids 3) Urea 4) Uric acid 5) Creatinine 6) Ammonia 7) Tumor markers 8) Cardiac markers 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances c. Clearances 3. Test result interpretation 4. Disease state correlation

III. Acid-Base, Blood Gases and Electrolytes A. Acid-Base Determinations (Including Blood Gases) 1. Biochemical theory and physiology

a. Henderson-Hasselbach equation b. pH and H+ ion concentration c. CO2 and O2 transport d. Normal and abnormal states 2. Test procedures a. Analytical principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation B. Electrolytes 1. Biochemical theory and physiology a. Sodium, potassium, chloride, CO2, bicarbonate b. Calcium, magnesium, phosphorus, iron, TIBC c. Trace elements d. Normal and abnormal states 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Calculations (osmolality, anion gap) 4. Test result interpretation 5. Disease state correlation IV. Special Chemistry A. Endocrinology 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Mechanism of action d. Physical and chemical properties 1) Steroid hormones (e.g., cortisol, estrogen, hCG) 2) Peptide hormones (e.g., insulin, prolactin) 3) Thyroid hormones 4) Catecholamines 2. Test procedures a. Principles 1) Fluorescence 2) Immunoassay b. Special precautions, specimen collection and processing, troubleshooting, and interfering subs c. Stimulation/suppression tests 3. Test result interpretation 4. Disease state correlation B. Vitamins and Nutrition 1. Biochemical theory and physiology a. Metabolism and action b. Normal and abnormal states c. Properties 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering subs 3. Test result interpretation 4. Disease state correlation

C. Therapeutic Drug Monitoring 1. Pharmacokinetics a. Therapeutic states b. Toxic states c. Metabolism and excretion 2. Chemical and physical properties a. Aminoglycosides (e.g., gentamicin) b. Cardioactive (e.g., digoxin) c. Anticonvulsants (e.g., phenobarbital) d. Antidepressants (e.g., lithium) e. Immunosuppressants (e.g., tacrolimus) 3. Test procedures a. Principles 1) Immunoassay b. Special precautions, specimen collection and processing, troubleshooting, and interfering subs 4. Test result interpretation 5. Disease state correlation D. Toxicology 1. Toxicokinetics a. Toxic effects, signs and symptoms b. Metabolism and excretion 2. Chemical and physical properties a. Alcohols b. Heavy metals (e.g., lead) c. Analgesics (e.g., acetaminophen) d. Drugs of abuse 3. Test procedures a. Principles 1) Immunoassay 2) Enzymatic methods b. Special precautions, specimen collection and processing, troubleshooting, and interfering sub Test result interpretation 4. Disease state correlation

Laboratory Operations I. Quality Assessment/Troubleshooting A. Pre-analytical, Analytical, Post-analytical (NAACLS requires these in all major area courses) B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) III. Laboratory Mathematics

A. Concentration, Volume, and Dilutions Molarity, Normality B. Standard Curves C. Mean, Median, Mode, and Confidence Intervals D. Sensitivity, Specificity, and Predictive Value IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods

Course Number and Name: MLT 1532 MLT Chem I

Description: This course is the study of human biochemistry as an aid in the diagnosis of disease processes. It includes chemistry procedures performed on body fluids for aiding in diagnosis of disease processes.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 2 1

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Describe chemistry test methods used to measure substances in the blood and other body fluids. a. Identify special safety procedures unique to clinical chemistry. ASCP Lab Operations II A

b. Describe the principles of selected chemistry methods to include the following: (1) Spectrophotometry and Photometry Lab Operations IV.B

2. Solve laboratory mathematics problems. a. Identify and utilize the basic units of measurement in the metric system. Lab Operations III.A

b. List and perform dilution calculations. Lab Operations III.A.B.

c. List and utilize different methods used to state concentrations of substances in clinical chemistry. Lab Operations III.A.B

3. Perform quality control procedures as used in the clinical chemistry laboratory with emphasis on accuracy and precision. Lab Operations I, III.C.D

a. List and describe various statistical methods used in clinical chemistry. Lab Operations I. III. IV

b. Prepare quality control (QC) specimens, perform selected assays on QC specimens, and record results. Lab Operations I, III, IV

c. Interpret QC data on selected clinical chemistry procedures. Lab Operations I, III, IV

d. Document corrective action taken in troubleshooting instruments and out-of-range QC values. Lab Operations I, III, IV

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.) Laboratory Operations

I. Quality Assessment/Troubleshooting A. Pre-analytical, Analytical, Post-analytical (NAACLS requires these in all major area courses) B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards)

II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire)

III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Molarity, Normality C. Standard Curves D. Mean, Median, Mode, and Confidence Intervals E. Sensitivity, Specificity, and Predictive Value

IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods

Course Number and Name: MLT 1543 MLT Chem II

Description: This course is the study of human biochemistry as an aid in the diagnosis of disease processes. It includes chemistry procedures performed on body fluids for aiding in diagnosis of disease processes.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 1

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Describe chemistry test methods used to measure substances in the blood and other body fluids. a.Identify and discuss collection procedures and processing of specimens in clinical chemistry. ASCP Chemistry I.A.2.b, I.B.2.b, I.C.2.b, II.A.2.b, II.B.2.b, III.A.2.b, III.B.2.b, IV.A.2.b, IV.B.2.b, IV.C.3.b, IV.D.3.b.

b.Describe the procedures for specimen collection related to drug screening (chain of command, legal regulation, etc.). IV.D.3.b.

c.Describe the principles of selected chemistry methods to include the following: (1) Spectrophotometry and Photometry (Lab Operations IV.B)

(2) Immunoassay Chemistry IV.C.3.1

(3) Ion-selective electrodes Chemistry III.B.2.a

(4) Carbohydrates, tolerance testing, glycated proteins (Chemistry I.A.2.a, c, and d)

(5) Lipids Chem I.B.1.c and I.B.2.a

(6) Enzymes Chem II.A.2.a

(7) Heme Derivatives Chem I.C.2.a

(8) Proteins and other Nitrogen-Containing Compounds Chem II.B.2.a

(9) Clearances Chem II.B.2.c

(10) Blood Gases Chem III.A.2.a

(11) Electrolytes Chem III.B.2.a

(12) Fluorescence Chem IV.A.2.a.1

(13) Immunoassay Chem IV.A.2.a.2

(14) Stimulation/Suppression Tests Chem IV.A.2.c.

d.Discuss the collection procedures of therapeutic drug monitoring and interpretation of test results. Chem II.C.1,4,5; II.D.1,4,5 (Lab Operations I.A.)

2. Correlate health and disease states with chemistry test results. a.Describe and evaluate diseases and chemistry test results associated with abnormal metabolism including carbohydrate, protein, and lipids and, heme derivatives. Chem I.A.1,3,4; B.1,3,4; C.1,3,4; Chem II.A.1,3,4; II.B.1,3,4

b.Describe and evaluate diseases and chemistry test results associated with abnormal function including liver, kidney, heart, and endocrine. c.Describe and evaluate diseases and chemistry test results associated with abnormal metabolism, toxic effects, signs, symptoms and disease states including therapeutic drug monitoring and toxicology. Chem IV. C, D

d.Describe and evaluate acid-base determination, blood gases, and electrolyte biochemical theory and physiology and test results with disease states. Chemistry III.A.1,3,4; III.B.1,4,5

3. Perform laboratory tests outlined by the test manufacturer to determine the presence and/or amount of substance(s) in the blood and other body fluids. a.Perform selected chemistry tests including manual and semi-automated methods. Lab Operations IV

b.Demonstrate the operating techniques of the equipment used in the clinical chemistry laboratory, with emphasis on accuracy and precision. Lab Operations I. A, B, D, E; III.C.D.E

c.Demonstrate calibration of selected instruments and test equipment. Lab Operations III.C.

d.Indicate when to refer to an appropriate source for repairs or consultation. Lab Operations I.A.B.D. E; III.C.D.

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.) I. General Chemistry A. Carbohydrates 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances c. Tolerance testing d. Glycated proteins 3. Test result interpretation 4. Disease state correlation B. Lipids 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 1) Lipoproteins 2) Phospholipids 3) Triglycerides 4) Cholesterol 5) Apolipoproteins 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation C. Heme Derivatives 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 1) Hemoglobin 2) Bilirubin 3) Urobilinogen 4) Myoglobin 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation II. Proteins and Enzymes A. Enzymes 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states

c. Physical and chemical properties 1) LD 2) CK 3) AST/ALT 4) GGT 5) Lipase 6) Amylase 7) Alkaline phosphatase 8) Angiotensin converting enzyme 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation B. Proteins and Other Nitrogen-Containing Compounds 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Physical and chemical properties 1) Proteins 2) Amino acids 3) Urea 4) Uric acid 5) Creatinine 6) Ammonia 7) Tumor markers 8) Cardiac markers 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances c. Clearances 3. Test result interpretation 4. Disease state correlation III. Acid-Base, Blood Gases and Electrolytes A. Acid-Base Determinations (Including Blood Gases) 1. Biochemical theory and physiology a. Henderson-Hasselbach equation b. pH and H+ ion concentration c. CO2 and O2 transport d. Normal and abnormal states 2. Test procedures a. Analytical principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances 3. Test result interpretation 4. Disease state correlation B. Electrolytes 1. Biochemical theory and physiology a. Sodium, potassium, chloride, CO2, bicarbonate b. Calcium, magnesium, phosphorus, iron, TIBC c. Trace elements d. Normal and abnormal states 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering substances

3. Calculations (osmolality, anion gap) 4. Test result interpretation 5. Disease state correlation IV. Special Chemistry A. Endocrinology 1. Biochemical theory and physiology a. Metabolic pathways b. Normal and abnormal states c. Mechanism of action d. Physical and chemical properties 1) Steroid hormones (e.g., cortisol, estrogen, hCG) 2) Peptide hormones (e.g., insulin, prolactin) 3) Thyroid hormones 4) Catecholamines 2. Test procedures a. Principles 1) Fluorescence 2) Immunoassay b. Special precautions, specimen collection and processing, troubleshooting, and interfering subs c. Stimulation/suppression tests 3. Test result interpretation 4. Disease state correlation B. Vitamins and Nutrition 1. Biochemical theory and physiology a. Metabolism and action b. Normal and abnormal states c. Properties 2. Test procedures a. Principles b. Special precautions, specimen collection and processing, troubleshooting, and interfering subs 3. Test result interpretation 4. Disease state correlation C. Therapeutic Drug Monitoring 1. Pharmacokinetics a. Therapeutic states b. Toxic states c. Metabolism and excretion 2. Chemical and physical properties a. Aminoglycosides (e.g., gentamicin) b. Cardioactive (e.g., digoxin) c. Anticonvulsants (e.g., phenobarbital) d. Antidepressants (e.g., lithium) e. Immunosuppressants (e.g., tacrolimus) 3. Test procedures a. Principles 1) Immunoassay b. Special precautions, specimen collection and processing, troubleshooting, and interfering subs 4. Test result interpretation 5. Disease state correlation D. Toxicology 1. Toxicokinetics a. Toxic effects, signs and symptoms b. Metabolism and excretion 2. Chemical and physical properties

a. Alcohols b. Heavy metals (e.g., lead) c. Analgesics (e.g., acetaminophen) d. Drugs of abuse 3. Test procedures a. Principles 1) Immunoassay 2) Enzymatic methods b. Special precautions, specimen collection and processing, troubleshooting, and interfering sub 4. Test result interpretation 5. Disease state correlation Laboratory Operations I. Quality Assessment/Troubleshooting A. Pre-analytical, Analytical, Post-analytical (NAACLS requires these in all major area courses) B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards)

Course Number and Name: MLT 2424 Immunohematology

Description: This course includes collection, processing, storage, and utilization of blood components. It also includes the study of immunological principles and procedures for blood typing, cross matching, antibody detection, identification, and investigation of hemolytic disease of the fetus and newborn.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Immunology/ Serology (MLT 1413)

Student Learning Outcomes:

1. Relate principles of immunology to immunohematology. a. Correlate the immunologic response to the immunohematology theory. (ASCP Blood Banking III.A.1,2,3; III.B.1,2,3; III.C.1, III.C.2.a, b; III.D.1,2)

b. State antigen and antibody characteristics with reactions in various media and temperatures. (ASCP Blood Banking III.C.1; III.C.2.a, b; V.A.1; V.A.2.a, b; V.A.4; V.C.1-15)

2. Describe the basic concepts of genetics. a. Apply basic concepts of genetics to various blood group systems. (ASCP Blood Banking II.A.1-3; II.B.1-13)

b. Evaluate and interpret inheritance from results of blood bank procedures. (ASCP Blood Banking II.A.3; III.A.3; V.A.1; V.C.9)

c. Determine statistical probability in inheritance of a given characteristic in an individual. (ASCP Blood Banking II.A.1-3; II.C.2)

3. Assess component utilization in transfusion therapy a. Explain techniques for collection, processing, storage, and shipment of blood components. (ASCP Blood Banking I.A.1-4; I.B.1-2; I.C.1-5; I.D.1-12; I.E) (ASCP Laboratory Operations I.B, D, E)

b. Identify blood component of choice for transfusion therapy. (ASCP Blood Banking I.D.1-12; VI.A; VI.B; VI.E)

c. Select pre-transfusion compatibility testing procedures required for component therapy. (ASCP Blood Banking V.A.1; V.A.2. a, b; V.A.3; V.E.1- 3)

d. Identify types of transfusion reactions and perform investigative testing. (ASCP Blood Banking IV.C.1-4; IV.D.2.a, b, c; V.A.1; V.A.2.a, b; V.A.4; V.E.1-3; VI.C.1-3) (ASCP Laboratory Operations I.A, B, D, E; II.A.1-5; IV.A)

e. Assess and perform appropriate tests in investigation of transfusion reactions. (ASCP Blood Banking IV.C.2, 3; IV.D.2.b, c; V.A.1; V.A.2.a, b; V.A.3; V.A.4; V.E.3) (ASCP Laboratory Operations I.A, B, D, E; II.A.1-5; IV.A)

f. Identify hemolytic disease of the fetus and newborn. (ASCP Blood Banking IV.C.1-4)

4. Perform basic procedures used in a blood bank laboratory. a. Assess patient condition to select required procedures for immunohematology. (ASCP Blood Banking I.A.1; IV.A.1; IV.A.2.a, b; IV.A.3, 4; VI.E)

b. Perform and interpret routine pre-transfusion and compatibility patient testing. (ASCP Blood Banking V.A.1; V.A.2.a, b; V.A.3, 4; V.E.1-3) (ASCP Laboratory Operations I.A, B, D, E; II.A.1-5; IV.A)

c. Understand the principles applied for recognition for differentiation of blood group antigens and antibodies. (ASCP Blood Banking II.B.1-13; II.C.1, 2; III.B.1-3; III.C.1; III.C.2.a, b; V.A.1; V.A.2.a, b; V.A.3)

d. Apply the principles of immunohematology to the procedures used in the blood bank laboratory. (ASCP Blood Banking III.C.1; III.C.2.a, b; V.A.1; V.A.2.a, b; V.A.3)

5. Explain, perform, and interpret quality control in the blood bank laboratory. a. Identify and perform the daily quality assurance practices and safety practices used in the blood bank. (ASBP Blood Banking I.E; V.E.1-3)

b. Identify sources of error and recommend corrective procedures. (ASCP Blood Banking V.E.1-3) (ASCP Laboratory Operations I.A, B, D, E)

c. Assess physiologic and pathologic causes for discrepant test results. (ASCP Blood Banking IV.A.2.b; IV.B.1, 2; V.E.1-3) (ASCP Laboratory Operations I.A, B)

d. Select and employ safe transfusion practices in the presence of unusual test results. (ASCP Blood Banking I.E; V.E.1-3; VI.E) (ASCP Laboratory Operations I.A, B, D, E)

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.)

Blood Banking

I. Blood Products A. Donors 6. Qualification 7. Collection methods 8. Adverse reactions 9. Special donations (e.g., autologous) B. Processing 1. Testing 2. Labeling C. Storage 1. Anticoagulants/additives 2. Temperature requirements 3. Transportation 4. Properties of stored products 5. Expiration D. Blood Components 1. Red blood cells 2. Cryoprecipitated AHF 3. Platelets 4. Plasma 5. Granulocytes 6. Leukocyte-reduced components 7. Frozen/deglycerolized red blood cells 8. Apheresis products 9. Fractionation products 9. Whole blood 10. Washed red blood cells 11. Irradiated components E. Blood Component Quality Control

II. Blood Group Systems A. Genetics 1. Basic 2. Molecular 3. Inheritance of blood groups B. B. Biochemistry/Antigens 1. ABO 2. Lewis 3. Rh 4. MNS 5. P1PK/Globoside(P) 6. Ii 7. Kell 8. Kidd 9. Duffy 10. Lutheran 11. Antigens of high prevalence 12. Antigens of low prevalence 13. Platelet-specific C. Role of Blood Groups in Transfusion 1. Immunogenicity

2. Antigen prevalence III. Blood Group Immunology A. Immune Response 1. Primary and secondary response 2. B and T cells, macrophages 3. Genetics B. Immunoglobulins 1. Classes and subclasses 2. Structure 3. Biologic and physical properties C. Antigen-Antibody Interactions 1. Principles 2. Testing a. Principles b. Methods D. D. Complement 1. Classical and alternative pathway mechanisms 2. Biologic properties IV. Physiology and Pathophysiology A. Physiology of Blood 1. Circulation and blood volume 2. Composition and function of blood a. Normal function b. Abnormal physiology 3. Cell survival 4. Cell metabolism B. B. Hemostasis and Coagulation 1. Coagulation factors and disorders 2. Platelet functions and disorders C. Hemolytic Disease of the Fetus and Newborn 1. Pathophysiology 2. Detection 3. Treatment 4. Prevention D. Anemias 1. Congenital and acquired a. Pathophysiology b. Detection c. Treatment 2. Immune hemolytic anemias: warm, cold, drug-induced a. Pathophysiology b. Detection c. Treatment E. Transplantation 1. Solid organ 2. Hematopoietic progenitor cell (HPC) V. Serologic And Molecular Testing B. Routine Tests 1. Blood grouping tests 2. Compatibility tests a. Antibody detection b. Crossmatch 3. Antibody identification/clinical significance 4. Direct antiglobulin testing C. Reagents

3. Antiglobulin sera 2. Blood grouping sera 3. Reagent red cells D. Application of Special Tests and Reagents 3. Enzymes 4. Enhancement media 5. Lectins 6. Adsorptions 7. Elutions 8. Titrations 9. Cell separations 10. ELISA 11. Molecular techniques 12. Use of thiol reagents 13. Immunofluorescence 14. Solid phase 15. Column agglutination test 16. Chloroquine diphosphate 17. EDTA glycine-acid E. Leukocyte/Platelet Testing 1. Cytotoxicity 2. Platelet testing F. Quality Assurance 1. Blood samples 2. Reagents 3. Test procedures VI. Transfusion Practice A. Indications for Transfusion B. Component Therapy C. Adverse Effects of Transfusion 1. Immunologic reactions 2. Nonimmunologic reactions 3. Transfusion-transmitted diseases D. Apheresis and Extracorporeal Circulation E. Blood Administration and Patient Blood Management

Laboratory Operations

I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire)

III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Molarity, Normality C. Standard Curves D. Mean, Median, Mode, and Confidence Intervals E. Sensitivity, Specificity, and Predictive Value IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment

Course Number and Name: MLT 2522 Pathogenic Microbiology I

Description: Basic skills, principles, and techniques for the staining, culturing, isolation, and identification of parasites, viruses, and fungi of medical importance are emphasized in this course. This course covers the morphology, physiology life cycles, and epidemiology of parasites with emphasis on human pathogenic parasites. Identification of the parasites, viruses, and fungi from human material is also included.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 45

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe the life cycle of medically important parasites . (Micro III. C. 1, 2)

a. Describe the modes of infection for medically important parasites (Micro III. C. 1, 2)

b. Recognize the diagnostic stages of medically important parasites. (Micro III. C. 1, 2)

2. Discuss isolation and identification techniques used in a clinical parasitology laboratory. (Micro III. C. 3-4) (Lab Operations I. A. B. C. D. E; II. A. 1-5, B.)

a. Identify the various body fluids that might be examined for the presence of parasites. (Micro III. C. 1, 2)

b. Describe the use of concentration techniques in parasitology. (Micro III. C. 3, 4)

c. Describe the microscopic techniques used to identify medically important parasites. (Micro III. C. 3)

3. Identify medically important parasites. (Micro III. C. 1-4)

a. Correlate test results with clinical conditions. (Micro III. C. 2- 4)

b. Correlate other laboratory findings with results in the parasitology laboratory. (Micro III. C. 2, 3, 4)

4. Discuss transmission methods of disease and host susceptibility. (Micro III. C. 2)

a. Describe the various ways that diseases are transmitted. (Micro III. C. 2)

b. Identify conditions that lead to increased host susceptibility. (Micro III. C. 1-2)

c. Identify a reportable disease. (Micro III. C. 2)

5. Identify organisms of medical importance, and correlate results with reading of plates, stain characteristics, biochemical studies, and molecular studies. (Micro I. C.1-2, D. 1,2,5; II. A. 1-8, B. 1-6, C. 1-5, D. 1-6, E. 1-5, F. 1-4, G. 1-4, H. 1-5, I. 1-4, J. 1-7, K. 1-4, L. 1-3; III. A. 1-3, B. 1-3, D. 1-5) (Lab Operations IV. K)

a. Correlate laboratory test results with clinical conditions. (Micro II. A. 3-8, B. 2-6, C. 2-5, D. 2-6, E. 2-5, F. 2-4, G. 2-4, H. 2-5, I. 2-4, J. 1-7, K. 1-4, L. 2-3, M. 2-4; III. A. 2-3, B. 2-3, D. 2-5) (Lab Operations IV. K)

b. Evaluate stain characteristics, colony morphology, and biological and differential tests for identification of pathogenic organisms including viruses and fungus. (Micro II. A. 3, 5, B. 2, 5, C. 3-4, D. 3-5, E. 2-4, F 1-3, G. 2-3, H. 2-4, I. 2-4, J. 1-7, K. 1-4, L. 3, M. 2; III.A. 3, B. 3, D. 3-5)

c. Perform tests and recognize criteria for identification of pathogenic organisms including viruses and fungus. (Micro I. C. 1-2, D. 1,2,5; II. A. 2, 3, 5, 8, B. 2, 4-6, C. 3-5, D. 3-6, E. 2-5, F 1-4, G. 2-4, H. 2-5, I. 2-4, J. 1-7, K. 1-4, L. 3, M. 2, 4; III.A. 2-3, B. 2-3, D. 2-5) (Lab Operations IV. K)

6. Perform safety, quality control (QC), and infection control practices of the microbiology laboratory. (Micro I. A. 1-3, B. 1-7; II. M. 3; IV. A. B. C. D. E.) (Lab Operations I. A. B. C. D. E; II. A. 1-5, B.)

a. Perform routine diagnostic microbiologic testing using aseptic techniques. (Micro I. A. 1-3, B. 1-7) (Lab Operations II A. 1-5, B)

b. Explain and follow safety and standard precautions that are followed in and related to the microbiology laboratory. (Micro I. A. 1-3, B. 1-7) (Lab Operations I. A. B. C. D. E, II A. 1-5, B)

c. Perform routine QC procedures. (Micro I. C. 1-2, D. 1-5, II. A. 3, B. 5, C. 4, D. 5, E. 4, F. 2-3, G. 3, H. 3-4, J. 2-7, K. 1-4, L. 3, M. 2; III. A. 3, B. 3, D. 3) (Lab Operations I. A. B. C. D. E; II. A. 1-5, B.)

7. Explain the principle and operation of automated instrumentation. Micro I. B. 5, C. 4, D. 5, E. 4, F. 2, H. 4, J. 5-7, K. 1-4, L. 3, III. B. 3, D. 3,5) (Lab Operations IV. K)

a. List and discuss examples of automated instrumentation for a microbiology laboratory. (Micro I. B. 5, C. 4, D. 5, E. 4, F. 2, H. 4, J. 5- 7, K. 1-4, L. 3, III. B. 3, D. 3,5) (Lab Operations IV. K)

8. Explain procedures used for collection of microbiology specimens from various body sites. (Micro I. A. 1-3, B. 1-3; II. A. 1, B. 1, C.1, D.1, E. 1, F. 1, G. 1, H. 1, I.1, L. 1, M.1; III. 1. 1, B. 1, D.1) (Lab Operations I. A, II. A. 1-5, B)

a. Describe appropriate specimen containers for aseptic collection of microbiological specimens. (Micro I. A. 1-3, B. 1-3)

b. Explain the collection of specimens from various body sites. (Micro I. A. 1-3, B. 1-3; II. A. 1, B. 1, C.1, D.1, E. 1, F. 1, G. 1, H. 1, I.1, L. 1, M.1; III. 1. 1, B. 1, D.1) (Lab Operations I. A, II. A. 1-5, B)

ASCP © . Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.)

I. Preanalytic Procedures A. Specimen Collection and Transport 1. Patient identification and specimen labeling 2. Specimen collection 3. Specimen transport systems and conditions for all organisms B. Specimen Processing 1. Specimen prioritization and rejection criteria 2. Biosafety cabinet and personal protective equipment 3. Specimen preparation methods and applications 4. Media 5. Inoculation of media 6. Incubation conditions (e.g., temperature, atmosphere, duration) 7. Preparation methods for slides used for stains C. Stains: Procedure, Principle, and Interpretation 1. Gram 2. Acid-fast D. Stains: Procedure and Principle 1. Modified acid-fast 2. KOH and calcofluor-white 3. Trichrome 4. Giemsa 5. Acridine orange

Ill. Analytic Procedures For Mycobacteriology, Virology, Parasitology, and Mycology A. Virology 1. Specimen sources 2. Major pathogens and disease states (e.g., etiology, epidemiology, transmission) 3. Direct detection of pathogens B. Parasitology 1. Specimen sources (e.g., stool, respiratory, blood, tissue) 2. Major pathogens and disease states (e.g., etiology, epidemiology, transmission) 3. Microscopic identification 4. Direct and molecular detection C. Mycology 1. Specimen sources 2. Major pathogens and disease states (e.g., etiology, epidemiology, transmission) 3. Yeast identification (e.g., biochemical, automated methods, MALDI-TOF MS) 4. Microscopic identification of major pathogens 5. Other identification methods

Laboratory Operations I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical (NAACLS requires these in all major area courses) B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards)

II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Automated Microbiology Processors

Course Number and Name: MLT 2614 Pathogenic Microbiology II

Description: Basic skills, principles, and techniques for the staining, culturing, isolation, and identification of microorganisms of medical importance are emphasized in this course. Included are techniques used in determining the sensitivity of pathogenic bacteria to different antibiotic and other drugs.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Discuss transmission methods of disease and host susceptibility. (Micro III. C. 2)

a. Describe the various ways that diseases are transmitted. Micro III. C. 1-2)

b Identify conditions that lead to increased host susceptibility. c. Identify a reportable disease. (Micro III. C. 2)

2. Identify organisms of medical importance, and correlate results with reading of plates, stain characteristics, biochemical studies, and molecular studies. (Micro I. C.1-2, D. 1,2,5; II. A. 1-8, B. 1-6, C. 1-5, D. 1-6, E. 1-5, F. 1-4, G. 1-4, H. 1-5, I. 1-4, J. 1-7, K. 1-4, L. 1-3; III. A. 1-3, B. 1-3, D. 1-5) (Lab Operations IV. K)

a. Correlate laboratory test results with clinical conditions. (Micro II. A. 3-8, B. 2-6, C. 2-5, D. 2-6, E. 2-5, F. 2-4, G. 2-4, H. 2-5, I. 2-4, J. 1-7, K. 1-4, L. 2-3, M. 2-4; III. A. 2-3, B. 2-3, D. 2-5) (Lab Operations IV. K)

b. Evaluate stain characteristics, colony morphology, and biological and differential tests for identification of pathogenic organisms including AFB. (Micro II. A. 3-8, B. 2-6, C. 2-5, D. 2-6, E. 2-5, F. 2-4, G. 2-4, H. 2-5, I. 2-4, J. 1-7, K. 1-4, L. 2-3, M. 2-4; III. A. 2-3, B. 2-3, D. 2-5) (Lab Operations IV. K)

c. Perform tests and recognize criteria for identification of pathogenic organisms including AFB. (Micro I. C. 1-2, D. 1,2,5; II. A. 2, 3, 5, 8, B. 2, 4-6, C. 3-5, D. 3-6, E. 2-5, F 1-4, G. 2-4, H. 2-5, I. 2-4, J. 1-7, K. 1-4, L. 3, M. 2, 4; III.A. 2-3, B. 2-3, D. 2-5) (Lab Operations IV. K)

d. Identify normal flora at various body sites. (Micro II. A. 1, 4, 8, B. 1, 6, C. 1, 2, 5, D. 1, 3, 6, E. 1, 2, 5, G. 1, 2, 4, H. 1, 2, 5, I. 1, 3

3. Perform susceptibility testing. a. Compare and contrast the various in-vitro methods for determining antimicrobial susceptibility. Micro II. A. 3, B. 5, D. 2, 5, E. 4, F. 2, G. 3, H. 3, J. 5, K. 1-4, M. 3;III. B. 3, D. 5

b. Interpret results of in-vitro susceptibility tests as resistant, intermediate, and susceptible. (Micro I. K. 1-4; IV. A. B. C. D. E)

4. Perform safety, quality control (QC), and infection control practices of the microbiology laboratory. (Micro I. A. 1-3, B. 1-7; II. M. 3; IV. A. B. C. D. E.) (Lab Operations I. A. B. C. D. E; II. A. 1-5, B.)

a. Perform routine diagnostic microbiologic testing using aseptic techniques. (Micro I. A. 1-3, B. 1-7) (Lab Operations II A. 1-5, B)

b. Explain and follow safety and standard precautions that are followed in and related to the microbiology laboratory. (Micro I. A. 1-3, B. 1-7) (Lab Operations I. A. B. C. D. E, II A. 1-5, B)

c. Perform routine QC procedures. (Micro I. C. 1-2, D. 1-5, II. A. 3, B. 5, C. 4, D. 5, E. 4, F. 2-3, G. 3, H. 3-4, J. 2-7, K. 1-4, L. 3, M. 2; III. A. 3, B. 3, D. 3) (Lab Operations I. A. B. C. D. E; II. A. 1-5, B.)

5. Explain the principle and operation of automated instrumentation. (Micro I. B. 5, C. 4, D. 5, E. 4, F. 2, H. 4, J. 5-7, K. 1-4, L. 3, III. B. 3, D. 3,5) (Lab Operations IV. K)

a. List and discuss examples of automated instrumentation for a microbiology laboratory. (Micro I. B. 5, C. 4, D. 5, E. 4, F. 2, H. 4, J. 5-7, K. 1-4, L. 3, III. B. 3, D. 3,5) (Lab Operations IV. K)

6. Explain procedures used for collection of microbiologic specimens from various body sites. (Micro I. A. 1-3, B. 1-3; II. A. 1, B. 1, C.1, D.1, E. 1, F. 1, G. 1, H. 1, I.1, L. 1, M.1; III. 1. 1, B. 1, D.1) ( Lab Operations I. A, II. A. 1-5, B)

a. Describe appropriate specimen containers for aseptic collection of microbiological specimens. (Micro I. A. 1-3, B. 1-3)

b. Explain the collection of specimens from various body sites. (Micro I. A. 1-3, B. 1-3; II. A. 1, B. 1, C.1, D.1, E. 1, F. 1, G. 1, H. 1, I.1, L. 1, M.1; III. 1. 1, B. 1, D.1) ( Lab Operations I. A, II. A. 1-5, B)

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.) I. Analytic Procedures for Bacteriology

A. Blood and Bone Marrow 1. Specimen sources (e.g., peripheral, intravenous catheters) 2. Continuous-monitoring systems 3. Rapid identification/resistance detection methods 4. Species comprising skin flora and clinical significance 5. Colony morphology and identification of major pathogens (e.g., Staphylococcus aureus, other Staphylococcus spp. including coagulase-negative staphylococci, beta hemolytic streptococci, Enterococcus spp., Candida spp., Streptococcus pneumoniae, Acinetobacter baumannii, Enterobacteriaceae, Pseudomonas spp.) 6. Common agents of endocarditis 7. Agents of bone marrow infection (e.g., Brucella spp., Salmonella spp.) 8. Organism pathogenicity (e.g., etiology, transmission, virulence mechanisms) B. Cerebrospinal Fluid 1. Specimen sources (e.g., lumbar puncture, shunt, reservoir) 2. Colony morphology and identification of major pathogens associated with acute meningitis (e.g., Streptococcus pneumoniae, Haemophilus influenzae, Neisseria meningitidis, Escherichia coli, Listeria monocytogenes, Enterobacteriaceae, Staphylococcus aureus, beta-hemolytic streptococci) 3. Common agents of shunt infections (e.g., other Staphylococcus spp. including coagulase-negative staphylococci, Corynebacterium spp., Propionibacterium spp., Cutibacterium spp.) 4. Correlation with other laboratory results (e.g., glucose, protein, cell count) 5. Direct detection and molecular methods 6. Organism pathogenicity (e.g., etiology, transmission, virulence mechanisms) C. Body Fluids from Normally Sterile Sites 1. Specimen sources (e.g., pleural, peritoneal, pericardial, vitreous and aqueous humor, synovial, amniotic) 2. Indigenous organisms associated with mucosal surfaces and skin 3. Colony morphology and identification of major pathogens (e.g., Streptococcus pneumoniae, Haemophilus influenzae, Neisseria spp., Escherichia coli, Listeria monocytogenes, Enterobacteriaceae, Staphylococcus aureus, beta-hemolytic streptococci, Enterococcus spp., Pseudomonas aeruginosa, Acinetobacter spp., Clostridium perfringens, Bacteroides fragilis group) 4. Molecular methods 5. Organism pathogenicity (e.g., etiology, transmission, virulence mechanisms) D. Lower Respiratory 1. Specimen sources (e.g., sputum, endotracheal aspirate, bronchoalveolar lavage, bronchial wash, bronchial brush) 2. Significance of quantitative and semiquantitative reporting of results 3. Species comprising oral flora colony and Gram stain morphology 4. Colony morphology and identification of major pathogens 5. Direct detection and molecular methods (e.g., Streptococcus pyogenes, Bordetella pertussis) 6. Organism pathogenicity (e.g., etiology, transmission, virulence mechanisms) E. Upper Respiratory 1. Specimen sources (e.g., throat, nasopharynx, middle ear, sinus) 2. Indigenous flora colony and Gram stain morphology 3. Colony morphology and identification of major pathogens 4. Direct detection and molecular methods (e.g., Streptococcus pyogenes, Bordetella pertussis) 5. Organism pathogenicity (e.g., etiology, transmission)

F. Gastrointestinal 1. Colony morphology and identification of major pathogens (e.g., Salmonella spp., Shigella spp., toxigenic Escherichia coli, Campylobacter spp., Vibrio spp., Yersinia enterocolitica, Aeromonas spp., Plesiomonas shigelloides) 2. Direct detection and molecular methods (e.g., Clostridioides difficile, Shiga toxin) 3. Serotyping of Escherichia coli, Salmonella spp., and Shigella spp. 4. Organism pathogenicity (e.g., etiology, transmission, virulence mechanisms) 5. Detection methods for Helicobacter pylori G. Skin, Soft Tissue, and Bone 1. Specimen sources (e.g., wound, abscess, biopsy) 2. Indigenous flora colony and Gram stain morphology 3. Colony morphology and identification of major pathogens 4. Organism pathogenicity (e.g., etiology, transmission) H. Genital Tract 1. Specimen sources (e.g., vaginal, cervical, urethral, endocervical) 2. Indigenous organisms colony and Gram stain morphology 3. Methods for detection of pathogens associated with vaginitis (e.g., Trichomonas vaginalis, Candida spp., bacterial vaginosis) 4. Culture and/or molecular detection (e.g., Neisseria gonorrhoeae, Chlamydia trachomatis, Streptococcus agalactiae, and Mycoplasma spp.) 5. Organism pathogenicity (e.g., etiology, transmission) I. Urine 1. Specimen sources (e.g., mid-stream clean catch, catheterized, suprapubic, nephrostomy) 2. Colony morphology and identification of major urinary pathogens (e.g., Enterobacteriaceae, Enterococcus spp., Streptococcus agalactiae, Candida spp., Staphylococcus saprophyticus) 3. Correlation of colony counts with clinical significance 4. Correlation of culture with urinalysis results J. Identification Methods (Theory, Interpretation, and Application) 1. Colony morphology 2. Rapid tests used for presumptive identification (e.g., coagulase, catalase, oxidase, indole, PYR) 3. Conventional biochemical identification (e.g., X and V factors, Neisseria carbohydrate utilization) 4. Commercial kits 5. Automated methods 6. MALDI-TOF MS 7. Multiplex molecular methods 8. Sequencing (e.g., 16S) K. Antimicrobial Susceptibility Testing and Antibiotic Resistance 1. Method, theory, interpretation, and application 2. Phenotypic detection of resistance (e.g., beta-lactamase, ESBL, inducible clindamycin resistance, carbapenamases) 3. Mechanisms of action of major antibiotic classes 4. Detection of genetic determinants of resistance (e.g., mecA, vanA, blaKPC) 5. Intrinsic resistance patterns for common species L. MRSA/MSSA, VRE, ESBL/CRE Screening 1. Specimen sources 2. Culture methods 3. Molecular methods M. BSL-3 Pathogens and Select Agents (Bioterrorism) 1. Specimen sources (e.g., blood, sputum, tissue, lymph node) 2. Colony morphology and rapid tests used for presumptive identification (e.g., Bacillus anthracis, Yersinia pestis, Brucella spp., Francisella tularensis) 3. Role of regional laboratory and Laboratory Response Network 4. Organism pathogenicity (e.g., etiology, transmission, virulence mechanisms) Ill. Analytic Procedures for Mycobacteriology, Virology, Parasitology, And Mycology 1. Mycobacteriology and Nocardia spp. 2. Specimen sources (e.g., lower respiratory, blood, soft tissue) 3. Major pathogens and disease states (e.g., etiology, epidemiology, transmission) 4. Acid-fast reaction, colony morphology, and growth characteristics

LABORATORY OPERATIONS

I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical (NAACLS requires these in all major area courses) B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Automated Microbiology Processors

Course Number and Name: MLT 2711 Medical Laboratory Technology Seminar

Description: This course represents a synthesis of previous didactic, laboratory, and clinical experiences. It is designed to facilitate activities incorporated in student and professional organizations and to allow students to select and present a case study.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1 2 30

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Demonstrate professionalism and team-building skills by participating in club activities and/or professional organizations. a. Attend scheduled club meetings and activities. b. Evaluate the financial needs of a club or organization. 2. Present and critique various case studies. a. Identify patient from laboratory or clinical experiences with an interesting diagnosis and a clinical course that includes medical laboratory work. b. Present case study to a peer audience.

Course Number and Name: MLT 2723 Certification Fundamentals for Medical Laboratory Technology

Description: This course is an in-depth study and review of material covered in the MLT curriculum. It is designed to prepare the student for the national certifying exams.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 0 45

Prerequisite: Completion of all didactic Medical Laboratory Technology courses

Student Learning Outcomes: 1. Correlate laboratory skills from areas with knowledge obtained from didactic and clinical experiences. a. Recognize and relate disease states with abnormal test results. b. Demonstrate acceptable proficiency in the cognitive level on all areas tested. c. Recognize color plate visuals and correlate with each area studied. 2. Compare student’s pretesting results in each area with post-testing results. a. Recognize weak areas in knowledge and application. b. Diagnose strengths and weaknesses in each area by evaluating test results. 3. Practice computer constructed tests by using computer software. a. Develop computer skills to enable improved test taking strategies. b. Analyze the computer-aided testing results and formulate correct responses. 4. Correlate registry/certifying item descriptor list with curriculum content. a. Compare registry/certifying item descriptor list with the content of task areas tested. b. Construct test questions to correlate with item descriptor list. c. Recognize the three taxonomic levels and practice the utilization of each level. 5. Prepare for a certification exam. a. Complete a mock certification exam. b. Utilize test results to identify areas of knowledge that should be targeted for further study in preparation for a certification exam.

Course Number and Name: MLT 2914-6, MLT 2924-5, MLT 2934-5 Clinical Practice I, II, III

Description: This course includes clinical practice and didactic instruction in a clinical affiliate and/or comparable simulated environment. Areas covered are hematology, clinical chemistry, immunohematology, urinalysis, microbiology, coagulation, and serology.

Hour Breakdown: Semester Credit Hours Lecture Clinical Practice Contact Hours 4-6 12-18 180-270 4-5 12-15 180-225

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Process and collect specimens for testing and analysis. a. Determine the suitability of specimens submitted for standard laboratory testing. b. Use appropriate protective techniques in collection and processing of laboratory samples. 2. Perform analytical examinations on cellular products and body fluids. a. Analyze laboratory specimens according to the laboratory procedure manual. b. Apply basic scientific principles in learning new methodologies and techniques. c. Correlate laboratory findings with disease. 3. Recognize factors that affect testing procedures and results, and take action when predetermined limits are exceeded. a. Specify technical factors influencing test results. b. Assess physical and pathologic causes for variation in test results. c. Interpret laboratory data and follow established protocol when predetermined limits are exceeded. d. Discuss and observe data input, storage, and retrieval on a computer. 4. Participate in an established quality control program. a. Maintain and monitor an effective quality control program according to laboratory protocol. b. Interpret and evaluate quality control data to determine validity of patient test results. c. Explain corrective action according to laboratory protocol. d. Maintain preventive and corrective maintenance on laboratory equipment and instrumentation, including referral to an appropriate source for repairs and consultation. 5. Demonstrate professional conduct, communication, and interpersonal relations with laboratory personnel, patients, other health care professionals, as well as with the public. a. Interact and communicate with other laboratory and health care professionals to aid in patient care. b. Recognize the importance of continuing education as an ongoing process. c. Practice measures to protect confidentiality of patient test data. 6. Demonstrate technical processes sufficient to orient new employees. a. Communicate essential knowledge for job performance to new employees. b. Demonstrate laboratory procedures in order to orient new employees for skills required for the job. c. Practice using evaluation instruments to assess the performance of skills by new employees.

Laboratory Operations I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety A. Safety Programs and Practices

1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Molarity, Normality C. Standard Curves D. Mean, Median, Mode, and Confidence Intervals E. Sensitivity, Specificity, and Predictive Value IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods K. Automated Microbiology Processors L. Hematology Instrumentation

Course Number and Name: MLT 2943-4, MLT 2953-4, MLT 2963-4 MLT 2973-4 Clinical Practicum I, II, III, IV

Description: This course includes clinical practice and didactic instruction in a clinical affiliate and/or comparable simulated environment. Areas covered are hematology, clinical chemistry, immunohematology, urinalysis, microbiology, coagulation, and serology.

Hour Breakdown: Semester Credit Hours Lecture Clinical Practice Contact Hours 3-4 0 9-12 135-180

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Process and collect specimens for testing and analysis. Lab Operations I and II a. Determine the suitability of specimens submitted for standard laboratory testing. b. Use appropriate protective techniques in collection and processing of laboratory samples. 2. Perform analytical examinations on cellular products and body fluids. Lab Operations II and IV a. Analyze laboratory specimens according to the laboratory procedure manual. b. Apply basic scientific principles in learning new methodologies and techniques. c. Correlate laboratory findings with disease. 3. Recognize factors that affect testing procedures and results, and take action when predetermined limits are exceeded. Lab Operations I, II, III and IV a. Specify technical factors influencing test results. b. Assess physical and pathologic causes for variation in test results. c. Interpret laboratory data and follow established protocol when predetermined limits are exceeded. d. Discuss and observe data input, storage, and retrieval on a computer. 4. Participate in an established quality control program. Lab Operations I and III a. Maintain and monitor an effective quality control program according to laboratory protocol. b. Interpret and evaluate quality control data to determine validity of patient test results. c. Explain corrective action according to laboratory protocol. d. Maintain preventive and corrective maintenance on laboratory equipment and instrumentation, including referral to an appropriate source for repairs and consultation. 5. Demonstrate professional conduct, communication, and interpersonal relations with laboratory personnel, patients, other health care professionals, as well as with the public. a. Interact and communicate with other laboratory and health care professionals to aid in patient care. b. Recognize the importance of continuing education as an ongoing process. c. Practice measures to protect confidentiality of patient test data. 6. Demonstrate technical processes sufficient to orient new employees. a. Communicate essential knowledge for job performance to new employees. b. Demonstrate laboratory procedures in order to orient new employees for skills required for the job. c. Practice using evaluation instruments to assess the performance of skills by new employees.

Laboratory Operations I. Quality Assessment/Troubleshooting A. Preanalytical, Analytical, Postanalytical B. Quality Control C. Point-of-care Testing (POCT) D. Compliance E. Regulation (e.g., proficiency testing, competency assessment, accreditation standards) II. Safety

A. Safety Programs and Practices 1. Prevention of infection with bloodborne pathogens 2. Use of personal protective equipment (PPE) 3. Safe work practices 4. Packaging and transportation of specimens and microorganisms 5. Safety data sheets (SDS) for chemicals and reagents B. Emergency Procedures (e.g., needlesticks, splashes to mucous membranes, fire) III. Laboratory Mathematics A. Concentration, Volume, and Dilutions B. Molarity, Normality C. Standard Curves D. Mean, Median, Mode, and Confidence Intervals E. Sensitivity, Specificity, and Predictive Value IV. Manual/Automated Methodology and Instrumentation A. Basic Laboratory Equipment B. Spectrophotometry and Photometry C. Mass Spectrometry D. Osmometry E. Electrophoresis F. Electrochemistry G. Fluorometry H. Nephelometry I. Flow Cytometry J. Molecular Methods K. Automated Microbiology Processors L. Hematology Instrumentation

Course Number and Name: PBT 1113 Phlebotomy

Description: This course is designed to provide practical instruction in the proper techniques used in collection, processing and handling of blood and body fluid specimens for laboratory analysis. The course includes basic medical terminology, medical ethics, basic anatomy and physiology, point-of-care testing, and laboratory operations.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Corequisite: Phlebotomy Practicum (PBT 1123)

Student Learning Outcomes:

1. Demonstrate knowledge of the health care delivery system and medical terminology. a. Identify the health care providers in hospitals and clinics and the phlebotomist's role as a member of this health care team. b. Describe the various hospital departments and their major functions in which the phlebotomist may interact in his/her role. c. Describe the organizational structure of the clinical laboratory department. d. Discuss the roles of the clinical laboratory personnel and their qualifications for these professional positions. e. List the types of laboratory procedures performed in the various sections of the clinical laboratory department. f. Describe how laboratory testing is used to assess body functions and disease. g. Use common medical terminology. 2. Demonstrate knowledge of infection control and safety. a. Identify policies and procedures for maintaining laboratory safety. b. Demonstrate accepted practices for infection control, isolation techniques, aseptic techniques and methods for disease prevention. c. Comply with federal, state, and locally mandated regulations regarding safety practices. d. Describe measures used to ensure patient safety in various patient settings, i.e., inpatient, outpatient, pediatrics, etc. 3. Demonstrate basic understanding of the anatomy and physiology of body systems and anatomic terminology in order to relate major areas of the clinical laboratory to general pathologic conditions associated with the body systems. a. Describe the basic functions of each of the main body systems, and demonstrate basic knowledge of the circulatory, urinary, and other body systems necessary to perform assigned specimen collection tasks. b. Identify the veins of the arms, hands, legs, and feet on which phlebotomy is performed. c. Explain the functions of the major constituents of blood; and differentiate between whole blood, serum, and plasma. d. Define hemostasis, and explain the basic process of coagulation and fibrinolysis. e. Discuss the properties of arterial blood, venous blood, and capillary blood. 4. Demonstrate understanding of the importance of specimen collection and specimen integrity in the delivery of patient care. a. Describe the legal and ethical importance of proper patient/sample identification. b. Describe the types of patient specimens that are analyzed in the clinical laboratory. c. Define the phlebotomist's role in collecting and/or transporting these specimens to the laboratory. d. List the general criteria for suitability of a specimen for analysis, and reasons for specimen rejection or recollection. e. Explain the importance of timed, fasting, and stat specimens, as related to specimen integrity and patient care. 5. Demonstrate knowledge of collection equipment, various types of additives used, special precautions necessary, and substances that can interfere in clinical analysis of blood constituents. a. Identify the various types of additives used in blood collection, and explain the reasons for their use. b. Identify the evacuated tube color codes associated with the additives.

c. Describe substances that can interfere in clinical analysis of blood constituents and ways in which the phlebotomist can help to avoid these occurrences. d. List and select the types of equipment needed to collect blood by venipuncture and capillary. e. Identify special precautions necessary during blood collections by venipuncture and capillary. 6. Follow standard operating procedures to collect specimens. a. Identify potential sites for venipuncture, capillary, and arterial punctures. b. Differentiate between sterile and antiseptic techniques. c. Describe and demonstrate the steps in the preparation of a puncture site. d. List the effect of tourniquet, hand squeezing, and heating pads on capillary puncture and venipuncture. e. Recognize proper needed insertion and withdrawal techniques including direction, angle, depth and aspiration, for venipuncture. f. Describe and perform correct procedure for capillary collection methods on infants and adults. g. Identify and describe limitations and precautions of alternate collection sites for arterial, capillary, and venipuncture. h. Identify and describe signs and symptoms of physical problems that may occur during blood collection. i. List the steps necessary to perform venipuncture, and /or capillary puncture in chronological order. j. Follow standard operating procedures to perform a competent/effective venipuncture on a patient. k. Follow standard operating procedures to perform a competent/effective capillary puncture on a patient 7. Demonstrate understanding of requisitioning, specimen transport, and specimen processing. a. Describe the standard operating procedure for a physician requesting a laboratory analysis for a patient. b. Discuss laboratory responsibility in responding to physician requests. c. Instruct patients in the proper collection and preparation for various samples, including sputum, urine, throat, and stools in order to instruct patients, process and handling of non-blood specimens. d. Explain methods for transporting and processing specimens for routine and special testing. e. Explain methods for processing and transporting blood specimens for testing at reference laboratories. f. Describe the potential clerical and technical errors that may occur during specimen processing. g. Identify and report potential pre-analytical errors that may occur during specimen collection, labeling, transporting, and processing. h. Describe and follow the criteria for specimens and test results that will be used as legal evidence, i.e., paternity testing, chain of custody, blood alcohol levels, etc. 8. Demonstrate understanding of Point-of-Care Testing and waived procedures using standard protocol and predetermined criteria for testing and quality assurance. a. Explain steps for the processing of the specimen and steps of testing for waived Point-of-Care Tests performed in the clinical laboratory b. Perform waived POCT in student laboratory. 9. Demonstrate understanding of quality assurance and quality control in phlebotomy. a. Describe the system for monitoring quality assurance in the collection of blood specimens. b. Identify policies and procedures used in the clinical laboratory to assure quality in the obtaining of blood specimens. 10. Communicate (verbally and nonverbally) effectively and appropriately in the workplace. a. Maintain confidentiality of privileged information on individuals. b. Value diversity in the workplace. c. Interact appropriately and professionally with other individuals. d. Discuss the major points of the American Hospital Associations' Patient's Bill of Rights or the Patient's Bill of Rights from the institution. e. Model professional appearance and appropriate behavior. f. Follow written and verbal instructions in carrying out testing procedures. g. Define the different terms used in the medicolegal aspect for phlebotomy and discuss policies and protocol designed to avoid medicolegal problems. h. List the causes of stress in the work environment and discuss the coping skills used to deal with stress in the work environment. i. Demonstrate ability to use computer information systems necessary to accomplish job functions.

ASCP©. Board of Certification Medical Laboratory Technician, MLT and International Medical Laboratory Technician, MLT (ASCP©.)

A. Structure and Function of the Circulatory System 1. Heart 2. Arteries 3. Veins 4. Capillaries B. Composition/Function of Blood 1. Types of blood (venous, capillary, arterial) 2. Plasma 3. Serum 4. Cellular elements (RBC, WBC, platelets) C. Terminology II. Specimen Collection (Venipuncture, Skin Puncture) (45 – 50%) A. Review and Clarification of Orders B. Patient Communication (pre and post collection) C. Patient Identification D. Patient Assessment/Preparation E. Site Selection F. Techniques G. Common Tests H. Order of Draw 1. Venous 2. Capillary I. Complications and Considerations (e.g., fainting, edema, hematoma, IV, mastectomy) J. Equipment (e.g., tubes/anticoagulants, needles, tourniquet, lancets, syringes, vein viewers) K. Terminology III. Specimen Handling, Transport, and Processing (15 – 20%) A. Specimen Types/Suitability 1. Routine specimens 2. Unusual specimen types (e.g., trace metal elements) 3. Newborn screening 4. Chain-of-custody specimens B. Accessioning C. Labeling D. Assess Specimen Quality (e.g., hemolysis, QNS, clotting, incorrect specimen type) E. Transport and Storage 1. Temperature 2. Light 3. Time 4. Shipping F. Equipment (e.g., centrifuge) G. Terminology IV. Waived and Point-of-Care Testing (POCT) (5 – 10%) A. Urinalysis (e.g., dipstick) B. Hemoglobin and Hematocrit C. Coagulation (e.g., PT/INR) D. Glucose E. Kit Tests (e.g., Strep screen, rapid flu test, pregnancy test) F. Performance/Operations G. Terminology V. Non-Blood Specimens (e.g., Urine, CSF, Breath, Stool, Nasal/Nasopharyngeal) (5 – 10%) A. Physiology B. Patient Preparation

C. Patient Collection D. Processing and Handling E. Terminology VI. Non-Blood Specimens (e.g., Urine, CSF, Breath, Stool, Nasal/Nasopharyngeal) (5 – 10%) A. Quality Control 1. Techniques 2. Equipment B. Quality Improvement C. Interpersonal Relations (e.g., age-specific communication, Americans with Disabilities Act) D. Professional Ethics E. Regulatory Applications (e.g., OSHA, CLSI, CDC, CLIA) 1. Safety a. Patient b. Personal (e.g., PPE, Standard Precautions) c. Equipment d. Laboratory/hospital (e.g., fire, chemical) 2. Infection control a. Protective equipment (e.g., isolation) b. Disposal of contaminated equipment c. Hand hygiene. 3. Coding/billing 4. Patient confidentiality (e.g., HIPAA) F. Terminology

Course Number and Name: PBT 1123 Phlebotomy Practicum

Description: This course provides a clinical practicum in an accredited laboratory affiliate. The practicum involves patient preparation, selection and preparation of puncture sites, collection of specimens, maintaining equipment, post- collection patient care and specimen processing. Requires a minimum performance of 100 successful unaided blood collections including venipuncture and skin punctures.

Hour Breakdown: Semester Credit Hours Lecture Clinical Practice Contact Hours 3 9 135

Corequisite: Phlebotomy (PBT 1113)

Student Learning Outcomes:

1. Perform infection control and safety. a. Perform accepted practices for infection control, isolation techniques, aseptic techniques and methods for disease prevention. b. Follow federal, state, and locally mandated regulations regarding safety practices. 2. Follow standard operating procedures to perform the collection of specimens. a. Perform proper specimen collection and maintain specimen integrity. b. Analyze requisitions and select the proper types of additives needed in blood collection. c. Recognize patient complications that require special blood collection techniques. 3. Interpret requisitions in order to collect and transport specimens according to laboratory protocol. a. Instruct patients in the proper collection and preservation for various samples. b. Transport and process specimens for routine and special testing. 4. Demonstrate quality assurance and quality control in phlebotomy. a. Identify and report potential pre-analytical errors that may occur during specimen collection, labeling, transporting, and processing. b. Perform quality control procedures. c. Record quality control results. d. Identify and report control results that do not meet pre-determined criteria. 5. Demonstrate medical ethics and professionalism. a. Maintain confidentiality of privileged information on individuals. b. Interact appropriately and professionally with other individuals. c. Model professional appearance and appropriate behavior. d. Demonstrate ability to use computer information systems necessary to accomplish job functions.

Appendix A: Recommended Tools and Equipment for Medical Laboratory Technician CAPITALIZED ITEMS 1. Analyzer, Chemistry, Dry Slide (1 per program) 2. Analyzer, Chemistry, Wet Reagents (1 per program) 3. Analyzer Chemistry Ion Specific Electrode (1 per program) 4. Analyzer, Coagulation (1 per program) 5. Analyzer, Hematology (1 per program) 6. Analyzer, Urine Chemistry (1 per program) 7. Autoclave (1 per program) 8. Bath, Water (1 per 5 students) 9. Blood Bank Gel System (1 per program) 10. Cabinet, Biological Safety (1 per program) 11. Cabinet, Flammable (1 per program) 12. Centrifuge, Cell Washer (1 per lab) 13. Centrifuge, General Lab (2 per lab) 14. Centrifuge, Immunological (1 per student) 15. Centrifuge, Microhematocrit (1 per lab) 16. Chair, Blood Drawing (1 per lab) 17. Computer, CD ROM with Soundcard and DVD (1 per 3 students) 18. Counter, Differential Electronic (1 per student) 19. Fibrometers (1 per lab) 20. Freezer, small (1 per program) 21. Hood, Fume (1 per program) 22. Incubator, CO2 (1 per lab) 23. Incubator, Dri Bath (small, 1 per student; large, 1 per 4 students) 24. Incubator, General, table top model or stand-alone (1 per lab) 25. Microscopes, Binocular (1 per student) 26. Microscope, Dual Head (1 per lab) 27. Microscope, Fluorescent (1 per lab) 28. Microscope, Objectives, 40X (1 per student) 29. Microscope, Objectives, 100X (1 per student) 30. Microscope, Objectives, 50X (1 per student) 31. Microscope, Phase Contrast (1 per lab) 32. Microscope Trinocular (1 per lab) 33. Monitor, Cholesterol (1 per program) 34. Ovens, Drying (1 per program) 35. Printer (1 per 2 computers) 36. Refrigerator (commercial, 1 per lab; home, 2 per lab) 37. Refractometer (1 per 5 students) 38. Reader, Capillary Tube (1 per lab) 39. Rotator, Automatic with Timer (1 per lab) 40. System, Electrophoresis (1 per program) 41. Spectrophotometer (1 per 5 students) 42. Stainer, Slide (1 per lab) 43. System, Microbiology ID Sensitivity (manual, 1 per lab) 44. System, Water Purification (1 per program) 45. TV Monitor (1 per program) 46. VCR/DVD player (1 per program) 47. Video Monitor and Camera (1 per program)

NON-CAPITALIZED ITEMS 1. Arms (1 per 4 students)Blanket, Fire (1 per lab) 2. Box, Rh View (1 per 5 students) 3. Container, Hazardous Waste (small, 1 per 5 students; large, 2 per lab) 4. Counter, Hematologic (1 per student) 5. Counter, Differential Manual (1 per student) 6. Eye Wash Station (1 per lab) 7. Hot Plate with Stirrer (2 per lab) 8. Incinerator, Bacteriologic (1 per student) 9. Jar, Anaerobic system (2 per lab) 10. Microscope, Objectives, 4X (1 per student) 11. Microscope, Objectives, 10X (1 per student) 12. Mixer, Vortex (2 per program) 13. Monitor, Glucose (1 per program) 14. Pipets, Automatic (1 per 2 students) 15. Projector, Overhead (2 per program) 16. Rotator, Tube Rocker (1 per lab) 17. Safety Shower (1 per lab) 18. Scale, Balance (1 per lab) 19. Station, Hazardous Spill (1 per lab) 20. Viewers, Agglutination (1 per student) 21. Washer, Pipette (1 per lab) 22. Timers (1 per student) 23. Glassware, assorted set (1 set per student) 24. Hemacytometer (1 per student) 25. Stopwatches (1 per 2 students) 26. Thermometers (reference, 1 per lab; regular, 5 per lab) 27. Tray, Phlebotomy (1 per 4 students) 28. Fluid resistant lab stool (1 per student)

“Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.”

Recommended Instructional Aids 1. Presentation System (1 per lab) 2. Projector Screen (2 per program) 3. Projector Slide (1 per program) 4. Scanner, Regular and/or Kodachrome 5. Station, SDS Information (1 per program) 6. Interactive whiteboard (1 per program) 7. Document camera or digital visual presenter (1 per program) 8. Classroom response system (1 set per program) 9. Laptop/tablets 10. Smart TV 11. Laboratory software SLIDE OR CD SETS: 1. Blood and Tissue Parasites 2. Body Fluids 3. Clinical Chemistry 4. Immunohematology 5. Immunology/Serology 6. Intestinal Parasites 7. Microbiology 8. MycologyNormal and Abnormal 9. Protozoa 10. Urinalysis/Sediment

“Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.”

Appendix B: Recommended Tools and Equipment for Phlebotomy Technician CAPITALIZED ITEMS 1. Centrifuge (1 per program) 2. Workstation, Phlebotomy (1 per 10 students) 3. Arm, Blood Drawing (1 per 3 students)

NON-CAPITALIZED ITEMS 1. Biohazard Containers (1 per workstation) 2. Phlebotomy Trays (1 per workstation) 3. Tube Racks (1 per workstation)

DISPOSABLES 1. Antiseptics 2. Adhesive Bandages 3. Tourniquets Gauze 4. Cotton Balls 5. Evacuated Tube Holders 6. Evacuated Tubes 7. Needles 8. Syringes 9. Winged Infusion Sets 10. Lancets 11. Biohazard Bags 12. Sharps Containers 13. Capillary Tubes 14. Micro-collection Tubes 15. Micro-collection Pipettes 16. Sealant Clay 17. Ammonia 18. Inhalants 19. Gloves 20. Goggles 21. Face Mask 22. Lab Coats, Fluid-resistant 23. Labeling Pens 24. Blood Culture Bottles 25. Disinfectants 26. Glass Slides

RECOMMENDED INSTRUCTIONAL AIDS 1. TV, Computer, Projector, Projector Screen or other course delivery technology 2. Table 3. AV Equipment 4. File with lock 5. Cabinet

Appendix C: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students

• Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students.

• Description – A short narrative that includes the major purpose(s) of the course

• Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course

• Corequisites – A listing of courses that may be taken while enrolled in the course

• Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career– technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas

• Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following:

o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

Appendix D: Course Crosswalk

Course Crosswalk Medical Laboratory Technology CIP 51.1004 – Medical Laboratory Technology Note: Courses that have been added or changed in the 2017 curriculum are highlighted. Previous Existing 2011 MS Curriculum Framework 2017 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours

MLT 1111 Fundamentals of Medical Laboratory Technology/Phlebotomy

MLT 1112 Fundamentals of Medical Laboratory Technology/Phlebotomy

MLT 1212 Urinalysis/ Body Fluids 2 MLT 1212 Urinalysis/ Body Fluids 2 MLT 1313 Hematology I 3 MLT 1313 Hematology I 3 MLT 1324 Hematology II 4 MLT 1324 Hematology II 4 MLT 1413 Immunology/ Serology 3 MLT 1413 Immunology/ Serology 3 MLT 1515 Clinical Chemistry 5 MLT 1515 Clinical Chemistry 5 MLT 1523 Principles of Organic and Biochemistry

MLT 1523 Principles of Organic and Biochemistry

MLT 2424 Immunohematology 4 MLT 2424 Immunohematology 4 MLT 2512 Parasitology 2

MLT 2522 Pathogenic Microbiology I 2

MLT 2614 Pathogenic Microbiology II 4

MLT 2711 Medical Laboratory Technology Seminar

MLT 2711 Medical Laboratory Technology Seminar

MLT 2723 Certification Fundamentals for Medical Laboratory Technology

MLT 2723

Certification Fundamentals for Medical Laboratory Technology

MLT 2812 Clinical Instruct- mentation

MLT 2812

Clinical Instruct- mentation

MLT 2916 Clinical Practice I 6 MLT 2916 Clinical Practice I 6 MLT 2926 Clinical Practice II 6 MLT 2925 Clinical Practice II 5 MLT 2936 Clinical Practice III 6 MLT 2935 Clinical Practice III 5

MLT 2944 Clinical Practicum I 4

MLT 2954 Clinical Practicum II 4

MLT 2964 Clinical Practicum III 4

MLT 2974 Clinical Practicum IV 4

Course Crosswalk Medical Laboratory Technology CIP 51.1004 – Medical Laboratory Technology CIP: 51.1009 – Phlebotomy Technician Note: Courses that have been added or changed in the 2023 curriculum are highlighted. Revised 2023 MS Curriculum Framework Course Number Course Title Hours

MLT 1112 Fundamentals of Medical Laboratory Technology/Phlebotomy

MLT 1212 Urinalysis/ Body Fluids 2 MLT 1313 Hematology I 3 MLT 1324 Hematology II 4 MLT 1413 Immunology/ Serology 3 MLT 1515 Clinical Chemistry 5 MLT 1532 MLT Chem I 2 MLT 1543 MLT Chem II 3 MLT 2424 Immunohematology 4 MLT 2522 Pathogenic Microbiology I

MLT 2614 Pathogenic Microbiology II

MLT 2711 Medical Laboratory Technology Seminar

MLT 2723 Certification Fundamentals for Medical Laboratory Technology

MLT 2914-6 Clinical Practice I 4-6 MLT 2924-5 Clinical Practice II 4-5 MLT 2934-5 Clinical Practice III 4-5 MLT 2943-4 Clinical Practicum I 3-4

MLT 2953-4 Clinical Practicum II 3-4

MLT 2963-4 Clinical Practicum III 3-4

MLT 2973-4 Clinical Practicum IV 3-4

PBT 1113 Phlebotomy

PBT 1123 Phlebotomy Practicum

Part 12 Surgical Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 12, R. 2023 MS Curriculum Framework

Course Number Course Title Hours Course Number Course Title Hours SUT 1113 Fundamentals of Surgical Technology

SUT 1217 Principles of Surgical Technique 7

SUT 1223 Medical Terminology for Surgical Technologists

SUT 1314 Surgical Anatomy 4

SUT 1413 Surgical Microbiology 3

SUT 1518 Basic and Related Surgical Procedures

SUT 1528 Specialized Surgical Procedures 8 SUT 1539 Advanced Surgical Procedures 9

SUT 1614 Basic and Related Surgical Procedures

SUT 1624 Specialized Surgical Procedures 4

SUT 1634 Advanced Surgical Procedures 4

SUT 1703 Certification and Role Transition 3

SUT 1714 Clinical I 4

SUT 1724 Clinical II 4

SUT 1735 Clinical III 5

General Education Recommendations for The Associate Degree

i Programs should be familiar with the general education requirements of their respective state board of higher education when transitioning to the associate degree. However, there are general education courses that can be assumed to be standard requirements to complete an associate degree. The following are recommended freshman college-level general education courses that most state boards of higher education require. • English o Includes reading skills across the curriculum. o It also includes writing skills across the curriculum. • Mathematics • Humanities, sociology, or psychology • Demonstrated proficiency in computer skills or completion of a freshman-level course. Many programs require introductory science courses as prerequisites to meet the requirements of the CCST. The following are the CCST requirements that are recommended as prerequisites. • Pharmacology • Medical Terminology • Anatomy and Physiology, I and II that includes a lab component. • Microbiology that includes a lab component.

i https://arcstsa.org/wp-content/uploads/2022/03/Core_Curriculum_for_Surgical_Technology_7ed_3-18-22.pdf (Page 7).

Part 13 Early Childhood Education Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 13, R. 45 Rule 45

45 0 CDT 1343-4 Child Health, Safety, and Nutrition 3/4 3/3 0/2 45/75 45/45 0/30 CDT 2233 Guiding Social and Emotional Behavior

CDT 1713 Language and Literacy Development for Young Children

CDT 2714 Social Studies, Math, and Science for Young Children

CDT 2914 or CDT 2924 Initial Practicum OR Infant and Toddler Practicum

TOTAL

31/32

24/24 14/1

570/

210/

Technical Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information

Course Numb er

Course Name

Semester Credit Hours

Lecture

Lab

Total Contact Hours

Lecture

Lab

Certification Name CDT 2413 Development of the Exceptional Child

Pre-PAC Assessment CDT 2613 Methods, Materials, and Measurement

CDT 2813 Administration of Programs for Young Children

CDT 2513 Family Dynamics and Community Involvement

CDT 2944 or CDT 2934 Advanced Practicum OR Preschool Practicum

TOTAL 16

9 Miss. Admin. Code Pt. 13, R. 315 165 150

Technical Electives

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Externship Total Contact Hours Lecture Lab Externship Certification Name CDT 1111 Early Childhood Education Seminar I 1 1

9 Miss. Admin. Code Pt. 13, R. 15 15

CDT 1121 Early Childhood Education Seminar II 1 1

9 Miss. Admin. Code Pt. 13, R. 15 15

CDT 2111 Early Childhood Education Seminar III 1 1

9 Miss. Admin. Code Pt. 13, R. 15 15

CDT 2121 Early Childhood Education Seminar IV 1 1

9 Miss. Admin. Code Pt. 13, R. 15 15

WBL 191(1-3) WBL 192(1-3) WBL 193(1-3) WBL 291(1-3) WBL 292(1-3) WBL 293(1-3) Work-Based Learning 1-6

3-18 45-270

45-270

Other Approved Electives

TOTAL

General Education Core Courses To receive the Associate of Applied Science degree, a student must complete all of the required coursework found in the Career Certificate option, Technical certificate option, and a minimum of 15 semester hours of General Education core. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester or provided primarily within the last semester. Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science degree at their college. The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Section 9 Standard 3 of the Principles of Accreditation: Foundations for Quality Enhancement

describes the general education core. Section 9 Standard 3:

3. The institution requires the successful completion of a general education component at the undergraduate level that a) is based on a coherent rationale. b) is a substantial component of each undergraduate degree program. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours of the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. c) ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. General Education Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name

Humanities/Fine Arts 3

Social/Behavioral Sciences 3

Math/Science 3/4

Academic electives 6

TOTAL 15/16

Southern Association of Colleges and Schools Commission on Colleges. (2018). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from https://sacscoc.org/app/uploads/2019/08/2018PrinciplesOfAcreditation.pdf

REQUIRED COURSES

Course Number and Name: CDT 1113 Early Childhood Profession Description: This course is an introduction to the profession of early childhood, types of early childhood programs, and theories of child development. Students are required to develop observational skills through laboratory experience.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Explain the importance of Early Childhood Education Technology (CDT) program philosophy and policies. 5C,

1C

2. Identify and analyze the personal qualities, roles, and abilities needed to be an effective early childhood educator. 5C,

1C

3. Identify the personal qualities and abilities needed to be an effective early childhood educator. 5C,

1C

4. Summarize the education and training requirements and opportunities for a career path in early childhood education and services. 5C,

1C

5. Analyze the effects of early education of children on local, state, national, and global economies. 5C,

1C

6. Analyze the role of professional development organizations in early childhood education to include NAEYC, ACEI, NAFCC, and NHSA. 5C,

1C

7. Discuss early childhood education to include history, theories, standards, types, and practice. 2A

8. Identify developmentally appropriate practices as described by the National Association for the Education of Young Children. 2A

9. Analyze the NAEYC code of ethical conduct for early childhood educators. 2A

10. Identify current and emerging early childhood standards including, but not limited to: a. Child Development Associate (CDA) b. Mississippi Early Learning Standards for classroom servicing infants through four-year-old children. c. My Mississippi Adventures Pre-K curriculum 11. Explain the importance of lesson plans, behavioral goals, and objectives for young children. 3A

11. Use various methods and record observational techniques such as: 2B

a. Checklist b. Anecdotal and/or running records c. Time sampling/event sampling d. Case study e. Portfolio 13. Use data from observational assessment tool(s) to create lesson plans for young children. 2B

CDA Credential Student Learning Outcomes To establish positive and productive relationships with families. (I/T and Preschool Credential) Families: Candidate establishes a positive, cooperative relationship with each child's family, engages in two-way communication with families, encourages their involvement in the program, and supports the child's relationship with his or her family.

To maintain a commitment to professionalism. Professionalism: Candidate makes decisions based on knowledge of researched-based early childhood practices, promotes high-quality child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 1B

PPA 1C PPA 1D PPA 1E PPA 2A PPA 2B PPA3A PPA 5C

Course Number and Name: CDT 1214 Infant and Toddler Development Description: This course provides knowledge concerning the care and development of infants and toddlers in early childhood programs. Practice of infant and toddler care giving skills (birth to 36 months) in group settings is given in laboratory classroom or collaborative centers.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Identify the cognitive, physical, emotional, language, and social developmental characteristics of the child. 2. Explain developmental norms to understand the characteristics of infants and toddlers. PPA1C1,

2D

3. Observe, record, and assess infant/toddler age children using observational tools. PPA2B,3B

4. Use data from assessment tool(s) to plan instruction materials, and environment. PPA3A,

2E,

3B

5. Demonstrate the responsibilities of the early educator role for infants and toddlers to support child development and early literacy. 6. Identify daily routine tasks for infant/toddler educator. PPA3F

6. Practice the daily routine tasks required for infant/toddler children. PPA3F,

5C,

5B

8. Analyze strategies that promote children’s growth and development. PPA

2A,

2C,

2D,

2E

9. Identify materials and equipment in the indoor and outdoor environment according to licensing or other environmental assessment tools. PPA

4A,

3E,

6D

10. Analyze cultural and environmental influences when assessing children’s development. PPA2C,

4A,

7A

11. Identify services, resources, and agencies providing direct services for infant and toddlers with diverse developmental, cultural linguistic, and economic needs. PPA6C, 7A, 7C

12. Utilize appropriate Infant Toddler Standards to develop an infant/toddler lesson plan. PPA3A,

3B,

3C,

3D,

3E,

3F

CDA Credential Student Learning Outcomes To establish and maintain a safe, healthy learning environment. (Infant and Toddler Credential Preparation) Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning.

To advance physical and intellectual competence. (Infant and Toddler Credential Preparation) Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine motor and gross motor) of children.

Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate for the developmental levels of each child.

Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.

To ensure a well-run, purposeful program responsive to participant needs. (Infant/Toddler Credential Preparation) Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker.

To establish positive and productive relationships with families. (Infant/Toddler Credential Preparation) Families: Candidate establishes a positive, cooperative relationship with each child's family, engages in two-way communication with families, encourages their involvement in the program, and supports the child's relationship with his or her family.

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation

Pre - Professional Assessment and Certification (Pre-Pac) PPA 1C PPA 2A PPA 2B PPA 2C PPA 2D PPA 2E PPA 3A PPA 3B PPA 3C PPA 3D PPA 3E PPA 3F PPA 4A PPA 5B PPA 5C PPA 6C PPA 6D PPA 7A PPA 7C

Course Number and Name: CDT 1224 Preschool and Primary Development Description: This course provides knowledge concerning the care, development, and education of the preschool child in group settings and school age children in afterschool and summer programming. Practice is given in preschool children caregiving in group settings through classroom laboratory or collaborative centers. (ages 3–8)

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Identify the cognitive, physical, emotional, language, and social developmental characteristics of the child. PPA1C

2. Explain developmental norms as they relate to caregiving of preschool/school age children (ages 3 – 8). PPA1C1, 2D 3. Observe, record, and assess preschool/school age children using observational techniques. PPA2B,3B

3. Use data from assessment tools to plan instruction. PPA2B,

3B,

2E,

3B,

3C,

3D,

3A

5. Demonstrate the responsibilities of the early educators’ role for preschool/school age children to support early literacy. 6. Identify daily routine tasks for preschool/school age children. PPA3F

6. Practice the daily routine tasks required for preschool/school age children. PPA3F,

5B,

5C

8. Analyze strategies that promote children’s growth and development. PPA2A,

2C,

2D,

2E

9. Evaluate materials and equipment in the indoor and outdoor environment using the rating scale. PPA3E,

4A,

6D

10. Analyze cultural and environmental influences when assessing children’s development. PPA2C,

4A,

7A

11. Identify services, resources, and agencies providing direct services for preschool/school age children with diverse developmental, cultural linguistic, and economic needs. PPA6C,

7A,

7C

12. Utilize appropriate Early Learning Standards to develop preschool lesson plan and a school age lesson plan. PPA3A, 3B, 3C, 3D, 3E, 3F

CDA Credential Student Learning Outcomes To establish and maintain a safe, healthy learning environment. (Preschool Credential Preparation) Learning Environment: Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning.

To advance physical and intellectual competence. (Preschool Credential Preparation) Physical: Candidate provides a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine motor and gross motor) of children. Cognitive: Candidate provides activities and opportunities that encourage curiosity, exploration, and problem solving appropriate for the developmental levels of each child.

Communication: Candidate actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.

To ensure a well-run, purposeful program responsive to participant needs. (Preschool Credential Preparation) Program Management: Candidate is a manager who uses all available resources to ensure an effective operation. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative coworker.

To establish positive and productive relationships with families. (Preschool Credential Preparation) Families: Candidate establishes a positive, cooperative relationship with each child's family, engages in two-way communication with families, encourages their involvement in the program, and supports the child's relationship with his or her family.

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1C PPA 2A PPA 2B PPA 2C PPA 2D PPA 2E PPA 3A PPA 3B PPA 3C PPA 3D PPA 3E PPA 3F PPA 4A PPA 5B PPA 5C PPA 6C PPA 6D PPA 7A PPA 7C

Course Number and Name: CDT 1313 Creative Arts for Young Children Description: This course provides knowledge of the creative arts and strategies for developing and implementing creative art experiences, both as a means of creative expression and as a part of integrated learning with children birth to age eight. Experiences will be implemented during Practicum.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Develop, implement and analyze age, developmentally, and individually appropriate creative expression experiences in the classroom for young children as defined in the arts content area of the Mississippi Early Learning Standards. PPA

3B,

3E3,

3E4

2. Identify the elements and stages of creative expression for music, movement, dramatic play, and visual arts. 3. Assess children’s fine motor skill, gross motor skill, and emerging literacy development through the process of creative arts. PPA

3C

4. Identify ways teachers promote creativity in young children in the classroom environment and across all curriculum areas in accordance with the Early Learning Standards, PPA

3,

4a.1,

5. Develop a portfolio of creative expression experiences for music, movement, dramatic play, and visual arts. PPA 3C 5

CDA Credential Student Learning Outcomes To advance physical and intellectual competence. (Infant/Toddler & Preschool Credential) Creative: Candidate provides opportunities that stimulate children to play with sound, rhythm, language, materials, space and ideas in individual ways to express their creative abilities.

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 1F PPA 2B PPA 2E PPA 3 PPA 3B PPA 3C PPA 3E PPA 3F PPA 4A PPA 5A

Course Number and Name: CDT 1343-4 Child Health, Safety, and Nutrition Description: This course provides knowledge of general health, safety, and nutrition practices in the care and education of young children that includes health and safety issues required by the Mississippi Department of Health (MDH) Regulations Governing Licensure of Childcare Facilities.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

4 3 2 75

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Analyze environments for young children and the practices of early educators for application of general safety practices and regulations. PPA4A,

4B

a. Identify and evaluate general safety practices and regulations for the indoor and outdoor environments to include the facility, grounds, furniture, learning materials, and equipment. b. Explain the early educator’s role in the management of environmental safety practices and the guidance of young children in safety practices throughout the daily routine. c. Make disaster safety plans for a specific child care setting, e.g. fire, thunderstorm-tornado, flood, hazardous materials, violent intruder. d. Develop a portfolio of safety activities and practices to introduce young children to safety concepts and practices. 2. Analyze environments for young children and the practices of early educators for application of general health practices and regulations. PPA4B

a. Identify and evaluate general health practices and regulations for the indoor and outdoor environments to include the facility, grounds, furniture, learning materials, and equipment. b. Discuss procedures and guidelines in preventing the spread of disease including identification, transmission, immunizations, and universal precautions. PPA4F

c. Identify and describe types of child abuse and neglect and the documentation and reporting procedures required by Mississippi state law. PPA4E

d. Explain the early educator’s role in the management of environmental health practices and the guidance of young children in health practices throughout the daily routine. e. Develop a portfolio of health activities and practices to introduce young children to health concepts and practices. 3. Assess appropriate adult actions in a variety of life threating or emergency situations. a. Adult, Child and Infant CPR and First Aid certification as required for a person or persons who will be present at the facility during all hours of operation as per Regulations Governing Licensure of Child Care Facilities. b. It is recommended to obtain appropriate certification for life saving skills from birth through school aged children. 4. Analyze nutritional concepts and food service practices pertaining to the nutritional needs of young children in early childhood environments. PPA4C,

4D

a. Define and explain the relationship between health and nutrition. b. Identify and explain the six nutrients and the relationship of these nutrients to the nutritional needs of young children by introducing the USDA Dietary Guidelines and the Mississippi State Department of Education Child Nutrition program. c. Evaluate and plan weekly menus for young children which are age and developmentally appropriate utilizing the Mississippi Department of Health (MDH) Regulations Governing Licensure of Childcare Facilities, the Mississippi Department of Health’s Nutrition and Menu Planning materials (www.msdh.state.ms.us) and MyPlate (www.choosemyplate.gov). d. Explain and practice food service safety guidelines for planning, purchasing, storing, preparing, and serving food to young children according to the Mississippi Department of Health (MDH) Regulations Governing Licensure of Childcare Facilities, and food service safety certifications TummySafe and ServSafe to include identification and prevention of foodborne illness and allergies.

e. Explain the early educator’s role in the management of nutritional and food safety practices and the guidance of young children in nutritional and food safety practices throughout the daily routine. f. Develop a portfolio of nutritional activities and food experiences to introduce young children to nutritional concepts, basic food preparation, and a variety of foods.

CDA Credential Student Learning Outcomes To establish and maintain a safe, healthy learning environment. Safe: Candidate provides a safe environment to prevent and reduce injuries.

Healthy: Candidate promotes good health and nutrition and provides an environment that contributes to the prevention of illness.

Pre- Professional Assessment and Certification (Pre-Pac) PPA 4A PPA 4B PPA 4C PPA 4D PPA 4E PPA 4F

Course Number and Name: CDT 1713 Language and Literacy Development for Young Children Description: This course provides knowledge of oral and written language development of young children and the strategies for the development and implementation of developmentally appropriate language and literacy experiences throughout the curriculum. Activities will be implemented during Practicum.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Analyze brain development and language acquisition theories and their implications for early education and childcare practices. PPA

2A

2. Identify the areas of English/language arts as defined by the current state standards 3. Demonstrate developmentally appropriate strategies for engaging young children with stories and active learning experiences. PPA

3D

4. Evaluate and integrate age, developmentally, and individually appropriate children’s literature (books) into all aspects of the curriculum. PPA

3C

5. Develop, implement, and analyze language and literacy experiences that are integrated into all aspects of the curriculum including the environment, daily routine, and teacher conversations and communications. PPA

3B

6. Develop a portfolio of language and literacy experiences to include story and vocabulary comprehension, story extension experiences, print concept, chronological awareness, sight word development, writing for communication purposes, and listening and speaking skills. PPA

3C

Course Number and Name: CDT 1911 Early Childhood Education Seminar Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1 1 15

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Demonstrate communication skills by actively participating in program and campus activities. b. Evaluate new materials added to the classroom. 2. Community participation a. Actively participate in a class organized community service project.

Course Number and Name: CDT 1921 Early Childhood Education Seminar II Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1 1 15

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Demonstrate problem-solving skills by actively participating in program and campus activities. b. Locate and utilize local resource sources. 2. Community participation a. Actively participate in a class organized community service project.

Course Number and Name: CDT 2111 Early Childhood Education Seminar III Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1 1 15

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Demonstrate a leadership role when actively participating in program and campus activities b. Participate in a mock job interview 2. Community participation a. Actively participate in a class organized community service project.

Course Number and Name: CDT 2121 Early Childhood Education Seminar IV Description: This course focuses on objectives that would best prepare students for the national exam, collaborate club and on campus activities, and network with state, regional, and national early childhood education activities.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1 1 15

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Interaction and cooperation in the modern workplace a. Initiate at least one job interview b. Design a resume for early childhood education employment 2. Community participation a. Actively participate in at least one community service project 3. Prepare for the national exam for early childhood education providers

Course Number and Name: CDT 2233 Guiding Social and Emotional Behavior Description: This course provides knowledge of the typical behaviors of young children at each stage of development, environmental influences affecting their behavior, and the practice of positive guidance principles by adult caregivers. Resources include the Mississippi Department of Health Regulations Governing Licensure of Childcare Facilities, Mississippi Early Learning Standards, NAEYC standards and other assessment tools. Lab activities will be implemented during Practicum.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Analyze the behavior of young children birth through age eight. 2. Identify the typical behavior of young children at each stage of development. PPA2A

3. Apply developmentally appropriate guidelines for guiding children’s behavior at each stage of development. PPA2D

2E

4. Identify standards and appropriate early learning literature related to social and emotional development. PPA2A

5. Demonstrate appropriate problem-solving skills with children. 6. Identify and demonstrate positive techniques for guiding behavior for young children. PPA2D,

5B,

5C

7. Discuss inappropriate classroom management techniques and design positive alternatives for dealing with behavior. PPA2E, 5A, 5B 8. Demonstrate interpersonal skills that promote and produce positive relationships with children. PPA2E,

5B

Implement instructional strategies that are age developmentally and individually appropriate which influence constructive and supportive interactions between children and families of diverse settings. PPA5A,

5B,

7A2,

3,

9. Observe, record, assess and analyze children’s developmental progress and summarize developmental issues and concerns. PPA

2B

CDA Credential Student Learning Outcomes To support social and emotional development and to provide positive guidance. (I/T and Preschool Credential) Self: Candidate provides a warm, positive, supportive relationship with each child, and helps each child learn about and take pride in his or her individual and cultural identity.

Social: Candidate helps each child feel accepted in the group, helps children learn to communicate and get along with others, and encourages feelings of empathy and mutual respect among children and adults.

Guidance: Candidate provides a supportive environment and uses effective strategies to help all children learn and practice appropriate and acceptable behaviors as individuals and as a group, and effectively provides support for children with persistent challenging behaviors.

Pre- Professional Assessment and Certification (Pre-Pac) PPA 2A PPA 2B PPA 2E PPA 3-4 PPA 6C PPA 2D PPA 3A PPA 5A PPA 5B PPA 5C PPA 7A

Course Number and Name: CDT 2413 Development of the Exceptional Child Description: This course provides knowledge of atypically developing children, family, and classroom intervention strategies and available support services. Legal, ethical, legislative, and family issues will be explored.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Explore the current research pertaining to the causes and classifications of cognitive, physical, emotional, language, and/or social developmental differences. PPA

2A

2. Discuss federal and state legislation concerning atypical development to include prevention, early intervention, classroom integration, and environmental accommodations. PPA

6C

3. Review resources and methods for social integration and adaptation of the physical classroom environment to accommodate the individual needs of atypically developing children. 4. Discuss an Individualized Family Service Plan (IFSP) and an Individual Education Plan (IEP). 5. Demonstrate a variety of teaching methods to meet individual needs of children who are developing atypically. 6. Analyze abilities and needs of children who are developing atypically and the effects on the children’s growth and development. PPA

2D

7. Discuss the challenges associated with implementing inclusion within an early childhood program. 8. Review appropriate methods of instruction and intervention strategies. 9. Discuss partnerships with families as related to early intervention and inclusion. PPA

3A

10. Research available interdisciplinary community resources and professional services such as speech and language pathologists, physical therapists, and others by compiling a resource file. PPA

7C

Pre-Professional Assessment and Certification (Pre-Pac) PPA 2A PPA 6C PPA 2D PPA 3A

Course Number and Name: CDT 2513 Family Dynamics and Community Involvement Description: This course provides knowledge for establishing successful partnerships with children’s families and communities by creating respectful, reciprocal relationships that support and empower families while involving families in their children’s development and learning. (ages birth to 8 years).

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Demonstrate an understanding of the diversity in family units and roles. PPA7

2. Develop and implement communication strategies to strengthen parent/child care provider relationships using methods such as parent information board, monthly newsletter, weekly letters, daily sheets, classroom lesson plans, and child assessments PPA7

3. Determine community resources available to children and their families. PPA7

4. Describe methods for facilitating respectful, reciprocal relationships between child care providers and the community. PPA7

5. Research the ways in which early childhood programs involve young children and their families. Examples include open house, field trips, special occasion days, and parent conferences. PPA1A,

6B,

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 6B PPA 7

Course Number and Name: CDT 2613 Methods, Materials, and Measurements Description: This course provides knowledge of an integrated approach to planning, preparing, implementing, and evaluating early childhood curriculum and environments. As students gain a broader understanding of young children, this knowledge will be reflected in their curriculum planning. Students will gain strategies for organizing, analyzing, and interpreting observation data to improve program quality and meet the needs of individual children. The learning experiences will be implemented during Practicum.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Explore and analyze developmentally appropriate curriculum models and instructional strategies.

2. Demonstrate the development of a unit plan, which includes goals, objectives, and integrated learning experiences. 3,

2E,

4A,

6D

3. Identify and describe observation and assessment methods for the developmentally appropriate environment and individual children in the early childhood setting. 3A,

3D,4,

2B,

3E

4. Summarize and interpret observation data to assess children and programs. 2B, 5E, 7D

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being

5.C: Maintaining a Healthful Environment 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health

Pre- Professional Assessment and Certification (Pre-Pac) PPA 2B PPA 2E PPA 3 PPA 3A PPA 3C PPA 3E PPA 4 PPA 4A PPA 5E PPA 7D

Course Number and Name: CDT 2714 Social Studies, Math, and Science for Young Children Description: This course provides knowledge of strategies for developing and implementing developmentally appropriate experiences in social studies, math, and science for young children. Lab activities with the children are implemented during Practicum.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 4 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Analyze mathematical, science, and social studies practices and their implications for early education as defined in the Mississippi Early Learning Standards. PPA

3D

2. Discuss the importance of developmentally appropriate social studies experiences in a classroom setting for young children. a. Identify the objectives of social studies for young children to include the areas of self, family, classroom, community, and our world. PPA

3E

b. Develop a portfolio of social studies experiences to include activities, materials, tools, and resources. PPA 3D

3. Discuss the importance of developmentally appropriate math experiences in the classroom for young children. PPA 3E5, 3C 4-5, 3D a. Explain the fundamental concepts of math including one-to-one correspondence, number sense, comparing, classification, shapes, spatial sense, measurement, and patterning. b. Identify the process of math development in the sensorimotor, preoperational, and concrete operational stages of development. c. Identify naturalistic, informal, and structured math experiences for the young child. d. Develop a portfolio of math experiences including activities, materials, tools, and resources. 4. Discuss the importance of developmentally appropriate science experiences in a classroom setting for young children. PPA 3E7, 3C 4-5, 3D a. Identify the objectives of science for young children to include the areas of investigation, the five senses, physical science, life science, and earth science. b. Identify naturalistic, informal, and structured science experiences for the young child. c. Develop a portfolio of science experiences including activities, materials, tools, and resources. 5. Develop a social studies, math, or science unit. PPA 3C4

Pre- Professional Assessment and Certification (Pre-Pac) PPA 3A PPA 3D PPA 3C4-5 PPA 3E

Course Number and Name: CDT 2813 Administration of Programs for Young Children Description: This course provides knowledge of the development and administration of early childhood education programs. Emphasis is placed on evaluation of policies and procedures, organizational structure, management, and the quality measures through state agencies.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 3 45

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Discuss employability skills including but not limited to effective communication, time management, and other soft skills. 2. Compose a developmentally appropriate philosophy of early childhood education. PPA

1C

3. Create an employment portfolio for use when applying for jobs related to young children and opportunities in early childhood education, as well as the possibility for internship and work-based learning opportunities. PPA 1F

4. Demonstrate interviewing skills. PPA

1F2

5. Discuss the administration of an early childhood program. 6. Discuss management styles to include enthusiasm, initiative, and commitment to program goals and improvements. PPA

6D

7. Explain the employee roles, responsibilities, and ethics as accepted by the recognized professional organization. PPA 1G, 6B

8. Explore the Mississippi Department of Health Regulations Governing Licensure of Child Care Facilities. PPA 6C

9. Implement federal, state, and local standards, policies, regulations, and laws that affect children, families, and programs. PPA 6C 10. Demonstrate the application of evaluation materials. PPA 6

10. Identify funding sources available in the community for the development of a family home child care business or privately owned child care business. PPA 6E

11. Describe the role and value of the licensing and accreditation process.

Student Learning Outcomes from NAEYC Standards 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health 10.A: Leadership 10.B: Management Policies and Procedures 10.C: Fiscal Accountability Policies and Procedures 10.D: Health, Nutrition, and Safety Policies and Procedures 10.E: Personnel Policies 10.F: Program Evaluation, Accountability, and Continuous Improvement

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1C PPA 1F PPA 1F2 PPA 1G PPA 6 PPA 6B PPA 6C PPA 6D PPA 6E

Course Number and Name: CDT 2914 Initial Practicum Description: This is a supervised practicum course which includes a minimum of 120 clock hours of observation and supervised teaching in an approved early childhood setting. The course provides the application of evidence based best practices of early childhood education principles and theories. Students work to create an environment that is safe, healthy, and developmentally appropriate to promote an optimum learning environment for young children within various early childhood age groups and educational settings.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 8 120

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Create a safe, healthy, respectful, supportive, and challenging learning environment for young children within various early childhood age groups and educational settings. PPA 5A, 6C, 4A,4B

2. Evaluate and reflect on the effectiveness of learning environments using appropriate guidelines and standards. PPA 2A, 2B, 2C, 2D

3. Demonstrate understanding of positive relationships and appropriate guidance through a supportive environment. PPA 5A, 5B, 5C

4. Engage in the effective use of technology as a professional resource in creating developmentally appropriate environments and curriculum within various early childhood age groups and educational settings. 1A,6D1

5. Observe and practice in at least one of the four types of early education settings (early school grades, child care centers and homes, Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development

4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health

Pre- Professional Assessment and Certification (Pre-Pac) PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 5C PPA 4A PPA 4B PPA 1A PPA 6D1

Course Number and Name: CDT 2924 Infant and Toddler Practicum Experience Description: This is a supervised practicum course which includes a minimum of 120 clock hours of observation and supervised teaching in an approved infant and toddler setting. The course provides the application of evidence based best practices of early education principles and theories. Students work to create an environment that is safe, healthy, and developmentally appropriate to promote an optimum learning environment for young children.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 8 120

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Plan, prepare, implement, and evaluate developmentally appropriate learning experiences that meet the diverse needs of infant and toddlers within the group and program standards. PPA

5A,

6C,

4A,4B

2. Demonstrate a variety of teaching strategies to support student learning outcomes for infant and toddlers through positive interactions and relationships. PPA 2A, 2B, 2C, 2D

3. Understand and use appropriate and supportive guidance strategies which promote social and emotional development for infants and toddlers. PPA

5A,

5B,

5C

4. Demonstrate professionalism related to advocacy, ethical behavior, professional standards, professional development, and reflective practice for infant and toddler classrooms. 1A,6D1

5. Observe and practice in at least one of the four types of early education settings (child care centers and homes, Early Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process

5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 5C PPA 4A PPA 4B PPA 7C

Course Number and Name: CDT 2934 Preschool Practicum Experience Description: This is a supervised practicum course which includes a minimum of 120 clock hours of supervised teaching in an approved preschool setting. The course is a capstone course which focuses on the student’s demonstration of competencies throughout the daily routine using a unit of study for young children. It is usually the last course taken before completion of the program.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 8 120

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Plan, prepare, implement, and evaluate developmentally appropriate learning experiences that meet the diverse needs of preschool children within the group and program standards. PPA

5A,

6C,

4A,4B

2. Demonstrate a variety of teaching strategies to support student learning outcomes for preschool children through positive interactions and relationships. PPA

2A,

2B,

2C,

2D

3. Understand and use appropriate and supportive guidance strategies which promote social and emotional development for preschool children. PPA

5A,

5B,

5C

4. Demonstrate professionalism related to advocacy, ethical behavior, professional standards, professional development, and reflective practice for preschool classrooms. 1A,6D1

5. Observe and practice in at least one of the four types of early education settings (early school grades, child care centers and homes, Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process

5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being 5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 6D1

Course Number and Name: CDT 2944 Advanced Practicum Description: This is a supervised practicum course which includes a minimum of 120 clock hours of supervised teaching in an approved early childhood setting. The course is a capstone course which focuses on the student’s demonstration of competencies throughout the daily routine using a unit of study for young children. It is usually the last course taken before completion of the program.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 8 120

Prerequisite: Instructor Approved

Student Learning Outcomes: 1. Plan, prepare, implement, and evaluate developmentally appropriate learning experiences that meet the diverse needs of children within the group and program standards. PPA

5A,

6C,

4A,4B

2. Demonstrate a variety of teaching strategies to support student learning outcomes through positive interactions and relationships. PPA

2A,

2B,

2C,

2D

3. Understand and use appropriate and supportive guidance strategies which promote social and emotional development. PPA

5A,

5B,

5C

4. Demonstrate professionalism related to advocacy, ethical behavior, professional standards, professional development, and reflective practice. 1A,6D1

5. Observe and practice in at least one of the four types of early education settings (early school grades, child care centers and homes, Head Start Programs, Laboratory centers). PPA 5A, 6C, 4A,4B

Student Learning Outcomes from NAEYC Standards 1.A: Building Positive Relationships Between Teachers and Families 1.B: Building Positive Relationships Between Teachers and Children 1.C: Helping Children Make Friends 1.D: Creating a Predictable, Consistent, and Harmonious Classroom 1.E: Addressing Challenging Behaviors 1.F: Promoting Self-Regulation 2.A: Essential Characteristics 2.B: Social and Emotional Development 2.C: Physical Development 2.D: Language Development 2.E: Early Literacy 2.F: Early Mathematics 2.G: Science 2.H: Technology 2.J: Creative Expression Appreciation for the Arts 2.K: Health and Safety 2.L: Social Studies 3.A: Designing Enriched Learning Environments 3.B: Creating Caring Communities for Learning 3.C: Supervising Children 3.D: Using Time, Grouping, and Routines to Achieve Learning Goals 3.E: Responding to Children’s Interests and Needs 3.F: Making Learning Meaningful for All Children 3.G: Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge 4.A: Creating an Assessment Plan 4.B: Using Appropriate Assessment Methods 4.C: Identifying Children’s Interests and Needs and Describing Children’s Progress 4.D: Adapting Curriculum, Individualizing Teaching, and Informing Program Development 4.E: Communicating With Families and Involving Families in the Assessment Process 5.A: Promoting and Protecting Children’s Health and Controlling Infectious Disease 5.B: Ensuring Children’s Nutritional Well-Being

5.C: Maintaining a Healthful Environment 6.A: Supportive Work Environment 6.B: Professional Identity and Recognition 6.C: Qualifications of Teaching and Administrative Staff 6.D: Ongoing Professional Development 7.A: Knowing and Understanding the Program’s Families 7.B: Sharing Information Between Staff and Families 7.C: Nurturing Families as Advocates for Their Children 8.A: Linking With the Community 8.B: Accessing Community Resources 8.C: Acting as a Citizen in the Neighborhood and the Early Childhood Community 9.A: Indoor and Outdoor Equipment, Materials, and Furnishings 9.B: Outdoor Environmental Design 9.C: Building and Physical Design 9.D: Environmental Health

Pre- Professional Assessment and Certification (Pre-Pac) PPA 1A PPA 2A PPA 2B PPA 2C PPA 2D PPA 4A PPA 4B PPA 5A PPA 5B PPA 6C PPA 6D1

Appendix A: Curriculum Definitions and Terms Course Name – A common name that will be used by all community colleges in reporting students

Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

Classification – Courses may be classified as the following: Career Certificate Required Course – A required course for all students completing a career certificate. Technical Certificate Required Course – A required course for all students completing a technical certificate. Technical Elective – Elective courses that are available for colleges to offer to students.

Description – A short narrative that includes the major purpose(s) of the course

Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course Corequisites – A listing of courses that may be taken while enrolled in the course Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level: The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district Activities that develop a higher level of mastery on the existing competencies and suggested objectives Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised Activities that include integration of academic and career–technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career–technical programs Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas

Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following:

Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework.

Revising or extending the student learning outcomes Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

Appendix B: Recommended Tools and Equipment CAPITALIZED ITEMS*

1. Laminator–poster size (1 per program) 2. Letter machine–jumbo cutter and dies (1 per program) 3. Washer (1 per program) 4. Dryer (1 per program) 5. Dishwasher, commercial, sanitizing (1 per program) 6. Stovetop (1 per lab) 7. Range (1 per program) 8. Baby buggy, 6 seater (1 per program) 9. Computers (1 per 4 college students) 10. Computers (1 per 10 children in classroom) 11. Printer, laser (2 per networked lab) 12. Air purification system (1 per children’s classroom) 13. SmartBoard 14. Portable electronic devices (e.g. i-pad, kindle, tablets) 15. Specialized and adaptive furniture and equipment for indoor and outdoor activities need to meet the Mississippi Department of Health Regulations Governing Licensure of Child Care Facilities

“Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.”

NON-CAPITALIZED ITEMS**

1. Child and infant mannequins (1 of each per 4 students) 2. Big books kits (1 set preschool and 1 set toddler per program) 3. CD player (1 per child’s classroom) 4. Rolling big book reading stand (1 per child’s classroom) 5. Paint smocks (1 per 4 children in centers) 6. Drying rack (3 per children’s classroom) 7. Paper cutter (Large and small, 1 each per program) 8. Manual 3-hole paper punch (1 per 3 students) 9. Diaper stations (1 per infant and toddler labs) 10. First-aid kit (1 per children’s classroom) 11. Baby beds (5 per lab) 12. Art supply cart (1 per program) 13. Rocking chair, large (1 per infant/toddler lab) 14. Rocking chair, small (2 per children’s classroom) 15. High chair (5 per lab) 16. Infant crawling rug (1 per lab) 17. Mirrors, nonbreakable (2 per lab) 18. Toys, developmentally age appropriate (3 sets per program) 19. Push toys (3 per program) 20. Tricycles (1 per 3 children in centers) 21. Towels (1 per child in center) 22. Bath cloths (2 per child in center) 23. Diapers, cloth (2 dozen per program) 24. Story books (assorted, developmentally age appropriate) (50 per program) 25. Measuring tools: buckets, shovels, cups, spoons, etc. (1 set per lab) 26. Rhythm instrument set (set of 30) (1 set per program) 27. Auto-harp or keyboard (2 per lab)

2. Scissor rack, holds 20 pairs (2 per program) 29. Dual-head cassette or CD player (1 per lab) 30. Screen, projector (1 per program) 31. Cots (1 per student) 32. Sand/H

O table (1 per child’s classroom)

33. Refrigerator (infant lab) (1 per lab) 34. Refrigerator (toddlers) (1 per program) 38. Rolling cart (1 per child’s classroom) 39. Developmentally appropriate toys, equipment, materials for the following learning centers: • Science • Math • Music • Social Studies • Language/library • Computer • Gross motor • Manipulative • Block/construction • Creative art • Dramatic play 40. Humidifier (1 per infant/toddler classroom) 41. Scissors, blunt tip (30 pairs per program) 42. Multicultural kit (1 per lab) 43. Marker board, white with markers and erasers (1 per lab) 44. Flannel board (1 per lab) 45. Story books with audio, assorted set (1 per 10 students) 46. Geometric shapes (2 sets per lab) 47. Model food (4 per program) 48. Bluetooth speakers 49. Apple TV 50. Specialized and adaptive furniture and equipment needs to meet the Mississippi Department of Health Regulations Governing Licensure of Child Care Facilities, Infant Toddler Environmental Rating Scale Revised (ITERS- R), and Early Childhood Environmental Rating Scale Revised (ECERS-R).

It is recommended that instructors have access to the following items:

1. TV/DVD combination (1 per program) 2. Direct projector (1 per program) 3. Copier 4. Dual-head cassette or CD player (1 per instructional classroom) 5. Digital camera (1 per program) 6. Scissors, sharp tip (4 pairs per program) 7. Research Based Curriculum

Computer Software for Centers Developmentally appropriate software following NAEYC standards for the following learning centers: • Science • Math • Music • Social Studies • Language/library • Computer • Gross motor • Manipulative • Block/construction • Creative art

• Dramatic play

Instructional Software Developmentally appropriate software following NAEYC standards for the Early Childhood Professional Programs

Software for Centers Developmentally appropriate software following NAEYC standards for the following learning centers: • Science • Math • Music • Social Studies • Language/library • Computer • Gross motor • Manipulative • Block/construction • Creative art • Dramatic play

Appendix C: Course Crosswalk

Course Crosswalk Early Childhood Technology (CIP:19.0709) Note: Courses that have been added or changed in the 2018 curriculum are highlighted. Previous Current 2012 MS Curriculum Framework 2018 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours CDT 1113 Early Childhood Profession 3 CDT 1113 Early Childhood Profession 3

CDT 1214 Infant and Toddler Development

CDT 1214

Infant and Toddler Development

CDT 1224 Preschool and Primary Development

CDT 1224 Preschool and Primary Development

CDT 1313 Creative Arts for Young Children

CDT 1313

Creative Arts for Young Children

CDT 1343-

Child Health, Safety, and Nutrition 3/4 CDT 1343-

Child Health, Safety, and Nutrition 3/4

CDT 2233 Guiding Social and Emotional Behavior

CDT 2233 Guiding Social and Emotional Behavior

CDT 1713 Language and Literacy Development for Young Children

CDT 1713

Language and Literacy Development for Young Children

CDT 2714 Social Studies, Math, and Science for Young Children

CDT 2714 Social Studies, Math, and Science for Young Children

CDT 2914 or CDT

Initial Practicum OR Infant and Toddler Practicum

CDT 2914 or CDT

Initial Practicum OR Infant and Toddler Practicum

CDT 2413 Development of the Exceptional Child

CDT 2413 Development of the Exceptional Child

CDT 2613 Methods, Materials, and Measurement

CDT 2613 Methods, Materials, and Measurement

CDT 2813 Administration of Programs for Young Children

CDT 2813 Administration of Programs for Young Children

CDT 2513 Family Dynamics and Community Involvement

CDT 2513 Family Dynamics and Community Involvement

CDT 2944 or CDT

Advanced Practicum OR Preschool Practicum

CDT 2944 or CDT

Advanced Practicum OR Preschool Practicum

Course Crosswalk Early Childhood Technology (CIP:19.0709) Note: Courses that have been added or changed in the 2023 curriculum are highlighted. Revised 2023 MS Curriculum Framework Course Number Course Title Hours

CDT 1113 Early Childhood Profession

CDT 1214 Infant and Toddler Development

CDT 1224 Preschool and Primary Development

CDT 1313 Creative Arts for Young Children

CDT 1343-4 Child Health, Safety, and Nutrition 3/4

CDT 1713 Language and Literacy Development for Young Children

CDT 2233 Guiding Social and Emotional Behavior

CDT 2413 Development of the Exceptional Child

CDT 2513 Family Dynamics and Community Involvement

CDT 2613 Methods, Materials, and Measurement

CDT 2714 Social Studies, Math, and Science for Young Children

CDT 2813 Administration of Programs for Young Children

CDT 2914 OR CDT2924 Initial Practicum OR Infant and Toddler Practicum

CDT 2944 OR CDT 2934 Advanced Practicum OR Preschool Practicum

Appendix D: Recommended Textbook List Recommended Early Childhood Technology Text Book List CIP: 19.0709- Early Childhood Technology Book Title Author (s) ISBN Development Profiles: Pre-Birth Through Adolescence 9th Edition Marotz/Allen 978-0-357-62502-6 Creative Activities and Curriculum for Young Children 11 th Edition Mayesky 9781337072007 Early Childhood Experiences in Language Arts, Integrated Mind Tap

th Edition Zimbalist/Machado 9781305721623 Positive Child Guidance, Integrated for Mind Tap 9 th Edition Miller 9780357625309 Home, School and Community Relations, Integrated Mind Tap 9 th

Edition Gestwicki 9781337590617 Early Education Curriculum: A Child’s Connection to the World 8 th Edition Beaver/Wyatt/Jackman 9781337590617 Math and Science for Young Children

th Edition Charlesworth 9781305088962 Social Studies Wallace 9781401881979 Developing and Administering Early Childhood Education Programs 10 th

Edition Sciarra/Lynch/Adams/Dorsey 9781305697249 Beginning Essentials in Early Childhood Education 3 rd Edition Gordon 9781305089037 Understanding Child Development

th Edition Charlesworth 9781305501034 Art and Creative Development for Young Children 8 th Edition Fox 9781285733395 Health, Safety, and Nutrition for the Young Child 11 th Edition Marotz 978035776576 The Exceptional Child Inclusion in Early Childhood Education 9 th Edition Allen/Cowdery 9780357630693 Child, Family, School, Community- Socialization and Support 11 th Edition White/Berns 9780357509593 Developmentally Appropriate Practice: Curriculum & Development in Early Education 6 th Edition Gestwicki 9781305501027 Working with Young Children 10 th

Edition Judy Herr 978-1-6858-4211-6 Child Development: Early Stages Through Age 12- 9 th Edition Celia Anita Decker, Ed.D 978-1-6356-3779-3 Beginnings and Beyond: Foundations in early childhood education Gordon and Brown 10:1-305-50096-2 13:978-1-305-50096-9 The Giant Encyclopedia of Learning Center Activities for Children3-6 Charner/Ford/Murphy 9780876590010 Another Encyclopedia of Theme Activities for Young Children Charner/Roberts/Roselli 9780876593943 Creative Literacy in Action Towell 9781285171272

Infant & Toddles: Caregiving and Responsive Curriculum Development 10 th Edition Terri Jo Swim 13:978-1305501010 Guiding Children’s Social Development & Learning: Theory and Skills 9 th Edition Marjorie J. Kostelnik, Anne K. Soderman, Alice Phipps Whiren, Michelle Rupoper 13:978-1305960756 Children with Special Needs in Early Childhood Settings, 1 st

Edition Carol L. Paasche, Lola Gorrill, Bev Strom 13: 9781401835705 Creative Resources for the Early Childhood Classroom 6 th Edition Judy Herr 13: 978-1111831028 Effective Practices in Early Childhood Education, 3 rd Edition Sue Bredekamp 9780133956702 Parents as Partners in Education with Enhanced Pearson eText, Loose-Leaf Version with Video Analysis Tool - Access Card Package, 9th Edition Berger & Riojas-Cortez 9780134566047 101 Principles for Positive Guidance with Young Children Katherine Kersey 13:978-013265821

Appendix E: Pre-Pac Standards Early Childhood Education Assessment and Certification Competencies

Career Paths (Weight - 14.3%) 1A. Explain the roles and functions of individuals engaged in early childhood, education, and services. 1 B. Analyze opportunities for employment and entrepreneurial endeavors in early childhood, education, and services .. 1C. Identify the personal qualities and abilities needed to be effective with children. 1 D. Summarize education and training requirements and opportunities for career paths in early childhood, education, and services. 1 E. Analyze the effects of early childhood, education, and services on local, state, national, and global economies. 1 F. Create an employment portfolio for use when applying for internships and work-based learning opportunities in education and early childhood. 1G. Analyze the role of professional organizations in education and early childhood.

Developmentally Appropriate Practices (Weight - 14.3%) 2A. Analyze child development theories and their implications for educational and childcare practices. 2B. Apply a variety of assessment methods to observe and interpret children's growth and development. 2C. Analyze cultural and environmental influences when assessing children's development. 2D. Analyze abilities and needs of children and their effects on children's growth and development. 2E. Analyze strategies that promote children's growth and development.

Curriculum and Instruction (Weight -14.3%) 3A. Analyze a variety of curriculum and instructional models for appropriateness in meeting children's developmental needs and interests. 3B. Implement learning activities in all curriculum areas that meet the developmental needs of children. 3C. Implement an integrated curriculum that incorporates a child's language, learning styles, early experiences, and cultural values. 3D. Demonstrate a variety of teaching methods to meet individual needs of children. 3E. Arrange learning centers that provide for children's exploration, discovery, and development. 3F. Establish activities, routines, and transitions. Copyright © 2010 by the American Association of Family and Consumer Sciences. All rights reserved. Permission granted to reproduce for non-commercial educational use only.

Copyright © 2010 by the American Association of Family and Consumer Sciences. All rights reserved, Permission granted to reproduce for non-commercial educational use only.

Learning Environment (Weight - 14.3%) 4A. Manage physical space to maintain a learning environment that is safe and healthy and encourages physical activity. 4B. Apply safe and healthy practices that comply with state regulations. 4C. Implement strategies to teach children health, safety, and sanitation habits. 4D. Plan safe and healthy meals and snacks. 4E. Document symptoms of child abuse and neglect and use appropriate procedures to report suspected abuse or neglect to the designated authorities. 4F. Implement basic health practices and prevention procedures for workers and children regarding childhood illness and communicable diseases.

Positive Relationships with Children (Weight - 14.3%) 5A. Apply developmentally appropriate guidelines for guiding children's behavior. 56. Demonstrate problem-solving skills with children. 5C. Demonstrate interpersonal skills that promote positive and productive relationships with children. 5D. Implement strategies for constructive and supportive interactions between children and Families. 5E. Analyze children's developmental progress and summarize developmental issues and concerns.

Professional Practices and Standards (Weight - 14.3%) 6A. Utilize opportunities for continuing training and education. 6B. Apply professional ethical standards as accepted by the recognized professional organizations. 6C. Implement federal, state, and local standards, policies, regulations, and laws that affect children, families, and programs. 6D. Demonstrate enthusiasm, initiative, and commitment to programs goals and Improvements. 6E. Apply business management skills to planning businesses in early childhood, education, and services.

Family and Community Involvement (Weight - 14.3%) 7A. Demonstrate an understanding of the diversity in family units and roles,. 76. Plan communication strategies to strengthen parent/child care provider relationships. 7C. Determine community resources available to children and their families. 7D. Describe methods for facilitating respectful, reciprocal relationships between child care providers and the community.

Part 14 PLUMBING TECHNOLOGY MISSISSIPPI CURRICULUM FRAMEWORK

9 Miss. Admin. Code Pt. 14 PLUMBING TECHNOLOGY MISSISSIPPI CURRICULUM FRAMEWORK

PLUMBING TECHNOLOGY MISSISSIPPI CURRICULUM FRAMEWORK

Plumbing Technology CIP: 46.0503 (Plumbing Technology)

January 2024

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: curriculum@mccb.edu

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Faculty Writing Team Members Andrew McDonald, Curriculum Coordinator for Plumbing Technology Hinds Community College Administrator Writing Team Members Jason A. Webb Hinds, Community College, CTE Dean Construction and Manufacturing Hinds Community College Business and Industry Contributing Team Members

Sean Sloan Roto Rooter of Jackson, MS John Guillot, Environment Masters of Jackson, MS Corey Rogers, 3D Plumbing of Jackson, MS Office of Curriculum and Instruction Team Members

Scott Kolle, Ph.D., Director of Curriculum, Mississippi Community College Board LaToya Sterling, Ph.D., Assistant Director for Training and Professional Development, Mississippi Community College Board Demarius Tolliver, Curriculum Specialist, Mississippi Community College Board Ebony Mangum, Curriculum Specialist, Mississippi Community College Board

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The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Copyright © 2024 by Mississippi Community College Board For information, please contact curriculum@mccb.edu

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Contents Faculty Writing Team Members ...................................................................................................................................................................... 2 Administrator Writing Team Members.......................................................................................................................................................... 2 Business and Industry Contributing Team Members ................................................................................................................................. 2 Office of Curriculum and Instruction Team Members ............................................................................................................................... 2 INDUSTRY JOB PROJECTION DATA ................................................................................................................. Error! Bookmark not defined. Research Abstract.............................................................................................................................................................................................. 6 Revision History ................................................................................................................................................................................................... 7 Program Description ........................................................................................................................................................................................... 8 Suggested Course Sequence ........................................................................................................................................................................... 9 PCT 1113 Intro to Plumbing ........................................................................................................................................................................... 14 PCT 1333 Plumbing Prints and Code ........................................................................................................................................................... 16 PCT 1513 Intro to Drain Waste and Vent ................................................................................................................................................... 17 PCT 1612 Intro to Water Heating ................................................................................................................................................................. 18 PCT 1622 Gas Piping ........................................................................................................................................................................................ 19 PCT 1713 Intro to Water Distribution ......................................................................................................................................................... 20 PCT 1722 Intro to Plumbing Fixtures ........................................................................................................................................................... 21 PCT 1911(1-3) Special Project in Plumbing ................................................................................................................................................ 22 PCT 292 (1-6) Supervised Work Experience in Plumbing ....................................................................................................................... 23 WBL 191 (1-3) WBL 192 (1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), and WBL 293(1–3) ............................................ 24 PCT #### Advanced Drainage Principles .................................................................................................................................................... 25 PCT #### Advanced print reading and estimating ................................................................................................................................... 26 (*)PCT 1732 Advanced Water Principles .................................................................................................................................................... 27 PCT #### Drain Cleaning and Equipment ................................................................................................................................................... 28 PCT #### Intro to underground gas, sewer and water ........................................................................................................................... 29 PCT #### Fixtures Lab ..................................................................................................................................................................................... 30 PCT #### Plumbing Management and Leadership .................................................................................................................................. 31 PCT #### Service Plumbing ............................................................................................................................................................................ 32 PCT #### Plumbing Service Lab .................................................................................................................................................................... 33 Appendix A: Recommended Tools And Equipment Plumbing Technology........................................................................................ 34 Recommended Instructional Aid .................................................................................................................................................................. 34 Appendix B: Recommended Textbook List ................................................................................................................................................ 35 Appendix C: Course Crosswalks .................................................................................................................................................................... 36

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INDUSTRY JOB PROJECTION DATA A summary of occupational data is available from the Mississippi Department of Employment Security.

https://mdes.ms.gov/information-center/labor-market-information/

ARTICULATION Check with the local community college CTE administration for articulation agreements.

INDUSTRY CREDENTIALS, CERTIFICATIONS, AND PROFESSIONAL LICENSURE See the “Industry Credentials, Certifications, and Professional Licensure” https://www.mccb.edu/assessment

DUAL ENROLLMENT See the “Procedures Manual For Dual Enrollment and Accelerated Programs” http://www.mississippi.edu/cjc/dual_enrollment.asp

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Research Abstract

The curriculum framework in this document reflects the changes in the workplace and a number of other factors that impact local technical programs. Federal and state legislation calls for articulation between high school and community college programs, integration of academic and vocational skills, and the development of sequential courses of study that provide students with the optimum educational path for achieving successful employment. National skills standards, developed by industry groups and sponsored by the U.S. Department of Education and Labor, provide vocational educators with the expectations of employers across the United States. All of these factors are reflected in the framework found in this document.

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Revision History 2011, Research and Curriculum Unit, Mississippi State University 2018, Office of Curriculum and Instruction, Mississippi Community College Board 2024, Office of Curriculum and Instruction, Mississippi Community College Board

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Program Description The Plumbing Technology program prepares a person for advanced placement in plumbing and related fields. Graduates of this program can take the journeyperson exam and become employed as supervisors, instructors, material expeditors, inspectors, estimators, consultants, employers, or contractors. This document was developed with the use of the competencies and objectives as prepared by the National Center for Construction Education and Research, along with applicable national, state, and local codes. The Plumbing Technology program offers a Career certificate, Technical certificate and/or an Associate of Applied Science Degree.

9

Suggested Course Sequence Work Ready Certificate

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours PCT 1113 Intro to Plumbing 3 2 3 30 PCT 1333 Plumbing Prints and Code 2 1 4 30 PCT 1622 Gas Piping 2 0 2 30 PCT 1523 Intro to Water Distribution 3 1 4 30 PCT 1513 Intro to Drain Waste and Ventilation 3 1 4 30 PCT 1722 Intro To Plumbing Fixtures 2 1 2 30 Total 15

10

Career Certificate

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours PCT 1113 Intro to Plumbing 3 2 3 30 PCT 1722 Intro to Plumbing Fixtures 2 PCT 1333 Plumbing Prints and Code 3 1 4 30 PCT 1622 Gas Piping 2 2 30 PCT 1713 Intro to Water Distribution 3 1 4 30 PCT 1513 Intro to Drain, Waste and Vent 3 1 4 30 PCT 1622 Gas Piping 2 1 2 30 PCT 1612 Intro to Water Heating 2 30 PCT 1634 Service Plumbing 2 4 30 PCT 2113 Advanced Print Reading and Estimating 2 1 2 30 PCT 2123 Drain Cleaning and Equipment PCT 2133 Commercial Plumbing Fixtures 3 1 4 30 PCT2143 Intro to Underground Sewer Water and Gas

Instructor Approved Electives Per local community college 4 Total 30

11

Technical Certificate

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours PCT 2212 Service Lab 2 2 30 PCT 2222 Fixtures Lab 2 PCT 1732 Advanced Water Principles 3 PCT 2232 Advanced Drainage Principles 3 PCT 2313 Plumbing Management and Leadership 2

Instructor Approved Electives Per local community college 3 Total 15

12

Electives BOT 1413 Business Accounting 3 sch: See Appropriate Program Description BOT 1713 Mechanics of Communication 3 sch: See Appropriate Program Description CST 1123 Basic Computer Systems 3 sch: See Appropriate Program Description CPT 2133 Career Development 3 sch: See Appropriate Program Description DDT 1213 Construction Materials 3 sch: See Appropriate Program Description MMT 1313 Salesmanship 3 sch: See Appropriate Program Description MMT 2213 Management 3 sch: See Appropriate Program Description MMT 2513 Entrepreneurship 3 sch: See Appropriate Program Description PCT 292(1-6) Supervised Work Experience in Plumbing Technology 1-6 sch: 3-18 hr. externship WBL 191(1-3) WBL 192(1-3) WBL 193(1-3) WBL 291(1-3) WBL 292(1-3) WBL 293(1-3) Work-Based Learning 1-3 sch: 3-9 hr. externship

Instructor Approved Electives per local community college.

13

General Education Core Courses To receive the Associate of Applied Science degree, a student must complete all of the required coursework found in the Career Certificate option, Technical certificate option, and a minimum of 15 semester hours of General Education core. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester or provided primarily within the last semester. Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science degree at their college. The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Section 9 Standard 3 of the Principles of Accreditation: Foundations for Quality Enhancement 1 describes the general education core.

Section 9 Standard 3:

3. The institution requires the successful completion of a general education component at the

undergraduate level that

1. is based on a coherent rationale.
2. is a substantial component of each undergraduate degree program. For degree completion in associate

programs, the component constitutes a minimum of 15 semester hours of the equivalent; for

baccalaureate programs, a minimum of 30 semester hours or the equivalent.

c) ensures breadth of knowledge. These credit hours include at least one course from each of the

following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These

courses do not narrowly focus on those skills, techniques, and procedures specific to a particular

occupation or profession.

General Education Courses

SCH Breakdown Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name Humanities/Fine Arts 3 Social/Behavioral Sciences 3 Math/Science 3 Academic electives 6 TOTAL 15

1 Southern Association of Colleges and Schools Commission on Colleges. (2017). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from http://www.sacscoc.org/2017ProposedPrinc/Proposed%20Principles%20Adopted%20by%20BOT.pdf

14

Course Number and Name: PCT 1113 Intro to Plumbing

Description: This course includes basic safety, an introduction to construction math, and introduction to hand and power tools, an introduction to construction drawings, and rigging. (3 sch: 2 hr lecture, 2 hr lab).

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 30

Prerequisite: None

Student Learning Outcomes:

1. Describe general safety rules for working in a shop/lab and industry.

   1. Describe how to avoid on-site accidents.
   2. Explain the relationship between housekeeping and safety.
   3. Explain the importance of following all safety rules and company safety policies according to

   OSHA standards including addressing General Duty Clause and 1926 CFR Subpart C.

   d. Explain the importance of reporting all on-the-job injuries, accidents, and near misses.

   e. Explain the need for evacuation policies and the importance of following them.

   f. Explain the employer’s substances abuse policy and how it relates to safety

   g. Explain the safety procedures when working near pressurized or high temperature.

2. Identify and apply safety around welding operations.

   1. Use proper safety practices when welding or working around welding operations.
   2. Use proper safety practices when welding in or near trenches and excavations.
   3. Explain the term proximity work.

3. Identify and explain use of various barriers and confinements.

   1. Explain the safety requirements for working in confined areas.
   2. Explain and practice lockout/tagout procedures
   3. Explain the different barriers and barricades, and how they are used.
   4. Recognize and explain personal protective equipment.
   5. Inspect and care for personal protective equipment.

4. Explain lifting, fall protection, and the use of ladders and scaffolds.

   1. Identify and explain the procedures for lifting heavy objects.
   2. Explain fall protection procedures.
   3. Inspect and safely work with various ladders and scaffolds

5. Explain the Material Safety Data Sheet (MSDS).

   1. Explain the function of the MSDS.
   2. Interpret the requirements of the MSDS.

6. Explain fires.

   1. Explain the process by which fires start.
   2. Explain fire prevention of various flammable liquids.
   3. Explain the classes of fire and the types of extinguishers.

7. Explain safety in and around electrical situations.

   1. Explain injuries when electrical contact occurs.
   2. Explain safety around electrical hazards.
   3. Explain action to take when an electrical shock occurs.

15

8. Apply basic mathematics for residential carpentry.

   1. Apply the four basic math skills with whole numbers, fractions, and percent.
   2. Use the metric system.
   3. Identify and read measuring tools.
   4. Solve basic algebraic equations.
   5. Calculate area and volume of simple geometric figures.
   6. Apply basic math to solve simple geometric figures and problems.

9. Demonstrate the use and maintenance of hand and power tools.

   a . Identify and discuss the use of common hand and power tools.

   2. Discuss rules of safety for hand and power tools.
   3. Select and demonstrate the use of tools.
   4. Explain the procedures for maintenance.

10. Read, analyze, and design a construction drawing.

    1. Identify terms and symbols commonly used on construction drawings.
    2. Interpret various symbols to locate various elements.
    3. Interpret a plan to determine layout.
    4. Interpret basic electrical specifications.
    5. Interpret electrical drawings, including site plans, floor plans, and detail drawings.
    6. Read equipment schedule.
    7. Explain basic layout of a construction drawing.
    8. Describe the information in a title block.
    9. Identify the lines used on construction drawings.
    10. Explain the architect’s and engineer’s scales.
    11. Design a construction drawing.
    12. Construct a structure based on a construction drawing.

11. Explain and identify safe rigging and equipment.

    1. Explain and practice safe rigging.
    2. Identify and explain rigging equipment.
    3. Inspect rigging equipment.

12. Describe employment opportunities and responsibilities. a. Describe employment opportunities including potential earnings, employee benefits, job availability, and places of employment, working conditions, and educational requirements. b. Describe basic employee responsibilities.

13. Demonstrate the ability to follow verbal and written instructions and communicate effectively in on-the-job situations.

14. Safely handle and store materials.

    1. Define a load.
    2. Establish a pre-task plan prior to moving a load.
    3. Use proper materials-handling techniques.
    4. Choose appropriate materials-handling equipment for the task.
    5. Recognize hazards and follow safety procedures required for materials handling

15. Identify and discuss basic fittings and valves related to plumbing.

16. Identify and install hangers, supports, structural, penetrations, and fire stopping materials.

16

Course Number and Name: PCT 1333 Plumbing Prints and Code

Description: An in-depth understanding of blueprint reading related to plumbing profession

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Identify and interpret various symbols, notes, and terms.

   1. Identify terms, symbols, abbreviations, and lines used on blueprints.
   2. Interpret notes, specifications, and dimensions. Explain related structures.

2. Identify, interpret, and locate details on mechanical, plumbing and structural blueprints.

   1. Identify the three basic views of a drawing.
   2. Identify the various lines used on drawings.
   3. Interpret dimensions and symbols.
   4. Interpret general and specific notes on drawings.
   5. Verify dimensions shown on drawings and generate an RFI when discrepancies are found.
   6. Locate details on drawings.
   7. Order materials needed as interpreted from specifications/blueprints.
   8. Interpret isometric views of plumbing drawings.

17

Course Number and Name: PCT 1513 Intro to Drain Waste and Vent

Description: Information and practical aspects of drainage and disposal systems and the International Plumbing Code. Included are the installation of the drainage system in a residential unit covering health aspects and the disposal of poisonous gases arising from the discharge of traps. Instruction is provided on elements of disposal systems, including sewer, septic tanks, tank size calculations, maintenance causes, and removal of sewer obstructions.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 45

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Identify and explain safety in drainage and sewer systems.

   1. Identify and explain health department regulations for drainage and sewer systems.
   2. Identify and explain hazards of working in confined spaces in the presence of methane gas.
   3. Identify international plumbing code definitions.
   4. Identify local authority for plumbing installation.
   5. Identify approved traps and cleanouts

2. Identify various systems used in drainage and sewer systems.

   1. Explain safety procedures.
   2. Identify components of individual sewer systems.
   3. Identify various types of vents and drains, including storm

3. Install various types of soil and waste pipes.

   1. Install different types of traps.
   2. Install stacks according to functions

4. Identify various types of sewers.

   1. Differentiate between sanitary, storm, and combined sewers.
   2. Identify sanitary and storm sewers.
   3. Estimate the drainage fixture unit (DFU).
   4. Estimate the storm sewer fixture unit.

18

Course Number and Name: PCT 1612 Intro to Water Heating

Description: Information on local codes for installing and repairing water heaters, force air units, and floor furnaces. . Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 30

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Identify and perform various functions on

   1. hot water system.
   2. Identify and explain safety procedures.
   3. Identify and explain parts of a tank and tankless water heater.
   4. Install a tank and tankless water heater, including T&P valves.
   5. Replace a dip tube.
   6. Construct a venting system for gas water heaters.
   7. Perform repairs on gas and electric water heaters.

2. Identify, install, troubleshoot, and perform various functions on heating systems.

   1. Identify and discuss the safety techniques of installing and maintaining heating systems.
   2. Troubleshoot and repair a force air heating system.
   3. Determine if the venting system for a force air heating system is adequate.
   4. Identify proper methods of venting appliances.
   5. Identify proper types of gas controls.
   6. Connect appliances to specifications.
   7. Adjust or replace ignition devices on gas appliances.

19

Course Number and Name: PCT 1622 Gas Piping

Description: Information on standard gas codes. The safe installation of gas appliances and gas lines, according to codes, will be included.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 30

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Identify and explain the various codes pertaining to gas and plumbing installation.

   1. Identify local authority for gas installation.
   2. Identify International Fuel Gas Code definitions.
   3. Identify installation requirements for undiluted liquefied petroleum gas.
   4. Explain and utilize International Fuel Gas Code for installation requirements for specific

   appliances,

   residences, and apartments.

   e. Identify general regulations.

2. Identify appliances and materials for gas and plumbing installations.

   1. Identify approved gas appliances and materials.
   2. Identify approved joints and connections and methods of hanging and supporting.
   3. Apply approved methods for safely testing lines using a manometer.

3. Explain, size, and install a gas system as per the principles of the British Thermal Unit (BTU).

   1. Explain the BTU principles.
   2. Size using the longest length method.
   3. Install a gas piping system per given BTU requirements.

20

Course Number and Name: PCT 1713 Intro to Water Distribution

Description: Information on the installation of a hot water system according to the unit fixture system. Also information on sizing and installation of a potable cold water system. . Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 4 30

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Estimate and install a hot water system.

   1. Estimate a hot water supply fixture unit (HWSFU).
   2. Estimate the size of a hot water heater or storage tank.
   3. Explain and install a forced and natural circulating hot water system.

2. Identify and install a potable cold water system.

   1. Estimate a cold water supply fixture unit (CWSFU).
   2. Discuss safety precautions in installing and repairing potable water systems.
   3. Identify potable water and water mains.
   4. Identify and install a water treatment system.
   5. Identify and install water service and fixture branches and supplies.
   6. Identify and install water meters.
   7. Install a distribution system.
   8. Identify and install a water hammer arrester.
   9. Install a pressure-reducing valve and bypass

21

Course Number and Name: PCT 1722 Intro to Plumbing Fixtures

Description: Information on the installation of the rough-in and finish fixtures used in the plumbing construction according to International Plumbing Code.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 0 4 30

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Explain the procedures and install bathroom fixtures according to local, state, and/or international codes.
   1. Explain and install a lavatory, tub, and shower.
   2. Explain and install a water closet.
2. Explain the procedures and install other fixtures according to local, state, and/or international codes.
   1. Explain and install washer boxes and an icemaker box.
   2. Explain and install urinals.
   3. Explain and install service sinks and mop sinks.
   4. Explain and install drinking fountains and a water filtering system.
   5. Explain and install a kitchen sink, garbage disposal, and dishwasher.
   6. Explain and identify other approved plumbing fixtures.

22

Course Number and Name: PCT 1911(1-3) Special Project in Plumbing

Description: Practical application of skills and knowledge gained in other technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 0 2 30

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Develop a written plan that details the activities and projects to be completed.
   1. Utilize a written plan that details the activities and projects to be completed.
   2. Perform written occupational objectives in the special project.
2. Assess accomplishment of objectives.
   1. Prepare a daily written assessment of accomplishment of objectives.
   2. Present weekly written reports to the instructor about activities performed and objectives accomplished.
3. Utilize and follow a set of written guidelines for the special project. a. Develop and follow a set of written guidelines for the special project.

23

Course Number and Name: PCT 292 (1-6) Supervised Work Experience in Plumbing

Description: This course is a cooperative program between industry and education and is designed to integrate the student’s studies with industrial experience. Variable credit is awarded on the basis of semester hour per 45 industrial contact hours.

Hour Breakdown: Semester Credit Hours Lecture Externship Lab Contact Hours 1-6 1 3-18 0 30

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Apply technical skills needed to be a viable member of the workforce.

   1. Prepare a description of technical skills to be developed.
   2. Develop technical skills needed to be a viable member of the workforce

2. Apply skills developed in other program area courses. a. Perform skills developed in other program area courses.

3. Apply human relationship skills. a. Practice human relationship skills in the program.

4. Apply and practice positive work habits and responsibilities. a. Perform assignments to develop positive work habits and responsibilities.

5. Work with the instructor and employer to develop written occupational objectives to be accomplished. a. Perform written occupational objectives.

6. Assess accomplishment of objectives.

   1. Prepare daily written assessment of accomplishment of objectives.
   2. Present weekly written reports to the instructor about activities performed and objectives accomplished.

7. Utilize a set of written guidelines. a. Develop and follow a set of written guidelines.

24

Course Number and Name: WBL 191 (1-3) WBL 192 (1–3), WBL 193(1–3), WBL 291(1–3), WBL 292(1–3), and WBL 293(1–3)

Description: A structured workplace learning experience in which the student, program area teacher, work-based learning coordinator, and workplace supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. May include regular meetings and seminars with school personnel and employers for supplemental instruction and progress reviews. (1–3 sch: 3–9 hr externship).

Hour Breakdown: Semester Credit Hours Lecture Contact Hours 1-3 0 0

Prerequisite: Instructor Approved

Student Learning Outcomes

1. Apply technical skills and related academic knowledge needed to be a viable member of the workforce.

   1. Demonstrate technical skills necessary to complete job requirements.
   2. Demonstrate academic skills necessary to complete job requirements.
   3. Perform tasks detailed in an educational training agreement at the work setting

2. Apply general workplace skills to include positive work habits necessary for successful employment. a. Demonstrate appropriate human relationship skills in the work setting to include conflict resolution, team participation, leadership, negotiation, and customer/client service. b. Utilize time, materials, and resource-management skills. c. Use critical-thinking skills, such as problem solving, decision making, and reasoning. d. Acquire, evaluate, organize, maintain, interpret, and communicate information.

25

Course Number and Name: PCT 2232 Advanced Drainage Principles

Description: The course provides a comprehensive understanding of septic systems, sewage ejector systems and sump pump systems, exploring their functions, components, and maintenance requirements. Participants will gain practical knowledge to design, install, and troubleshoot these crucial systems for effect wastewater management.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Intro to drain waste and vent

Student Learning Outcomes:

1. Septic Systems

   1. Types of septic systems.
   2. Design principles and considerations.
   3. Installation and construction guidelines.

2. Sewage Ejector Systems

   1. Role and Significance in building plumbing.
   2. Components and operation of sewage ejector pumps.
   3. Installation requirements and consideration.
   4. Troubleshooting common issues.

3. Sump Pump Systems

   1. purpose and functionality of sump pumps
   2. types of sump pump systems.
   3. Installation guidelines for different settings.
   4. Maintenance and troubleshooting techniques

26

Course Number and Name: PCT 2113 Advanced print reading and estimating

Description: This course is designed for students to enhance their expertise in blueprint reading and project estimation. Students can expect to learn about detailed plans, specifications, and calculations related to plumbing installations, as well as advanced techniques for accurate cost estimation in the plumbing industry.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Plumbing prints and code

Student Learning Outcomes:

1. Blueprint Interpretations a. Students will learn to read and interpret commercial plumbing, structural, and architectural blueprints. Interpretation of isometric and orthographic drawings.

2. Understanding building systems. a. Gain an understanding of commercial plumbing systems and how they interrelate within a construction project

3. Materials and equipment knowledge a. Develop expertise in identifying and selecting the appropriate materials, fixtures, and equipment for plumbing construction project.

4. Estimating skills a. Acquire estimating skills, including the ability the calculate quantities of materials required for a project, assess labor costs, and provide accurate cost estimates.

27

Course Number and Name: PCT 1732 Advanced Water Principles

Description: This comprehensive course is designed to provide in-depth knowledge and practical skills related to water booster pumps, recirculation pumps, and well pumps in water supply systems. Participants will gain a thorough understanding of the principles, operation, maintenance and troubleshooting techniques associate with critical components of water distribution.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Intro to water distribution

Student Learning Outcomes:

1. Water Booster Pumps

   1. Introduction to booster pump systems.
   2. Pump selection criteria
   3. Performance characteristics and efficiency.
   4. Installation and configuration best practices.
   5. Troubleshooting common issues

2. Recirculation Pumps

   1. Purpose and benefits of recirculation systems.
   2. Pump types suitable for recirculation.
   3. System design considerations.
   4. Energy efficiency and optimization.
   5. Hands-on exercises on recirculation system setup.

3. Well Pumps

   1. Understanding well pump systems.
   2. Types of well pumps (submersible, jet, etc)
   3. Installation and maintenance procedures.
   4. Groundwater monitoring and well management.
   5. Emergency response and contingency planning

28

Course Number and Name: PCT 2123 Drain Cleaning and Equipment

Description: This class is designed to provide participants with a comprehensive understanding of drain cleaning techniques, tools, and equipment. Students will learn the fundamentals of maintaining and clearing drainage systems, with a focus on both residential and commercial settings. The course integrates theoretical knowledge with hands-on practical skills to ensure participants are well-equipped to handle real-world drain cleaning scenarios.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 4 30

Prerequisite: Intro to drain waste and vent

Student Learning Outcomes:

1. Drain cleaning tools and equipment

   1. Introduction to various drain cleaning tools and equipment.
   2. Hands-on training with augers, snakes, and other specialized tools.
   3. Understanding the use of videos inspection equipment.

2. Safety Procedures

   1. Importance of safety in drain cleaning.
   2. Personal protective equipment (PPE) requirements.
   3. Hazard identification and mitigation.

3. Types of Blockages

   1. Identifying different types of blockages.
   2. Strategies for clearing common blockages.
   3. Dealing with more complex issues.

4. Preventive Maintenance

   1. developing preventative maintenance schedules.
   2. Tips for clients on avoiding drain issues.
   3. Long-term strategies for maintain drainage systems.

5. Troubleshooting

   1. diagnosing draining problems.
   2. Problem-solving techniques.
   3. case studies and real world scenarios

29

Course Number and Name: PCT 2143 Intro to underground gas, sewer and water

Description: This course is designed to provide students with a foundational understanding of underground utility systems with a focus on gas, sewer and water infrastructure.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Plumbing and Prints Code

Student Learning Outcomes:

1. Introduction of Utility Systems a. Student will gain a basic understanding of underground utility systems.

2. Safety Procedures a. Emphasis on excavation safety protocols and best practices related to working with underground utility systems, including the handling of gas, sewer and water components.

3. Components and Materials a. Detailed study of the various components, materials and equipment used in underground gas, sewer and water systems, such as pipes, valves meters and fitters.

4. Installation and Maintenance a. Learning the fundamentals of installation and maintenance procedures for these underground utility systems, including excavation techniques and trenchless methods.

5. Regulation and codes. a. Understanding the relevant local and state regulations and building codes governing the installation and maintenance of underground utilities.

30

Course Number and Name: PCT 2222 Fixtures Lab

Description: The lab course is designed to give students practical experience in working with plumbing fixtures commonly found in residential and commercial buildings. Emphasis will be placed on installation for various plumbing fixtures.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 30

Prerequisite: Intro to Plumbing fixtures, Commercial plumbing fixtures

Student Learning Outcomes:

1. Installation Techniques
   1. Hands-on installation of different plumbing fixtures.
   2. proper use of tools and materials for fixture installation.
   3. adherence to plumbing codes and regulations.

31

Course Number and Name: PCT 2313 Plumbing Management and Leadership

Description: This course is designed to prepare individuals for leadership roles within the plumbing industry. It integrates technical knowledge with management and leadership skills to equip students with a comprehensive understanding of plumbing operations and the ability to effectively lead a plumbing team or manage a plumbing business.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Second semester classes

Student Learning Outcomes:

1. Business Management

   1. Business planning and strategy for plumbing firms.
   2. Financial management and budgeting.
   3. Marketing and customer relations in the plumbing industry.

2. Leadership Development

   1. effective communication in a plumbing context.
   2. team building and conflict resolution.
   3. Motivation and leadership styles.

3. Project Management

   1. Planning and executing plumbing projects.
   2. Resource allocation and scheduling.
   3. Quality control and project evaluation.

32

Course Number and Name: PCT 1634 Service Plumbing

Description: This class is designed to equip individuals with the knowledge and skills needed to perform maintenance, troubleshooting, and repair tasks in plumbing systems.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 30

Prerequisite: Intro to plumbing

Student Learning Outcomes:

1. Troubleshooting a. Developing skills to identify and diagnose plumbing problems such as leaks, clogs, and faulty components.

2. Repair techniques a. Learning practical repair techniques for addressing common plumbing issues. This may include fixing leaks, clearing clogs, replacing damaged pipes, and repairing or replacing fixtures.

3. Customer Service a. Developing effective communication and customer service skills, as plumbing professionals often work directly with clients. This includes explaining problems, providing estimates, and ensuring customer satisfaction.

4. Preventive Maintenance a. Learning about proactive measures to prevent plumbing issues and prolong the lifespan of plumbing systems.

33

Course Number and Name: PCT 2212 Service Lab

Description: This lab based course is designed to provide students with practical, hands-on experience in the field of service plumbing. Participants will engage in a series of exercises and projects that cover a range of plumbing service tasks commonly encountered in residential, commercial, and industrial settings. Emphasis will be placed on troubleshooting, repair and maintenance of plumbing systems.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 30

Prerequisite: Service Plumbing

Student Learning Outcomes:

1. Diagnostic Techniques

   1. Identifying and diagnosing common plumbing issues.
   2. Use of testing equipment and tools for problem assessment.

2. Repair and Maintenance a. Hands on experience in repairing leaks, clogs, and other plumbing issues b Maintenance procedures for different plumbing fixtures and systems.

3. Pipe Systems

   1. Understanding and working with various types of pipes (e.g., copper, PVC, PEX).
   2. Installation, repair, and replacement of pipes.

4. Fixtures and Appliances

   1. Installation and maintenance of plumbing fixtures such as sinks, faucets, toilets, and water heaters.
   2. Troubleshooting and repairing plumbing appliances.

34

Appendix A: Recommended Tools And Equipment Plumbing Technology

Non-capitalized items

Capitalized items

Recommended Instructional Aid It is recommended that instructors have access to the following items:

“Other equipment items can be added when deemed appropriate by the community by the community college industry craft committee or by industry/business training requirements

35

Appendix B: Recommended Textbook List Recommended Plumbing Technology Text Book List CIP: 45.0503- Plumbing Technology Book Title Author (s) ISBN G-W Modern Plumbing Ninth Edition E. Keith Blankenbaker 978-1-64564-668-6 G-W Modern Plumbing Ninth Edition Lab Book

E. Keith Blankenbaker 978-1-64564-46709

Print Reading for Construction Walter C. Brown 978-1-63126-922-6 Print Reading for Construction Large Prints

Daniel P. Doftmueller

978-1-63126-922-6

36

Appendix C: Course Crosswalks Course Crosswalk Plumbing Technology Program CIP: 45.0503 Plumbing Technology Plumber – Note: Courses that have been added or changed in the 2019 curriculum are highlighted. Existing Revised 2015 MS Curriculum Framework 2024 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours PCT 1113 Fundamentals of Plumbing 3 PCT #### Advanced Drainage Principles 3 PCT 1333 Blueprint Reading for Plumbing 3 PCT

Advanced Print reading and Estimating 2 PCT 1443 Piping Level/Transit 3 PCT #### Drain Cleaning and equipment 2 PCT 1513 Drainage and Sewer Systems 3 PCT 1513 Intro to underground Gas, Sewer, and Water

3 PCT 1612 Heating Devices 2 PCT #### Intro to Plumbing Fixtures 2 PCT 1622 Gas Piping 2 PCT #### Plumbing Management and Leadership 2 PCT 1712 Domestic Systems 2 PCT #### Service Plumbing 3

PCT #### Commercial Plumbing Fixtures 3 PCT 1722 Plumbing Fixtures Lab 2 PCT #### Service Lab 2 PCT 1743 Advanced Plumbing Lab 3 PCT #### Advanced Water Principles 3 PCT 1113 Fundamentals of Plumbing 3 PCT1713 Intro to Water Distribution 3 PCT 1333 Blueprint Reading for Plumbing 3 PCT 1333 Plumbing Prints and Code

3 PCT 1513 Drainage and Sewer Systems 3 PCT 1513 Intro To Drain Waste and Vent 3 PCT 1612 Heating Devices 2 PCT 1612 Intro to Water Heating 2 PCT 1622 Gas Piping 2 PCT 1622 Gas Piping 2 PCT 1113 Fundamentals of Plumbing 3 PCT 1113 Intro to Plumbing

3

PCT #### Plumbing Fixtures Lab 2

PCT #### Special Projects 2

Part 15 Automotive Technology and Automotive Light Duty Diesel Technology Option Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 15, R. 10 150

ATT 2916 Special Problem 6

9 Miss. Admin. Code Pt. 15, R. 12 180

ATT 2931 Special Problem II in Automotive Tech.

2 30

ATT 2932 Special Problem II 2

4 60

ATT 2933 Special Problem II 3

6 90

ATT 2934 Special Problem II 4

8 120

ATT 2935 Special Problem II 5

9 Miss. Admin. Code Pt. 15, R. 10 150

ATT 2936 Special Problem II 6

9 Miss. Admin. Code Pt. 15, R. 12 180

ATT 2921 Supervised Work Experience in Automotive Tech

3 45

ATT 2922 Supervised Work Experience in Automotive Tech

6 90

ATT 2923 Supervised Work Experience in Automotive Tech

9 135

ATT 2924 Supervised Work Experience in Automotive Tech

9 Miss. Admin. Code Pt. 15, R. 12 180

ATT 2925 Supervised Work Experience in Automotive Tech

9 Miss. Admin. Code Pt. 15, R. 15 225

ATT 2926 Supervised Work Experience in Automotive Tech

9 Miss. Admin. Code Pt. 15, R. 18 270

WBL 1911 Work Based Learning 1‐6

3‐18 45‐

All approved electives per local community college

Course Number and Name: ATT 1124 Basic Electrical/Electronic Systems

Description: This is a course designed to provide advanced skills and knowledge related to the components of the vehicle electrical system including lights, battery, stating and charging components.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 30

Prerequisite: None

Student Learning Outcomes:

For every task in Electrical/Electronic Systems the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

VI. ELECTRICAL/ELECTRONIC SYSTEMS General: Electrical System Diagnosis 1. Research vehicle service information including vehicle service history, service precautions, and technical service bulletins. 2. Demonstrate knowledge of electrical/electronic series, parallel, and series‐parallel circuits using principles of electricity (Ohm’s Law). 3. Demonstrate proper use of a digital multimeter (DMM) when measuring source voltage, voltage drop (including grounds), current flow and resistance. 4. Demonstrate knowledge of the causes and effects from shorts, grounds, opens, and resistance problems in electrical/electronic circuits. 5. Demonstrate proper use of a test light on an electrical circuit. (MLR a 6) 6. Use fused jumper wires to check operation of electrical circuits. (MLR a 7) 7. Use wiring diagrams during the diagnosis (troubleshooting) of electrical/electronic circuit problems. (MLR3) 8. Diagnose the cause(s) of excessive key‐off battery drain (parasitic draw); determine needed action.(MLR a 8) 9. Inspect and test fusible links, circuit breakers, and fuses; determine needed action. (MLR a 9) 10. Inspect and test fusible links, circuit breakers, and fuses; determine needed action. (MLR a 9) 11. Inspect, test, repair, and/or replace components, connectors, terminals, harnesses, and wiring in electrical/electronic systems (including solder repairs); determine needed action.(MLR a10) 12. Check electrical/electronic circuit waveforms; interpret readings and determine needed repairs. 13. Repair data bus wiring harness. 14. Identify electrical/electronic system components and configurations (Only MLR a 11)

VI. ELECTRICAL/ELECTRONIC SYSTEMS B. Batteries (Conventional 12-volt) 1. Perform battery state-of-charge test; determine needed action. P-1 2. Confirm proper battery capacity, size, type, and application for vehicle; perform battery capacity and load test. P-1 3. Maintain or restore electronic memory functions as recommended by manufacturer. P-2 4. Inspect and clean battery; fill battery cells (if applicable); check battery cables, connectors, clamps, and hold- downs. P1 5. Perform battery charging according to manufacturer’s recommendations. P-1 6. Jump-start vehicle using jumper cables and a booster battery or an auxiliary power supply. P-1 7. Identify electrical/electronic modules, security systems, radios, and other accessories that require initialization or code entry after reconnecting vehicle battery. P-2

VI. ELECTRICAL/ELECTRONIC SYSTEMS C. Starting System 1. Perform starter current draw test. P-1 2. Perform starter circuit voltage drop tests. P-1 3. Inspect and test starter relays and solenoids. P-2 4. Remove and install starter in a vehicle. P-3 5. Inspect and test switches, connectors, and wires of starter control circuits. P-2 6. Demonstrate knowledge of an automatic idle-stop/start-stop system. 7. Inspect and test switches, connectors, and wires of starter control circuits; determine needed action.(MLR c 5) 8. Differentiate between electrical and engine mechanical problems that cause a slow‐crank or a no‐crank condition. 9. Demonstrate knowledge of an automatic idle‐stop/start‐stop system.(MLR c 6) P-2

VI. ELECTRICAL/ELECTRONIC SYSTEMS D. Charging System 1. Perform charging system output test. P-1 2. Inspect, adjust, and/or replace generator (alternator) drive belts; check pulleys and tensioners for wear; check pulley and belt alignment. P-1 3. Remove, inspect, and/or replace generator (alternator). P-3 4. Perform charging circuit voltage drop tests.P-1 5. Diagnose charging system for causes of undercharge, no-charge, or overcharge conditions; determine needed action.P-2

VI. ELECTRICAL/ELECTRONIC SYSTEMS E. Lighting Systems 1. Inspect interior and exterior lamps and sockets including headlights and auxiliary lights (fog lights/driving lights); replace as needed. P-1

VI. ELECTRICAL/ELECTRONIC SYSTEMS F. Instrument Cluster and Driver Information Systems 1. Verify operation of instrument panel gauges and warning/indicator lights; reset maintenance indicators as required.P-1 2. Inspect and test gauges and gauge sending units for causes of abnormal readings; determine needed action. P-2 3. Diagnose the causes of incorrect operation of warning devices and other driver information systems; determine needed action. P-2

VI. ELECTRICAL/ELECTRONIC SYSTEMS G. Body Electrical Systems 1. Diagnose vehicle comfort, convenience, access, safety, and related systems operation; determine needed action. 2. Remove and reinstall door panel. P-2 3. Diagnose operation of security/anti-theft systems and related circuits (such as: theft deterrent, door locks, remote keyless entry, remote start, and starter/fuel disable); determine needed action. P-2 4. Describe disabling and enabling procedures for supplemental restraint system (SRS); verify indicator lamp operation. P-1 5. Verify windshield wiper and washer operation; replace wiper blades. P-1 6. Diagnose operation of entertainment and related circuits (such as: radio, DVD, remote CD changer, navigation, amplifiers, speakers, antennas, and voice-activated accessories); determine needed action. P-2 7. Diagnose operation of safety systems and related circuits (such as: horn, airbags, seat belt pretensioners, occupancy classification, wipers, washers, speed control/collision avoidance, heads-up display, parking assist, and back-up camera); determine needed action. P-2 8. Diagnose body electronic system circuits using a scan tool; check for module communication errors (data

communication bus systems); determine needed action. P-2 9. Describe the process for software transfer, software updates, or reprogramming of electronic modules. P-2

Course Number and Name: ATT 1134 Advanced Electrical/Electronic Systems

Classification: Career Certificate Core Requirement

Description: This is a course designed to provide advanced skills and knowledge related to the components of the vehicle electrical system including gauges, driver information systems, horn, wiper/washer systems, and accessories.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Electrical/Electronic Systems the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

VI. ELECTRICAL/ELECTRONIC SYSTEMS F. Instrument Cluster and Driver Information Systems 1. Verify operation of instrument panel gauges and warning/indicator lights; reset maintenance indicators as required. P-1 2. Inspect and test gauges and gauge sending units for causes of abnormal readings; determine needed action. Diagnose the causes of incorrect operation of warning devices and other driver information systems; determine needed action. P-1 3. Diagnose the causes of incorrect operation of warning devices and other driver information systems; determine needed action. P-2

VI. ELECTRICAL/ELECTRONIC SYSTEMS G. Body Electrical Systems 1. Demonstrate understanding of vehicle comfort, convenience, access, safety, and related systems operation. P-1 2. Remove and reinstall door panel. P-1 3. Describe the operation of keyless entry/remote-start systems. P-2 4. Describe disabling and enabling procedures for supplemental restraint system (SRS); verify indicator lamp operation. P-2 5. Verify windshield wiper and washer operation; replace wiper blades. P-1 6. Diagnose operation of entertainment and related circuits (such as: radio, DVD, remote CD changer, navigation, amplifiers, speakers, antennas, and voice-activated accessories); determine needed action. P-2 7. Diagnose operation of safety systems and related circuits (such as: horn, airbags, seat belt pretensioners, occupancy classification, wipers, washers, speed control/collision avoidance, heads-up display, parking assist, and back-up camera); determine needed action. P-2 8. Diagnose body electronic system circuits using a scan tool; check for module communication errors (data communication bus systems); determine needed action. P-2 9. Describe the process for software transfer, software updates, or reprogramming of electronic modules. P-2

Course Number and Name: ATT 1214 Brakes

Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

Classification: Career Certificate Core Requirement

Description: This is a course designed to provide advanced skills and knowledge related to the repair and maintenance of brake systems on automobiles. It includes instruction and practice in diagnosis of braking systems problems and the repair of brake systems.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Brakes the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

V. BRAKES A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Identify brake system components and configurations. P-1 3. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 4. Describe procedure for performing a road test to check brake system operation, including an anti-lock brake system (ABS). 5. Install wheel and torque lug nuts. P-1 6. Identify and interpret brake system concerns; determine needed action. P-1

V. BRAKES B. Hydraulic System 1. Demonstrate understanding of hydraulic principals (Pascal's law). P-1 2. Describe proper brake pedal height, travel, and feel. P-1 3. Check master cylinder for proper operation. P-1 4. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust, cracks, bulging, wear, and loose fittings/supports.P-1 5. Select, handle, store, and fill brake fluids to proper level; use proper fluid type per manufacturer specification. P-1 6. Identify components of hydraulic brake warning light system. P-3 7. Bleed and/or replace fluid in the brake system. 8. Test brake fluid contamination. P-1 9. Remove, bench bleed, and reinstall master cylinder. P-1 10. Diagnose poor stopping, pulling, or dragging concerns caused by malfunctions in the hydraulic system; determine needed action. P-1 11. Replace brake lines, hoses, fittings, and supports. P-2 12. Fabricate brake lines using proper material and flaring procedures. P-2 13. Inspect, test, and/or replace components of brake warning light system. P-3

V. BRAKES Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

C. Drum Brakes 1. Remove, clean, and inspect brake drum; measure brake drum diameter; determine serviceability. P-2 2. Refinish brake drum and measure final drum diameter; compare with specification. P-2 3. Remove, clean, inspect, and/or replace brake shoes, springs, pins, clips, levers, adjusters/self-adjusters, other related brake hardware, and backing support plates; lubricate and reassemble. P-2 4. Inspect wheel cylinders for leaks and proper operation; remove and replace as needed. P-2 5. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub assemblies and wheel bearings; perform final checks and adjustments. P-2 6. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging, or pedal pulsation concerns; determine needed action. P-2

V. BRAKES D. Disc Brakes 1. Remove and clean caliper assembly; inspect for leaks, damage, and wear; determine needed action. P-1 2. Inspect caliper mounting and slides/pins for proper operation, wear, and damage; determine needed action. P-1 3. Remove, inspect, and/or replace brake pads and retaining hardware; determine needed action. P-1 4. Lubricate and reinstall caliper, brake pads, and related hardware; seat brake pads against rotor; inspect for leaks. P-1 5. Clean and inspect rotor and mounting surface; measure rotor thickness, thickness variation, and lateral runout; determine needed action. P-1 6. Remove and reinstall/replace rotor. P-1 7. Refinish rotor on vehicle; measure final rotor thickness and compare with specification. P-1 8. Refinish rotor off vehicle; measure final rotor thickness and compare with specification. P-2 9. Retract and re-adjust caliper piston on an integrated parking brake system. P-1 10. Describe importance of operating vehicle to burnish/break-in replacement brake pads according to manufacturer’s recommendation. P-2 11. Diagnose poor stopping, noise, vibration, pulling, grabbing, dragging, or pulsation concerns; determine needed action. P-1

V. BRAKES E. Power-Assist Units 1. Check brake pedal travel with and without engine running to verify proper power booster operation. P-2 2. Identify components of the brake power assist system (vacuum/ hydraulic/electric). P-2 3. Inspect vacuum-type power booster unit for leaks; inspect the check-valve for proper operation; check vacuum supply (manifold or auxiliary pump) to vacuum-type power booster; determine needed action. 4. Inspect and test hydraulically assisted power brake system for leaks and proper operation; determine needed action.

V. BRAKES F. Related Systems (i.e., Wheel Bearings, Parking Brakes, Electrical) 1. Remove, clean, inspect, repack/replace, and install wheel bearings; remove and install bearing races; replace seals; install hub and adjust bearings. P-3 2. Check parking brake system components for wear, binding, and corrosion; clean, lubricate, adjust and/or replace as needed.P-2 3. Check parking brake operation (including electric parking brakes); check parking brake indicator light system operation. P-2 4. Check operation of brake stop light system. P-1 5. Inspect and replace wheel studs. P-2 6. Remove, reinstall, and/or replace sealed wheel bearing assembly. P-1 7. Diagnose wheel bearing noises, wheel shimmy, and vibration concerns; determine needed actions

V. BRAKES

G. Electronic Brake Control Systems: Antilock Brake (ABS), Traction Control (TCS) and Electronic Stability Control (ESC) Systems 1. Identify electronic brake control system components and describe function (ABS, TCS, ESC). P-2 2. Describe the operation of a regenerative braking system. P-3 3. Bleed the electronic brake control system hydraulic circuits. P-1

Course Number and Name:

ATT Manual Drive Trains/Transaxels

Classification:

Technical Certificate Core Requirement

Description: This is a course designed to provide advanced skills and knowledge related to the maintenance and repair of manual transmissions, transaxles, and drive train components. It includes instruction in the diagnosis of drive train problems, and the repair and maintenance of transmissions, transaxles, clutches, CV joints, differentials, and other components.

Hour Breakdown:

Prerequisite: Instructor Approved Student Learning Outcomes: For every task in Manual Drive Trains and Axles the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

III. MANUAL DRIVE TRAIN AND AXLES A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Identify manual drive train and axles components and configurations. P-1 3. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 4. Check fluid condition; check for leaks; determine needed action. P-1 5. Drain and refill manual transmission/transaxle; use proper fluid type per manufacturer specification. P-1 6. Diagnose drive train concerns; determine needed action. P-1

III. MANUAL DRIVE TRAIN AND AXLES B. Clutch 1. Check and adjust clutch master cylinder fluid level; check for leaks; use proper fluid type per manufacturer specification. P-2 2. Diagnose clutch noise, binding, slippage, pulsation, and chatter; determine needed action. P-2 3. Inspect clutch pedal linkage, cables, automatic adjuster mechanisms, brackets, bushings, pivots, and springs; determine needed action. P-2 4. Inspect and/or replace clutch pressure plate assembly, clutch disc, release (throw-out) bearing, linkage, and pilot bearing/bushing (as applicable). P-2 5. Bleed clutch hydraulic system. P-2 6. Inspect flywheel and ring gear for wear and cracks, and discoloration; determine needed action. P-2 7. Measure flywheel runout and crankshaft end play; determine needed action. P-2 8. Describe the operation and service of a system that uses a dual mass flywheel. P-3

Scheduled Hours Lecture Lab Clock Hours 3 1 4 75

III. MANUAL DRIVE TRAIN AND AXLES C. Transmission/Transaxle 1. Describe the operational characteristics of an electronically controlled manual transmission/transaxle. P-2 2. Inspect, adjust, lubricate, and/or replace shift linkages, brackets, bushings, cables, pivots, and levers. P-2

III. MANUAL DRIVE TRAIN AND AXLES D. Drive Shaft and Half Shaft, Universal and Constant-Velocity (CV) Joints (Front, Rear, All-wheel, Four-wheel Drive) 1. Inspect and/or remove/replace bearings, hubs, and seals. P-1 2. Inspect and/or service/replace shafts, yokes, boots, and universal/CV joints. P-1 3. Check for leaks at drive assembly and transfer case seals; check vents; check fluid level; use proper fluid type per manufacturer specification. P-2 4. Diagnose constant-velocity (CV) joint noise and vibration concerns; determine needed action.P-1 5. Diagnose universal joint noise and vibration concerns; determine needed action. P-1 6. Check shaft balance and phasing; measure shaft runout; measure and adjust driveline angles; determine needed action. P-2

III. MANUAL DRIVE TRAIN AND AXLES E. Differential and Drive Axles E.1 Ring and Pinion Gears and Differential Housing Assembly 1. Inspect differential housing; check for leaks; inspect housing vent. P-1 2. Check and adjust differential housing fluid level; use proper fluid type per manufacturer specification. P-1 3. Drain and refill differential housing; using proper fluid type per manufacturer specification. P-1 4. Inspect and replace companion flange and/or pinion seal; measure companion flange runout. P-2 5. Demonstrate knowledge of drive pinion and ring gear services and set up including depth, preload, backlash and gear tooth contact. P-2

E.2 Drive Axles 1. Inspect and replace drive axle wheel studs. P-2 2. Remove and replace drive axle shafts. P-1 3. Inspect and replace drive axle shaft seals, bearings, and retainers. P-2 4. Measure drive axle flange runout and shaft end play; determine needed action. P-2

III. MANUAL DRIVE TRAIN AND AXLES F. Four-wheel Drive/All-wheel Drive 1. Identify concerns related to variations in tire circumference and/or final drive ratios. P-2 2. Inspect, adjust, and repair shifting controls (mechanical, electrical, and vacuum), bushings, mounts, levers, and brackets. P-2 3. Inspect axle locking mechanisms; determine needed action(s). P-3 4. Check for leaks at drive assembly and transfer case seals; check vents; check fluid level; use proper fluid type per manufacturer specification. P-2

Course Number and Name: ATT 1424 Engine Performance I

Description: This is a course designed to provide basic skills and knowledge related to the engine mechanicals, ignition system, fuel, air induction, exhaust systems, and emission systems. It includes instruction, diagnosis, and correction of problems associated with in these areas.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Engine Performance the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

VIII.ENGINE PERFORMANCE A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 3. Demonstrate understanding of proper engine cooling system operation. P-1 4. Demonstrate understanding of camshaft timing including engines equipped with variable valve timing (VVT) systems. P-1

VIII. ENGINE PERFORMANCE B. Computerized Control 1. Identify computerized control system components and configurations. P-1

VII. ENGINE PERFORMANCE C. Ignition System 1. Identify ignition system components and configurations.P-1 2. Remove and replace spark plugs; inspect secondary ignition components for wear and damage. P-2

VIII.ENGINE PERFORMANCE D. Fuel, Air Induction, and Exhaust Systems 1. Identify fuel, air induction, and exhaust system components and configurations. P-1 2. Replace fuel filter(s) where applicable.P-2 3. Inspect, service, or replace air filters, filter housings, and intake duct work. P-1 4. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields. P-1 5. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields. P-1 6. Check and refill diesel exhaust fluid (DEF).P-3

VIII. ENGINE PERFORMANCE D. Fuel, Air Induction, and Exhaust Systems 1. Identify fuel, air induction, and exhaust system components and configurations.P-1 2. Replace fuel filter(s) where applicable.P-2 3. Inspect, service, or replace air filters, filter housings, and intake duct work.P-1 Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

4. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields. P-1 5. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields. P-1 6. Check and refill diesel exhaust fluid (DEF). P-3

VIII. ENGINE PERFORMANCE E. Emissions Control Systems 1. Identify emission control system components and configurations. P-1 2. Inspect, test, and service, and/or replace positive crankcase ventilation (PCV) filter/breather, valve, tubes, orifices, and hoses. P-2

Course Number and Name: ATT 1715 Engine Repair

Classification: Career Certificate Core Requirements

Description: This is a course designed to provide advanced skills and knowledge related to the repair and rebuilding of automotive engines. It includes instruction and practice in the diagnosis and repair of engine components including valve trains, blocks, pistons and connecting rods, crankshafts, and oil pumps.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Engine Repair the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

I. ENGINE REPAIR A. General 1. Research vehicle service information such as fluid type, internal combustion engine operation, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS).P-1 2. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 3. Verify operation of the instrument panel engine warning indicators. P-1 4. Inspect engine assembly for fuel, oil, coolant, and other leaks; determine needed action. P-1 5. Install engine covers using gaskets, seals, and sealers as required. P-1 6. Verify engine mechanical timing. P-1 7. Inspect, remove, and/or replace engine mounts. P-2 8. Identify service precautions related to service of the internal combustion engine of a hybrid electric vehicle. P-2

2. ENGINE REPAIR B. Cylinder Head and Valve Train 1. Identify cylinder head and valve train components and configurations. P-1 2. Remove cylinder head; inspect gasket condition; install cylinder head and gasket; tighten according to manufacturer’s specification and procedure. P-1 3. Clean and visually inspect a cylinder head for cracks; check gasket surface areas for warpage and surface finish; check passage condition. P-2

Scheduled Hours Lecture Lab Clock Hours 5 2 6 120

3.ENGINE REPAIR C. Engine Block Assembly 1. Identify engine block assembly components and configurations. P-1 2. Remove, inspect, and/or replace crankshaft vibration damper (harmonic balancer). P-2

4. Lubrication and Cooling Systems 1. Identify lubrication and cooling system components and configurations. P-1 2. Perform engine oil and filter change; use proper fluid type per manufacturer specification; reset maintenance reminder as required. P-1 3. Perform cooling system pressure and dye tests to identify leaks; check coolant condition and level; inspect and test radiator, pressure cap, coolant recovery tank, heater core, and galley plugs; determine needed action. P-1 4. Identify causes of engine overheating. P-1 5. Inspect, replace, and/or adjust drive belts, tensioners, and pulleys; check pulley and belt alignment. P-1 6. Inspect and test coolant; drain and recover coolant; flush and/or refill cooling system; use proper fluid type per manufacturer specification; bleed air as required. P-1 7. Inspect, remove, and replace water pump. P-2 8. Remove, inspect, and replace thermostat and gasket/seal. P-1 9. Remove and replace radiator. P-2 10. Inspect and test fan(s), fan clutch (electrical or mechanical), fan shroud, and air dams; determine needed action. P-1 11. Perform oil pressure tests; determine needed action. P-1 12. Inspect auxiliary coolers; determine needed action. P-2 13. Inspect, test, and/or replace oil temperature and pressure switches and sensors. P-2

Course Number and Name: ATT 1811 Introduction, Safety and Employment

Classification: Career Certificate Core Requirement

Description: This is a course designed to provide knowledge of classroom and lab policies and procedures. Safety practices and procedures associated with the automotive program and automotive industry.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

The student will comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

Shop and Personal Safety 1. Identify general shop safety rules and procedures. 2. Utilize safe procedures for handling of tools and equipment. 3. Identify and use proper placement of floor jacks and jack stands. 4. Identify and use proper procedures for safe lift operation. 5. Utilize proper ventilation procedures for working within the lab/shop area. 6. Identify marked safety areas. 7. Identify the location and the types of fire extinguishers and other fire safety equipment; demonstrate knowledge of the procedures for using fire extinguishers and other fire safety equipment. 8. Identify the location and use of eye wash stations. 9. Identify the location of the posted evacuation routes. 10. Comply with the required use of safety glasses, ear protection, gloves, and shoes during lab/shop activities. 11. Identify and wear appropriate clothing for lab/shop activities. 12. Secure hair and jewelry for lab/shop activities. 13. Identify vehicle systems which pose a safety hazard during service such as: supplemental restraint systems (SRS), electronic brake control systems, stop/start systems, and remote start systems. 14. Identify vehicle systems which pose a safety hazard during service due to high voltage such as: hybrid/electric drivetrain, lighting systems, ignition systems, A/C systems, injection systems, etc. 15 Locate and demonstrate knowledge of safety data sheets (SDS).

Tools and Equipment 1. Identify tools and their usage in automotive applications. 2. Identify standard and metric designation. 3. Demonstrate safe handling and use of appropriate tools. 4. Demonstrate proper cleaning, storage, and maintenance of tools and equipment. 5. Demonstrate proper use of precision measuring tools (e.g., micrometer, dial-indicator, dial-caliper). 6. Perform common fastener and thread repair, including removing broken bolts, restoring internal and external threads, and repairing internal threads with a thread insert.

Preparing for Vehicle Service 1. Identify information needed and the service requested on a repair order. 2. Identify purpose and demonstrate proper use of vehicle protection such as: fender covers, mats, seat, and Scheduled Hours Lecture Lab Clock Hours 1 1

steering wheel covers. 3. Perform a vehicle walk-around inspection; identify and document existing vehicle conditions such as body damage, paint damage, windshield damage. 4. Perform a vehicle multi-point inspection and complete a vehicle inspection report. 5. Demonstrate use of the three C’s (concern, cause, and correction). 6. Create a plan of action for each specific service or diagnostic situation. 7. Review vehicle service history. 8. Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction.

Preparing Vehicle for Customer 1. Ensure vehicle is prepared to return to customer per school/company policy (floor mats, steering wheel cover, etc.).

Course Number and Name:

ATT 2112 Introduction to Light Duty Diesel Technology, Tools, and Safety

Description: This course introduces basic knowledge and skills the student must have to succeed in the Diesel Equipment Technology field. Topics include an overview of diesel powered vehicles, diesel technology safety skills, basic tools and equipment, reference materials, measuring instruments, shop operation, mechanical fasteners, welding safety, and basic welding skills. Classroom and lab experiences on safety, precision measuring, and basic shop practices are highly emphasized.

Hour Breakdown:

Prerequisite: Instructor approved

Student Learning Outcomes: 1. Demonstrate basic knowledge and skills of the light duty diesel automotive field. a. Identify common diesel powered vehicles. b. Identify major functional areas of vehicles. c. Explain gross vehicle weight ranges for on‐road truck weigh classifications. d. Identify axle and drive wheel configurations. e. Explain basic truck cab designs. f. Verify the complaint, and road/dyno test vehicle; review driver/customer concerns/expectations and vehicle service history (if available); determine further diagnosis. g. Record vehicle identification number (VIN). Identify engine model, calibration and serial numbers to research applicable vehicle and service information, service precautions, and technical service bulletins, determine needed actions. h. Perform scan tool check and visual inspection for physical damage and missing, modified, or tampered components; determine needed actions. i. Check and record electronic diagnostic codes, freeze frame and /or operational data; monitor scan tool data, determine further diagnosis. j. Clear diagnostic trouble codes (DTCs) and verify the repair. k. Inspect engine assembly and compartment for fuel, oil, coolant, exhaust, or other leaks; determine needed repairs. l. Inspect engine compartment wiring harness, connectors, seals, and locks; check for proper routing and condition; determine needed repairs. m. Listen for and isolate engine noises; determine needed repairs. n. Isolate and diagnose engine related vibration problems; determine needed actions. o. Check engine exhaust for abnormal odor and /or smoke color and volume; determine further diagnosis. p. Check fuel for contamination, quantity, quality, and consumption; determine needed actions. q. Perform crankcase pressure test; determine further diagnosis. r. Diagnose surging, rough operation, misfiring, low power, slow deceleration, slow acceleration, and shutdown problems; determine needed actions. s. Check cooling system for freeze point, level, contamination, condition, temperature, pressure, circulation, and fan operation, determine needed repairs.

2. Identify and apply light diesel technology safety skills. a. Identify and use personal protective equipment. b. Identify how to lift and move items safely. c. Identify fire types, fire safety, fire extinguishers and their operation. d. Identify OSHA’s role in workplace health and safety. e. Identify the hazardous materials and hazardous waste issues related to shop operation. Semester Credit Hours Lecture Lab Contact Hours 2 1 2 45

f. Identify information on material safety data sheets (MSDS). g. Identify hazardous waste products associated with the diesel technology shop. h. Explain electrical safety guidelines. i. Define general safety guidelines for working on vehicles.

3. Identify and properly utilize basic Tools and Equipment a. Identify hand tools required for diesel repair. b. Identify shop tools required for diesel repair. c. Identify specialty tools required for diesel repair. d. Demonstrate correct methods of using and maintaining basic hand tools. e. Demonstrate correct methods of using and maintaining basic power tools. f. Understand and demonstrate use of metric and standard hand tools.

4. Determine the proper measuring I instruments used in light duty repair. a. Identify basic units of measurement found on rules. b. Identify, explain and demonstrate use of non‐precision measuring devices used in diesel repair. c. Identify rules for use and care of precision and non‐precision measuring devices.

Course Number and Name: ATT 2125 Light Duty Diesel Engine Repair

Description: This course covers the theory, construction, inspection, diagnosis, and repair of internal combustion engines and related systems to light duty diesel. Topics include fundamental operating principles of engines and diagnosis, inspection, adjustment, and repair of automotive engines using appropriate service information. Upon completion, students should be able to perform basic diagnosis, measurement and repair of light duty diesel engines using appropriate tools, equipment, procedures, and service information.

Hour Breakdown:

Prerequisite: Instructor approved

Student Learning Outcomes: 1. Analyze and troubleshoot basic light duty diesel engine concerns. a. Inspect fuel, oil, and coolant levels and condition. b. Identify the causes of engine fuel, oil, coolant, air, and other leaks. c. Listen for engine noises. d. Observe engine exhaust smoke color and quantity. e. Identify causes of no cranking, cranks but fails to start hard starting, and starts but does not continue to run problems. f. Identify causes of surging, rough operation, misfiring, low power, slow deceleration, slow acceleration, and shutdown problems. g. Identify engine vibration problems.

2. Analyze and troubleshoot basic light duty diesel cylinder head and valve train. a. Remove, clean, inspect for visible damage, and replace cylinder head(s) assembly. b. Clean and inspect threaded holes, studs, and bolts for serviceability. c. Inspect cylinder head for cracks/damage, check mating surfaces for warpage, check condition of passages, inspect core/expansion and gallery plugs. d. Disassemble head and inspect valves, guides, seats, springs, retainers, rotators, locks, and seals. e. Measure valve head height relative to deck and valve face‐to‐seat contact. f. Inspect injector sleeves and seals, measure injector tip or nozzle protrusion. g. Inspect valve train components. h. Reassemble cylinder head. i. Inspect, measure, and replace/reinstall overhead camshaft. j. Inspect electronic wiring harness and brackets for wear, bending, cracks, and looseness. k. Adjust valve bridges; adjust valve clearances and injector settings.

3. Analyze and troubleshoot basic light duty diesel engine blocks. a. Perform crankcase pressure test. b. Remove, inspect, service, and install pans, covers, gaskets, seals, wear rings, and crankcase ventilation components. c. Check condition of piston cooling jets. d. Inspect and measure crankshaft vibration damper. e. Install and align flywheel house, inspect flywheel housing to transmission housing/engine mating surface and measure flywheel housing face and bore runout. f. Inspect flywheel/flexplate and mounting surfaces for cracks and wear, measure runout.

Semester Credit Hours Lecture Lab Contact Hours 5 2 6 120

4. Inspect and diagnose lubrication systems. a. Test engine oil pressure check operation of pressure sensor, gauage and/or sending union; test engine oil temperature and check operation of temperature sensor. b. Check engine oil level, condition and consumption. c. Inspect and measure oil pump, drives, inlet pipes, and pick up screens; check drive gear clearances. d. Inspect oil pressure regulator valve, by‐pass and pressure relief valve, oil thermostat, and filters. e. Inspect, clean, and test oil cooler and components. f. Inspect turbocharger lubrication and cooling systems. g. Determine proper lubricant and perform oil and filter change.

5. Inspect diagnose light duty diesel cooling system a. Check engine coolant type, level, condition, and consumption, test coolant for freeze protection and additive package concentration. b. Test coolant temperature and check operation of temperature and level sensors, gauge, and /or sending unit. c. Inspect and reinstall/replace pulleys, tensioners and drive belts. d. Inspect thermostats, by‐passes, housing and seals. e. Recover, flush, and refill with recommended coolant/additive package; bleed cooling system. f. Inspect coolant conditioner/filter assembly for leaks, inspect valves, lines, and fittings. g. Inspect water pump and hoses. h. Inspect, clean, and pressure test radiator, pressure cap, tank and recovery systems. Inspect thermostatic cooling fan system and fan shroud.

Course Number and Name: ATT 2214 Light Duty Diesel Engine Performance

Classification: Career Certificate Core Requirement

Description: This course covers terminology, theory and operation of air induction and boost technologies, exhaust, and emission controls used in light‐duty diesel engines. Topics include component identification, operation, diagnosis and repair of air delivery systems including turbochargers, diesel particulate filters and other exhaust catalysts. Upon completion, students should be able to demonstrate skills necessary to research service information, and inspect, test, and repair induction, boost, and after‐ treatment components.

Hour Breakdown:

Prerequisite: Instructor approved

Student Learning Outcomes: 1. Diagnose and repair light duty diesel air induction, exhaust systems and engine brakes. a. Perform air intake system restriction and leakage tests. b. Perform intake manifold pressure (boost) test. c. Perform exhaust back pressure test. d. Inspect turbocharger(s), wastegate, and piping systems. e. Inspect and test turbocharger(s) (variable ratio/geometry), pneumatic, hydraulic, electronic controls, and actuators. f. Check air induction system: piping, hoses, clamps, and mounting; service or replace air filter. g. Remove and reinstall turbocharger/wastegate assembly. h. Inspect intake manifold, gaskets, and connections. i. Inspect exhaust manifold, piping, mufflers, and mounting hardware. j. Inspect exhaust after treatment devices. k. Inspect and test preheater/inlet air heater or glow plug system and controls. l. Inspect and adjust engine compression/exhaust brakes. m. Inspect, test, and adjust engine compression/exhaust. n. Inspect engine compression/exhaust brake housing, valves, seals, lines, and fittings.

2. Identify, inspect and analyze fuel supply systems. a. Check fuel level and condition. b. Perform fuel supply and return system tests. c. Inspect fuel tanks, vents, caps, mounts, valves, screens, crossover system, supply and return lines and fittings d. Inspect clean, and test fuel transfer (lift) pump, pump drives, screens, fuel/water separators/indicators, filters, heaters, coolers, ECM cooling plates, and mounting hardware. e. Inspect and test low pressure regulator systems (check valves, pressure regulator valves, and restrictive fittings. f. Check fuel system for air. g. Inspect, clean, test, and repair/replace fuel transfer and/or supply pump, sensors, strainers, fuel/water separators/indicators, filters, heaters, coolers, ECM cooling plates (if applicable), and mounting hardware. h. Check fuel system for air, determine needed repairs; prime and bleed fuel system, check and repair/replace primer pump. i. Inspect, test, and repair/replace low fuel pressure regulator supply and return systems, including low pressure switches. j. Inspect, and reinstall/replace high‐pressure injection lines, fittings, transfer tubes, seals, and mounting hardware. k. Inspect, adjust, and repair/replace electronic throttle and PTO control devices, circuits, and sensors Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

l. Perform on‐engine inspections, tests, and replace high pressure common rail fuel system components and electronic controls. m. Perform on‐engine inspections and tests; replace hydraulic electronic unit injector(s) (HEUI) components and electronic controls. n. Perform on‐engine inspections and tests; replace pump‐line‐nozzle fuel system (PLN‐E) components and electronic controls. o. Perform on‐engine inspections and tests; replace electronic unit injector(s) (EUI) components and electronic controls. p. Inspect and replace electrical connector terminals, pins, harnesses, seals, and locks. q. Connect diagnostic scan tool to vehicle/engine; access, verify and update software calibration settings, injector calibration codes; perform control module re‐learn procedures as needed.

3. Identify, inspect and analyze electronic fuel management system. a. Inspect and test power and ground circuits and connections; measure and interpret voltage, voltage drop, amperage, and resistance readings using a digital multimeter b. Interface with vehicle’s on‐board computer; perform diagnostic procedures using recommended electronic diagnostic equipment and tools. c. Check and record electronic diagnostic codes and trip/operational data; monitor electronic data; and clear codes. d. Locate and use relevant service information. e. Inspect and replace electrical connector terminals, seals, and locks. f. Inspect and test switches, sensors, controls, actuator components, and circuits. g. Using recommended electronic diagnostic tools, access and interpret customer programmable parameters. h. Inspect, test, and adjust electronic unit injectors. i. Remove and install electronic unit injectors and related components. j. Perform cylinder contribution test utilizing recommended electronic diagnostic tool. k.Perform on‐engine inspections and tests on hydraulic electronic unit injectors and system electronic controls. l. Perform on‐engine inspections and tests on hydraulic electronic unit injector high pressure oil supply and control systems m. Perform on‐engine inspections and tests on common rail type injection systems. n. Inspect high pressure injection lines, hold downs, fittings and seals. o. Use a diagnostic scan tool to inspect and test electronic engine control system, sensors, actuators, electronic control modules, and circuits; determine further diagnosis. p. Measure and interpret voltage, voltage drop, amperage, and resistance readings using a digital multimeter (DMM) or appropriate test equipment. q. Diagnose engine problems resulting from failures of interrelated systems (for example: cruise control, security alarms/theft deterrent, transmission controls, exhaust after treatment systems, electronic stability control, or non‐ OEM installed accessories).

Course Number and Name: ATT 2224 Light Duty Diesel Electrical

Description: This course covers the theory and operation of electric‐drive diesel vehicles. Topics include maintenance, diagnosis, repair and safety procedures for electrically propelled diesel vehicles. Upon completion, students should be able to perform diagnostics, maintenance and repairs on electric and hybrid diesel vehicles

Hour Breakdown:

Prerequisite: Instructor approved

Student Learning Outcomes: 1. Demonstrate theory and analyze operation of light duty diesel electrical systems. a. Read and interpret electrical/electronic circuits using wiring diagrams. b. Check continuity in electrical/electronic circuits using appropriate test equipment. c. Check applied voltages, circuit voltages, and voltage drops in electrical/electronic circuits using appropriate test equipment. d. Check current flow in electrical/electronic circuits and components using appropriate test equipment. e. Check resistance in electrical/electronic circuits and components using appropriate test equipment. f. Locate shorts, grounds and opens in electrical/electronic circuits. g. Identify parasitic battery drain problems, and perform tests. h. Inspect and test fusible links, circuit breakers, relays solenoids, and fuses. i. Inspect and test spike suppression devices. j. Check frequency and pulse width signal in electrical/electronic circuits using appropriate test equipment. l. Perform battery load test. m. Determine battery state of charge using an open circuit voltage test. n. Inspect, clean, and service battery. o. Inspect and clean battery boxes, mounts, and hold downs. p. Charge battery using slow or fast charge method as appropriate. q. Inspect, test, and clean battery cables and connectors. r. Jump start a vehicle using jumper cables and a booster battery or appropriate auxiliary power supply using proper safety procedures. s. Perform battery capacitance test. t. Perform fuel supply and return systems tests. u. Inspect fuel tanks, vents, caps, mounts, valves, scr4eens, crossover system, supply and return lines and fittings. v. Inspect clean, and test fuel transfer pump, pump drives, screens, fuel/water separators/indicators, filters, heaters, coolers, ECM cooling plates, and mounting hardware. w. Inspect and test low pressure regulator systems. x. Check fuel system for air.

2. Diagnose and demonstrate electronic fuel management systems. a. Inspect and test power and ground circuits and connections; measure and interpret voltage, voltage drop, amperage, and resistance readings using a digital multimeter. b. Interface with vehicle’s on‐board computer, perform diagnostic procedures using recommended electronic diagnostic equipment and tools. Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

c. Check and record electronic diagnostic codes and trip/operational data; monitor electronic data, and clear codes. d. Locate and use relevant service information. e. Inspect and replace electrical connector terminals, seals, and locks. f. Inspect and test switches, sensors, controls, actuator components, and circuits. g. Using recommended electronic diagnostic tools. h. Inspect, test, and adjust electronic unit injectors. i. Remove and install electronic unit injectors. j. Perform cylinder contribution test utilizing recommended electronic diagnostic tool. k. Perform on engine inspections and tests on hydraulic unit injectors and system electronic controls. l. Perform on‐engine inspections and tests on hydraulic electronic unit injector high pressure oil supply and control systems. m. Perform on engine inspections and test on common rail type injections systems. n. Inspect high pressure injection lines, hold downs, fittings, and seals.

Course Number and Name: ATT 2324 Automatic Transmissions/Transaxels

Description: This is a course designed to provide advanced skills and knowledge related to the diagnosis of automatic transmissions and transaxles. This course includes instruction and practice of testing, inspecting, and repairing/replacing of these devices.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Automatic Transmission and Transaxle the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

II. AUTOMATIC TRANSMISSION AND TRANSAXLE A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Identify automatic transmission and transaxle components and configurations. P-1 3. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 4. Inspect transmission fluid condition; check fluid level; inspect for leaks on transmission or transaxle equipped with a dipstick. P-1 5. Inspect transmission fluid condition; check fluid level; inspect for leaks on transmission or transaxle not equipped with a dipstick. P-1 6. Diagnose transmission/transaxle gear reduction/multiplication concerns using driving, driven, and held member (power flow) principles.P-1 7. Diagnose pressure concerns in a transmission using hydraulic principles (Pascal’s Law). P-2 8. Identify and interpret transmission/transaxle concerns, differentiate between engine performance and transmission/transaxle concerns; determine needed action. P-1 9. Diagnose fluid loss and condition concerns; determine needed action. P-1 10. Perform stall test; determine needed action. P-2 11. Perform lock-up converter system tests; determine needed action. P-3 12. Perform pressure tests on transmissions/transaxles equipped with electronic pressure control; determine needed action. P-3 13. Diagnose electronic transmission/transaxle control systems using appropriate test equipment and service information. P-1

II. AUTOMATIC TRANSMISSION AND TRANSAXLE B. In-Vehicle Transmission/Transaxle 1. Inspect, adjust, and/or replace external manual valve shift linkage, transmission range sensor/switch, and/or park/neutral position switch. P-2 2. Drain and replace fluid and filter(s); use proper fluid type per manufacturer specification. P-1 3. Perform relearn procedures. P-2 4. Inspect, replace and/or align power train mounts. P-1 5. Inspect for leakage; replace external seals, gaskets, and bushings. P-2 Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

6. Inspect, test, adjust, repair, and/or replace electrical/electronic components and circuits. P-1

II. AUTOMATIC TRANSMISSION AND TRANSAXLE C. Off-Vehicle Transmission and Transaxle 1. Describe the operational characteristics of a continuously variable transmission (CVT). P-2 2. Describe the operational characteristics of a hybrid vehicle drive train. P-2 3. Remove and reinstall transmission/transaxle and torque converter; inspect engine core plugs, rear crankshaft seal, dowel pins, dowel pin holes, and mating surfaces. P-2 4. Inspect, leak test, flush, and/or replace transmission/transaxle oil cooler, lines, and fittings. P-1 5. Inspect converter flex (drive) plate, converter attaching bolts, converter pilot, converter pump drive surfaces, converter end play, and crankshaft pilot bore. P-2

Course Number and Name: ATT 2434 Engine Performance II

Classification:

Technical Certificate Core Requirement

Description: This is a course designed to provide intermediate skills and knowledge related to the ignition system, fuel, air induction, exhaust systems, and emission systems. It includes instruction, diagnosis, and correction of problems associated with in these areas.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Engine Performance the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

VIII. ENGINE PERFORMANCE A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 3. Demonstrate understanding of proper engine cooling system operation. P-1 4. Demonstrate understanding of camshaft timing including engines equipped with variable valve timing (VVT) systems. P-1

VIII. ENGINE PERFORMANCE B. Computerized Controls 1. Identify computerized control system components and configurations. P-1

VII. ENGINE PERFORMANCE C. Ignition System 1. Identify ignition system components and configurations. P-1 2. Remove and replace spark plugs; inspect secondary ignition components for wear and damage. P-2

VIII. ENGINE PERFORMANCE D. Fuel, Air Induction, and Exhaust Systems 1. Identify fuel, air induction, and exhaust system components and configurations. P-1 2. Replace fuel filter(s) where applicable. P-2 3. Inspect, service, or replace air filters, filter housings, and intake duct work. P-1 4. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shields. P-1 5. Inspect condition of exhaust system hangers, brackets, clamps, and heat shields. P-1 6. Check and refill diesel exhaust fluid (DEF). P-3

Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

VIII. ENGINE PERFORMANCE E. Emissions Control Systems 1. Identify emission control system components and configurations. P-1 2. Inspect, test, and service, and/or replace positive crankcase ventilation (PCV) filter/breather, valve, tubes, orifices, and hoses. P-2

Course Number and Name: ATT 2334 Steering and Suspension Systems

Description: This is a course designed to provide advanced skills and knowledge related to the inspection and repair of steering and suspension systems of automobiles. This course includes instruction and practice in the diagnosis of steering system problems and the repair/replacement of steering/suspension components.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Suspension and Steering the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

IV. SUSPENSION AND STEERING A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Demonstrate understanding of proper engine cooling system operation. P-1 3. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 4. Demonstrate understanding of camshaft timing including engines equipped with variable valve timing (VVT) systems. P-1 5. Identify and interpret suspension and steering system concerns; determine needed action.

IV. SUSPENSION AND STEERING B. Steering Systems 1. Inspect rack and pinion steering gear tie rod ends (sockets) and bellows boots; repair or replace as needed. P-1 2. Inspect power steering fluid level and condition. P-2 3. Drain and replace power steering system fluid; use proper fluid type per manufacturer specification. P-2 4. Inspect for power steering fluid leakage; determine needed action. P-2 5. Remove, inspect, replace, and/or adjust power steering pump drive belt. P-2 6. Inspect, remove, and/or replace power steering hoses and fittings. P-2 7. Inspect, remove, and/or replace pitman arm, relay (center link/intermediate) rod, idler arm, mountings, and steering linkage damper. P-2 8. Inspect, replace, and/or adjust tie rod ends (sockets), tie rod sleeves, and clamps (non- rack and pinion). P-2 9. Inspect and test electric power steering system; determine needed action. P-1 10. Remove and replace steering wheel; center/time supplemental restraint system (SRS) coil (clock spring). P-1 11. Diagnose steering column noises, looseness, and binding concerns (including tilt/telescoping mechanisms); determine needed action. P-2 12. Diagnose power steering gear (non-rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise concerns; determine needed action. P-3 13. Diagnose power steering gear (rack and pinion) binding, uneven turning effort, looseness, hard steering, and noise concerns; determine needed action. P-1 14. Inspect steering shaft universal joint(s), flexible coupling(s), collapsible column, lock cylinder mechanism, and Steering wheel; determine needed action. P-2 15. Remove and replace rack and pinion steering gear; inspect mounting bushings and brackets. P-2 Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

16. Remove and reinstall power steering pump. P-2 17. Remove and reinstall press fit power steering pump pulley; check pulley and belt alignment. P-2

IV. SUSPENSION AND STEERING C. Suspension Systems 1. Inspect, remove, and/or replace upper and/or lower control arms, bushings, and shafts. P-2 2. Inspect and replace rebound/jounce bumpers. P-2 3. Inspect, remove, and/or replace track bar, strut rods/radius arms, and related mounts and bushings. P-2 4. Inspect, remove, and/or replace upper and/or lower ball joints (with or without wear indicators). P-2 5. Inspect, remove, and/or replace suspension system coil springs and spring insulators. P-2 6. Inspect, remove, and/or replace torsion bars and mounts. P-3 7. Inspect, remove, and/or replace front/rear stabilizer bar (sway bar) bushings, brackets, and links. P-2 8. Inspect, remove, and/or replace strut assembly, strut coil spring, insulators, and upper strut bearing mount. P-2 9. Inspect, remove, and/or replace components of suspension systems (Coil, Leaf, and Torsion). P-1 10. Inspect, remove, and/or replace components of electronically controlled suspension systems. P-1 11. Inspect, remove, and/or replace steering knuckle assemblies. P-2 12. Diagnose suspension system noises, body sway, and uneven ride height concerns; determine needed action. P-1

IV. SUSPENSION AND STEERING D. Related Suspension and Steering Service 1. Inspect, remove, and/or replace shock absorbers; inspect mounts and bushings P-2 2. Inspect, service, and/or replace front and rear wheel bearings. P-1 3. Describe the function of electronically controlled suspension and steering systems and components, (i.e., active suspension and stability control). P-2

IV. SUSPENSION AND STEERING E. Wheel Alignment 1. Perform pre-alignment inspection; measure vehicle ride height; determine needed action. P-1 2. Describe four-wheel alignment angles (camber, caster, and toe) and effects on vehicle handling\tire wear. P-1 3. Prepare vehicle for wheel alignment on alignment machine; perform four-wheel alignment by checking and adjusting front caster, front and rear camber, and toe as required; center steering wheel. P-1 4. Check toe-out-on-turns (turning radius); determine needed action. P-2 5. Check steering axis inclination (SAI) and included angle; determine needed action. P-2 6. Check rear wheel thrust angle; determine needed action. P-1 7. Check for front wheel setback; determine needed action. P-2 8. Identify front and/or rear cradle (subframe) misalignment; determine needed action. P-2 9. Reset steering angle sensor. P-1 10. Diagnose vehicle wander, drift, pull, hard steering, bump steer, memory steer, torque steer, and steering Return concerns; determine needed action. P-1

IV. SUSPENSION AND STEERING F. Wheels and Tires 1. Inspect tire condition/age; identify tire wear patterns; check for correct tire size, application (service-class, load, and speed ratings), and air pressure as listed on the tire information placard/label. P-1 2. Rotate tires according to manufacturer’s recommendation including vehicles equipped with tire pressure monitoring systems (TPMS) P-1 3. Dismount, inspect, and remount tire on wheel (with/without TPMS); balance wheel and tire assembly. P-1 4. Inspect tire and wheel assembly for air loss; determine needed action. P-1 5. Repair tire following tire manufacturer approved procedure. P-1 6. Identify indirect and direct tire pressure monitoring system (TPMS); calibrate/relearn system; verify operation of instrument panel lamps. P-1 7. Demonstrate knowledge of steps required to remove and replace sensors (per OEM/sensor manufacturer) in a tire pressure monitoring system (TPMS). P-1 8. Perform Road Force balance/match mounting. P-1 9. Diagnose wheel/tire vibration, shimmy, and noise; determine needed action. P-1

10. Measure wheel, tire, axle flange, and hub runout; determine needed action. P-2 11. Diagnose tire pull problems; determine needed action. P-1

Course Number and Name: ATT 2444 Engine Performance

Description: This is a course designed to provide advanced skills and knowledge related to the ignition system, fuel, air induction, exhaust systems, and emission systems. It includes instruction, diagnosis, and correction of problems associated with in these areas.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Engine Performance the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

VII ENGINE PERFORMANCE A. General 1. Research vehicle service information such as fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 3. Verify proper engine cooling system operation; determine needed action. P-1 4. Verify correct camshaft timing including engines equipped with variable valve timing (VVT) systems; determine needed action. P-1 5. Identify and interpret engine performance concerns; determine needed action. P-1 6. Diagnose abnormal engine noises or vibration concerns; determine needed action. P-2 7. Diagnose the cause of excessive oil consumption, coolant consumption, unusual exhaust color, odor, and sound; determine needed action. P-2 8. Perform engine manifold pressure tests (vacuum/boost); determine needed action. P-1 9. Perform cylinder power balance test; determine needed action. P-1 10. Perform cylinder cranking and running compression tests; determine needed action. P-1 11. Perform cylinder leakage test; determine needed action. P-1 12. Diagnose engine mechanical, electrical, electronic, fuel, and ignition concerns; determine needed action. P-1

VIII. ENGINE PERFORMANCE B. Computerized Controls 1. Identify computerized control system components and configurations. P-1

VIII. ENGINE PERFORMANCE C. Ignition System 1. Identify ignition system components and configurations. P-1 2. Remove and replace spark plugs; inspect secondary ignition components for wear and damage; determine needed action. P-1

VIII. ENGINE PERFORMANCE D. Fuel, Air Induction, and Exhaust Systems Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

1. Identify fuel, air induction, and exhaust system components and configurations. P-1 2. Replace fuel filter(s) where applicable. P-2 3. Inspect, service, or replace air filters, filter housings, and intake duct work. P-1 4. Check and refill diesel exhaust fluid (DEF). P-3 5. Inspect integrity of the exhaust manifold, exhaust pipes, muffler(s), catalytic converter(s), resonator(s), tail pipe(s), and heat shield(s). P-1 6. Inspect, condition of exhaust system hangars, brackets, clamps, and heat shields. P-1

VIII. ENGINE PERFORMANCE E. Emissions Control Systems 1. Identify emission control system components and configurations. P-1 2. Inspect, test, service, and/or replace positive crankcase ventilation (PCV) filter/breather, valve, tubes, orifices, and hoses; determine needed action. P-2

Course Number and Name: ATT 2614 Heating and Air Conditioning

Description: This course is designed to provide advanced skills and knowledge associated with the maintenance and repair of automotive heating and air conditioning systems. It includes instruction and practice in the diagnosis and repair of heating and air conditioning system components, and control systems.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task in Heating and Air Conditioning the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

VII.HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) A. General 1. Research vehicle service information, including refrigerant/oil/fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Identify heating, ventilation, and air conditioning (HVAC) components and configurations. P-1 3. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 4. Identify steps of an A/C performance test. P-2 5. Identify abnormal operating noises in the A/C system. P-3 6. Visually inspect A/C system for signs of leaks. P-1 7. Identify and interpret heating and air conditioning problems. P-1

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) B. Refrigeration System Components 1. Inspect and/or replace A/C compressor drive belts, pulleys, and tensioners. P-1 2. Inspect for proper A/C condenser airflow. P-2 3. Inspect evaporator housing condensation drain. P-1

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) C. Heating, Ventilation, and Engine Cooling Systems Diagnosis and Repair 1. Inspect engine cooling and heater systems hoses and pipes; perform needed action.(MLR c.1) P-1

HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) D. Operating Systems and Related Controls Diagnosis and Repair 1. Inspect and test HVAC system blower motors, resistors, switches, relays, wiring, and protection devices; determine needed action. (MAST only) 2. Diagnose A/C compressor clutch control systems; determine needed action.(MAST only) 3. Diagnose malfunctions in the vacuum, mechanical, and electrical components and controls of the heating, ventilation, and A/C (HVAC) system; determine needed action.(MAST only)

Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) C. Heating, Ventilation, and Engine Cooling Systems 1. Inspect engine cooling and heater systems hoses and pipes. P-1

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) D. Operating Systems and Related Controls 1. Inspect HVAC system ducts, doors, hoses, cabin filters, and outlets. P-1 2. Identify the source of HVAC system odors. P-2

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) E. Refrigerant Recovery, Recycling, and Handling 1. Demonstrate awareness of the need to recover, recycle, and handle refrigerants using proper equipment and procedures. P-1

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) A. General 1. Research vehicle service information, including refrigerant/oil/fluid type, vehicle service history, service precautions, technical service bulletins, and recalls including vehicles equipped with advanced driver assistance systems (ADAS). P-1 2. Identify heating, ventilation, and air conditioning (HVAC) components and configurations. P-1 3. Retrieve and record DTCs, OBD monitor status, and freeze frame data; clear codes and data when directed. P-1 4. Identify steps of an A/C performance test. P-2 5. Identify abnormal operating noises in the A/C system. P-3 6. Visually inspect A/C system for signs of leaks. P-1 7. Identify and interpret heating and air conditioning problems. P-1

VII. HEATING, VENTILATION, AND AIR CONDITIONING (HVAC) B. Refrigeration System Components 1. Inspect and/or replace A/C compressor drive belts, pulleys, and tensioners. P-1 2. Inspect for proper A/C condenser airflow. P-2 3. Inspect evaporator housing condensation drain. P-1

Course Number and Name: ATT 2714 Light Duty Hybrid/Electric Vehicle Systems

Description: This course is designed to provide advanced skills and knowledge related to hybrid/electric vehicles. It includes instruction, diagnosis, and correction of problems associated within these area.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

A. Battery System 1. Perform high voltage disconnect procedure; reconnect/enable high voltage system. 2. Select, test and use proper safety gloves. 3. Select, quality and use proper electrical testing equipment and leads. 4. Retrieve and diagnose DTCs; damage or failed harnesses, connectors, terminals and fuses. 5. Diagnose high voltage (HV) battery pack malfunctions. 6. Remove and install high voltage battery pack. 7. Remove and install high voltage batter pack. 8. Test, diagnose and repair high voltage leaks/loss of isolation. 9. Test, diagnose and repair high voltage battery pack heating and cooling systems. 10. Test, diagnose, repair or replace high voltage battery pack internal components. 11. Test and diagnose charging problems when using electric vehicle supply equipment (EVSE)

B. Internal Combustion Engine 1. Retrieve and diagnose DTC’s determine needed repairs. 2. Determine if the internal combustion engine (ICE) is in CRANK mode or RUN mode. 3. Differentiate between drive ability problems caused by the internal combustion engine and/or hybrid drive system. 4. Perform internal combustion engine cranking compression test. 5. Keep the internal combustion engine running during service. 6. Diagnose internal combustion engine no‐crank condition. 7. Diagnose internal combustion engine cranks/no start condition. 8. Interpret vacuum and compression readings on Atkinson cycle engines. 9. Identify engine start/stop strategy; diagnose malfunctions. 10. Service engine cooling system.

C. Drive Systems 1. Perform high voltage disconnect procedure; reconnect/enable high voltage system. 2. Select, test and use proper safety gloves. 3. Select, qualify and use proper electrical testing equipment and leads. 4. Retrieve and diagnose driveline DTCs; determine needed repairs. 5. Diagnose problems cause by damaged or failed harnesses, connectors, and terminals. 6. Test, diagnose and repair high voltage leaks/loss of isolation. 7. Remove and install rotor from stator. Scheduled Hours Lecture Lab Clock Hours 4 2 4 90

8. Diagnose motor‐rotor position sensor (Resolver or Encoder type). 9. Diagnose drive/traction motor‐generator assembly for improper operation (such as inoperative condition, noise, shudder, overheating, etc.). 10. Diagnose improper electrical actuated parking pawl operation; determine needed repair. 11. Identify transmission fluid and coolant fluid requirements; fluid levels.

D. Power Electronics 1. Perform high voltage disconnect procedure; reconnect/enable high voltage system. 2. Select, test and use proper safety gloves. 3. Select, quality and use proper electrical testing equipment and leads. 4. Retrieve and diagnose DTCs; determine needed repairs. 5. Diagnose problems cause by damaged or failed harnesses, connectors, and terminals. 6. Identify procedures necessary to establish the proper vehicle operational power mode during service (OFF, ACCESSORY, POWER ON, READY TO DRIVE). 7. Diagnose the cause of a hybrid system warning displayed on the instrument panel and/or a drive ability complaint. 8. Diagnose impact sensor problems; determine needed repair. 9. Diagnose AC/DC inverter over hearting; determine needed repair. 10. Diagnose AC/DC inverter failure; determine needed repair. 11. Replace AC/DC inverter cooling pump. 12. Remove and install AC/DC inverter. 13. Diagnose failures in the data communications bus network; determine needed repair. 14. Locate and test voltage level of capacitors. 15. Diagnose locate and safely disable/enable safety interlocks. 16. Diagnose failed DC/DC converter; determine needed repair. 17. Remove and install DC/DC converter. 18. Test high voltage cable integrity and loss of isolation. 19. Perform 12‐volt battery testing. 20. Diagnose system main relay (SMR)/ contractor malfunctions; determine needed repairs.

Course Number and Name: ATT 293 (1-6) Special Problem I in Automotive Technology

Classification:

Technical Elective

Description: A basic course to provide students with an opportunity to utilize basic skills and general knowledge gained in other Automotive Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task completed in this course the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

1. Develop a written plan that details the activities and projects to be completed. a. Use a written plan that details the activities and projects to be completed. b. Perform written occupational objectives in the special problem.

2. Assess accomplishment of objectives. a. Prepare daily written assessments of accomplishment of objectives. b. Present weekly written reports to the instructor of activities performed and objectives accomplished.

3. Use and follow a set of written guidelines for the special problem. a. Develop and follow a set of written guidelines for the special problem.

Scheduled Hours Lecture Lab Clock Hours

2 30

4 60

6 90

8 120

9 Miss. Admin. Code Pt. 15, R. 10 150

9 Miss. Admin. Code Pt. 15, R. 12 180

Course Number and Name: ATT 292 (1-6) Special Problems II in Automotive Technology

Classification:

Technical Elective

Description: A continuation of Special Problem I in Automotive Technology. An advanced course to provide students with an opportunity to utilize advanced skills and specific knowledge gained in other Automotive Technology courses. The instructor and student work closely together to select a topic and establish criteria for completion of the project.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task completed in this course the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

1. Develop a written plan that details the activities and projects to be completed. a. Use a written plan that details the activities and projects to be completed. b. Perform written occupational objectives in the special problem.

2. Assess accomplishment of objectives. a. Prepare daily written assessments of accomplishment of objectives. b. Present weekly written reports to the instructor of activities performed and objectives accomplished.

3. Use and follow a set of written guidelines for the special problem. a. Develop and follow a set of written guidelines for the special problem.

Scheduled Hours Lecture Lab Clock Hours

2 30

4 60

6 90

8 120

9 Miss. Admin. Code Pt. 15, R. 10 150

9 Miss. Admin. Code Pt. 15, R. 12 180

Course Number and Name: ATT 293 (1-6) Supervised Work Experience in Automotive Technology

Classification:

Technical Electives

Description: A course that is a cooperative program between industry and education designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial contact hours.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

For every task completed in this course the following safety requirement must be strictly enforced: Comply with personal and environmental safety practices associated with clothing; eye protection; hand tools; power equipment; proper ventilation; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations.

1. Follow a set of instructor‐written guidelines for the supervised work experience program.

2. Apply skills needed to be a viable member of the workforce. a. Prepare a description of skills to be developed in the supervised work experience program. b. Practice skills needed to be a viable member of the workforce.

3. Practice human relationship skills in the supervised work experience program.

4. Practice positive work habits, responsibilities, and ethics.

5. Develop written occupational objectives in the supervised work experience program.

6. Assess performance of occupational skills. a. Prepare daily written assessments of work performance as specified in the occupational objectives. b. Present weekly written reports to the instructor of activities performed and objectives accomplished.

Scheduled Hours Lecture Externship Clock Hours

3 45

6 90

9 135

9 Miss. Admin. Code Pt. 15, R. 12 180

9 Miss. Admin. Code Pt. 15, R. 15 225

9 Miss. Admin. Code Pt. 15, R. 18 270

Appendix A: Recommended Tools and Equipment (Contained in individual sets or the tool crib in sufficient quantities to permit efficient instruction)

1. Air Blow Gun (meeting OSHA requirements) 2. Allen (Wrench or Socket) Set ‐ Standard (.050" ‐ 3/8") 3. Allen (Wrench or Socket) Set ‐ Metric (2mm ‐ 8mm, 10mm, 12mm) 4. Battery Post Cleaner 5. Battery Terminal Pliers 6. Battery Terminal Puller 7. Chisels a. Cape 5/16" b. Cold 3/8", 3/4" 8. Chisel Holder a. Claw Type Pickup Tool 9. Combination Wrenches a. Standard (1/4" – 1 1/4") b. Metric (7mm ‐ 24mm) 10. Crowfoot Wrench Set ‐ Metric a. Crowfoot Wrench Set – Standard b. Ear Protection 11. Feeler Gauge (Blade Type) a. .002" ‐ .040" b. .006mm ‐ .070mm 12. Files a. Coarse 6" and 12" b. Fine 6" and 12" c. Half Round 12" d. Round 6" and 12" 13. Flare Nut (tubing) Wrenches: a. 3/8" ‐ 3/4" b. 10mm ‐ 17mm 14. Flashlight 15. Fuse Puller 16. Fused Jumper Wire Set (with various adapters) 17. Hack Saw 18. Hammers: a. 16 oz. Ball Peen b. Brass c. Dead Blow Plastic Mallet d. Plastic Tip e. Rubber Mallet 19. Inspection Mirror 20. Magnetic Pickup Tool 21. Pliers: a. Combination 6" b. Hose Clamp c. Locking Jaw d. Needle Nose 6" e. Side Cutting f. Slip Joint (Water Pump) 22. Pry Bars: a. Rolling Head

b. Straight 23. Punches: a. Center b. Brass Drift c. Pin 1/8", 3/16", 1/4", 5/16 " d. Taper 3/8", 1/2", 5/8" 24. Safety Glasses (meeting OSHA requirements) 25. Scraper: a. Carbon 1" b. Gasket 1" 26. Screwdriver ‐ Blade Type: a. Stubby b. 6", 9", 12" c. Offset 27. Screwdriver ‐ Phillips: a. Stubby #1, #2 b. 6" #1, #2 c. 12" #3 d. Offset #2 28. Screwdriver ‐ Impact Driver Set 29. Screw Starter: a. Phillips b. Standard 30. Socket Set ‐ 1/4" Drive: a. 1/4" ‐ 1/2" Standard Depth b. 1/4" ‐ 1/2" Deep c. 6mm ‐ 12mm Standard Depth d. 6mm ‐ 12mm Deep e. Flex/Universal Type f. 3", 6" Extensions g. Ratchet 31. Socket Set ‐ 3/8" Drive: a. 5/16" ‐ 3/4" Standard Depth (6 point) b. 3/8" ‐ 3/4" Deep (6 point) c. 10mm ‐ 19mm Standard Depth d. 10mm ‐ 19mm Deep e. 3", 5", 10" Extensions f. Flexhead Ratchet g. Ratchet h. Spark Plug Sockets 5/8", 13/16" i. Speed Handle j. Universal Joint k. Flexible Socket Set 3/8" ‐ 3/4" l. Flexible Socket Set 10mm ‐ 19mm 32. Socket Set ‐ 1/2" Drive: a. 7/16" ‐ 1 1/8" Standard Depth b. 7/16" ‐ 1 1/8" Deep c. 10mm ‐ 24mm Standard Depth d. 10mm ‐ 24mm Deep e. 3", 6", 12" Extensions f. Flex Handle (Breaker Bar) g. Ratchet 33. Spark Plug Feeler Gauge (Gap Tool) 34. Tape Measure – Standard and Metric 35. Test Light (12V and self‐powered)

36. Tire Pressure Gauge 37. Tire Tread Depth Gauge 38. Torque Wrench: a. 3/8" Drive (10 ‐ 250 lb. in.) b. 3/8" Drive (5 ‐ 75 lb. ft.) c. 1/2" Drive (50 ‐ 250 lb. ft.) 39. Torx Set (screwdrivers and/or sockets): a. T‐8 to T‐60 40. Wire Brush

Appendix B: General Lab/Shop Equipment The tools and equipment on this list are used in general lab/shop work but are not generally considered to be individually owned hand tools. A well‐equipped, accredited program should have all of these general tools and equipment readily available and in sufficient quantity to provide quality instruction.

1. Air Chisel Set (various bits) 2. Air Compressor and Hoses 3. Air Pressure Regulator 4. Air Ratchet (3/8” drive) 5. Automotive Stethoscope (electronic recommended) 6. Axle Stands (Jack Stands) 7. Axle Support Stands (Screw Jacks) 8. Battery Charger 9. Battery/Starter/Charging System Tester 10. Bearing Packer (hand operated) 11. Belt Tension Gauge 12. Bench or Pedestal Grinder 13. Coolant/Combustion Gas Detector (recommended) 14. Coolant Tester 15. Cooling System Pressure Tester and Adapters 16. Creeper 17. Cylinder Leakage Tester 18. Dial Indicator with Flex Arm and Clamp Base 19. Digital Multimeter (DMM) with various lead sets (sufficient quantities to meet instruction goals) 20. Drain Pans 21. Drill ‐ 3/8" variable speed, reversible 22. Drill ‐ 1/2" variable speed, reversible 23. Electric Heat Gun 24. Engine Coolant Recovery Equipment or Recycler or Coolant Disposal Contract Service 25. Extension Cords 26. Face Shields 27. Fender Covers 28. Floor Jack (1½ Ton Minimum) 29. Hand Held Vacuum Pump 30. Hoist(s) 31. Hood Prop 32. Hydraulic Press with adapters 33. Impact Socket Sets ‐ 3/8" Drive (Standard and Metric) 34. Impact Sockets ‐ 1/2" Drive (7/16" ‐ 1 1/8") 35. Impact Sockets ‐ 1/2" Drive (12mm – 24mm) 36. Impact Sockets – 1/2” Drive Deep (30 mm, 32 mm, 36mm) 37. Impact Wrench ‐ 1/2" Drive 146 7/1/2013 Impact Wrench ‐ 3/8" Drive 38. Jumper Cables 39. Master Puller Set 40. Micrometer (Depth) 41. Micrometers ‐ 0‐1", 1‐2", 2‐3", 3‐4", 4‐5" (Outside Type) 42. Oil Can ‐ Pump Type 43. Oil Filter Wrench and Sockets 44. Oxy‐Acetylene Torch Set 45. Parts Cleaning Tank and Gloves (non‐solvent based cleanser suggested) 46. Remote Starter Switch 47. Scan Tool OBDII w/CAN capability or Personal Computer (PC) with equivalent 48. interface (appropriate capability to support tasks taught) 49. Screw Extractor Set

2. Seat Covers 51. Serpentine Belt Tensioner Tools 52. Snap Ring Pliers Set ‐ external 53. Snap Ring Pliers Set ‐ internal 54. Soldering Gun 55. Soldering Iron (Pencil Tip) 56. Spark Plug Boot Puller 57. Tap and Die Set ‐ Standard 58. Tap and Die Set – Metric 59. Temperature Sensing Device 60. Thread Repair Insert Kit 61. Tire Inflator Chuck 62. Trouble/Work Lights (Non‐incandescent) 63. Tube Quick Disconnect Tool Set 64. Tubing Bender 65. Tubing Cutter/Flaring Set (Double‐lap and ISO) 66. Twist Drill Set ‐ 1/64" ‐ 1/2" 67. Ultra Violet Leak Detection Device (Black Light) 68. Used Oil Receptacle with extension neck and funnel 69. Valve Core Removing Tool 70. Vernier Calipers a 0 ‐ 6" b. 0 ‐ 125mm 71. Wheel Chocks 72. Workbenches with vises

Appendix C: Specialty Tools and Equipment Within Each Accreditation Category This section covers the tools and equipment a lab/shop should have for training in any given specialty area. This equipment is specialized and it must be available in the lab/shop or to the program. No specific type or brand names are identified because they will vary in each local situation. For all tasks which are taught in the program, the training should be as thorough as possible with the tools and equipment necessary for those tasks. In other words, if a program does not teach a particular task, the tool from the tool list associated with that task is not required. 1. Brake Pedal Depressor 2. Hand Grease Gun 3. Shock Absorber Tool 4. Spring Compressor Tool 5. Tire Mounting Machine (rim clamp type) 6. Tire Pressure Monitoring System Tool (TPMS) as appropriate 7. Tire Patching Tools and Supplies 8. Wheel Balancer‐Electronic Type 9. Wheel Weight Pliers 10. Compression Tester 11. Cylinder Power Balance Tester (scan tool/manual method) 12. Infrared Thermometer (or appropriate substitute) 13. Vacuum/ Pressure Gauge 14. Connector Pick Took Set 15. Molding and Trim Removal Tool (s) 16. Headlight Aimer or Screen 17. Heat gun (or equivalent for heat shrinking operations) 18. Wire and Terminal Repair Kit 19. Bearing Seal and Race Driver Set 20. Brake Bleeder (Pressure or Vacuum) 21. Brake Disc Micrometer and Calibration Equipment 22. Brake Fluid Test Strips or Kit 23. Brake Lathe (bench with disc and drum service attachments) 24. Brake Lathe (on car) 25. Brake shoe adjusting gauge 26. Brake spring remover/installer 27. Brake spring Pliers 28. Brake Spoon 29. Piston Retraction Set 30. Wheel Stud Service Kit 31. Axle Nut Socket Set (or equivalent) 32. Spindle Rethreaded Die Set 33. Universal Joint Tools 34. Antifreeze/Coolant Tester 35. Ball Joint Press and other Special Tools 36. Brake Pedal Depressor 37. Bushing Driver Set 38. Coil Spring Compressor Tool 39. Chassis Ear (recommended) 40. Frame Angle Gauge or Portable Digital Protractor (appropriate for tasks being taught) 41. Hand Grease Gun 42. Inner Tie Rod End Tool 43. Pitman Arm Puller 44. Power Steering Pump Pulley Special Tool Set (appropriate for tasks being taught)

45. Shock Absorber Tools 46. Steering Angle Gauge or Portable Digital Protractor (appropriate for tasks being taught 47. Strut Spring Compressor Tool 48. Tie Rod Puller 49. Tire Mounting Machine 50. Tire Patching Tools and Supplies 51. Tire Pressure Monitoring System (TPMS) Tool (appropriate for tasks being taught) 52. Wheel Alignment Equipment‐4 wheel (including alignment tools) 53. Wheel Balancer ‐ Electronic Type 54. Transmission Jack(s 55. Transmission/Transaxle Flushing Equipment (recommended) 56. Transmission/Transaxle Holding Fixtures 57. Transmission/Transaxle Removal and Installation Equipment 58. Transmission/Transaxle Special Tool Sets (appropriate for units being utilized) 59. Bearing Seal and Race Driver Set 60. Brake Bleeder (Pressure or Vacuum) 61. Brake Disc Micrometer 62. Brake Drum Micrometer and Calibration Equipment 63. Brake Fluid Test Strips or Kit 64. Brake Lathe (bench with disc and drum service attachments) 65. Brake Lathe (on car) 66. Brake Shoe Adjusting Gauge 67. Brake Spring Remover/Installer 68. Brake Spring Pliers 69. Brake Spoon 70. Caliper Piston Retraction Set 71. Master Cylinder Bleeder Kit 72. Wheel Stud Service Kit 73. ELECTRICAL/ELECTRONIC SYSTEMS 74. Connector Pick Tool Set 75. Molding and Trim Tool(s) 76. Headlight Aimer or Screen 77. Heat Gun (or equivalent for heat shrinking operations) 78. Terminal Tension (Pin Drag) Test Kit/Terminal Probe Kit (or equivalent) 79. Wire and Terminal Repair Kit 80. A/C Compressor Clutch Service Tools 81. A/C Service Port Adapter Set 82. Dye Injection Kit 83. Hygrometer 84. A/C Leak Detector (to meet current industry standard) 85. A/C Manifold Gauge Set or equivalent 86. (to meet current industry standard) 87. A/C Refrigerant Recovery/Recycling/Recharging Station (to meet current industry standard) 88. Thermometer(s) (digital) 89. A/C Sealant Detector Kit 90. Axle Nut Socket Set (or equivalent) 91. Clutch Alignment Set 92. Clutch Pilot Bearing/Bushing Puller/Installer 93. Constant Velocity Joint (CV) Service Tools: 94. Boot Installation Tool 95. Boot Clamp Pliers or Crimping Ring 96. Engine Support Fixture 97. Rotating Torque Wrench (beam‐type or equivalent) 98. Universal Joint Tools 99. Spindle Rethreader Die Set

46. Cylinder Power Balance Tester (Scan Tool/Manual Method) 101.Evaporative Emissions Control System (EVAP) 102.Fuel Injection Pressure Gauge Sets with Adapters 103.Infrared Thermometer (or appropriate substitute) 104.Injector Pulse Tester 105. Leak Detector (Smoke or Nitrogen) 106. Logic Probe (suggested) 107. Oxygen Sensor Socket 108.Pinch‐off Pliers 109.Sending Unit Socket(s) 110.Spark Plug Thread Tap 111.Spark Tester 112.Vacuum/Pressure Gauge 113.Antifreeze/Coolant Tester 114.Oil Pressure Gauge 115.Straight Edge 116.Torque Angle Gauge

Appendix D: Recommended Instructional Aid It is recommended that instructors have access to the following items:

1. Cart, AV (for overhead projector) (1) 2. Cart, AV (for TV‐VCR/DVD) (1) 3. Computer with operating software with multimedia kit (1) 4. Projector, overhead (1) 5. TV( Flat screen) (1) 6. VCR/CD/DVD (1) 7. Digital camera (1) 8. Interactive display board(1) 9. Instructor’s laptop computer (rugged design) (1)

Appendix E: Curriculum Definitions and Terms • Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students.

• Description – A short narrative that includes the major purpose(s) of the course

• Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course

• Corequisites – A listing of courses that may be taken while enrolled in the course

• Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, school‐to‐ work transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work‐site learning activities, to better prepare individuals in the courses for their chosen occupational areas

• Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be

customized by doing the following: • Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework • Revising or extending the student learning outcomes • Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

Appendix F: Course Crosswalk Course Crosswalk Automotive Technology CIP 47.0604 Automotive Technology Note: Courses that have been added or changed in the 2018 curriculum are highlighted. Existing Revised 2011 MS Curriculum Framework 2018 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours ATT 1124 Basic Electrical/Electronic 4 ATT 1124 Basic Electrical/Electronic 4

ATT 1134 Advanced Electrical/Electronic Systems

ATT 1134

Advanced Electrical/Electronic Systems

ATT 1214 Brakes 4 ATT 1214 Brakes 4

ATT 1313 Manual Drive Trains/Transaxles

ATT 1313 Manual Drive Trains/Transaxles

ATT 1424 Engine Performance I 4 ATT 1424 Engine Performance I 4 ATT 1715 Engine Repair 5 ATT 1715 Engine Repair 5

ATT 1811 Introduction, Safety, and Employability skills

ATT 1811 Introduction, Safety, and Employability skills

ATT 2112 Introduction to Light Duty Diesel Technology, Tools and Safety

ATT 2125 Light Duty Diesel Engine Repair 5

ATT 2214 Light Duty Diesel Engine Performance

ATT 2224 Light Duty Diesel Electrical 4 ATT 2334 Steering and Suspension 4 ATT 2334 Steering and Suspension 4

ATT 2324 Automatic Transmissions/Transaxles

ATT 2324 Automatic Transmissions/Transaxles

ATT 2434 Engine Performance II 4 ATT 2434 Engine Performance II 4 ATT2444 Engine Performance III 4 ATT2444 Engine Performance III 4 ATT 2614 Heating & Air Conditioning 4 ATT 2614 Heating & Air Conditioning 4

ATT 2714 Light Duty Hybrid/ Electrical Vehicle Systems

ATT 291 (1‐6) Special Problem I in Automotive Technology

1‐6

ATT 291 (1‐6) Special Problem I in Automotive Technology

1‐6 ATT 293 (1‐6) Special Problem II in Automotive Technology

1‐6

ATT 293 (1‐6) Special Problem II in Automotive Technology

1‐6

ATT 292 (1‐6) Supervised Work Experience in Automotive Technology

1‐6

ATT 292 (1‐6)

Supervised Work Experience in Automotive Technology

1‐6

Appendix G: Course Crosswalk Course Crosswalk Automotive Technology CIP 47.0604 Automotive Technology Note: Courses that have been added or changed in the 2018 curriculum are highlighted. Existing Revised 2018 MS Curriculum Framework 2024 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours ATT 1124 Basic Electrical/Electronic 4 ATT 1124 Basic Electrical/Electronic 4

ATT 1134

Advanced Electrical/Electronic Systems

ATT 1134

Advanced Electrical/Electronic Systems

ATT 1214 Brakes 4 ATT 1214 Brakes 4

ATT 1313 Manual Drive Trains/Transaxles

ATT 1313 Manual Drive Trains/Transaxles

ATT 1424 Engine Performance I 4 ATT 1424 Engine Performance I 4 ATT 1715 Engine Repair 5 ATT 1715 Engine Repair 5

ATT 1811 Introduction, Safety, and Employability skills

ATT 1811 Introduction, Safety, and Employability skills

ATT 2112 Introduction to Light Duty Diesel Technology, Tools and Safety

ATT 2112 Introduction to Light Duty Diesel Technology, Tools and Safety

ATT 2125 Light Duty Diesel Engine Repair 5 ATT 2125 Light Duty Diesel Engine Repair 5

ATT 2214 Light Duty Diesel Engine Performance

ATT 2214 Light Duty Diesel Engine Performance

ATT 2224 Light Duty Diesel Electrical 4 ATT 2224 Light Duty Diesel Electrical 4 ATT 2334 Steering and Suspension 4 ATT 2334 Steering and Suspension 4

ATT 2324 Automatic Transmissions/Transaxles

ATT 2324 Automatic Transmissions/Transaxles

ATT 2434 Engine Performance II 4 ATT 2434 Engine Performance II 4 ATT2444 Engine Performance III 4 ATT2444 Engine Performance III 4 ATT 2614 Heating & Air Conditioning 4 ATT 2614 Heating & Air Conditioning 4

ATT 2714 Light Duty Hybrid/ Electrical Vehicle Systems

ATT 2714 Light Duty Hybrid/ Electrical Vehicle Systems

ATT 291 (1‐ 6) Special Problem I in Automotive Technology

1‐6

ATT 291 (1‐6) Special Problem I in Automotive Technology

1‐6

ATT 293 (1‐ 6) Special Problem II in Automotive Technology

1‐6

ATT 293 (1‐6) Special Problem II in Automotive Technology

1‐6

ATT 292 (1‐ 6)

Supervised Work Experience in Automotive Technology

1‐6

ATT 292 (1‐6)

Supervised Work Experience in Automotive Technology

1‐6

Appendix H: Recommended Textbook List RECOMMENDED AUTOMOTIVE TECHNOLOGY TEXTBOOK LISTS CIP: 47.0604‐ AUTOMOTIVE TECHNOLOGY Title Author ISBN Fundamentals of Automotive Technology 2 nd Edition Kirk VanGelder 978‐1‐284‐10995‐5 Modern Automotive Technology

th Edition James E. Duffy 978‐1‐63126‐375‐0 Automotive Technology Principles, Diagnosis, and Service 5 th Edition James D. Harderman 978‐0‐13‐399461‐2 Automotive Technology Erjavec, Thompson 13: 978‐1‐133‐61231‐5 Light Duty Diesel Sean Bennett 13: 978‐1‐4354‐8047‐6 Fundamentals of Automotive Technology Principals and Practice Kirk VanGelder 978‐1‐284‐10995‐5 Modern Automotive Technology

th Edition James E. Duffy 978-1-64564-688-4

Part 16 Mississippi Curriculum Framework GRAPHIC DESIGN TECHNOLOGY

9 Miss. Admin. Code Pt. 16, R. 60 30 30

BOT 1213 Professional Development 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

BOT 1763 OR BOT 1713 AND BOT 2813 Communication Essentials OR Mechanics of Communication AND Business Communication

3 or 6

CAT 1113 Graphic Design and Production I 3

CAT 1123 Graphic Design and Production II 3 2 2

CAT 1143 Typography 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

CAT 1173 Typography II 3 2 2 60 30 30 CAT 1223 Web Design Applications 3 2 2 60 CAT 1163 Drawing for Designers II 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

CAT 1213 Fundamentals of Graphic Computers 3 1 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

CAT 1323 Advertising Principles for Digital Design

2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

CAT 2133 Graphic Design Studio 3 1 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

CAT 2223 Basic Digital Photography 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

CAT 2263 Web Graphic Production 3 1 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

CAT 2313 Basic Advertising Design 3 1 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

CAT 2323 Advanced Advertising Design 3 1 4 75 15 60 CAT 2333 Practical Advertising Techniques 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

CAT 2413 Rendering Techniques and Visual Production

CAT 2824 Extended Reality (XR) 3D Design

CAT 2834 Advanced Extended Reality (XR) 3D Design

CAT 291(1‐6) Special Project in Graphic Design Technology 1‐6 2-12

30‐180

30‐

CAT 292(1‐6) Supervised Work Experience in Graphic Design Technology 1‐6 1‐6

45‐270

45‐270 IST 1134 Fundamentals of Database Management 4 2 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

IST 1154 Web and Programming Concepts 3‐4 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

IST 1163 Concepts of Database Design 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

IST 1244 Windows Server 4 2 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

IST 1254 Linux Server 4 2 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

MMT 1323 Advertising 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

MMT 2313 E‐Commerce Marketing 3 3

9 Miss. Admin. Code Pt. 16, R. 45 45

MMT 2513 Entrepreneurship 3 3

9 Miss. Admin. Code Pt. 16, R. 45 45

WBL (1‐6) Work Based Learning 1‐6

3‐18 45‐270

45‐270 WDT 1123 Web Development Concepts 3‐4 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

WDT 1314 Web Programming I 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 1414 Web Design Applications I 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 2214 Web Programming II 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 2224 Web Programming III 4

WDT 2263 Web Graphic Production 3 1 4

9 Miss. Admin. Code Pt. 16, R. 75 15 60

WDT 2324 XML Programming 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 2414 Game Programming 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 2614 Web Project Management 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 2723 E‐Commerce Strategies 3 2 2

9 Miss. Admin. Code Pt. 16, R. 60 30 30

WDT 2823 Web Server 4 2 4

9 Miss. Admin. Code Pt. 16, R. 90 30 60

WDT 291(1‐6) Special Project in Web Development Technology 1‐6

2‐

30‐180

30‐

Other approved elective courses per local community college

COURSES

Course Number and Name: CAT 1113 Graphic Design and Production I

Description: An introduction to the skills of design, typography, and the fundamentals needed of the graphic artist. The course will provide selected experiences involving design, simple design, printing processes, industry specifications, and industry production formats for mass distribution.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Demonstrate proper use of tools and equipment used in the graphic design field. a. Identify and describe tools and software needed for graphic design. b. Obtain and utilize tools needed for graphic design.

2. Demonstrate principles of typography. a. Identify and describe characteristics of type. b. Utilize proper design skills related to type.

3. Demonstrate proper design and production techniques. a. Exhibit skills in measuring, according to the printers’ measurement system. b. Create a layout utilizing the design stages to include thumbnails, roughs, and completed comprehensive. c. Produce design projects. d. Demonstrate basic design and production skills.

4. Relate the printing process to design techniques. a. Identify and describe types of printing techniques and terminology. b. Design and apply various printing requirements to the design process.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 1123 Graphic Design and Production II

Description: A continuation of Graphic Design and Production I with concentration on color printing, industry terminology and standards, corporate identity, and branding with continued emphasis on design, typography, and balance. The course will utilize current computer techniques.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Identify and describe process color printing techniques. a. Discuss and describe digital vs traditional four color printing process. b. Discuss and describe design requirements for the four color process.

2. Identify and describe industry terminology and brand management. a. Discuss and describe standards and terms used in the industry.

3. Analyze corporate identity and branding techniques. a. Investigate and formulate conceptual ideas for branding. b. Design and produce a series of logo types.

4. Develop social media marketing. a. Create content for social media. b. Identify some platforms and channels. c. Correlate social media with search engine optimization.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 1143 Typography

Description: Develop the basic understanding of type, fonts and letter forms within the context of printed and web applications. This course compares and contrast both historical and modern approaches to typography and the basic applications, and software implementations within the graphics industry.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives:

1. Recognize type as an aesthetic form. a. Apply the appropriate word spacing in applications using serif, sans‐serif, modern, and transitional fonts. b. Illustrate letter form compositions examining form and counter form.

2. Relate typographic form to meaning. a. Combine letter forms into a single visual form. b. Use compositions employing the visual properties of type and space to express the meaning of a word.

3. Discuss and describe the terminology and historical development of typography. a. Identify and describe typographic terminology. b. Explain and trace the development of the written word.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 1153 Drawing for Design I

Description: This course is designed to introduce the student to the basics of beginning drawing as an aesthetic form – as well as – ideation and concept development in relationship to creating graphic communications. This course will utilize a variety of mediums including thumbnail sketches, roughs, ideation and the exploration of how drawing relates to concept and completion of design tasks. The student will become aware of his or her own style and personality of his or her work while referencing other master artists.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Develop a drawing vocabulary and explore how it relates to solving problems in graphic design. a. Utilize the perception of edges, space, relationships, lights, and shadows. b. Compose gesture and contour line drawing renderings. c. Apply the gestalt principles to drawing. d. Use a variety of asymmetrical and symmetrical compositional structures in a drawing. e. Research historical artists while looking for contemporary solutions to problem solving. f. Explore different mind mapping processes to better understand and develop concepts through sketching.

2. Compose and transform simple line drawing renderings into conceptual ideas through the transformation of letters, shapes and symbols to communicate thoughts. a. Explore different tools for drawing renderings. b. Compose gesture and contour line drawing renderings. c. Introduce grid layout concepts and hierarchy in communications. d. Articulate concepts into a visual form. e. Discuss and develop an understanding of shapes, spatial relationships, proportion and the basics of composition as they relate to various layouts and how they solve design problems.

3. Develop a sketchbook. a. Discuss sketchbook and inspiration collection as one of the most important tools used in design. b. Utilize sketchbook to work through concepts for class and homework assignments. c. Develop a personal sketchbook as a visual journal that documents the development, inspiration and evolution of drawing and design projects. d. Use a sketchbook as a means of documenting experiences, inspirations and subjects/objects of artistic interest, e. Gain understanding of the process development a designer uses to create conceptual ideas.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 1163 Drawing for Designers II

Description: This course introduces color theory and media, continues to build observational skills, and pushes creative skills by exploring dynamic composition as it affects content in a digital setting. Building on previous computer coursework this class will explore creating original digital art and manipulation of stock for various communications pieces. The course will explore vector and raster imagery for print, animation and web applications, as well as, various other digital media.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Understand the use of color application in drawings produced for publication and private sector. a. Produce four color pencil drawings to be translated into various digital formats. b. Gain understanding and practical applications of color theory. c. Produce four color computer drawings for both vector and raster images for print and web.

2. Develop an understanding of compositional form and how it translates to digital applications. a. Discuss, explore and implement various techniques and applications in digital drawing. b. Create original digital art and apply to various advertising and communications pieces. c. Develop processes for creating original art from both sketch and the manipulation of stock.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 1173 Typography II

Description: A continuation of the exploration of typography as utilized in modern design. This is an in‐depth exploration of the use of type in relation to understanding and utilizing advanced design and layout techniques within print and digital applications.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Continue to explore the core principles of typography further developing critical theory, critique, technology and craftsmanship.

2. Solve communication problems, including an understanding of the principles of visual organization, composition, Information hierarchy, alignment, symbolic representation, typography, aesthetics, and the construction of meaningful messages.

3. Solve specific design problems that include setting and using type effectively in layout applications, addressing form and counter form issues, hierarchy, type as a conduit for meaning and content as well as other issues related to visual problem solving through typographic forms.

4. Apply grid systems to complex multipage layouts.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 1213 Fundamentals of Graphic Computers

Description: An introduction to graphic interface computers related to the graphic design industry, utilizing current software and related hardware emphasizing industry specifications, print production, and digital image manipulation.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Define and use computer terminology related to the graphic design industry. a. Define and associate common operating procedures and terms. b. Apply computer terminology to graphic applications.

2. Define and use graphic related computer hardware and peripheral equipment. a. Define and use graphic computer equipment used for input. b. Define and use graphic computer equipment used for output. c. Define and use graphic computer equipment used for processing.

3. Define and use software related to the graphic industry. a. Define the software related to the graphic industry. b. Utilize current graphic software.

Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name CAT 1223 Web Design Applications

Description: Discovery and application of web development software and applications. Four specific areas will be covered:(1) Introduction to coding languages HTML5 and CSS (2) Commercial web design applications, ex. Adobe Dreamweaver and XD (3) Online cloud‐based web development providers, ex. Squarespace and WIX (4) Open source web development tools, ex. WordPress

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Explore and use coding language HTML5 and CSS. 2. Utilize commercial web design applications, ex. Adobe Dreamweaver and XD. 3. Utilize online cloud‐based web development providers, ex. WIX and Squarespace. 4. Utilize open source web development tools, ex. Word Press Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name: CAT 1323 Advertising Principles for Digital Design

Description: Introduction to advertising techniques, marketing concepts, careers, industry requirements, and regulations specifically for students majoring in visual technology programs.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Analyze the role of creative media and relationship to marketing, promoting, advertising, publicity, public relations, product placement and public perception.

2. Compare the objectives of advertising‐related service providers to the objectives of a. Agencies b. Advertisers c. Clients

3. Analyze and evaluate promotional practices and requirements for the production and distribution of creative media. a. Print media b. Broadcast media c. Internet/Mobile d. Direct response e. Out‐of‐home f. Packaging as promotional tool

4. Analyze and evaluate the social, legal and regulatory constraints of creative media and intellectual property

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name: CAT 2133 Graphic Design Studio

Description: A concentrated study in graphic design specifically related to regional industry needs. Emphasis will be placed on projects according to industry needs.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Research and develop projects that are a culmination of training specifically related to the graphic design industry. a. Investigate and formulate conceptual ideas for industry needs. b. Employ computer‐generated graphics to create professional artwork to meet industry needs. c. Manipulate current software to generate graphics to meet industry needs. Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name: CAT 2223 Basic Digital Photography

Description: An introduction to photography with emphasis on the basic digital device, exposure, composition, and lighting.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives:

1. Discuss describe, and demonstrate the operation of current device technologies.

2. Discuss, describe, and demonstrate the basic operation of creating a digital image.

3. Demonstrate the operation of a digital device. a. Differentiate high quality from poor quality for end user. b. Discuss, calculate, and demonstrate depth of field.

4. Discuss, describe, and demonstrate presentation techniques. a. Discuss, describe, and demonstrate presentation techniques.

b. Incorporate basic composition techniques. Semester Hours Lecture Lab Contact Hours 3 2 2 60 4 2 4 90

Course Number and Name: CAT 2263 Web Graphic Production

Description: An in‐depth study of producing and utilizing graphic elements designed for Internet or web application. Emphasis is placed equally on aesthetics, technical requirements, and principles of interactive design. The course will provide a concentrated study related to color management, typography, graphic development and manipulation, digital imaging, and creating dynamic Web experiences. The focus is on the production and manipulation of individual elements and is recommended as a supplement to a web design application course or previous experience.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Research and analyze current web content. a. Evaluate, discuss, and explain aesthetics, legibility, and relevance to designing web graphics. b. Conduct technical evaluations, and explain download times, transmission, and processing speeds. c. Research and discuss how designing for the Web compares to designing for print reproduction. d. Research and discuss the use of royalty‐free stock art/photos, creating original graphic content, creative ownership, copyright protection, trademarks, and public domain materials. e. Research and then compare content and distribution regulations of Web versus printed materials. f. Use and understand Adobe Acrobat.

2. Use digital image capture, management, and manipulation. a. Discuss and configure resolution requirements for the Web. b. Discuss graphic resolutions for the Web compared to print requirements.

3. Discuss color management. a. Research and discuss hexadecimal and RGB color values. b. Research and discuss effective and ineffective color combinations for the Web.

4. Discuss typography for the web. a. Research and discuss font management. b. Control text size, spacing, leading, kerning, alignment, and tracking. c. Compare aliasing to anti‐aliasing.

5. Develop static web graphic/visual. a. Discuss, compare, and understand compression techniques.

6. Develop motion or interactive graphic/visual content. a. Record or create audio that accompanies an animated Web graphic. b. Create an original animated Web graphic representing a realistic human being in some form of activity. Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name: CAT 2313 Basic Advertising Design

Description: Concepts and methodology related to the graphic design industry utilizing current software and related hardware.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives:

1. Utilize creative solutions in problem solving for graphic design work. a. Plan unique concepts to advertise an item, a service, or an idea. b. Create unique concepts to advertise an item, a service, or an idea.

2. Describe, apply, and utilize computer equipment to produce graphic design projects. a. Produce graphic design projects using current computer equipment and peripherals that reflect equipment used in industry. b. Produce graphic design projects using current related software used in industry. Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name: CAT 2323 Advanced Advertising Design

Description: This course has an emphasis on graphic computers to develop and produce advanced graphic design projects. This course utilizes equipment and software used in industry.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives:

1. Utilize creative solutions in solving problems encountered in industry. a. Plan unique concepts to advertise an item, a service, or an idea. b. Create unique concepts to advertise an item, a service, or an idea.

2. Describe, apply, and utilize computer equipment to produce advanced graphic design projects. a. Produce advanced graphic design projects using current computer equipment and peripherals that reflect equipment used in industry. b. Produce advanced graphic design projects using current related software used in industry. Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name: CAT 2333 Practical Advertising Techniques

Description: Performance skills needed for productive employment in the graphic design field.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Demonstrate performance skills needed for productive employment. a. Develop creative, original ideas, and take them from concept to completion. b. Participate in a mock job interview, and critique according to such areas as appearance, communication skills, and so forth. c. Master an effective schedule for meeting deadlines in the graphic arts industry.

2. Design a professional résumé, and compile a portfolio. a. Complete a professional résumé, cover letter, self‐promotion or identity package, and thank‐you letter. b. Generate a digital and print based portfolio. c. Complete an exit interview and portfolio review.

3. Explore workplace ethics a. Distinguish copyright laws. b. Identify intellectual property rights. c. Understand plagiarism and its implications.

Semester Hours Lecture Lab Contact Hours 3 2 2 60

Course Number and Name CAT 2413 Rendering Techniques and Visual Production

Description: A study of various illustration and rendering techniques. The student will learn professional methods of illustration and visual production for mass distribution using electronic, mechanical, and traditional art techniques.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Distinguish between the various applications of rendering and illustration media. a. Distinguish between basic illustrations materials/media. b. Demonstrate the proper application of basic illustration materials/media.

2. Create visuals to solve communication problems using words and images suitable for electronic distribution and graphic reproduction.

Semester Hours Lecture Lab Contact Hours 3 1 4 75

Course Number and Name: CAT2824 Extended Reality (XR) 3D Design

Description: This course provides an instruction to 3D modeling using industry software and pipeline workflows with an emphasis on artistic development and technical implementation of animation of animation, modeling, texturing, lighting, and rendering.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Demonstrate an understanding of 3D modeling software and how it applies to the graphic design and new media industries. a. Discuss types of visualization software and their specific uses in the media industries. b. Identify fundamental terminology for building and designing 3D models.

2. Design a 3D model through established development pipelines. a. Create 3D models using visualizing software. b. Understand object components and their importance to 3D Modeling. c. Utilize UV mapping and lighting to create 3D scenes. d. Review camera and rendering options.

Semester Hours Lecture Lab Contact Hours 4 3 2 75

Course Number and Name: CAT2834 Advanced Extended Reality (XR) 3D Design

Description: This course is designed to introduce students to extended reality development as it relates to the graphic and game design industries. This course will provide students with a working knowledge of the tools, skills, and workflows necessary to develop extended reality experiences.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Explain the history of Extended Reality (XR), current trends and opportunities for extended reality development within the gaming and design industry.

2. Explore options within a game engine for extended reality development. a. Identify key components and tools integral to extended reality productions. b. Discuss the tools available for content creation within XR platforms. c. Discuss the resources available for learning, inspiration, and asset acquisition.

3. Explain the elements and life cycle of extended reality design experience.

4. Demonstrate an understanding of key design components by creating an extended reality experience within a game engine. a. Understand project anatomy and creation. b. Demonstrate ability to create and work with assets within a project. c. Utilize 3D modeling, UV mapping, lighting and rendering techniques to create 3D worlds. d. Build landscapes and worlds. e. Demonstrate knowledge of special audio creation, usage and asset management. f. Display knowledge of animation and particle effects creation.

Semester Hours Lecture Lab Contact Hours 4 3 2 75

Course Number and Name: CAT 291(1‐6) Special Project in Graphic Design Technology

Description: Practical applications of skills and knowledge gained in other Graphic Design Technology courses. The instructor works closely with the student to ensure that selection of a special project enhances the student’s learning experiences.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Research and develop a special project. a. Research and produce special project in cooperation with the instructor that details the work to be accomplished, a schedule for delivery, and specific skills/tasks to be mastered.

2. Follow guidelines for the special project. a. Complete all required activities. b. Adhere to all written and oral instructions for the special project.

Semester Hours Lecture Lab Contact Hours

2 30

4 60

6 90

8 120

9 Miss. Admin. Code Pt. 16, R. 10 150

9 Miss. Admin. Code Pt. 16, R. 12 180

Course Number and Name: CAT 292(1‐6) Supervised Work Experience in Graphic Design Technology

Description: This course is a cooperative program between industry and education and is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of one semester hour per 45 industrial and classroom contact hours.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Apply technical skills needed to be a viable member of the workforce. a. Prepare a description of technical skills to be developed in the supervised work experience. b. Develop technical skills needed to be a viable member of the workforce.

2. Apply skills developed in other program area courses. a. Perform skills developed in other program area courses.

3. Apply human relationship skills. a. Use proactive human relationship skills in the supervised work experience.

4. Apply and practice positive work habits and responsibilities. a. Perform assignments to develop work habits and responsibilities.

5. Assess accomplishment of objectives. a. Prepare daily written assessment of accomplishment of objectives. b. Present weekly written reports to instructor in activities performed and objectives accomplished.

6. Utilize a set of written guidelines for the supervised work experience. a. Develop and follow a set of written guidelines for the supervised work experience.

Semester Hours Lecture Lab Clinical/Externship Contact Hours

3 45

6 90

9 135

9 Miss. Admin. Code Pt. 16, R. 12 180

9 Miss. Admin. Code Pt. 16, R. 15 225

9 Miss. Admin. Code Pt. 16, R. 18 270

Course Number and Name: CAT 293(1‐6) Special Project in Graphic Design Technology II

Description: Practical applications of skills and knowledge gained in other Graphic Design Technology courses. The instructor works closely with the student to ensure that selection of a special project enhances the student’s learning experiences.

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Objectives: 1. Research and develop a special project. a. Research and produce special project in cooperation with the instructor that details the work to be accomplished, a schedule for delivery, and specific skills/tasks to be mastered.

2. Follow guidelines for the special project. a. Complete all required activities. b. Adhere to all written and oral instructions for the special project.

Semester Hours Lecture Lab Contact Hours

2 30

4 60

6 90

8 120

9 Miss. Admin. Code Pt. 16, R. 10 150

9 Miss. Admin. Code Pt. 16, R. 12 180

Appendix A: Recommended Tools and Equipment CAPITALIZED ITEMS 1. Flat files (2) 2. Large format plotter with RIP software (1) 3. Color laser printer (2 ‐ one 13x19, one 11x17) 4. Multi‐function full color printer; duplex: saddle stitch preferred with bindery 12X18 capable 5. Matt cutter (1) 6. Paper cutter (1) 7. Digital video camera and hard case (1 per lab) 8. Video editing software and editing system (1 per lab) 9. Digital photography lighting system (1 per lab) 10. Digitizing Drawing tablets (1 per student) 11. Industry required software 12. Ergonomic student desk and chairs (1 per student) 13. Vinyl cutter (1 per lab) 14. External file server 15. Dye-Sublimation Printer 16. H2o Laser Engraver NON‐CAPITALIZED ITEMS

1. Design tables (1 per student) 2. Graphic interface computer with industry standard graphic monitor (1 per student) 3. Flatbed color scanner (2 per lab) 4. External storage device (1 per lab) 5. Multi‐function, wide format scanner/printer 6. Black and white laser printer (2) 7. Light tables/box (4) 8. Spray booth (1) 9. Copier 10. Tripod (1) 11. Student lockers (1 per student) 12. Educational tutorial subscriptions 13. Screen printing equipment 14. Heat Press Recommended Instructional Aids and Resources It is recommended that instructors have access to the following items: 1. Universal power supply (1 per lab) 2. Computer, graphic interface (1) 3. Large color graphic monitors (2) 4. Audio recording equipment (1) 5. Printer (1) 6. Digital projector with an appropriate resolution (1) 7. Interactive board (1) 8. Teacher work station (1) 9. Remote desktop (1 per lab) 10. Subscription to a stock photography 11. Tablet 12. 3D Printing Machine

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students

• Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students.

• Description – A short narrative that includes the major purpose(s) of the course

• Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course

• Corequisites – A listing of courses that may be taken while enrolled in the course

• Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, school‐to‐work transition activities, and articulation of secondary and postsecondary career– technical programs o Individualized learning activities, including work‐site learning activities, to better prepare individuals in the courses for their chosen occupational areas

• Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following:

• Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework • Revising or extending the student learning outcomes • Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

Appendix C: Course Crosswalk

Course Crosswalk Digital Arts and Design Note: Courses that have been added or changed in the 2019 curriculum are highlighted. Ex Revise 2016 MS Curriculum Framework 2019 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours CAT 1113 Graphic Design and 3 CAT 1113 Graphic Design and Production I 3 CAT 1123 Graphic Design and 3 CAT 1123 Graphic Design and Production II 3 CAT 1143 Typography 3 CAT 1143 Typography 3 CAT 1153 Drawing for Designers I 3 CAT 1153 Drawing for Designers I 3 CAT 1163 Drawing for Designers II 3 CAT 1163 Drawing for Designers II 3

CAT 1173 Web Design Applications 3 CAT 1213 Fundamentals of Graphic Computers 3 CAT 1213 Fundamentals of Graphic Computers

CAT1223 Typography II

CAT 1323 Advertising Prin. for Digital 3 CAT 1323 Advertising Prin. for Digital Design 3 CAT 2133 Graphic Design Studio 3 CAT 2133 Graphic Design Studio 3 CAT 2223 Basic Photography 3 CAT 2223 Basic Photography 3 CAT 2263 Web Graphic Production 3 CAT 2263 Web Graphic Production 3 CAT 2313 Basic Advertising Design 3 CAT 2313 Basic Advertising Design 3 CAT 2323 Advanced Advertising Design 3 CAT 2323 Advanced Advertising Design 3 CAT 2334 Practical Advertising 4 CAT 2333 Practical Advertising Techniques 3 CAT 2413 Rendering Techniques and Visual 3 CAT 2413 Rendering Techniques and Visual Production

CAT 291(1‐6) Special Project in Graphic Design 1‐6 CAT 291(1‐6) Special Project in Graphic Design Technology 1‐

CAT 292(1‐6) Supervised Work Experience in 1‐6 CAT 292(1‐6) Supervised Work Experience in Graphic Design Technology 1‐

WDT 1123 Web Development Concepts 3 WDT 1123 Web Development Concepts 3 WDT 1314 Web Programming I 4 WDT 1314 Web Programming I 4 WDT 1414 Web Design Applications 4 WDT 1414 Web Design Applications 4 WDT 1434 Web Design Applications II 4 WDT 1434 Web Design Applications II 4 WDT 2214 Web Programming II 4 WDT 2214 Web Programming II 4 WDT 2224 Web Programming III 4 WDT 2224 Web Programming III 4 WDT 2263 Web Graphic Production 3 WDT 2263 Web Graphic Production 3 WDT 2324 XML Programming 4 WDT 2324 XML Programming 4 WDT 2414 Game Programming 4 WDT 2414 Game Programming 4 WDT 2614 Web Project Management 4 WDT 2614 Web Project Management 4 WDT 2723 E‐Commerce Strategies 3 WDT 2723 E‐Commerce Strategies 3 WDT 2823 Web Server 4 WDT 2823 Web Server 4 WDT 291(1‐6) Special Project in Web Development Technology 1‐6 WDT 291(1‐6) Special Project in Web Development Technology 1‐6

*WDT has been moved to a separate curriculum

Course Crosswalk Digital Arts and Design Technology Note: Courses that have been added or changed in the 2016 curriculum are highlighted. Existing Revised 2010 MS Curriculum Framework 2016 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours CAT 1113 Graphic Design and Production I 3 CAT 1113 Graphic Design and Production I 3 CAT 1123 Graphic Design and Production II 3 CAT 1123 Graphic Design and Production II 3 CAT 1133 History of Graphic Design 3

CAT 1143 Typography 3 CAT 1143 Typography 3 CAT 1153 Drawing for Designers I 3 CAT 1153 Drawing for Designers I 3 CAT 1163 Drawing for Designers II 3 CAT 1163 Drawing for Designers II 3 CAT 1213 Fundamentals of Graphic Computers 3 CAT 1213 Fundamentals of Graphic Computers

CAT 1323 Advertising Prin. for Digital Design 3 CAT 1323 Advertising Prin. for Digital Design 3 CAT 2133 Graphic Design Studio 3 CAT 2133 Graphic Design Studio 3 CAT 2223 Basic Photography 3 CAT 2223 Basic Photography 3 CAT 2263 Web Graphic Production 3 CAT 2263 Web Graphic Production 3 CAT 2313 Basic Advertising Design 3 CAT 2313 Basic Advertising Design 3 CAT 2323 Advanced Advertising Design 3 CAT 2323 Advanced Advertising Design 3 CAT 2334 Practical Advertising Techniques 3 CAT 2334 Practical Advertising Techniques 3 CAT 2413 Rendering Techniques and Visual Production 3 CAT 2413 Rendering Techniques and Visual Production

CAT 291(1‐6) Special Project in Graphic Design Technology 1‐6 CAT 291(1‐6) Special Project in Graphic Design Technology 1‐6 CAT 292(1‐6) Supervised Work Experience in Graphic Design Technology 1‐6 CAT 292(1‐6) Supervised Work Experience in Graphic Design Technology 1‐6 WDT 1123 Web Development Concepts 3 WDT 1123 Web Development Concepts 3 WDT 1314 Web Programming I 4 WDT 1314 Web Programming I 4 WDT 1414 Web Design Applications 4 WDT 1414 Web Design Applications 4 WDT 1434 Web Design Applications II 4 WDT 1434 Web Design Applications II 4 WDT 2214 Web Programming II 4 WDT 2214 Web Programming II 4 WDT 2224 Web Programming III 4 WDT 2224 Web Programming III 4 WDT 2263 Web Graphic Production 3 WDT 2263 Web Graphic Production 3 WDT 2324 XML Programming 4 WDT 2324 XML Programming 4 WDT 2414 Flash Game Programming 4 WDT 2414 Game Programming 4 WDT 2614 Web Project Management 4 WDT 2614 Web Project Management 4 WDT 2723 E‐Commerce Strategies 3 WDT 2723 E‐Commerce Strategies 3 WDT 2823 Web Server 4 WDT 2823 Web Server 4 WDT 291(1‐6) Special Project in Web Development Technology 1‐6 WDT 291(1‐6) Special Project in Web Development Technology 1‐6

Course Crosswalk Digital Arts and Design Note: Courses that have been added or changed in the 2019 curriculum are highlighted. Ex Revise 2019 MS Curriculum Framework 2024 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours CAT 1113 Graphic Design and 3 CAT 1113 Graphic Design and Production I 3 CAT 1123 Graphic Design and 3 CAT 1123 Graphic Design and Production II 3 CAT 1143 Typography 3 CAT 1143 Typography 3 CAT 1153 Drawing for Designers I 3 CAT 1153 Drawing for Designers I 3 CAT 1163 Drawing for Designers II 3 CAT 1163 Drawing for Designers II 3

CAT 1173 Web Design Applications 3 CAT 1213 Fundamentals of Graphic Computers 3 CAT 1213 Fundamentals of Graphic Computers

CAT1223 Typography II

CAT 1323 Advertising Prin. for Digital 3 CAT 1323 Advertising Prin. for Digital Design 3 CAT 2133 Graphic Design Studio 3 CAT 2133 Graphic Design Studio 3 CAT 2223 Basic Photography 3 CAT 2223 Basic Photography 3 CAT 2263 Web Graphic Production 3 CAT 2263 Web Graphic Production 3 CAT 2313 Basic Advertising Design 3 CAT 2313 Basic Advertising Design 3 CAT 2323 Advanced Advertising Design 3 CAT 2323 Advanced Advertising Design 3 CAT 2334 Practical Advertising 4 CAT 2333 Practical Advertising Techniques 3 CAT 2413 Rendering Techniques and Visual 3 CAT 2413 Rendering Techniques and Visual Production

CAT 2824 Extended Reality (XR) 3D Design 4 CAT 2834 Advanced Extended Reality (XR) 3D Design

CAT 291(1‐6) Special Project in Graphic Design 1‐6 CAT 291(1‐6) Special Project in Graphic Design Technology 1‐

CAT 292(1‐6) Supervised Work Experience in 1‐6 CAT 292(1‐6) Supervised Work Experience in Graphic Design Technology 1‐

WDT 1123 Web Development Concepts 3 WDT 1123 Web Development Concepts 3 WDT 1314 Web Programming I 4 WDT 1314 Web Programming I 4 WDT 1414 Web Design Applications 4 WDT 1414 Web Design Applications 4 WDT 1434 Web Design Applications II 4 WDT 1434 Web Design Applications II 4 WDT 2214 Web Programming II 4 WDT 2214 Web Programming II 4 WDT 2224 Web Programming III 4 WDT 2224 Web Programming III 4 WDT 2263 Web Graphic Production 3 WDT 2263 Web Graphic Production 3 WDT 2324 XML Programming 4 WDT 2324 XML Programming 4 WDT 2414 Game Programming 4 WDT 2414 Game Programming 4 WDT 2614 Web Project Management 4 WDT 2614 Web Project Management 4 WDT 2723 E‐Commerce Strategies 3 WDT 2723 E‐Commerce Strategies 3 WDT 2823 Web Server 4 WDT 2823 Web Server 4 WDT 291(1‐6) Special Project in Web Development Technology 1‐6 WDT 291(1‐6) Special Project in Web Development Technology 1‐6

*WDT has been moved to a separate curriculum

Appendix D: Recommended Textbook List Recommended Graphic Design Technology Text Book List CIP: 50.0409‐ Graphic Design Technology Book Title Author (s) ISBN Non‐Designer’s Design Book 2015, 4th Edition Robin Williams

978‐0‐13‐396615‐2 Graphic Design Solutions, 6th Edition Robin Landa

978-1-337-554053 Adobe InDesign Creative Cloud 2015, 1st Edition Rydberg ‐ Delmar

978-1-305-263642 Exploring Typography 2016, 2nd Edition

Rabinowitz

978‐1‐285‐17681‐9 Real World Print Production with Adobe Creative Cloud 2013, 1st Edition Claudia Mccue

978‐0‐321‐97032‐9 Adobe Photoshop CC Classroom in a Book

Faulkner ‐ Chavez

978‐0‐13‐485248‐5 Adobe Illustrator CC

Brian Wood

978‐0‐13‐485249‐2 The Graphic Designer’s Guide to Portfolio Design 2013, 3rd Edition

Debbie Rose Myers

978‐1‐118‐42814‐6 Learning Web Design 2007, 4th Edition Jennifer Robbins

978‐1‐449‐31927‐4 Thinking with Type Ellen Lupton

978-1-616-89045-2

Part 17 Electronics and Related Engineering Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 17 Electronics and Related Engineering Technology Mississippi Curriculum Framework

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Electronics and Related Engineering Technology Mississippi Curriculum Framework

Program CIP: 15.0303 – Electrical, Electronic, and Communications Engineering Technology Program CIP: 15.0305 – Telecommunications Technology Program CIP: 47.0101 – Biomedical Equipment Repair Technology Program CIP: 47.0105 – Industrial Electronics Technology/Technician

January 2023

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: curriculum@mccb.edu

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FACULTY WRITING TEAM MEMBERS Sam McNease, Pearl River Community College Dustin Chambliss, Pearl River Community College Vic Cerniglia, Pearl River Community College Brad Fraizer, Pearl River Community College Aaron Cleveland, Mississippi Gulf Coast Community College Michael Bond, Mississippi Gulf Coast Community College, Harrison County Charles Hardt, Mississippi Gulf Coast Community College Doug Ferguson, Itawamba Community College Jeff Frank, Itawamba Community College Brian Turnage, Copiah-Lincoln Community College-Wesson Carey Williamson, Copiah-Lincoln Community College-Wesson Jacob Wright, Hinds Community College Andrea Jackson, Hinds Community College Michael Franks, Northwest Mississippi Community College

ADMINISTRATOR WRITING TEAM MEMBERS Dr. Sharolyn Magee, Copiah-Lincoln Community College Dr. Amy Townsend, Pearl River Community College Dr. David Collum, Pearl River Community College Katie Broadway, Northwest Mississippi Community College Jason Webb, Hinds Community College Cody Robertson, Jones College

BUSINESS AND INDUSTRY CONTRIBUTING TEAM MEMBERS Gonathun Hart, Alutiiq Essential Services at Stennis Jeremiah Lindley, Biomedical Department at Forrest General Hospital, Hattiesburg, MS Travis Kennedy, SYNCOM SPACE SERVICES LLC; Stennis

OFFICE OF CURRICULUM AND INSTRUCTION TEAM MEMBERS Scott Kolle, Ph.D., Director of Curriculum and Instruction, Mississippi Community College Board Sheriece Robinson, Ed.D., Curriculum Specialist, Mississippi Community College Board

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The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Copyright © 2023 by Mississippi Community College Board For information, please contact curriculum@mccb.edu

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Contents INDUSTRY CREDENTIALS, CERTIFICATIONS, AND PROFESSIONAL LICENSURE .......................................................................... 6 INDUSTRY JOB PROJECTION DATA ................................................................................................................................. 6 ARTICULATION .......................................................................................................................................................... 6 DUAL ENROLLMENT .................................................................................................................................................... 6 RESEARCH ABSTRACT.................................................................................................................................................. 7 REVISION HISTORY: .................................................................................................................................................... 7 PROGRAM DESCRIPTION ............................................................................................................................................. 8 Electronics and Related Engineering Technology................................................................................................. 8 SUGGESTED COURSE SEQUENCE ................................................................................................................................. 10 ELECTRONICS AND RELATED ENGINEERING TECHNOLOGY COURSES........................................................................... 22 EET 1114 DC Circuits ........................................................................................................................................ 22 EET 1123 AC Circuits ........................................................................................................................................ 25 EET 1133 Electrical Power ................................................................................................................................ 27 EET 1143 Commercial and Industrial Wiring .................................................................................................... 28 EET 1145 DC/AC Circuits .................................................................................................................................. 29 EET 1154 Equipment Maintenance, Troubleshooting, and Repair .................................................................... 33 EET 1163 Motor Maintenance and Troubleshooting ........................................................................................ 34 EET 1174 Fluid Power....................................................................................................................................... 35 EET 1192 Fundamentals of Electronics ............................................................................................................. 37 EET 1233 Computer Servicing Lab I .................................................................................................................. 39 EET 1311 Orientation to Biomedical Equipment Repair ................................................................................... 41 EET 1334 Solid State Devices and Circuits ........................................................................................................ 42 EET 1343 Motor Control Systems ..................................................................................................................... 44 EET 1353 Fundamentals of Robotics ................................................................................................................ 45 EET 1363 Microcontrollers ............................................................................................................................... 46 EET 1413 Mathematics for Electronics ............................................................................................................. 47 EET 1423 Introduction to Biomedical Equipment ............................................................................................. 49 EET 1443 Fundamentals of Instrumentation .................................................................................................... 50 EET 1613 Computer Fundamentals for Electronics/ Electricity ......................................................................... 51 EET 1713 Drafting for Electronics Technology .................................................................................................. 52 EET 211 (3-6) Supervised Work Experience in Biomedical Equipment Repair Technology I .............................. 53 EET 222 (3-6) Supervised Work Experience in Biomedical Equipment Repair Technology II ............................. 54 EET 2233 Computer Servicing Lab II ................................................................................................................. 55 EET 2334 Linear Integrated Circuits .................................................................................................................. 56 EET 2354 Solid State Motor Control ................................................................................................................. 58 EET 2363 Programmable Logic Controllers ....................................................................................................... 59 EET 2373 Programmable Logic Controllers Multi-Platform............................................................................... 60

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EET 2374 Advanced Robotics ........................................................................................................................... 61 EET 2383 Advanced Programmable Logic Controllers ...................................................................................... 62 EET 2414 Electronic Communications .............................................................................................................. 63 EET 2423 Fundamentals of Fiber Optics ........................................................................................................... 65 EET 2433 Physics for Electronics....................................................................................................................... 66 EET 2514 Interfacing Techniques...................................................................................................................... 67 EET 2524 Communication Methods and Technology ........................................................................................ 68 EET 2534 Industrial Motor Controls ................................................................................................................. 69 EET 2823 Digital Television Systems ................................................................................................................. 70 EET 291 (1-3) Special Project ............................................................................................................................ 71 EET 292 (1-6) Supervised Work Experience in Electronics Technology ............................................................. 72 TCT 1114 Fundamentals of Telecommunications ............................................................................................. 73 TCT 2244 Fundamentals of Telephony ............................................................................................................. 75 TCT 2354 Fundamentals of Wireless Technology ............................................................................................. 77 TCT 2364 Wireless Telecommunications Technology ....................................................................................... 79 TCT 2414 Microwave and Satellite Systems ..................................................................................................... 81 TCT 2424 Network Systems.............................................................................................................................. 83 TCT 291(1-4) Special Project............................................................................................................................. 85 TCT 292 (1-6) Supervised Work Experience ...................................................................................................... 86 WBL 191(1-3), WBL 192(1-3), Work-Based Learning I, II, III, IV, V, and VI, WBL 193(1-3), WBL 291(1-3), WBL 292(1- 3), and WBL 293(1-3) ....................................................................................................................................... 87 APPENDIX A: RECOMMENDED TOOLS AND EQUIPMENT ................................................................................. 88 APPENDIX B: CURRICULUM DEFINITIONS AND TERMS ..................................................................................... 90 APPENDIX C: RECOMMENDED TEXTBOOK LIST ................................................................................................ 91

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INDUSTRY CREDENTIALS, CERTIFICATIONS, AND PROFESSIONAL LICENSURE See the “Industry Credentials, Certifications, and Professional Licensure” https://www.mccb.edu/assessment

INDUSTRY JOB PROJECTION DATA A summary of occupational data is available from the Mississippi Department of Employment Security. https://mdes.ms.gov/information-center/labor-market-information/

ARTICULATION Check with the local community college CTE administration for articulation agreements.

DUAL ENROLLMENT See the “Procedures Manual for Dual Enrollment and Accelerated Programs” http://www.mississippi.edu/cjc/dual_enrollment.asp

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RESEARCH ABSTRACT In the spring of 2023, the Office of Curriculum and Instruction (OCI) met with the different administrators and faculty for the Electronics and Related Engineering Technology. A discussion was held to gather feedback concerning the trends and needs, both current and future, of their field. Program faculty, administrators, and industry members were consulted regarding industry workforce needs and trends.

Industry advisory team members from the college involved with this program were asked to give input related to changes to be made to the curriculum framework.

REVISION HISTORY: 2011, Revised, Research and Curriculum Unit, Mississippi State University 2017, Revised, Office of Curriculum and Instruction, Mississippi Community College Board 2023, Revised, Office of Curriculum and Instruction, Mississippi Community College Board

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PROGRAM DESCRIPTION

Electronics and Related Engineering Technology

Electronics Technology

Electronics Technology is an instructional program that prepares individuals to support electrical engineers and other professionals in the design, development, and testing of electrical circuits, devices, and systems. The program includes instruction in model and prototype development and testing; systems analysis and integration, including design and development of corrective and preventive maintenance techniques; application of engineering data; and the preparation of reports and test results.

The purpose of the Electronics Technology curriculum is to provide instruction necessary for a student to become a competent electronic technician. A graduate of this curriculum will be eligible for entry-level employment into any of the options in electronics and will be capable of correlating the activities of scientific research, engineering, and production for a wide variety of occupational fields. A graduate of the Electronics Technology curriculum will possess the capability of working and communicating directly with engineers, scientists, and other technical personnel in his or her specialized area.

Biomedical Equipment Repair Technology

Biomedical Equipment Repair Technology is an instructional and field service program that provides the students with technical knowledge and skills necessary for gaining employment as a biomedical equipment technician. They are entry- level technicians who can install, set up, troubleshoot, integrate, program, test, operate, and repair biomedical equipment.

The AAS Degree in Electronics Technology (BMET) option will be awarded upon the successful completion of a minimum of 60 semester hours of the courses within the program. Upon completion, the student will have an opportunity to apply for the Biomedical Equipment Technician Certification Examination. This curriculum corresponds with the international certification content areas from the Examination for Certification as Biomedical Equipment Technician of the Association for the Advancement of Medical Instrumentation.

Telecommunications Technology

This 2-year program is designed to prepare students for a wide range of technical positions within the telecommunications industry. Specific preparation is in modes, techniques, mediums of voice, and data transmissions and reception. Emphasis is on the telephone instrument, key systems, PBX systems, analog and digital voice communications, data communications, fiber-optic communications, and satellite and microwave communications. Graduates will be qualified to help select, install, operate, maintain, troubleshoot, and repair telecommunications systems. An Associate of Applied Science Degree is awarded upon successful completion of a minimum of 60 semester credit hours of approved course work.

This curriculum was developed using the Electronics Technicians Association, International, standards from the National Coalition for Electronics Education and ETA’s Associate C.E.T © . Examination Development Committee.

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Industrial Electronics Technology This 2-year program is designed to prepare students for a wide range of technical positions within the industrial manufacturing industry. The Industrial Electronics program is designed to prepare graduates for a career in the installation, maintenance, testing, and repair of industrial electrical and electronic equipment and systems. This program introduces the fundamentals of electricity, electronics, digital techniques, electrical power distribution, motor controls, fluid systems controls, programmable logic controllers, and instrumentation. Graduates will possess the skills necessary to enter the workforce as technicians in the fields of telephone service, industrial electronic and electrical servicing, plc and process control, industrial automation, and power distribution and as general electronic technicians. An Associate of Applied Science Degree is awarded upon successful completion of a minimum of 60 semester credit hours of approved course work.

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SUGGESTED COURSE SEQUENCE Work Ready Certificate SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 1145 or EET 1123 or SBE 1123 and EET 1114* or SBE 1113 DC/AC Circuits or AC Circuits* or Electronic Fundamentals II and DC Circuits* or Electronics Fundamentals I

5 or 6-7* 2-4 or 2 2-6 or 4 90-120 or 90 EET 1214 Digital Electronics 4 3 2 75 EET 1334 Solid State Devices and Circuits 4 2 4 90 All other electives approved by instructor per local community college policy* 2 Total 15 *Colleges choosing to teach AC Circuits and DC Circuits separately as 2 courses for a total of 7 SCH will have less elective hours available in this program of study.

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CIP: 15.0303 Career Certificate Required Courses (Electronics Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 1145 or EET 1123 or SBE 1123 and EET 1114* or SBE 1113 DC/AC Circuits or AC Circuits* or Electronic Fundamentals II and DC Circuits* or Electronics Fundamentals I

5 or 6-7* 2-4 or 2 2-6 or 4 90-120 or 90 EET 1214 Digital Electronics 4 3 2 75 EET 1334 Solid State Devices and Circuits 4 2 4 90 EET 1363 or EET 2363 Microcontrollers or Programmable Logic Controllers 3 1 4 75

All other electives approved by instructor per local community college policy* 14 or 12

TOTAL 30 *Colleges choosing to teach AC Circuits and DC Circuits separately as 2 courses for a total of 7 SCH will have less elective hours available in this program of study.

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CIP: 15.0303 Technical Certificate Required Courses (Electronic Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 2334 or EET 1154 or IET 2453

Linear Integrated Circuits or Equipment Maintenance Troubleshooting and Repair or Troubleshooting and Calibration Principles 4

3 or 1 2 or 6 75 or 105 EET 2414 or EET 2524 Electronic Communications or Communication Methods and Technology 4 2 4 90

All other electives approved by instructor per local community college policy 7 TOTAL 15

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CIP: 47.0101 Career Certificate Required Courses (Biomedical Equipment Repair Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 1145 or EET 1123 and EET 1114* DC/AC Circuits or AC Circuits* and DC Circuits*

5 or 7* 2-4 or 2 2-6 or 4 90-120 or 90 EET 1214 Digital Electronics 4 3 2 75 EET 1311 Orientation for Biomedical Equipment Repair 1 1 0 15 EET 1334 Solid State Devices and Circuits 4 2 4 90 BIO 2513 Anatomy and Physiology I 3 BIO 2511 Anatomy and Physiology I Lab 1

All other electives approved by instructor per local community college policy* 12 or 10

TOTAL 30 *Colleges choosing to teach AC Circuits and DC Circuits separately as 2 courses for a total of 7 SCH will have less elective hours available in this program of study.

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CIP: 47.0101 Technical Certificate Required Courses (Biomedical Equipment Repair Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab BIO 2523 Anatomy and Physiology II 3 BIO 2521 Anatomy and Physiology Lab II 1 EET 2334 or EET 1423 Linear Integrated Circuits or Introduction to Biomedical Equipment 4 3 or 2 2 or 2 75 rr 60 EET 2423 or EET 2414 or EET 2524 Fundamentals of Fiber Optics or Electronic Communications or Communication Methods and Technology 3 or 4 1 or 2 4 or 2 75 or 90

All other electives approved by instructor per local community college policy 3 or 4 TOTAL 15 CIP: 15.0305 Career Certificate Required Courses (Telecommunications Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 1145 or EET 1123 and EET 1114* DC/AC Circuits or AC Circuits* and DC Circuits*

5 or 7* 2-4 or 2 2-6 or 4 90-120 or 90 EET 1214 Digital Electronics 4 3 2 75 EET 1334 Solid State Devices and Circuits 4 2 4 90 TCT 1114 Fundamentals of Telecommunications 4 3 2 75 TCT 2244 Fundamentals of Telephony 4 3 2 75 TCT 2354 Fundamentals of Wireless Technology 4 2 4 90

All other electives approved by instructor per local community college policy* 5

TOTAL 30

15

*Colleges choosing to teach AC Circuits and DC Circuits separately as 2 courses for a total of 7 SCH will have less elective hours available in this program of study.

CIP: 15.0305 Technical Certificate Required Courses (Telecommunications Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 2423 Fundamentals of Fiber Optics 3 1 4 75 TCT 2364 Wireless Telecommunications 4 2 4 90 TCT 2414 Microwave and Satellite Systems 4 3 2 75

All other electives approved by instructor per local community college policy 4 TOTAL 15

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CIP: 47.0105 Career Certificate Required Courses (Industrial Electronics Technology)

CIP: 47.0105 Technical Certificate Required Courses (Industrial Electronics Technology-OPTION 1)

SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 2354 Solid State Motor Control 4 2 4 90 EET 2363 Programmable Logic Controllers 3 2 2 60

All other electives approved by instructor per local community college policy 8 TOTAL 15

SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 1133 Electrical Power 3 2 2 60 EET 1145 DC/AC Circuits

5 2-4 2-6 90-120 EET 1214 Digital Electronics 4 3 2 75 EET 1334 Solid State Devices and Circuits 4 2 4 90 EET 1343

Motor Control Systems 3 2 2 90

All other electives approved by instructor per local community college policy 11

TOTAL 30

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CIP: 47.0105 Technical Certificate Required Courses (Industrial Electronics Technology-OPTION 2) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 1154 Equipment Maintenance, Troubleshooting and Repair 4 1 6 105 EET 2534 Industrial Motor Control 4 2 4 90

All other electives approved by instructor per local community college policy 7 TOTAL 15

CIP: 47.0105 Technical Certificate Required Courses (Industrial Automation and Controls Engineering Technology) SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab EET 2363 Programmable Logic Controllers 3 2 2 60 EET 2373 Programmable Logic Controllers-Multi-Platform 3 1 4 75 MNT 2373 Servo Control System 3

All other electives approved by instructor per local community college policy 6 TOTAL 15

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General Education Core Courses

To receive the Associate of Applied Science degree, a student must complete all of the required coursework found in the

Career Certificate option, Technical certificate option, and a minimum of 15 semester hours of General Education core.

The courses in the General Education Core may be spaced out over the entire length of the program so that students

complete some academic and Career Technical courses each semester or provided primarily within the last semester.

Each community college will specify the actual courses that are required to meet the General Education Core

Requirements for the Associate of Applied Science degree at their college. The Southern Association of Colleges and

Schools Commission on Colleges (SACSCOC) Section 9 Standard 3 of the Principles of Accreditation: Foundations for

Quality Enhancement

1

describes the general education core.

Section 9 Standard 3:

3. The institution requires the successful completion of a general education component at the

undergraduate level that

1. is based on a coherent rationale.
2. is a substantial component of each undergraduate degree program. For degree completion in associate

programs, the component constitutes a minimum of 15 semester hours of the equivalent; for baccalaureate

programs, a minimum of 30 semester hours or the equivalent.

c) ensures breadth of knowledge. These credit hours include at least one course from each of the following

areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not

narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.

General Education Courses

1 Southern Association of Colleges and Schools Commission on Colleges. (2017). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from http://www.sacscoc.org/2017ProposedPrinc/Proposed%20Principles%20Adopted%20by%20BOT.pdf

SCH Breakdown

Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Humanities/Fine Arts 3 Social/Behavioral Sciences 3 Math/Science 3 Academic electives 6 TOTAL 15

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Electives

SCH Breakdown Contact Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Externship Total Contact Hours Lecture Lab Externship EET 1143

Commercial & Industrial Wiring 3 2 2 60 EET 1153 IT Foundations 3 1 6 105 EET 1163

Motor maintenance and Troubleshooting 3 2 2 60 EET 1174

Fluid Power 4 3 2 60 EET 1192 Fundamentals of Electricity 2 1 2 45 EET 1233

Computer Servicing Lab 3 0 6 90 EET 1353 Fundamentals of Robotics 3 2 2 60 EET 1413 Math for Electronics 3 2 2 60 EET 1423 Introduction to Biomedical Equipment 3 2 2 60 EET 1443 Fundamentals of Instrumentation 3 2 2 60 EET 1613 Computer Fundamentals Electronics/Electricity 3 2 2 60 EET 1713 Drafting for Electronic/ Electrical Technology 3 1 4 75 EET 211 (3-6) Supervised Work Experience in Biomedical Equipment Repair Technology (3-6) 0 9-18 135-270 EET 222 (3-6) Supervised Work Experience in Biomedical Equipment Repair Technology II (3-6) 0 9-18 135-270 EET 2233

Computer Servicing Lab II 3 0 6 90 EET 2383 Advanced Programmable Logic Controllers 3 2 2 60 EET 2433 Physics for Electronics 3 2 2 60 EET 2514 Interfacing Techniques 4 2 4 90

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EET 2524 Communication Methods and Technology 4 2 4 90 EET 2534 Industrial Motor Controls 4 2 4 90 EET 2823 Digital Television Systems 3 2 2 60 EET 291(1-3) Special Projects (1-3) 0 2-6 30-90 EET 291 (1-6) Supervised Work Experience in Electronics technology (1-6) 0 3-18 45-270 EET 292 (1-6) Supervised Work Experience in Electronic Technology (1-6) 0 3-18 45-270 TCT 2424 Network Systems 4 2 4 90 TCT 291 (1-4) Special Project (1-4) 0 2-8 30-120 TCT 292 (1-6) Supervised Work Experience (1-6) 0 3-18 45-270 MNT 1142 Mechanical Power Transmission I 2 MNT 1242 Mechanical Power Transmission II 2 MNT 2364 Industry 4.0 and Data Acquisition 4 SBA 1133 Power Distribution 3 SBA 1144 Manufacturing Skills Basic 4 SBA 1223 Robotics& Automation 3 SBA 2113 Advanced Programmable Logic Controllers/Data Acquisition 3 IET 1113 Industrial Instrumentation 3 IET 1313 Advanced Instrumentation and Process Control 3 IET 2113 Final Control Devices 3 IET 2433 Installation Practices 3 IET 2453 Troubleshooting and Calibration Principles 3 IET 2413 Industrial Controls II 3 IET 2513 Capstone Class 3 PPT 1513 Safety, Health, and Environment 3 MMT 2364 Industry 4.0 with Data Acquisition 4 SSP 100(2-3) Smart Start 101 2-3

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*REFER TO THE FOLLOWING CURRICULA FOR ADDITIONAL INFORMATION: CIP 52.1401-MMT CLASSES CIP 15.0406-SBE CLASSES CIP 15.0406-SBA CLASSES CIP 15.0404-IET CLASSES CIP 14.1901- MNT CLASSES CIP 15.0699-PPT CLASSES

*CONTACT ADULT EDUCATION FOR SSP CLASSES WBL 191(1-3) WBL 192(1-3) WBL 193(1-3) WBL 291(1-3) WBL 292(1-3) WBL 293(1-3) Work-Based Learning 1-3

All other electives approved by instructor per local community college policy

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ELECTRONICS AND RELATED ENGINEERING TECHNOLOGY COURSES

Course Number and Name: EET 1114 DC Circuits

Description: Principles and theories associated with DC circuits. This course includes the study of electrical circuits, laws and formulae, and the use of test equipment to analyze DC circuits.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Demonstrate and apply an understanding of a basic electrical circuit.

   1. Write numbers in scientific and engineering notation.
   2. Perform mathematical manipulations with numbers expressed in engineering notation.
   3. Explain the basic structure of matter to include the atom and element.
   4. Explain the laws of electrical charge.
   5. Differentiate among the characteristics of conductors, semiconductors, and insulators.
   6. Demonstrate the ability to determine resistor types, value, tolerance, and power rating.
   7. Differentiate between DC circuit schematic symbols.
   8. Demonstrate proper techniques for measuring resistance.
   9. Discuss methods of generating electricity.
   10. Explain theories of current flow including electron and conventional method.
   11. Demonstrate an understanding of principles of and operation of batteries.
   12. Explain and demonstrate the measurement of resistance of conductors and insulators

   and the computation of conductance.

3. Demonstrate an understanding of voltage, current, resistance, and power and how they relate.

   1. Explain the physical properties of voltage, current, and resistance.
   2. State three equations used to express Ohm’s law
   3. Analyze circuit parameters using Ohm’s law.
   4. Explain how power is developed in a circuit.
   5. State three forms of power equations.
   6. Demonstrate techniques for determining power.
   7. Describe and demonstrate the proper technique for measuring voltage using a voltmeter.
   8. Describe and demonstrate the proper technique for measuring current using an ammeter.
   9. Describe and demonstrate the proper technique for measuring resistance using an ohmmeter.

4. Analyze and evaluate the parameters of a series circuit.

   1. Identify series circuits.
   2. Compute total resistance of a series circuit.
   3. Using Ohm’s law, compute the current in a series circuit.
   4. Explain why current is the same at all points in a series circuit.
   5. State and apply Kirchhoff’s voltage law in analysis of series circuits.
   6. Explain why a series circuit is known as a voltage divider.
   7. Using Ohm’s law, compute the voltage drops in a series circuit.

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8. Compute the power developed by each resistor and the total power of a series circuit.
9. Explain the difference between series-aiding and series-opposing voltage sources.
10. Construct, analyze, and troubleshoot a series circuit.

5. Analyze and evaluate the parameters of a parallel circuit.

   1. Identify parallel circuits.
   2. Compute total resistance of a parallel circuit.
   3. Utilize Ohm’s law to solve circuit parameters of a parallel DC circuit.
   4. Explain why voltage is the same across all branches of a parallel circuit.
   5. State and apply Kirchhoff’s current law in the analysis of parallel circuit.
   6. Explain why a parallel circuit is a current divider.
   7. Compute branch currents in a parallel resistive circuit using the current divider equation.
   8. Construct, analyze, and troubleshoot a parallel circuit.

6. Analyze and evaluate the parameters of a series–parallel circuit.

   1. Differentiate between series and parallel in a series–parallel resistive circuit.
   2. Compute total resistance of a series–parallel circuit.
   3. Analyze series–parallel circuits for the current through and the voltage across each component.
   4. Construct, analyze, and troubleshoot a series–parallel circuit.
   5. Analyze loaded and unloaded voltage dividers.
   6. Explain the operation and application of a Wheatstone bridge.
   7. Construct a resistive bridge circuit, and measure an unknown resistance.
   8. Measure the error voltage of an unbalanced bridge.

7. Apply network theorems to the analysis of complex circuits. a. Perform voltage source to current source conversions and current source to voltage source conversions. b. In circuits containing multiple resistors and sources, use the superposition theorem to solve for unknown voltages and currents. c. Through analysis, construction, and testing of an actual circuit, prove the validity of the superposition theorem. d. Reduce series–parallel resistive circuits to their Thevenin’s equivalent. e. Measure the Thevenin’s voltage and resistance of a DC circuit. f. Reduce series–parallel resistive circuits to their Norton equivalent. g. Measure the Norton current and Norton resistance of a series circuit. h. Perform conversions between Thevenin’s and Norton equivalent circuit. i. Explain the conditions under which maximum power occurs. j. Construct a circuit, and prove the maximum power transfer theorem.

8. Explain capacitance, and demonstrate its application in DC and transient circuits.

   1. Explain capacitance and terms related to capacitance.
   2. Explain the construction of a capacitor and its relationship to capacitance value.
   3. Draw the symbols for capacitance, and identify the unit of measurement for capacitance.
   4. Explain how the capacitor is charged and discharged.
   5. Identify various types of capacitors.
   6. Explain specifications of connections including values and voltage ratings.
   7. Calculate the total capacitance of capacitors in series and in parallel.
   8. Define and compute RC time constant.
   9. Measure capacitance in series and in parallel.
   10. Construct a circuit, and using an oscilloscope, display and measure the charge and

   discharge waveforms in a series RC circuit.

   k. Explain and demonstrate techniques for troubleshooting capacitors.

9. Explain inductance, and demonstrate its application in DC and transient circuits.

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1. Explain the laws of repulsion and attraction between two magnetic poles.
2. Explain how an electromagnet is developed.
3. Explain several applications of magnetism.
4. Define inductance and the terms relating to inductance.
5. Sketch the symbols for inductors, and identify the unit of measurements for inductance.
6. List the factors that determine the value of an inductor, and state whether the factors

have a direct or inverse effect on the value.

g. Calculate total inductance in series and parallel.

h. Explain the Henry in terms of induced voltage and the rate of charge of current with

respect to time.

i. Calculate the time constant for an RL circuit.

j. Fabricate and demonstrate the operation of an RL circuit.

k. Explain and demonstrate techniques for troubleshooting DC circuits.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

25

Course Number and Name: EET 1123 AC Circuits

Description: Principles and theories associated with AC circuits. This course includes the study of electrical circuits, laws and formulae, and the use of test equipment to analyze AC circuits. Principles and theories associated with DC circuits. This course includes the study of electrical circuits, laws and formulae, and the use of test equipment to analyze DC circuits.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 4 90 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Analyze a sine wave, and explain its characteristics and application to AC circuits. a. Explain and calculate the following AC values: Period, frequency, time, angle, instantaneous values of voltage and current, peak, peak-to-peak voltage and current, RMS voltage and current, average voltage and current, and power. b. Analyze AC resistive circuits and solve for voltage drops, branch currents, and power dissipations. c. Explain and use phasors/vectors to represent the relative phase and amplitude of AC voltages and currents. d. Explain and use voltage and power decibels. e. Use the oscilloscope to measure AC voltage and frequency. f. Use a frequency counter to measure frequency. g. Use multimeters to measure AC voltage and current. h. Define the square and sawtooth waves in terms of harmonic content. i. Determine the duty cycle of a square wave. j. Determine period and frequency for sine waves, square waves, sawtooth waves, and triangle waves.

2. Analyze inductive and capacitive reactance in series and parallel circuits. a. Calculate inductive reactance (XL) using Ohm’s law or the inductive reactance formula when signal frequency and inductance are known. b. Solve for signal frequency when inductance and inductive reactance are known, or inductance when frequency and inductive reactance are known. c. Calculate capacitive reactance (XC) using Ohm’s law or the capacitive reactance formula when signal frequency and capacitance are known. d. Solve for signal frequency when capacitance and capacitive reactance are known, or capacitance when frequency and capacitive reactance are known.) e. Calculate all voltages and currents in series and parallel capacitive and inductive circuits.

3. Analyze transformer voltage, current, impedance transformations, and applications.

   1. Explain how mutual inductance affects transformer action.
   2. Calculate primary and secondary transformer voltage and current as related to the

   transformer’s turns ratio.

4. Explain RLC non-resonant and resonant circuits. a. Use basic trigonometric functions and the Pythagorean theorem for right triangles in the analysis of AC circuits. b. Calculate impedance, current, voltages, and power for series RL, RC, and RCL circuits. c. Represent series AC circuits with voltage, impedance, and power phasors in phasor diagrams. d. Use an RL and RC circuit as a lead or lag circuit. e. Express phase relationships in terms of time. f. Explain and calculate AC circuit efficiency.

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g. Construct RC, RL, and RCL series circuits and use a dual-trace oscilloscope for sinewave-voltage phase comparison. h. Calculate branch currents and total current for parallel RL, RC, and RCL circuits. i. Calculate the phase angle for each branch current and total current of a parallel AC circuit. j. Calculate real power, reactive power, apparent power, and the power factor for parallel AC circuits. k. Calculate the power efficiency of a parallel AC circuit. l. Correct the power factor of a parallel AC circuit by changing the size of L or C. m. Construct and analyze RC, RL, and RCL parallel AC circuits. n. Name applications for series and parallel resonant circuits. o. List all of the significant parameters and characteristics of series and parallel resonant circuits. p. Explain the characteristic graphs for series and parallel resonant circuits. q. Calculate the resonant frequency for series and parallel resonant circuits. r. Calculate circuit Q and bandwidth when the resonant frequency and total circuit resistance are known. s. Calculate bandpass when the resonant frequency and bandwidth are known. t. Calculate the proper size capacitor to resonate with a given inductor at a specified resonant frequency. u. Calculate the proper amount of total resistance needed to provide a specified bandwidth for a given series resonant circuit. v. Accurately test series and parallel resonant circuits using a variable-frequency generator and an oscilloscope. w. Explain similarities and differences between series and parallel resonance.

5. Explain and classify filters.
   1. Identify filters by type and configuration.
   2. Discuss and analyze filter types in terms of frequency response, phase response, insertion loss, and roll off
   shape. c. Discuss practical applications of each of the basic filter types. d. Predict and plot frequency response for common filter types using the insertion loss formula. e. Analyze RL, RC, and RCL high-pass filters. f. Analyze RL, RC, and RCL low-pass filters. g. Analyze series and parallel resonant band-pass filters. h. Analyze series and parallel resonant band stop filters.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

27

Course Number and Name:

EET 1133 Electrical Power

Description: This course covers electrical motors and their installation and offers instruction and practice in using the different types of motors, transformers, and alternators.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Discuss safety and environmental protection concerns associated with electrical power equipment.

   1. List safety precautions associated with motors and transformers.
   2. Explain the procedures for working with and disposing of hazardous materials.

2. Wire single-phase electrical components.

   1. Sketch and connect a single-phase transformer for high- and low-voltage applications.
   2. Identify, sketch, and wire different types of single-phase motors.
   3. Explain and demonstrate the applications of an AC generator.

3. Wire three-phase electrical components. a. Sketch and connect a three-phase AC transformer to include delta and wye, threewire, and four-wire systems. b. Identify, draw, and wire different types of three-phase motors to include low- and high-voltage requirements.

Certification SMC ADVANCED MANUFACTURING CERTIFICATION LEVEL I BASIC© Mechatronics Level I –Basic

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Course Number and Name: EET 1143 Commercial and Industrial Wiring

Description: Instruction and practice in the installation of commercial and industrial electrical services including the types of conduit and other raceways, NEC code requirements, and three phase distribution networks.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply general safety rules and current NEC and local codes. a. Explain and demonstrate safety rules and regulations for working near or on load centers and safety switches. b. Explain and demonstrate the ability of safe lifting and work habits. c. Identify the code requirements for industrial and commercial locations.

2. Install and maintain raceways, conduit, and fittings.

   1. Identify types of raceways, conduit, and fittings.
   2. Apply usage of raceways, conduit, and fittings as required by electrical codes.
   3. Demonstrate the use of mechanical and hydraulic conduit benders to make specified

   bends to different sizes and types of conduit.

   d. Identify other types of raceways and their associated bodies.

3. Explain different types of three-phase service entrances, metering devices, main panels,

   raceways or ducts, subpanels, feeder circuits, and branch circuits according to electrical codes.

   1. Explain the codes (NEC and local codes) for the installation of a three-phase service entrance.
   2. Explain safety precautions to be used when installing a three-phase service entrance.
   3. Construct a sketch to install a three-phase service entrance.
   4. Explain terms associated with a three-phase service entrance from codes and industry terminology.
   5. Identify components of a three-phase service entrance.

4. Prepare a job estimate including supplies and labor costs.

   1. Compute the local labor cost for a given job.
   2. Determine the amount of supplies for a given job.
   3. Compute the cost of supplies for a given job.
   4. Justify in writing the total cost for a given job.

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Course Number and Name: EET 1145 DC/AC Circuits

Description: Principles and theories associated with DC and AC circuits. This course includes the study of electrical circuits, laws and formulae, and the use of test equipment to analyze DC and AC circuits.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 5 4 2 90 5 3 4 105 5 2 6 120 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Demonstrate and apply an understanding of a basic electrical circuit.

   1. Write numbers in scientific and engineering notation.
   2. Perform mathematical manipulations with numbers expressed in engineering notation.
   3. Explain the basic structure of matter to include the atom and element.
   4. Explain the laws of electrical charge.
   5. Differentiate among the characteristics of conductors, semiconductors, and insulators.
   6. Demonstrate the ability to determine resistor types, value, tolerance, and power rating.
   7. Differentiate between DC circuit schematic symbols.
   8. Demonstrate proper techniques for measuring resistance.
   9. Discuss methods of generating electricity.
   10. Explain theories of current flow including electron and conventional method.
   11. Demonstrate an understanding of principles of and operation of batteries.
   12. Explain and demonstrate the measurement of resistance of conductors and insulators

   and the computation of conductance.

3. Demonstrate an understanding of voltage, current, resistance, and power and how they relate.

   1. Explain the physical properties of voltage, current, and resistance.
   2. State three equations used to express Ohm’s law
   3. Analyze circuit parameters using Ohm’s law.
   4. Explain how power is developed in a circuit.
   5. State three forms of power equations.
   6. Demonstrate techniques for determining power.
   7. Describe and demonstrate the proper technique for measuring voltage using a voltmeter.
   8. Describe and demonstrate the proper technique for measuring current using an ammeter.
   9. Describe and demonstrate the proper technique for measuring resistance using an ohmmeter.

4. Analyze and evaluate the parameters of a series circuit.

   1. Identify series circuits.
   2. Compute total resistance of a series circuit.
   3. Using Ohm’s law, compute the current in a series circuit.

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4. Explain why current is the same at all points in a series circuit.
5. State and apply Kirchhoff’s voltage law in analysis of series circuits.
6. Explain why a series circuit is known as a voltage divider.
7. Using Ohm’s law, compute the voltage drops in a series circuit.
8. Compute the power developed by each resistor and the total power of a series circuit.
9. Explain the difference between series-aiding and series-opposing voltage sources.
10. Construct, analyze, and troubleshoot a series circuit.

5. Analyze and evaluate the parameters of a parallel circuit.

   1. Identify parallel circuits.
   2. Compute total resistance of a parallel circuit.
   3. Utilize Ohm’s law to solve circuit parameters of a parallel DC circuit.
   4. Explain why voltage is the same across all branches of a parallel circuit.
   5. State and apply Kirchhoff’s current law in the analysis of parallel circuit.
   6. Explain why a parallel circuit is a current divider.
   7. Compute branch currents in a parallel resistive circuit using the current divider equation.
   8. Construct, analyze, and troubleshoot a parallel circuit.

6. Analyze and evaluate the parameters of a series–parallel circuit.

   1. Differentiate between series and parallel in a series–parallel resistive circuit.
   2. Compute total resistance of a series–parallel circuit.
   3. Analyze series–parallel circuits for the current through and the voltage across each component.
   4. Construct, analyze, and troubleshoot a series–parallel circuit.
   5. Analyze loaded and unloaded voltage dividers.
   6. Explain the operation and application of a Wheatstone bridge.
   7. Construct a resistive bridge circuit, and measure an unknown resistance.
   8. Measure the error voltage of an unbalanced bridge.

7. Apply network theorems to the analysis of complex circuits. a. Perform voltage source to current source conversions and current source to voltage source conversions. b. In circuits containing multiple resistors and sources, use the superposition theorem to solve for unknown voltages and currents. c. Through analysis, construction, and testing of an actual circuit, prove the validity of the superposition theorem. d. Reduce series–parallel resistive circuits to their Thevenin’s equivalent. e. Measure the Thevenin’s voltage and resistance of a DC circuit. f. Reduce series–parallel resistive circuits to their Norton equivalent. g. Measure the Norton current and Norton resistance of a series circuit. h. Perform conversions between Thevenin’s and Norton equivalent circuit. i. Explain the conditions under which maximum power occurs. j. Construct a circuit, and prove the maximum power transfer theorem.

8. Explain capacitance, and demonstrate its application in DC and transient circuits.

   1. Explain capacitance and terms related to capacitance.
   2. Explain the construction of a capacitor and its relationship to capacitance value.
   3. Draw the symbols for capacitance, and identify the unit of measurement for capacitance.
   4. Explain how the capacitor is charged and discharged.

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5. Identify various types of capacitors.
6. Explain specifications of connections including values and voltage ratings.
7. Calculate the total capacitance of capacitors in series and in parallel.
8. Define and compute RC time constant.
9. Measure capacitance in series and in parallel.
10. Construct a circuit, and using an oscilloscope, display and measure the charge and

discharge waveforms in a series RC circuit.

k. Explain and demonstrate techniques for troubleshooting capacitors.

9. Explain inductance, and demonstrate its application in DC and transient circuits.

   1. Explain the laws of repulsion and attraction between two magnetic poles.
   2. Explain how an electromagnet is developed.
   3. Explain several applications of magnetism.
   4. Define inductance and the terms relating to inductance.
   5. Sketch the symbols for inductors, and identify the unit of measurements for inductance.
   6. List the factors that determine the value of an inductor, and state whether the factors

   have a direct or inverse effect on the value.

   g. Calculate total inductance in series and parallel.

   h. Explain the Henry in terms of induced voltage and the rate of charge of current with

   respect to time.

   i. Calculate the time constant for an RL circuit.

   j. Fabricate and demonstrate the operation of an RL circuit.

   k. Explain and demonstrate techniques for troubleshooting DC circuits.

10. Analyze a sine wave, and explain its characteristics and application to AC circuits. a. Explain and calculate the following AC values: Period, frequency, time, angle, instantaneous values of voltage and current, peak, peak-to-peak voltage and current, RMS voltage and current, average voltage and current, and power. b. Analyze AC resistive circuits and solve for voltage drops, branch currents, and power dissipations. c. Explain and use phasors/vectors to represent the relative phase and amplitude of AC voltages and currents. d. Explain and use voltage and power decibels. e. Use the oscilloscope to measure AC voltage and frequency. f. Use a frequency counter to measure frequency. g. Use multimeters to measure AC voltage and current. h. Define the square and saw tooth waves in terms of harmonic content. i. Determine the duty cycle of a square wave. j. Determine period and frequency for sine waves, square waves, saw tooth waves, and triangle waves.

11. Analyze inductive and capacitive reactance in series and parallel circuits. a. Calculate inductive reactance (XL) using Ohm’s law or the inductive reactance formula when signal frequency and inductance are known. b. Solve for signal frequency when inductance and inductive reactance are known, or inductance when frequency and inductive reactance are known. c. Calculate capacitive reactance (XC) using Ohm’s law or the capacitive reactance formula when signal frequency and capacitance are known. d. Solve for signal frequency when capacitance and capacitive reactance are known, or capacitance when frequency and capacitive reactance are known.) e. Calculate all voltages and currents in series and parallel capacitive and inductive circuits.

12. Analyze transformer voltage, current, impedance transformations, and applications. a. Explain how mutual inductance affects transformer action.

32

b. Calculate primary and secondary transformer voltage and current as related to the transformer’s turns ratio.

13. Explain RLC non-resonant and resonant circuits. a. Use basic trigonometric functions and the Pythagorean theorem for right triangles in the analysis of AC circuits. b. Calculate impedance, current, voltages, and power for series RL, RC, and RCL circuits. c. Represent series AC circuits with voltage, impedance, and power phasors in phasor diagrams. d. Use an RL and RC circuit as a lead or lag circuit. e. Express phase relationships in terms of time. f. Explain and calculate AC circuit efficiency. g. Construct RC, RL, and RCL series circuits and use a dual-trace oscilloscope for sinewave- voltage phase comparison. h. Calculate branch currents and total current for parallel RL, RC, and RCL circuits. i. Calculate the phase angle for each branch current and total current of a parallel AC circuit. j. Calculate real power, reactive power, apparent power, and the power factor for parallel AC circuits. k. Calculate the power efficiency of a parallel AC circuit. l. Correct the power factor of a parallel AC circuit by changing the size of L or C. m. Construct and analyze RC, RL, and RCL parallel AC circuits. n. Name applications for series and parallel resonant circuits. o. List all of the significant parameters and characteristics of series and parallel resonant circuits. p. Explain the characteristic graphs for series and parallel resonant circuits. q. Calculate the resonant frequency for series and parallel resonant circuits. r. Calculate circuit Q and bandwidth when the resonant frequency and total circuit resistance are known. s. Calculate bandpass when the resonant frequency and bandwidth are known. t. Calculate the proper size capacitor to resonate with a given inductor at a specified resonant frequency. u. Calculate the proper amount of total resistance needed to provide a specified bandwidth for a given series resonant circuit. v. Accurately test series and parallel resonant circuits using a variable-frequency generator and an oscilloscope. w. Explain similarities and differences between series and parallel resonance.

14. Explain and classify filters.

    1. Identify filters by type and configuration.
    2. Discuss and analyze filter types in terms of frequency response, phase response,

    insertion loss, and roll off shape.

    c. Discuss practical applications of each of the basic filter types.

    d. Predict and plot frequency response for common filter types using the insertion loss formula.

    e. Analyze RL, RC, and RCL high-pass filters.

    f. Analyze RL, RC, and RCL low-pass filters.

    g. Analyze series and parallel resonant band-pass filters.

    h. Analyze series and parallel resonant band stop filters.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION SMC ADVANCED MANUFACTURING CERTIFICATION LEVEL I BASIC© Mechatronics Level I –Basic

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Course Number and Name: EET 1154 Equipment Maintenance, Troubleshooting, and Repair Description: Maintenance and troubleshooting techniques, use of technical manuals and test equipment, and inspection/evaluation/repair of equipment

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 1 6 105

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Discuss and apply proper safety procedures regarding maintenance, troubleshooting, and repair of equipment.

2. Perform preventive maintenance on equipment.

   1. Develop a preventive maintenance program for a given piece of equipment.
   2. Inspect and adjust belts, chains, and other moving parts.
   3. Lubricate a machine following manufacturer’s recommendations.

3. Troubleshoot and repair equipment. a. Identify symptoms that indicate a machine is not operating properly (excessive noise, vibration, heat, speed, etc.). b. Determine the cause of the symptoms. c. Inspect machinery for broken or worn parts, and determine if replacement is needed. d. Prepare a report on time and costs involved in repairing equipment. e. Perform lockout–tagout procedures for broken equipment. f. Disassemble, inspect, repair, and reassemble equipment to specifications. g. Perform preventive maintenance on an electric motor (disassemble, clean and inspect, repair mechanical components, lubricate, and reassemble). h. Check and service a battery, including recharging.

4. Estimate expenses for a given project.

   1. Prepare a bill of materials list for a specific job.
   2. Calculate the labor factor for a specific job.

34

Course Number and Name: EET 1163 Motor Maintenance and Troubleshooting

Description: This course covers the principles and practice of electrical motor repair and includes topics on the disassembly/assembly and preventive maintenance of common electrical motors.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply general safety principles and safety requirements for working with electric motors.

   1. Apply principles of safety in the use and repair of electrical motors.
   2. Describe safety procedures to utilize during connecting, operating, and repairing of electrical motors.
   3. Practice lockout–tagout procedure.

2. Use instruments and tools in maintaining, troubleshooting, and operating electrical motors. a. Identify, describe, and demonstrate the use of instruments and tools used to maintain, troubleshoot, and repair motors, to include megohm meters, volt–amp meters, and multimeters. b. Describe the procedures for the maintenance, testing, and/or repair of instruments and tools.

3. Troubleshoot and perform basic maintenance on electrical motors.

   1. List and describe functions of the major parts and windings of single-phase motors.
   2. List and describe the functions of split-phase, capacitor-start, capacitor-start/capacitor-

   run, and permanent split capacitor electric motors.

   c. Describe and list the functions of a shaded pole and repulsion/induction electric motors.

   d. List and describe functions of major parts and windings of three-phase motors to

   include squirrel cage induction, synchronous, and wound rotor motors.

   e. List and describe functions of the major parts and windings of DC motors to include

   series, shunt, and compound wound motors.

   f. Develop a preventive maintenance program for electric motors.

35

Course Number and Name: EET 1174 Fluid Power

Description: This basic course provides instruction in hydraulics and pneumatics. The course covers actuators, accumulators, valves, pumps, motors, coolers, compression of air, control devices, and circuit diagrams. Emphasis is placed on the development of control circuits and troubleshooting techniques.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 3 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Define and describe basic laws governing fluids.

   1. Describe the concept of force, flow, and pressure.
   2. Analyze the relationship of force and pressure in a circuit.
   3. Explain what causes flow in a circuit.
   4. Calculate area, pressure, velocity, and rate of flow.
   5. Explain and apply the ideal gas laws, Boyle’s law, and Charles’ law in fluid systems.

2. Identify and draw symbols for hydraulics and pneumatics.

   1. Explain the logic for drawing symbols for hydraulic components.
   2. Draw individual hydraulic and pneumatic components.

3. Describe the operation and nomenclature of various pumps and compressors.

   1. Analyze the operation of vane, gear, and piston pumps in hydraulics.
   2. Analyze the operation of air compressors.

4. Explain fluids as pertaining to the transmission of energy.

   1. Describe various types of hydraulic fluids.
   2. Explain the purpose of the fluid reservoir, the filtration system, and the heat exchanger in hydraulics.
   3. Explain the purpose of the receiver in pneumatics.
   4. Explain the purpose of trio units in compressed air.

5. Describe the operation of flow, pressure, and directional control valves.

   1. Explain basic design features used in each type of control valve.
   2. Demonstrate how flow, pressure, and directional valves are used in hydraulics and pneumatics.

6. Explain the types of actuators used in pneumatics and hydraulics.

   1. List important cylinder design features.
   2. Explain basic design features of hydraulic motors and other rotary actuators.
   3. Identify common types of air motors.

7. Explain, construct, and troubleshoot various hydraulic and pneumatic circuits.

   1. Explain the purpose of a sequence circuit.
   2. Construct and troubleshoot a sequence circuit.

8. Demonstrate the use of electro-mechanical controls in hydraulic and pneumatic circuits.

   1. Explain the construction and use of solenoids in directional controls.
   2. Construct a hydraulic or pneumatic circuit that is controlled electrically.

Certification

36

SMC ADVANCED MANUFACTURING CERTIFICATION LEVEL I BASIC© Mechatronics Level I-Basic

37

Course Number and Name: EET 1192 Fundamentals of Electronics

Description: Fundamental skills associated with all electronics courses. Safety, bread boarding, use of calculator, test equipment familiarization, soldering, electronic symbols, and terminology

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 2 1 2 45 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain, demonstrate, and practice general safety procedures in the shop, lab, and industrial environments.

   1. Apply proper safety techniques for all types of circuits and components.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.
   3. Demonstrate an understanding of and comply with relevant lock-out, tag-out procedures.

2. Demonstrate and utilize proper bread boarding techniques.

   1. Identify the various electronic components and schematic symbols.
   2. Identify the various resistor and capacity codes.
   3. Lay out a breadboard by the use of a schematic.
   4. Demonstrate forming components to fit into a breadboard.
   5. Demonstrate techniques for selecting and forming wires to make connections.

3. Demonstrate proficiency in the use of a calculator.

   1. Use SI symbols and prefixes to describe electrical values.
   2. Manipulate numbers in mathematical operations using scientific notation, engineering notation, and E

   notation to aid in mathematical circuit analysis.

   c. Perform basic algebraic operations using electronic equations to express the rules of symbol transformation.

   d. Perform basic trigonometry to include the Pythagorean theorem, sine function, cosine function, and tangent

   function.

   e. Perform practical math in solving ratio, percentage, proportions, powers, and roots of numbers on digital

   conversions.

4. Demonstrate the proper use and operation of test equipment. a. Demonstrate the use and care of test instruments including volt-ohm meters, current meters, oscilloscopes, and so forth. b. Explain the cause and effects of current and voltage circuit loading. c. Describe the differences between analog and digital multimeters. d. Discuss the advantages and disadvantages of analog and digital multimeters. e. Explain zeroing the ohmmeter prior to use and effects of battery drain on its accuracy. f. Demonstrate proper troubleshooting techniques by use of selected meters.

5. Demonstrate proper soldering and desoldering techniques.

   1. Apply acceptable soldering/desoldering techniques, including thru-hole and surface mount devices.
   2. Apply acceptable standards of proper solderless connections.

38

Course Number and Name: EET 1214 Digital Electronics

Description: Number systems, logic circuits, counters, registers, memory devices, combination logic circuits, Boolean algebra, and a basic computer system

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Perform mathematical operations in digital number systems.

   1. Convert between binary, octal, hex, and decimal values.
   2. Add and subtract binary, octal, and hex numbers.
   3. Subtract binary numbers using both ones and twos complements.
   4. Generate and interpret even and odd parity.
   5. Use the terms bit, byte, MSB, LSB, and nibble appropriately.
   6. Encode and decode ASCII codes from code charts.

2. Classify logic gates, and explain their functions.

   1. Describe and complete truth tables for logic gates.
   2. Sketch schematic diagrams for logic gates.
   3. Solve timing diagrams for logic gates.
   4. Apply procedures to protect devices against electrostatic discharge (ESD).
   5. Wire and test logic gates.
   6. Write Boolean expression for logic gates.

3. Analyze logic circuits. a. Construct, develop, and interpret combinational logic circuits.

4. Minimize logic circuits using Boolean algebra and Karnaugh mapping.

   1. Write and describe the Boolean algebra theorems.
   2. Apply DeMorgan’s theorem to convert between OR and AND logic.
   3. Apply Boolean algebra to minimize given Boolean expressions.
   4. Convert between sum of products and product of sums.
   5. Use Karnaugh maps to simplify Boolean expressions.

5. Analyze principles and operations of digital display devices.

   1. Construct and demonstrate seven-segment LED digital displays.
   2. Describe the principle at operation for multiplying multidigit displays.
   3. Contrast LED and LCD digital display devices.

6. Explain the operation of basic memory circuits.

   1. Describe the characteristics of memory types including static RAM, dynamic RAM, PROM, and EPROM.
   2. Interpret manufacturers’ data sheets for memory integrated circuits.

7. Demonstrate an understanding of other digital circuits:

   1. counters
   2. clock generators
   3. multi- vibrators
   4. flip-flops.

   Certification

   ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

39

Course Number and Name: EET 1233 Computer Servicing Lab I

Description: This course covers fundamentals of computer servicing including configuration, test equipment usage, basic disassembly and assembly methods, preliminary tests and diagnostics, schematic interpretation, and building cables.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 0 6 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Complete maintenance documentation.

   1. Prepare an identification tag.
   2. Prepare an equipment sketch.
   3. Prepare a repair log.
   4. Prepare an invoice.

3. Explain antistatic control procedures and equipment for computer repair.

   1. Identify antistatic equipment.
   2. Identify antistatic procedures.

4. Set up soldering and desoldering stations using correct safety procedures.

   1. Select correct equipment.
   2. Apply correct soldering and desoldering techniques.

5. Identify and utilize hand tools needed for basic computer servicing.

   1. Identify hand tools used for basic computer servicing.
   2. Utilize hand tools for basic computer servicing.

6. Identify and use various test equipment.

   1. Identify and use multimeters.
   2. Identify and use an oscilloscope.
   3. Identify and use circuit testers to correct wiring problems.

7. Demonstrate repair procedures for disassembly and reassembly of various components.

   1. Demonstrate repair procedures for disassembly and reassembly of computers.
   2. Demonstrate repair procedures for disassembly and reassembly of printers.

8. Construct and test cables.

   1. Construct various control cables.
   2. Test various control cables.

9. Isolate a malfunction.

   1. Determine symptoms of hardware and software failures.
   2. Perform diagnostic procedures.
   3. Eliminate the malfunction.

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10. Demonstrate effective behaviors that contribute to the achievement and maintenance of customer satisfaction.
    1. Explain what a professional attitude is.
    2. Utilize professional procedures in a customer interview.
    3. Conduct isolation procedures.

41

Course Number and Name: EET 1311 Orientation to Biomedical Equipment Repair

Description: Orientation to the biomedical equipment repair field. Topics covered are the different career paths open to students, types of biomedical equipment, and the organization and operation of the hospital environment.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1 1 0 15 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain the operation and responsibilities of the clinical engineering department.

   1. Explain functions and roles.
   2. Explain how this department’s services are related to the patients.
   3. Explain end results desired.

2. Identify and describe biomedical devices and related safety issues.

   1. Describe different types of biomedical equipment.
   2. Discuss safety issues related to electrical equipment.
   3. Discuss safety issues related to pathological agents and the risk of infection.

3. Define and discuss the hospital organization of services and how they are delivered.

   1. Define the legal organization of hospitals.
   2. Discuss the major organization structure of hospitals.
   3. Discuss the major services provided by the hospital and the impact on medical equipment repair.
   4. Develop an organizational chart of a typical hospital.

4. Discuss and define the management by committee concept.

   1. Define the management by committee concept.
   2. Explain the advantages and disadvantages of the management by committee concept.
   3. Identify the major committees within a hospital setting.

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Course Number and Name: EET 1334 Solid State Devices and Circuits

Description: Active devices that include PN junction diodes, bipolar transistors, bipolar transistor circuits, and unipolar devices with emphasis on low-frequency application and troubleshooting

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain the characteristics of semiconductor materials and theory of operation of PN junctions.

   1. Explain basic atomic structure.
   2. Define intrinsic, P-type, and N-type.
   3. Analyze an unbiased PN junction.
   4. Analyze a forward-biased PN junction.
   5. Analyze a reverse-biased PN junction.

2. Explain semiconductor diode theory and apply to diode circuits.

   1. Describe the characteristics of a diode.
   2. Analyze and demonstrate a half-wave rectifier circuit.
   3. Analyze and demonstrate a full-wave rectifier circuit.
   4. Analyze and demonstrate a bridge rectifier circuit.

3. Analyze the operation of semiconductor special purpose diodes.

   1. Analyze and demonstrate the operation of a Zener diode circuit.
   2. Analyze and demonstrate the operation of a light-emitting diode circuit.
   3. Explain the characteristics of Schottky diodes.
   4. Explain the characteristics of varactor diodes.

4. Analyze the operation of bipolar junction transistors.

   1. Define and identify transistor voltages and currents.
   2. Analyze and demonstrate the operation of a DC common emitter circuit.
   3. Demonstrate the use of collector curves.
   4. Demonstrate the use of load lines.
   5. Explain and demonstrate base, emitter, and voltage divider biasing.

5. Explain and analyze the construction of BJT amplifiers.

   1. Analyze and discuss the basic operation of a common emitter voltage amplifier.)
   2. Given a common emitter amplifier circuit, draw the AC equivalent circuit, and solve for V-in, V-out, and A.
   3. Explain how the swamped common emitter amplifier works, and discuss its advantages.
   4. Given a swamped common emitter amplifier circuit, draw the AC equivalent circuit, and solve for Z-in, V-in,

   V-out, and A.

   e. Construct a common emitter amplifier, and compare measured parameters to calculated values.

   f. Given a cascaded common emitter amplifier, calculate gain of stage one, gain of stage two, and output

   voltage.

   g. Given a power amplifier circuit, solve for the maximum generator voltage that will produce an unclipped

   output signal, and solve the maximum efficiency of the amplifier.

   h. Given an emitter-follower circuit, solve for Z-in, V-in, A, and V-out.

   i. Describe the characteristics of a Class A power amplifier to include the factors that limit the power rating of a

   transistor.

   j. Construct Class A and Class B amplifiers, and troubleshoot the circuits.

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6. Analyze the operation of field effect transistors, and demonstrate their applications.

   1. Describe the basic construction of a JFET.
   2. Calculate the proportional pinch off voltage, and determine the operating area of a JFET.
   3. Given a JFET circuit, determine ID and Vds.
   4. Given a JFET amplifier circuit, draw the AC equivalent circuit, and solve for gmo, gm, Z-in, V-in, A, and V-out.
   5. Given a JFET source follower circuit, with a given gm, solve for V-in, A, and V-out.
   6. Illustrate the construction of and describe the operation of the depletion-mode and the enhancement-mode

   MOSFET.

   g. Analyze other FET applications, such as multiplying, switching, chopper, AGC, and sample and hold amplifier.

7. Analyze the operation of thyristors, and demonstrate their applications.

   1. Describe the four-layer diode, and discuss how it is turned on and off.
   2. Describe how the SCR operates in different applications.
   3. Construct a latching SCR with a varying input voltage, and determine when the output voltage is latched.
   4. Describe the main characteristics of the variations of the SCR, and discuss the difference in device symbols.
   5. Describe the characteristics of the diac and triac.
   6. Calculate the intrinsic standoff voltage for a unijunction transistor (UJT), and state how it works.
   7. Analyze thyristor applications, such as over voltage detector, sawtooth generator, SCR crowbar, and

   controlled SCR circuits phase angle controlled circuits.

   h. Construct thyristor circuits, and vary the latching parameters; measure the output to view switching and

   control of the device.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION SMC ADVANCED MANUFACTURING CERTIFICATION LEVEL I BASIC© Mechatronics Level I –Basic Basic Sensors

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Course Number and Name: EET 1343 Motor Control Systems

Description: This course covers installation of different motor control circuits and devices. Emphasis is placed on developing the student’s ability to diagram, wire, and troubleshoot the different circuits and mechanical control devices.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Install different control circuits and devices.

   1. Diagram and wire a two-wire and three-wire motor control circuit with indicating pilot lights.
   2. Diagram, wire, and troubleshoot an on-delay and off-delay timer circuit.
   3. Diagram and wire a multi-control manual station.
   4. Diagram and wire a hands-off automatic control station.
   5. Diagram and wire a jog-forward/jog-reverse control.

2. Troubleshoot different control circuits and devices.

   1. Troubleshoot a two-wire and three-wire motor control circuit with indicating pilot lights.
   2. Troubleshoot an on-delay and off-delay timer circuit.
   3. Troubleshoot a multi-control manual station.
   4. Troubleshoot a hands-off automatic control station.
   5. Troubleshoot a jog-forward/jog-reverse control.

Certification SMC ADVANCED MANUFACTURING CERTIFICATION LEVEL I BASIC© Mechatronics Level I –Basic Basic Sensors

45

Course Number and Name: EET 1353 Fundamentals of Robotics

Description: This course is designed to introduce the student to industrial robots. Topics to be covered include robotics history, industrial robot configurations, operation, and basic programming and how they relate to the electrical industry.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe the various major components of all robots.

   1. Explain the axes of movement.
   2. Label each major component.
   3. Identify four general types of work envelopes.
   4. Discuss three general forms of robot actuation.
   5. Identify different types of input devices used with robot controllers.
   6. Describe the characteristics of a robot that distinguish it from other types of automated machinery.

2. Demonstrate safety procedures used in the automated environment. a. Apply safety rules for personal and general shop safety including eye, ear, and body protection; general rules of shop conduct; and the use of safety color coding. b. Apply general safety rules for tool and equipment use including hand tools, air and electric power tools, and other shop equipment. c. Apply general safety rules associated with working on various robotics systems. d. Apply rules and procedures associated with fire safety including procedures for handling and storing flammable liquids and proper use of fire fighting devices.

3. Demonstrate the ability to operate robots.

   1. Evaluate robot performance.
   2. Apply basic programming skills.
   3. Identify and discuss end effectors.
   4. Identify and discuss visual and tactile sensors.
   5. Demonstrate basic troubleshooting techniques.

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Course Number and Name: EET 1363 Microcontrollers

Description: This course begins with a brief overview of microprocessors as a precursor to microcontrollers. Next, a basic understanding of the use, terminology, and potential of microcontrollers are discussed. Programming skills and concepts taught in this course help students develop, execute, and debug programs for a microcontroller, A hands-on approach will teach the essential skills for creating a simple sensor-driven microcontroller system, and will be reinforced with interactive projects. .

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 75 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Understand Microprocessor basics

   1. Discuss the history of microprocessors.
   2. Explain and identify the internal architecture of microprocessors.
   3. Discuss the internal and external basic structure and operation.

2. Analyze Microcontroller Architecture to include:

   1. Evolution of microcontrollers
   2. Digital I/O Pins
   3. Analog Pins
   4. Memory
   5. Interrupts and timers
   6. Buses- I2C, serial, one/two wire, CAN, and SPI

3. Demonstrate appropriate microcontroller programming techniques such as:

   1. Programming logic and structures
   2. Object orientated programming (C#, Python, Java, etc.)
   3. Graphical programming tools such as LabView

4. Incorporate sensors, mechanical devices, and displays

   1. Analog and digital sensors (temperature, light, pressure, etc)
   2. Mechanical devices (servo, motors, actuator, etc)
   3. Displays (LCD, TFT, graphical)

5. Discuss latest trends in embedded systems to include:

   1. IoT devices
   2. PLC basics
   3. Various brands and manufacturers (Arduino, Raspberry Pi, Beagle Bone Black)

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Course Number and Name: EET 1413 Mathematics for Electronics

Description: Coverage of those areas of arithmetic, algebra, geometry, and trigonometry that have applications in electronics

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate an understanding of fundamental arithmetic operations.

   1. Find the common denominator of two of more fractions.
   2. Add and subtract fractions.
   3. Multiply and divide fractions.
   4. Calculate percentages.
   5. Calculate the value of a number raised to a power.
   6. Use a calculator to calculate square roots and cube roots.

2. Demonstrate an understanding of systems of measurement.

   1. Express numerical values using scientific and engineering notation.
   2. Express measurements using the metric system.
   3. Express numerical values using engineering prefixes.

3. Demonstrate an understanding of basic algebraic concepts.

   1. Express numerical values using signed and unsigned numbers.
   2. Evaluate algebraic expressions using the algebraic hierarchy of operations.

4. Demonstrate an understanding of linear equations.

   1. Solve first-degree equations using algebraic methods.
   2. Describe the Cartesian coordinate system.
   3. Draw graphs of linear equations.

5. Demonstrate an understanding of polynomials.

   1. Multiply polynomials.
   2. Combine polynomials using addition and subtraction.
   3. Factor polynomials.

6. Demonstrate an understanding of second-degree equations.

   1. Solve second-degree equations by taking square roots.
   2. Solve second-degree equations by factoring.
   3. Solve second-degree equations by using the quadratic formula.
   4. Draw graphs of nonlinear equations.

7. Demonstrate an understanding of solid geometry.

   1. Calculate the volume of a sphere.
   2. Calculate the volume of a cone.
   3. Calculate the surface area of a sphere.
   4. Calculate the surface area of a cone.

8. Demonstrate an understanding of right-triangle trigonometry. a. Calculate the length of any side of a right-triangle given the length of the other two sides using the Pythagorean formula.

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2. Define the three primary trigonometric functions (sine, cosine, and tangent).
3. Calculate the trigonometric functions given the lengths of the sides of a right triangle.
4. Calculate the length of a side of a right triangle given the length of a known side and an angle.
5. Calculate an angle of a right triangle given the lengths of two sides.

9. Demonstrate an understanding of vectors.

   1. Describe the two components of a vector.
   2. Combine vectors to produce a resultant vector.

10. Demonstrate an understanding of complex numbers and phasors.

    1. Describe the imaginary value j.
    2. Express complex numerical values in rectangular form using real and imaginary values.
    3. Convert complex values from rectangular form to polar form.
    4. Convert complex values from polar form to rectangular form.
    5. Draw phasors using complex values.

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Course Number and Name: EET 1423 Introduction to Biomedical Equipment

Description: This course introduces students to biomedical instrumentation and equipment used to measure and monitor biological functions of the human body. While covering most bodily functions, emphasis will be placed on the heart and circulatory system. Students will gain an understanding of instrumentation devices such as electrodes, sensors, transducers, bioelectric amplifiers, electrocardiographs, and other cardiovascular devices.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe and explain modern methods of imaging techniques.

   1. Explain the operation of MRI computer tomography.
   2. Explain the operation of ultrasonic endoscopy.
   3. Explain the operation and components of an X ray machine.

2. Describe and explain various types of electrodes, transducers, amplifiers and filters.

   1. Describe various transducer types as well as their individual use cases.
   2. Explain the need and operation of preamplifier and amplifier circuits for biomedical instrumentation.
   3. Describe and explain the construction and use of low pass, high pass, band pass, and band stop filters.
   4. Explain the operation of various biotelemetry systems.

3. Describe the basic concepts of human anatomy and physiology.

   1. Identify the various human body systems.
   2. Describe the function of the respiratory system.
   3. Describe the function of the circulatory system.
   4. Describe the function of the nervous system.
   5. Describe the function of the skeletal system.
   6. Describe the function of the muscular system.

4. Demonstrate proper use of common biomedical test equipment.

   1. Describe the function of the EKG machine.
   2. List basic care and maintenance procedures of the EKG machine.
   3. List and describe common biomedical health and safety concerns.

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Course Number and Name: EET 1443 Fundamentals of Instrumentation

Description: This course provides students with a general knowledge of instrumentation principles as they relate to the electrical industry. This course includes instruction in the basis of hydraulics and pneumatics and the use of electronic/electrical circuits in the instrumentation process.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate a working knowledge of instrumentation as it pertains to the electrical industry.

   1. Define terms associated with instrumentation.
   2. Discuss basic theory of hydraulics, pneumatics, and electromagnetic controls.
   3. Identify basic symbols used with hydraulics, pneumatics, and electromagnetic systems.

2. Identify the type of instrumentation input and output devices, and describe their applications.

   1. Describe control elements for pressure, flow, temperature, and level.
   2. Identify the types of input and output devices.
   3. Describe the input and output devices.

3. Identify the types of electrical signals used in instrumentation.

   1. Describe the transmission of information to include current, pressure, and frequency.
   2. Explain the principles of the transmission information input and output.

4. Describe fundamentals of electrical and electronic process controls.

   1. Label a block diagram of an open loop system and a closed loop system.
   2. Describe characteristics of an open loop and a closed loop system.

5. Design a preventive maintenance program for instrumentation systems. a. Describe the techniques and procedures for troubleshooting, calibrating, and repairing an instrumentation system. b. Demonstrate the ability to sketch a piping and instrument drawing.

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Course Number and Name: EET 1613 Computer Fundamentals for Electronics/ Electricity Description: Basic computer science as used in electricity/electronics areas. Computer nomenclature, logic, numbering systems, coding, and operating system commands are covered.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate an understanding of essential microcomputer architecture.

   1. Discuss microcomputer architecture.
   2. Identify major differences of word length, size of directly addressable memory, and microprocessor speed.
   3. Draw and label the block diagram for a typical microcomputer indicating all major components.

2. Demonstrate an understanding of microcomputer components and peripherals.

   1. Discuss the features and concepts related to motherboards including microprocessors and expansion slots.
   2. Describe the concepts and installation of power supplies.
   3. Discuss memory concepts, installation, and setup.
   4. Describe the concepts and installation of peripheral input devices.
   5. Describe the concepts and management of mass storage devices.
   6. Discuss the concepts and installation of peripheral devices, such as printers and scanners.
   7. Discuss the concepts and installation of video monitors and adapters.
   8. Describe the concepts, installation, and setup of internal modems and sound cards.
   9. Demonstrate the power on self-test.

3. Demonstrate competency of operating system fundamentals.

   1. Format, read, and write to storage media.
   2. Modify the computer display, mouse parameters, and date/time configuration.
   3. Install and remove hardware and software.
   4. Explore the system information utility.
   5. Perform word processing using a word processing application.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

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Description: Preparation and interpretation of schematics, block diagrams, flow charts, and PCB prototyping.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 75

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate an understanding of drafting fundamentals.

   1. Explain the need for national drafting standards.
   2. Explain the need for drawing quality and standard drawing sizes.
   3. Explain the requirements for lettering and different line widths.
   4. Discuss computer aided design (CAD).

2. Demonstrate an understanding of electronic symbols, components, and references used in schematic and logic

   diagrams.

   1. Identify components by symbol
   2. Draw component and schematic symbols to drafting standards.
   3. Correctly use component references and values.
   4. Use symbols in schematic diagrams.
   5. Interpret logic symbols.
   6. Create formal drawings from an engineering sketch.

3. Demonstrate the ability to compose projections and diagrams.

   1. Define and identify a perspective drawing.
   2. Define and create orthographic drawings.
   3. Apply rules of good dimensioning to mechanical drawing.
   4. Create printed circuit board assembly drawings.
   5. Create block, flow, and single-line diagrams.
   6. Create schematic and logic diagrams.
   7. Create point-to-point and pictorial point-to-point diagrams.
   8. Create cable assemblies and interconnection diagrams.

4. Demonstrate an understanding of electronics drafting using CAD.

   1. Create electronic symbols to drafting standards.
   2. Insert symbols into drawings.
   3. Use CAD commands to create drawings and schematic diagrams.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

Course Number and Name: EET 1713 Drafting for Electronics Technology

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Course Number and Name: EET 211 (3-6) Supervised Work Experience in Biomedical Equipment Repair Technology I

Description: This cooperative program between the health-care facility and education is designed to integrate the student’s technical studies with health-care experience. (NOTE: Biomedical equipment used in this course is for instructional purposes ONLY and not to be used in patients’ care.) Variable credit is awarded on the basis of 1 semester hour per 45 health care contact hours.

Hour Breakdown: Semester Credit Hours Lecture Externship Contact Hours 3-6 0 9-18 135-270

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Analyze the operation and responsibilities of the clinical engineering department at the supervised work location.

   1. Analyze the functions and roles of personnel in the clinical engineering department.
   2. Describe how this department’s services are related to the patients.
   3. Explain the end results desired from this department.

2. Discuss the various environmental health risks within the hospital.

   1. Explain precautions to be taken within the hospital.
   2. Explain the effects of various health risks.
   3. Develop and discuss preventive actions to be taken in case of a health emergency.

3. Examine the operation of the hospital electrical distribution system.

   1. Review the electrical layout prints, and locate the electrical distribution system control devices.
   2. Interpret the symbols and notations on the prints.

4. Read and interpret codes and standards as applied to hospitals.

   1. Locate codes and standards for various systems.
   2. Explain the purposes of codes and standards.
   3. Locate specific codes and standards as required for a particular work task.
   4. Repair equipment demonstrating utilization of codes and standards.
   5. Verify safety certification seals.

5. Perform basic preventive maintenance on biomedical equipment.

   1. Identify the equipment and its functions.
   2. Locate and interpret specifications for the equipment.
   3. Diagnose and repair equipment to manufacturer’s specifications.
   4. Test and verify safety certification seals as required.

6. Conduct performance tests on biomedical equipment.

   1. Identify the equipment and its function.
   2. Locate and interpret specifications for the equipment.
   3. Test the performance of equipment according to manufacturer’s specifications.
   4. Test and verify safety certification seals as required.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

54

Course Number and Name: EET 222 (3-6) Supervised Work Experience in Biomedical Equipment Repair Technology II

Description: Continuation of EET 211 (3-6) with advanced study in the repair and maintenance of biomedical equipment.

Hour Breakdown: Semester Credit Hours Lecture Externship Contact Hours 3-6 0 9-18 135-270

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Test and repair equipment within the respiratory therapy areas.

   1. Identify the equipment and its function.
   2. Locate and interpret specifications for the equipment.
   3. Diagnose and repair equipment to manufacturer’s specifications.
   4. Test and verify safety certification seals as required.

2. Test and repair equipment within the dialysis laboratory.

   1. Identify the equipment and its function.
   2. Locate and interpret specifications for the equipment.
   3. Diagnose and repair equipment to manufacturer’s specifications.
   4. Test and verify safety certification seals as required.

3. Test and repair equipment within the diagnostic laboratory.

   1. Identify the equipment and its function.
   2. Locate and interpret specifications for the equipment.
   3. Diagnose and repair equipment to manufacturer’s specifications.
   4. Test and verify safety certification seals as required

4. Test and repair equipment within the radiological, nuclear, and ultrasound area.

   1. Identify the equipment and its function.
   2. Locate and interpret specifications for the equipment.
   3. Diagnose and repair equipment to manufacturer’s specifications.
   4. Test and verify safety certification seals as required.

5. Test and repair laser equipment.

   1. Identify the equipment and its function.)
   2. Locate and interpret specifications for the equipment.
   3. Diagnose and repair equipment to manufacturer’s specifications.
   4. Test and verify safety certification seals as required.

6. Utilize computers in clinical engineering.

   1. Apply basic rules for the operation and use of computers.
   2. Discuss the place for computers within the health center.
   3. Perform basic computer operations.

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Course Number and Name: EET 2233 Computer Servicing Lab II

Description: This course is a continuation of Computer Servicing Lab I with increased emphasis on system analysis and diagnosis of board and component failures with emphasizes on laboratory experience with computer repair.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 0 6 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Maintain a service log on individual pieces of equipment.

   1. Identify components being repaired.
   2. Make a report of symptoms, repair procedures, and parts replaced.

3. Service peripherals and components.

   1. Explain the procedures for servicing peripherals and various components.
   2. Clean peripherals and various components.

4. Troubleshoot and service or replace computer components.

   1. Troubleshoot and service or replace a computer’s central processing unit (CPU).
   2. Troubleshoot and service or replace computer memory circuits.
   3. Troubleshoot and service or replace computer video circuits.
   4. Troubleshoot and service or replace computer controller boards.
   5. Troubleshoot and service or replace computer power supply.
   6. Troubleshoot and service or replace computer keyboard problems.
   7. Troubleshoot and service or replace computer monitors and liquid crystal displays.
   8. Troubleshoot and service or replace computer printers.

56

Course Number and Name: EET 2334 Linear Integrated Circuits

Description: Advanced semiconductor devices and linear integrated circuits. Emphasis is placed on linear integrated circuits used with operational amplifiers, active filters, voltage regulators, timers, and phase-locked loops.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Analyze and demonstrate the effects of frequency on amplifiers.

   1. Define what is meant by frequency response.
   2. Determine the input and output capacitances of an amplifier.
   3. Discuss the characteristics of the frequency response of an amplifier.
   4. Identify the critical frequencies in the response of an amplifier.
   5. Analyze the effects of coupling and bypass capacitors at low frequency.
   6. Relate the upper limit of the frequency response at high frequencies to the internal capacitances of the

   amplifier’s transistors.

   g. Define midrange gain of an amplifier.

   h. Define the term “roll off,” and explain what factors determine it.

   i. Compare direct-coupled and capacitive coupled amplifiers in terms of their low frequency response.

2. Describe the principles, operation, and characteristics of an operational amplifier.

   1. Explain the operation of a basic differential amplifier.
   2. Use a circuit diagram to fabricate a differential amplifier and demonstrate its use in at least the following

   three modes: Single-ended input, differential input, or common mode input.

   c. Draw and label the schematic symbol of the basic operational amplifier (op-amp).

   d. Compare the ideal op-amp characteristics with the practical op-amp characteristics.

   e. Interpret manufacturer’s specifications, including package type, pinouts, input offset voltage, input bias

   current, input impedance, input offset current, output impedance, common made range, open loop voltage

   gain, CMRR, and slew rate.

   f. Discuss positive and negative feedback and how it is used in amplifiers.

   g. Distinguish between the open-loop voltage gain and closed-loop voltage gain of an opamp.

   h. Define frequency response as it relates to op-amps.

   i. Define stability, and discuss the factors that affect the stability of an op-amp.

3. Describe and demonstrate the function and operational characteristics of op-amps in linear and nonlinear

   applications.

   1. Recognize and analyze inverting, non-inverting, and voltage follower op-amp configurations.
   2. Construct, troubleshoot, and demonstrate a circuit using an op-amp as an inverting, a non-inverting, and a

   voltage follower amplifier using the appropriate components with a circuit diagram.

   c. Explain the relationship of gain and frequency response in an op-amp circuit.

   d. Explain, recognize, and use each of the following circuits: Summing amplifier, instrumentation amplifier,

   averaging amplifier, and scaling amplifier.

   e. Explain, recognize, and use each of the following filters: Low-pass, high-pass, band pass and band-stop.

   f. Construct, troubleshoot, and demonstrate A/D and D/A circuits.

   g. Explain, recognize, and use the following circuits: Zero-level detection comparator, non-zero-level detection

   comparator, integrator, and differentiator.

   h. Explain the function of a Schmitt trigger.

   i. Explain the function of an oscillator.

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10. List the conditions required to sustain oscillation in a circuit.
11. Illustrate the use of a 555 as an oscillator.
12. Explain, recognize, and use an op-amp configured to operate in each of the following types of oscillators:

Wien-bridge, phase-shift, twin-T, Colpitts, Clapp, Hartley, and Armstrong.

m. Describe the use of a quartz crystal in an oscillator circuit.

n. Explain the use of an op-amp in a non-sinusoidal oscillator.

o. Explain the use of an op-amp in a voltage-controlled oscillator.

4. Describe the function and operating characteristics of voltage regulators.
   1. Explain the basic concept of voltage regulation.
   2. Differentiate between line and load regulation.
   3. Recognize a basic series voltage regulator circuit, and describe the circuit’s operating characteristics.
   4. Recognize a basic shunt voltage regulator circuit, and describe the circuit’s operating characteristics.
   5. Differentiate between linear and switching voltage regulators.
   6. Recognize typical IC linear and switching regulators.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

58

Course Number and Name: EET 2354 Solid State Motor Control

Description: The course covers the principles and operation of solid state motor control as well as the design, installation, and maintenance of different solid state devices for motor control.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply general safety principles and safety requirements for working on and around electrical motors.

   1. Apply principles of safety in the use of electrical motors.
   2. Describe safety procedures to utilize during connecting and operating electric motors.

2. Troubleshoot solid state motor controls.

   1. Identify electronic and industrial symbols used to represent logic gates in solid state schematics.
   2. Describe the operation of the different types of industrial and electronic logic gates.
   3. Draw a solid state logic circuit to replace a manual control station.
   4. Troubleshoot and repair/replace solid state devices to include memory devices, flip/flops, adjustable time

   delays, starting and stopping sequences, and looping.

3. Operate AC and DC variable speed drives.

   1. Discuss the operation of a DC variable speed drive.
   2. Discuss the operation of an AC variable speed drive.
   3. Connect and operate DC and AC variable speed drives

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Course Number and Name: EET 2363 Programmable Logic Controllers

Description: This course covers use of programmable logic controllers (PLCs) in modern industrial settings as well as the operating principles of PLCs and practice in the programming, installation, and maintenance of PLCs.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain principles of PLCs.

   1. Identify components and operational principles of PLCs.
   2. Differentiate between a PLC and a computer.

2. Identify different types of PLC hardware.

   1. Identify and wire different types of input and output modules.
   2. Identify different types of PLC processor modules, memory capabilities, and programming devices.

3. Explain numbering systems, encoding/decoding, and logical operations.

   1. Convert numbers from one system to another.
   2. Explain logical operations using truth tables and ladder logic diagrams.

4. Program all types of internal and discrete instructions.

   1. Program examine on and off instructions.
   2. Program on-delay and off-delay instructions.
   3. Program up-counter and down-counter instructions.
   4. Program sequencer instructions for real-world output devices.
   5. Program latch and unlatch instructions.

5. Demonstrate an understanding of configuring input/output connecting and terminating sensors and field devices.

6. Troubleshoot and maintain different programmable controller systems.

   1. Identify and troubleshoot the power supply.
   2. Identify and troubleshoot the inputs and outputs (I/O) cards.
   3. Identify and troubleshoot real-world inputs and outputs.

Certification SMC ADVANCED MANUFACTURING CERTIFICATION LEVEL I BASIC© Mechatronics Level I –Basic Basic Programmable Controllers

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Course Number and Name: EET 2373 Programmable Logic Controllers Multi-Platform

Description: This course covers use of programmable logic controllers (PLCs) in modern industrial settings as well as the operating principles of PLCs and practice in the accelerated programming across multiple PLC platforms, installation and maintenance of PLCs.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 75

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain principles of PLCs.

   1. Identify components and operational principles of PLCs.
   2. Differentiate between a PLC and a computer.

2. Identify different types of PLC hardware.

   1. Identify and wire different types of input and output modules.
   2. Identify different types of PLC processor modules, memory capabilities and programming devices.

3. Explain numbering systems, encoding / decoding, and logical operations.

   1. Convert numbers from one system to another.
   2. Explain logical operations using truth tables and ladder logic diagrams.

4. Program different types of internal and discrete instructions.

   1. Program examine on and off instructions.
   2. Program on-delay and off-delay instructions.
   3. Program up-counter and down-counter instructions.
   4. Program sequencer instructions for real-world output devices.
   5. Program latch and unlatch instructions.

5. Demonstrate an understanding of configuring inputs and outputs, connecting sensors, and reading and controlling

   field devices.

   1. Identify and troubleshoot the power supply.
   2. Identify and troubleshoot the inputs and outputs.
   3. Identify and troubleshoot real-world inputs and outputs.

6. Use program control instructions and subroutines to control program function.

7. Use math instructions to manipulate outputs of a program.

   1. Enter and edit a PLC program that uses the add instruction.
   2. Enter and edit a PLC program that uses the add instruction.
   3. Enter and edit a PLC program that uses the multiply instruction.
   4. Enter and edit a PLC program that uses the divide instruction.
   5. Enter and edit a PLC program that uses a data move instruction.

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Course Number and Name: EET 2374 Advanced Robotics

Description: This course provides advanced instruction to microcontrollers and robotics, with a focus on the operation and execution of a robotic system. This course will be project and team based. Students will work in groups to design, program, and execute their robotic design. Students will present their designed robot, along with a PowerPoint presentation at the end of the course.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 1 4 75 Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate safety procedures used in the automated environment a. Apply safety rules for person and general shop safety including eye, ear, and body protection; general rules for shop conduct; and the use of safety color coding b. Apply general safety rules for tool and equipment use including hand tools, air, and electric power tools, and other shop equipment c. Apply general safety rules associated with working on various robotics systems

2. Students will build and program a robot of their design

   1. Come up with a real world application of the robot they would like to design
   2. Program robots with Robot C, Basic, or C+
   3. Design a PowerPoint presentation for the project
   4. Present their project at the end of the course

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Course Number and Name: EET 2383 Advanced Programmable Logic Controllers

Description: Advanced PLC course that provides instruction in the various operations, installations, and maintenance of electric motor controls. Also, information in such areas as sequencer, program control, introduction to function blocks, sequential function chart, introduction to HMI, and logical and conversion instructions.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Program all types of high order instructions. a. Calculate and develop mathematical instructions to include addition, subtraction, multiplication, and division. b. Program and set up a chart for input and output sequencer combination. c. Program and set up an analog input and output card using PLC software. d. Explain the use of function block and sequential function blocks in a programmable logic controller. e. Demonstrate the ability to develop a basic Human to Machine Interface (HMI) project. f. Program and demonstrate how to set up a produce and consume tab/message.

2. Troubleshoot advanced PLC controls.

   1. Troubleshoot an analog input and output card.
   2. Troubleshoot communication devices used in networking.

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Course Number and Name: EET 2414 Electronic Communications

Description: This course is designed to provide the student with concepts and skills related to analog and digital communications. Topics covered include amplitude and frequency modulation, transmission, and reception; data transmission formats and codes; and modulation demodulation of digital communications.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain the operation of the components of a communication system.

   1. Explain and demonstrate the operation of radio frequency (RF) amplifiers.
   2. Explain and demonstrate the operation of RF oscillators.
   3. Explain and demonstrate the operation of RF filters.
   4. Explain and demonstrate the operation of RF mixers.
   5. Explain and demonstrate the operation of a phase-locked loop.
   6. Demonstrate how these components are used together to implement a receiver and a transmitter.

2. Explain and perform signal and noise analysis.

   1. Convert between dB and voltage gain ratios and between dB and power gain ratios.
   2. Use dB and dBm to express the gain and power level of cascaded stages.
   3. Explain electrical noise and noise figures, and calculate noise figures for cascaded systems.
   4. Explain and calculate noise floor and signal to noise ratio for components and systems.
   5. Explain and use the power spectrum to represent RF signals.

3. Analyze and demonstrate the characteristics and operation of amplitude modulation (AM) systems.

   1. Explain and graph AM signals in time and frequency domains.
   2. Explain and calculate modulation index for AM.
   3. Explain AM generation and detection.
   4. Analyze and demonstrate an AM transmitter/receiver link.
   5. Explain and graph AM SSB signals in time and frequency domains.
   6. Explain AM SSB generation and detection.
   7. Analyze and demonstrate an AM SSB transmitter/receiver link.

4. Analyze and demonstrate the characteristics and operation of frequency modulation (FM) systems.

   1. Describe and graph FM signals in time and frequency domains.
   2. Explain and calculate modulation index for FM.
   3. Explain FM generation and detection.
   4. Explain stereo FM systems.
   5. Analyze and demonstrate an FM transmitter/receiver link.

5. Analyze and demonstrate the characteristics and operation of digital modulation.

   1. Analyze and explain pulse modulation systems.
   2. Analyze and explain frequency shift keying systems.
   3. Analyze and explain phase shift keying systems to include BPSK, QPSK, and higher orders.
   4. Analyze and explain quadrature amplitude modulation systems to include higher orders.
   5. Analyze and explain error correcting codes.

6. Analyze and explain the characteristics of wave propagation, antennas, and transmission lines. a. Explain the characteristics of a transmission line, and represent it by an equivalent circuit.

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2. Explain wave propagation through transmission lines.
3. Explain wave reflections and standing waves in transmission lines.
4. Analyze and demonstrate electromagnetic wave propagation.
5. Analyze and explain the characteristics of various types of antennas.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

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Course Number and Name: EET 2423 Fundamentals of Fiber Optics

Description: Fiber-optic cable in modern industry applications

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 1 4 75

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Describe the history and advantages of fiber-optic systems.

   1. Describe the limitations of wire communications systems.
   2. Describe the technical developments making optical fiber communications feasible to include bandwidth

   capabilities.

   c. List the advantages of optical fiber communications over electrical wire communications.

3. Explain the operation and application of optical signal sources.

   1. Apply appropriate safety practices to optical signal sources.
   2. Explain the advantages and disadvantages of LEDs as optical signal sources.
   3. Describe the principle of operation of semiconductor lasers.
   4. Explain the advantages and disadvantages of lasers as optical signal sources.
   5. Explain the operation of modulator circuits for optical signal sources.

4. Explain the operation and application of fiber-optic system components.

   1. Describe the construction of optical fibers.
   2. Explain optical fiber cable specifications.
   3. Describe the operation of detectors used in fiber-optic systems.
   4. Explain the operating principle and purpose of transceivers and repeaters.

5. Explain the theory of light propagation in vacuum and in optical fiber.

   1. Explain the modes of optical fiber light transmission.
   2. Describe the light loss mechanisms that occur in optical fibers.
   3. Describe the use of Snell’s law as it relates to fiber optics.
   4. Describe dense wavelength division multiplexing (DWDM).

6. Describe properties of different types of optical fibers.

   1. Differentiate between the properties and characteristics of plastic and glass optical fibers.
   2. Describe the effect of core size on efficiency and bandwidth.
   3. Describe fiber-optic cables available for indoor and outdoor installation.
   4. Prepare and complete a splice of fiber-optic cable following industry standards and safety procedures.
   5. Describe requirements for certification as a fiber-optic technician.

Certification ASSOCIATE C.E.T. (CETa) - COMPETENCY LISTING BASIC ELECTRONICS CERTIFICATION

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Course Number and Name: EET 2433 Physics for Electronics

Description: Coverage of those areas of physics that have applications in electronics

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate an understanding of vectors.

   1. Describe the two components of a vector.
   2. Combine vectors to produce a resultant vector.

2. Demonstrate an understanding of mechanics.

   1. Define velocity and acceleration.
   2. Define force.
   3. Describe Newton’s laws of motion.
   4. Define work, energy, momentum, and power.
   5. Define friction.
   6. Calculate the centrifugal force on an object in circular motion.
   7. Define torque.

3. Demonstrate an understanding of the mechanical properties of matter.

   1. Describe the structure of matter.
   2. Describe the properties of solids, liquids, and gases.

4. Demonstrate an understanding of heat and thermodynamics.

   1. Define temperature.
   2. Describe methods for measuring heat.
   3. Describe the change of state of matter relative to temperature.
   4. Define heat conduction, convection, and radiation.
   5. Describe the refrigeration process.

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Course Number and Name: EET 2514 Interfacing Techniques

Description: Data acquisition devices and systems including their interface to microprocessors and other control systems

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Digital Electronics

Student Learning Outcomes:

1. Describe interfacing standards organizations.

   1. Explain the role of organizations in U.S. Standards Development (i.e., EIA and TIA).
   2. Explain the role of organizations in Global Standards Development (i.e., ANSI).
   3. Explain the application of an RS232 interface.
   4. Explain the application of a GPIB interface.
   5. Explain the application of an HPIB interface.
   6. Explain the application of an IEEE488 interface.

2. Identify signals related to communication ports.

   1. Recognize serial interface standards such as RS232, USB, FireWire, and SATA.
   2. Recognize parallel port standards.
   3. Recognize wireless interfacing standards.

3. Identify signals related to computer peripheral communication ports.

   1. Explain the purpose, capabilities, and fundamental operation of display devices.
   2. Explain the purpose, capabilities, and fundamental operation of a modem.
   3. Explain the purpose, capabilities, and interface standards of storage devices.

4. Explain and demonstrate methods for converting physical variables and interfacing transducers. a. Describe and demonstrate the operation and interfacing of optical sensors, temperature sensors, strain gauges, flow sensors, proximity sensors, and Hall-effect sensors. b. Describe and demonstrate the operation and interfacing of digital to analog converters and analog to digital converters.

5. Use a microprocessor to evaluate data as a result of physical variables taking place.

   1. Describe D/A operation and parameters (resolution, setting time, accuracy, and linearity).
   2. Draw and connect circuits interfacing D/A with any number of bits to a microcomputer.
   3. Describe A/D operation and parameters.
   4. Draw and connect circuits interfacing A/D converters to a microcomputer.
   5. Describe how feedback is used in control loops.

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Course Number and Name: EET 2524 Communication Methods and Technology

Description: This course is designed to provide the student with concepts and skills related to analog and digital communication. Topics covered include amplitude and frequency modulation, transmission, and reception; data transmission formats and codes; and modulation demodulation of digital communications.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Explain and identify the components and characteristics of a communication system. A. Identify and explain components and subjects relating to transmission, reception, modulation, and multiplexing in a given communications system. B. Explain and demonstrate signal to noise analysis. C. Explain and calculate bandwidth over AM, FM, and PM type systems. D. Demonstrate the installation and termination of cable and connector types including Cat5e with RJ45, RG6 with BNC and F type, single mode and multimode fiber with SC, and multipair telecom wiring using 66 punch down blocks.

2. Identify and explain internetworking devices and architectures.

   1. Explain the differences and use scenarios for PAN, LAN, WAN, and MAN networks.
   2. Explain the differences and use scenarios for star, ring, mesh, and bus topologies.
   3. Identify and explain the use for repeaters, gateways, bridges, routers, hubs and switches.
   4. Discuss wireless networking equipment.
   5. Analyze and explain the characteristics of wave propagation, antennas, and transmission lines.

3. Explain the characteristics of a transmission line, and represent it by an equivalent circuit.

   1. Explain wave propagation through a transmission line.
   2. Analyze and demonstrate electromagnetic wave propagation.

4. Explain the operation and application of fiber optic system components.

   1. Describe the construction of optical fibers.
   2. Explain optical fiber specifications.
   3. Describe the operation of detectors used in fiber optic systems.
   4. Explain the operating principle and purpose of transceivers and repeaters.
   5. Describe the history and advantages of fiber optic systems.

5. Describe the limitations of wire communication systems. A. Describe the technical developments making optical fiber communications feasible to include bandwidth capabilities. B. List the advantages of optical fiber communications over electrical wire communications.

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Course Number and Name: EET 2534 Industrial Motor Controls

Description: This course covers installation, maintenance, and troubleshooting of electric motor control systems. Emphasis is placed on developing the student’s ability to diagram, wire, and troubleshoot motor circuits controlled by both conventional and solid- state devices such as variable speed drives and PLCs.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply general safety principles and safety requirements for working on and around electrical motors.

   1. Describe the principles of electrical safety including the proper use of PPE.
   2. Describe safety procedures to utilize during connecting and operating electric motors.

2. Demonstrate the installation and operation of AC motor control systems.

   1. Diagram and wire a two-wire and three-wire motor control circuit with indicating pilot lights.
   2. Diagram and wire an on-delay and off-delay timer circuit.
   3. Diagram and wire a multi-control manual station.
   4. Diagram and wire a jog-forward/jog-reverse control circuit.

3. Troubleshoot different electric motor control circuits and devices.

   1. Troubleshoot a two-wire and three-wire motor control circuit with indicating pilot lights.
   2. Troubleshoot an on-delay and off-delay timer circuit.
   3. Troubleshoot a multi-control manual station.
   4. Troubleshoot a jog-forward/jog-reverse control circuit.

4. Demonstrate the application of frequency drives and PLCs in motor control.

   1. Install, set up, and operate an AC motor drive.
   2. Install, set up, and operate a DC motor drive.
   3. Install, set up, and operate a PLC motor control circuit.

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Course Number and Name: EET 2823 Digital Television Systems

Description: Circuits and systems used in the production, transmission, and reception of video information to include color systems and computer-video interfacing

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 3 2 2 60

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Describe how a digital television signal is developed and broadcasted.

   1. Name and describe the signals transmitted by a television station.
   2. Explain frequency allocation and how it relates to television signals.
   3. Describe vestigial sideband transmission.
   4. List the channel allocations for VHF and UHF television.
   5. Explain the process whereby colors are differentiated within a video camera and are encoded into a digital

   bitstream.

   f. Draw the diagram of a typical television station, and describe the function of each block.

2. Describe digital encoding methods for video and audio.

   1. Describe how images are converted into digital bitstreams.
   2. List and describe video and audio compression systems.
   3. List and describe broadcast industry encoding standards.
   4. List and describe the different digital video quality signals, and state the bandwidth required for each type.
   5. Describe the types of subchannels that can be transmitted within terrestrial digital broadcast signals.

3. Describe the operation of a digital television receiver.

   1. Draw the block diagram of a digital television receiver.
   2. Explain the function of each block in the diagram of a digital television receiver.
   3. Explain the function and adjustment of the controls of a digital television receiver.
   4. Describe, analyze, and troubleshoot the power supply in a digital television receiver.
   5. Describe the operation of the tuner in a digital television receiver.
   6. Explain the operation of the digital signal processing section of a digital television receiver.
   7. Explain how the picture is developed on the display.

4. Explain the safety hazards inherent in a television receiver.

   1. Describe the shock hazards associated with high voltages.
   2. Explain when and how an isolation transformer should be used.
   3. Describe the safe way to discharge a high-voltage capacitor.

5. Explain the principles of computer logic applied to TV for producing special effects.

   1. List special effects provided by many TV sets.
   2. Explain how special effects are produced using digital technology.

6. Explain the operation of a video display system.

   1. Explain picture quality and resolution.
   2. List and describe the different aspect ratios, pixel dimensions, and scanning methods used in modern display

   systems.

   c. List and describe the different methods for producing display images.

   d. Explain the difference between vertical and horizontal resolution.

   e. Explain why a comb filter contributes to good picture quality.

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Course Number and Name: EET 291 (1-3) Special Project

Description: Practical application of skills and knowledge gained in other technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience.

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 1-3 0 2-6 30-90

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Develop a written plan that details the activities and projects to be completed.

   1. Utilize a written plan that details the activities and projects to be completed.
   2. Perform written occupational objectives in the special project.

2. Assess accomplishment of objectives.

   1. Prepare daily written assessment of accomplishment of objectives.
   2. Present weekly written reports of activities performed and objectives accomplished to the instructor.

3. Utilize a set of written guidelines for the special project. a. Develop and follow a set of written guidelines for the special project.

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Course Number and Name: EET 292 (1-6) Supervised Work Experience in Electronics Technology

Description: This cooperative program between industry and education is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of 1 semester hour per 45 industrial contact hours

Hour Breakdown: Semester Credit Hours Lecture Externship Contact Hours 1-6 0 3-18 45-270

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply technical skills needed to be a viable member of the workforce.

   1. Prepare a description of technical skills to be developed in the supervised work experience program.
   2. Develop technical skills needed to be a viable member of the workforce.

2. Apply skills developed in other program area courses. a. Perform skills developed in other program area courses in the supervised work experience program.

3. Apply human relationship skills. a. Practice human relationship skills in the supervised work experience program.

4. Apply and practice positive work habits and responsibilities. a. Perform assignments to develop positive work habits and responsibilities.

5. Work with the instructor and employer to develop written occupational objectives to be accomplished. a. Perform written occupational objectives in the supervised occupational experience program.

6. Assess accomplishment of objectives.

   1. Prepare daily written assessment of accomplishment of objectives.
   2. Present weekly written reports of activities performed and objectives accomplished to the instructor.

7. Utilize a set of written guidelines for the supervised work experience. a. Develop and follow a set of written guidelines for the supervised work experience.

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Discuss the history and development of voice/data communications.

   1. Define telecommunications systems, and describe their identifying characteristics.
   2. Identify and describe the principal types of telecommunication systems available today.
   3. Explain the interrelationship between communications technology and computer technology and its

   effect upon both industries.

   d. Discuss historical telecommunications policy in the United States and the factors leading to its

   modification.

   e. Describe the restructuring of the telecommunications industry.

   f. Discuss education and career opportunities in telecommunications.

   g. Define and discuss common carriers.

   h. Discuss the origin and the present status of the interconnect industry.

   i. Discuss the origin and present status of specialized common carriers.

3. Define, describe, and discuss all aspects of basic telephone service.

   1. Describe the principal parts of the telephone, and explain the function of each.
   2. Define central office, and explain its purpose.
   3. Describe the evolution of telephone switching equipment.
   4. Describe the characteristics of analog and digital signals.
   5. Describe the nationwide and worldwide numbering systems.
   6. Name and describe the principal types of telephone systems, telephone sets, and service features.
   7. Assemble/disassemble telephone sets.
   8. Perform functionality tests on a telephone set.

4. Define, describe, and discuss fundamental concepts of analog communications.

   1. Identify and describe the characteristics of analog signals.
   2. Identify and describe the characteristics of noise to include impulse noise and thermal noise.
   3. Identify bands in the electromagnetic spectrum.
   4. Identify and describe continuous wave (CW) transmission, amplitude modulation (AM) transmission,

   frequency modulation (FM) transmission, and phase modulation (PM) transmission.

   e. Describe modulation index and sidebands for AM and FM signals.

   f. Identify and describe the characteristics of transmission lines.

5. Define, describe, and discuss fundamental concepts of digital communications. Course Number and Name: TCT 1114 Fundamentals of Telecommunications

Description: History of voice/data communication, fundamental concepts of analog and digital communications, and basic telephone service. Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75

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1. Differentiate between analog and digital signals.
2. Describe the major concepts of digital communications including modems, PAM, PWM, PPM, DM, PCM,

PSK, FSK, QAM, and DSP.

c. Discuss the basic modes of transmission and their relation to various types of transmission media.

d. Define data communications systems, and explain their purpose.

e. Discuss and distinguish between the different types of data processing.

f. Discuss the interrelations of different technologies associated with local and long distance telephone

services.

g. Identify and locate data communications specific parts of a typical computer system.

6. Define, describe, and discuss telecommunications traffic engineering, management, and system implementation.
   1. Discuss traffic engineering as it relates to telecommunications.
   2. Discuss busy-hour traffic and peak traffic as it relates to the prediction of future telephone usage and
   needs. c. Describe the basic functions and skills required of a telecommunications manager. d. Describe and discuss telecommunications policy as it relates to telephone usage. e. Describe the role of the telecommunications manager. f. Describe the implementation of a new telephone system, and describe the function of a consultant in this process.

CTNS: Certified Telecommunications Network Specialist Course 2206 Wireless Telecommunications

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Explain and analyze all aspects of basic telephone service.

   1. Explain the principal parts of the telephone and the function of each.
   2. Explain central office and its purpose.
   3. Explain the evolution of telephone switching equipment.
   4. Analyze the characteristics of analog and digital signals.
   5. Explain the nationwide and worldwide numbering systems.
   6. Differentiate between landline and wireless telephone systems.
   7. Troubleshoot telephone sets.
   8. Differentiate between POTS and PSTN and describe their main components.
   9. Analyze the founding, break-up and re-emergence of AT&T in the US: TELUS and Bell Systems in

   Canada.

3. Explain and test the operation and installation of key systems.

   1. Describe the key system’s advantages, components and their functions, voltages, and operation.
   2. Describe the uses and limitations of block diagrams as they relate to installation.
   3. Develop an installation plan to include results of the site survey, floor plans, set locations, equipment

   locations, list of materials, and cost.

   d. Locate, identify, and interpret blueprint symbols for telephone installation.

   e. Install a key system using the proper tools, following manufacturer’s specifications, following proper

   grounding procedures, and following all applicable safety practices.

   f. Explain how and why remotes are used; and analyze how fiber is developed for neighborhoods.

   g. Identify malfunctions in the key system using approved troubleshooting procedures, and make repairs

   as necessary.

4. Explain and test the operation and installation of digital key systems.

   1. Identify and describe the advantages, components and their functions, voltages, and operation.
   2. Describe the uses and limitations of block diagrams as they relate to installation.
   3. Explain and define the use and interconnection of data communications systems with a digital key

   system including fiber interface, ISDN, and T-1’s.

   Course Number and Name:

   TCT 2244 Fundamentals of Telephony

Description:

Understand telephone companies and the telephone network, regular telephone service, how calls are established end –to end, network equipment, the outside plant, loops , remotes, Cos and telephony jargon and buzzwords. Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75

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d. Explain and outline network protocol as it pertains to the digital key system interaction with data communications networks. e. Develop an installation plan including results of the site survey, floor plans, set locations, equipment locations, list of materials, and cost. f. Install a key system using the proper tools, following manufacturer’s specifications, following proper grounding procedures, and following all applicable safety practices. g. Identify malfunctions in the digital key system using approved troubleshooting procedures, and make necessary repairs. h. Explain why telecom networks are divided into local access wiring and long-distance transmission. i. Describe how and explain why the telephone system can limit frequencies to the voice band.

5. Explain and test the operation of a PBX system.
   1. Identify and explain the parts of a PBX system.
   2. Explain the function of PBX circuits.
   3. Explain PBX features.
   4. Inspect PBX circuits.
   5. Explain telephony using the Internet protocol (voice-over IP).
   6. Analyze examples of sophisticated call routing using SS7.
   7. Explain touch-tone dialing and how DTMF works.

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Explain, calculate, and measure the characteristics of purely digital communication. a. Explain and analyze why radio frequencies are in the Gigahertz range, used within frequency bands measured in the Megahertz wide range. b. Examine old-fashioned analog radio and TV, and analyze what most systems use today. c. Explain and calculate bit rate and bit time for baseband communication. d. Identify and explain digital encoding methods. e. Encode binary data using digital encoding methods. f. Identify and explain the characteristics and differences of asynchronous and synchronous data transmission. g. Identify and explain the characteristics and differences of error detection and correction methods used in data communications. h. Identify serial communication standards, and explain the digital encoding method, synchronization method, error detection method, typical media, and packet structure for each standard.

3. Define and analyze spectrum as it relates to radio frequencies allocated to the mobile industry and other sectors for communication over the airwaves. a. Differentiate between standardized bands of frequencies, and explain how they are allocated when it requires license for operation. b. Examine which bands are used for cordless phones, to WiFi, and cellular, including the new 700-MHz bands. c. Explain and perform experiments to compare ideal and practical band-limited systems. d. Compare and perform experiments to measure the relationship between noise power and noise bandwidth.

4. Explain, define, and measure and troubleshoot different radio transmission issues.

   1. Explain and analyze the radio propagation model and its characteristics.
   2. Define, explain, and analyze radio frequency penetration through physical barriers.
   3. Define, explain, and analyze fading and its variables in communications.

Course Number and Name:

TCT 2354 Fundamentals of Wireless Technology Description:

Theories and applications of digital communications and analog pulse modulation. Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

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d. Explain and perform experiments to generate pulse width modulation (PWM) and pulse position modulation (PPM) signals. e. Define, explain, and perform experiments to determine the effects of noise and band limiting on PWM/PPM. f. Troubleshoot the PWM/PPM communications system. g. Troubleshoot the PWM/PPM communications system.

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Explain, define, and measure the cellular principles and AMPS (1G).

   1. Explain, define, and measure Coverage, capacity and cellular radio systems.
   2. Define mobility, spectrum, and FDM spectrum sharing; perform experiments to compare the relationship

   between frequency and time characteristics.

   c. Examine and explain spectrum-sharing technologies such as FDMA, TDMA, CDMA, and OFDM.

   d. Explain the basic ideas behind CDMA and its operation in relation to 1X vs. UMTS standards (3G Cellular

   CDMA).

   e. Define and analyze digital cellular operations and data communications as it relates to the use of RF

   modems and analyze the method of tethering using the antenna of a cell phone.

   f. Examine Steve Jobs OFDM basic principles of operations relative to the development of 4G Mobile Cellular

   LTE.

3. Explain, and analyze mobile network components, configuration, jargon and basic operations.

   1. Identify and explain handsets, base stations, air-link, handoffs, and connection wireline systems.
   2. Explain and differentiate between the basic principles of communication satellites in relation to

   geosynchronous and LEO.

   c. Identify and explain the basic principles of operation for 802.11 Wireless LANs, 802.11 standards, and

   frequency bands and limitations.

4. Explain, calculate, and measure the characteristics of digital communication methods used to convey analog

   signals.

   1. Analyze components and operation of a digital radio; microphone, codec, RF modem, and antennas.
   2. Explain, calculate, and measure the characteristics of purely analog communication.
   3. Identify and explain the characteristics and differences of analog and digital signals.
   4. Identify and explain the characteristics of noise.
   5. Explain, calculate, and measure the gain, decibel gain, bandwidth, and signal-to-noise ratio of amplifier

   circuits and filters.

   f. d. Identify bands in the electromagnetic spectrum.

Course Number and Name:

TCT 2364 Wireless Telecommunications Technology Description:

Theories and applications of digital modulation methods and digital pulse modulation methods Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

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5. Explain, calculate, and measure the characteristics of analog communication methods used to convey digital information.
   1. Identify and explain the methods used to digitally modulate analog carrier signals.
   2. Identify digital modulation constellations.
   3. Identify which digital modulation methods are used in wireless communications.
   4. Identify which digital modulation methods are used over wires.
   5. Explain the operation of telephone modems.
   6. Identify international telephone modem standards.
   7. Configure a telephone modem.
   8. Communicate over a telephone connection using the configured modem.
   9. Identify cable modem standards and explain how cable modems communicate.
   10. Explain digital subscriber line (DSL) communications.

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Identify and explain general wireless communications and microwave concepts.

   1. Explain and calculate period, frequency, and wavelength.
   2. Identify the standard frequency bands within the electromagnetic spectrum.
   3. Identify the frequency band within the microwave spectrum.
   4. Compare advantages and disadvantages of communicating with microwaves.
   5. Draw block diagrams of a typical microwave radio transmitter and receiver system, and

   explain the operation of each.

3. Identify and describe functions of microwave system components.

   1. Identify and explain the functions of discrete microwave electronic components.
   2. Identify and explain transmission lines and components made from microstrip and stripline.
   3. Calculate frequency values of microstrip and stripline circuit elements.
   4. Compare advantages and disadvantages of different types of microwave transmission lines.
   5. Identify and explain the use of the different types of microwave antennas.
   6. Explain the operation of different types of microwave oscillators and amplifiers.
   7. Identify and explain the operation of low-noise amplifiers in microwave receivers.

4. Identify and explain microwave applications.

   1. Explain the operation of terrestrial microwave communication systems.
   2. Explain the difference among terminal, junction, and point-to-point relay stations used in

   terrestrial microwave communication systems.

   c. Explain the operation of microwave satellite communication systems.

   d. Identify the types of satellite systems, and explain their functions and differences.

   e. Draw and explain block diagrams of up-link and down-link satellite systems.

   f. Draw and explain a block diagram of a typical communication satellite.

   g. Explain the basic principles of microwave satellite transmission and reception.

   h. Set up C-band and KU-band television receive only (TVRO) satellite systems.

   i. Troubleshoot a TVRO system.

   j. Explain the commercial applications of mobile and fixed TVRO downlinking.

   Course Number and Name:

   TCT 2414 Microwave and Satellite Systems

   Description:

Theories and applications of microwave and satellite communications. Semester Credit Hours Lecture Lab Contact Hours 4 3 2 75

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11. Explain the basic principles of RADAR.
12. Identify the different types of RADAR systems in common use.
13. Calculate distances and speeds of RADAR targets given echo return times and frequency

shifts.

5. Identify and discuss cellular telephone systems. a. Draw and explain a block diagram of a cellular telephone system illustrating the process and equipment used in transmitting and receiving calls. b. Describe the process by which cellular telephones are interfaced with the public switched system.

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Demonstrate and practice general safety procedures in the school and work-site environments.

   1. Apply relevant and appropriate safety techniques.
   2. Demonstrate an understanding of and comply with relevant OSHA safety standards.

2. Discuss, describe, and apply network fundamentals and install network software.

   1. Discuss the history of telecommunication’s networking.
   2. Discuss the handling and routing of calls.
   3. Discuss and/or define standards and terminology.
   4. Discuss network architectures and OSI.
   5. Discuss, define, and relate analog and digital signals to networking.
   6. Discuss, describe, and relate transmission media to networking.
   7. Prepare both network hardware and software for computer installation.
   8. Identify proper card slots for hardware installation.
   9. Identify computer RAM and hard drive capabilities for operation of network software.
   10. Discuss network security.

3. Discuss Internetworking devices.

   1. Explain multiplexers.
   2. Identify the uses of repeaters.
   3. Examine the uses of bridges and gateways.
   4. Describe the uses of routers and brouter.
   5. Analyze the uses of hubs and switches.
   6. Discuss wireless networking equipment.
   7. Explain the uses of CSU/DSU.

4. Discuss and describe voice networks, and troubleshoot network communications interface.

   1. Discuss the public and private switching telephone network.
   2. Discuss and describe voice processing and call distribution.
   3. Discuss and describe T1 networks.
   4. Discuss and describe virtual networks.
   5. Install network hardware and software.
   6. Troubleshoot a network communications interface
   7. Prepare both network hardware and software for computer installation.

   Course Number and Name: TCT 2424 Network Systems

   Description:

Networking fundamentals, voice networking, LANs, and the Internet. Also covered is upgrading of computers to support LAN technology. Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

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8. Identify proper card slots for hardware installation.
9. Identify computer RAM and hard drive capabilities for operation of network software.

5. Discuss, describe, and identify wide area networks.

   1. Discuss and diagram switched networks, frame relay, and ATM.
   2. Discuss and diagram signaling system 7 and VOIP.
   3. Discuss, operate, and troubleshoot an ISDN and SONET network media.

6. Discuss, install, and troubleshoot LANs.

   1. Discuss and describe LANs.
   2. Discuss network software.
   3. Install a LAN system and verify for operation.
   4. Discuss and define network protocols.

7. Access the Internet.

   1. Perform network experiments with e-mail.
   2. Discuss and interconnect with LANs

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Hour Breakdown:

Prerequisite: Instructor Approved

Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Develop a written plan that details the activities and projects to be completed.

   1. Utilize a written plan that details the activities and projects to be completed.
   2. Perform written occupational objectives in the special project.

2. Assess accomplishment of objectives.

   1. Prepare daily written assessment of accomplishment of objectives.
   2. Present weekly written reports of activities performed and objectives accomplished to the instructor.

3. Utilize a set of written guidelines for the special project. a. Develop and follow a set of written guidelines for the special project.

Course Number and Name: TCT 291(1-4) Special Project

Description:

Practical application of skills and knowledge gained in other telecommunications or telecommunications-related technical courses. The instructor works closely with the student to ensure that the selection of a project will enhance the student’s learning experience.

Semester Credit Hours Lecture Lab Contact Hours 1-4 0 2-8 30-120

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Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply technical skills needed to be a viable member of the workforce.

   1. Prepare a description of technical skills to be developed in the supervised work experience program.
   2. Develop technical skills needed to be a viable member of the workforce.

2. Apply skills developed in other program area courses. a. Perform skills developed in other program area courses in the supervised work experience program.

3. Apply human relationship skills. a. Practice human relationship skills in the supervised work experience program.

4. Apply and practice positive work habits and responsibilities. a. Perform assignments to develop positive work habits and responsibilities.

5. Work with the instructor and employer to develop written occupational objectives to be accomplished. a. Perform written occupational objectives in the supervised occupational experience program.

6. Assess accomplishment of objectives.

   1. Prepare daily written assessment of accomplishment of objectives.
   2. Present weekly written reports of activities performed and objectives accomplished to the instructor.

7. Utilize a set of written guidelines for the supervised work experience. a. Develop and follow a set of written guidelines for the supervised work experience.

Course Number and Name: TCT 292 (1-6) Supervised Work Experience

Description: This cooperative program between industry and education is designed to integrate the student’s technical studies with industrial experience. Variable credit is awarded on the basis of 1 semester hour per 45 industrial contact hours.

Semester Credit Hours Lecture Externship Contact Hours 1-6 0 3-18 45-270

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Course Number and Name: WBL 191(1-3), WBL 192(1-3), Work-Based Learning I, II, III, IV, V, and VI, WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3)

Description: A structured work-site learning experience in which the student, program area teacher, Work- Based Learning Coordinator, and worksite supervisor/mentor develop and implement an educational training agreement. Designed to integrate the student’s academic and technical skills into a work environment. Includes regular meetings and seminars with school personnel for supplemental instruction and progress reviews. (1-3 sch: 3-9 hours externship)

Prerequisite: Instructor approved

Student Learning Outcomes:

1. Apply technical skills and related academic knowledge needed to be a viable member of the workforce

   1. Apply technical skills needed to be a viable member of the workforce
   2. Apply skills developed in other related courses in a work-based setting
   3. Perform tasks detailed in an educational training agreement at the work setting

2. Apply general workplace skills to include positive work habits and responsibilities necessary for successful employment a. Demonstrate pro-active human relationship skills in the work setting to include conflict resolution, team participation, leadership, negotiation, and customer/client service b. Demonstrate time, materials, and resource management skills c. Demonstrate critical thinking skills such as problem solving, decision making, and reasoning d. Demonstrate acquiring, evaluating, organizing, maintaining, interpreting, and communicating information e. Demonstrate positive work habits and acceptance of responsibilities necessary for successful employment

Hour Breakdown: Semester Credit Hours Lecture Lab Contact Hours 4 2 4 90

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APPENDIX A: RECOMMENDED TOOLS AND EQUIPMENT CAPITALIZED ITEMS

1. Cable tester (CAT-5 and coax) (1 per 2 students)
2. Computer with software (1 per 2 students)
3. Digital communications trainer CAI/breadboard (1 per 2 students)
4. Locking storage cabinet
5. Microwave communications trainer CAI/breadboard (1 per 2 students)
6. Printer for computer (1 per 4 stations)
7. Oscilloscope (1 per 2 students
8. Spectrum analyzer (1 per lab)
9. Student tool kit (1 per 2 students) to include the following:
   1. Digital multi-meter
   2. Optical power meter
   3. Punch-down tool (66 and 110 blocks)
   4. Crimping tool, coax
   5. Adjustable wrench
   6. Drill bit set: 14 pieces
   7. Flashlight
   8. Hammer: Claw
   9. Pliers: Bent-nose, diagonal, long-nose, needle-nose, locking, and slip-joint
   10. Nut driver set
   11. Screwdriver sets: Offset, Phillips, slotted, jewelers, and torx
   12. Wire stripper
   13. Coax cable stripper
   14. Socket set: Metric and standard
   15. Tape measure: 25-ft
   16. Wrench set: Metric and standard
   17. Safety goggles
   18. Telephone test set (butt set)
   19. Tone generator (1)
   20. Crimping tool, RJ 11/RJ 45
   21. Tool box
10. Telephone communications trainer CAI/breadboard (1 per 2 students)
11. Time domain reflectometer (TDR) (1 per program)
12. Work benches (1 per 2 students)
13. LCR meter (1 per lab)
14. Soldering iron (1 per station)
15. PCB prototyping equipment (1 per lab)
16. Thermal imaging camera *Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.

NON-CAPITALIZED ITEMS

1. Dummy load, microwave (1 per station)
2. Electric drill (1)
3. SWR meter (1 per station)
4. Telephone analyzer (1)
5. Vacuum cleaner (wet/dry) (1 per program)

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*Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements. RECOMMENDED INSTRUCTIONAL AIDS

It is recommended that instructors have access to the following items:

1. Computer for computer-aided instruction (printers, cables, A/B box, etc.) (1)
2. Monitor (1)
3. DVD player and cart (1)
4. Data projector
5. Smart Board system (1) *Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.

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APPENDIX B: CURRICULUM DEFINITIONS AND TERMS

• Course Name – A common name that will be used by all community colleges in reporting students • Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students • Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students. • Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, school-to- work transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas • Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. • In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

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APPENDIX C: RECOMMENDED TEXTBOOK LIST

Recommended Textbook List Book Title Author(s) ISBN Principles Of Electronic Communication Systems Louis E Frenzel 9781259932793 What’s a Microcontroller? Parallax 9781928982524 Multisim Software/IsoPro software Multisim/Isopro software Electrical Motor Controls 5th Edition Gary J. Rockis, Glen A Mazur 978082691268 Fundamentals of Linear Electronics 2nd Edition James Cox 978-0766830189 Programming Fanuc Robots for Industry Applications James W Gruenke 9780826934123 DC/AC Principals a Systems Approach Floyd/Buchla 978-0-13-293393-3 DC/AC Principals a Systems Approach Floyd/Buchla 978-0-13-293393-3 Electronic Principals 8th Ed Malvano/Bates 978-0-07-337388-1 Electronic Principals 8th Ed Malvano/Bates 978-0-07-337388-1 Practical Fiber Optics Bailey/Wright 07506-58002 Digital Electronics Principles and Applications Tokhiem 978-0-07-337377-5 The Associate CET Study Guide 6th Ed ETAI 1-891749-07-2 Handling Tool Operations and Programing FANUC MATAGHAND0318CE REV.F Basic Hydraulics Schoolcraft Publishing 7307370000 Basic Pneumatics Schoolcraft Publishing 7307390000 Electric Motors and Conrtol Systems Frank D. Petruzella 978-1260439397 Electrical Wiring Commercial Phil Simmons 978-0357137697 Electric Motors and Conrtol Systems Frank D. Petruzella 978-1260439397 Programmable Logic Controllers Frank D. Petruzella 978-1265150495 Basic Electronics 13th ed w/ Experiments manual and Multisim CD Grob/Schults 9781264326099 A+ Guide to IT Technical Support (Hardware and Software) 10th ed. Andrews 9780357108369 Arduino starter kits K000007 Digital Electronics 9th ed. Kleitz 9780132543033 Electronic Principles w/ Exp. Manual 9th ed. Malvino 9781259852695 and 9781260447941 Understanding Motor Controls, 4 th ed. Stephen L. Herman Introduction to Biomedical Instrumentation: The Technology of Patient Care, 2 nd ed. Barbara L. Christe

Part 18 Model Policies and Procedures Pursuant to HB 1193

9 Miss. Admin. Code Pt. 18 Model Policies and Procedures Pursuant to HB 1193

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Title 9- Education- Mississippi Community College Board

Part 18-Model Policies and Procedures Pursuant to HB 1193

HB 1193 COMPLAINT AND INVESTIGATIVE PROCESS- DRAFT

It is the purpose of this title to establish the rules governing the filing, investigation, and resolution of Formal Complaints made pursuant to House Bill 1193 from the 2025 regular session of the Mississippi Legislature. House Bill 1193 prohibits public schools and public postsecondary educational institutions from taking certain actions and engaging in discrimination practices, specifically related to diversity, equity, and inclusion (“DEI”). The act seeks to ensure that employment, academic opportunities, and student engagement are based solely on individual merit, qualifications and academic performance, without consideration of an individual’s race, sex, color, national origin, or expressed opposition to, or refusal to affirm or participate in diversity, equity, and inclusion.

A. Diversity, Equity and Inclusion Prohibitions

As defined by Section 3 of HB 1193, State law prohibits public post-secondary institutions from:

1. Establishing or maintaining a diversity, equity and inclusion office.

2. Engaging in divisive concepts.

3. Hiring or Assigning faculty, staff, or employees of the community college or contracting with a third party to perform the duties of a diversity, equity, and inclusion office.

4. Requiring, requesting, or considering diversity statements or similar materials from job applicants as part of the hiring process, contract renewal process, evaluation or promotion process.

5. Giving preference based on race, sex, color, or national origin to an applicant for employment, or when awarding a contract at the community college.

6. Maintaining any programs, including academic programs or courses, or offices that promote diversity, equity and inclusion, endorse divisive concept or concepts promoting transgender ideology, gender-neutral pronouns, deconstruction of heteronormativity, gender theory, sexual privilege or any related formulation of these concepts.

7. Requiring, as a condition of enrolling at, accepting employment with, or being awarded a contract at a community college, or as a requirement of continuing enrollment, employment, or contractual obligations at a community college, any person to participate in diversity, equity, and inclusion training.

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8. Penalizing or discriminating against a student, employee, faculty, staff, or contractor on the basis of his or her refusal to support, believe, endorse, embrace, confess, act upon or otherwise assent to a diversity, equity or inclusion concept.
9. Requiring any “diversity training” or any other policies or procedures that result in any formal or informal education, seminars, workshops, or institutional program that focus on increasing awareness or understanding of issues related to race, sex, color, gender identity, sexual orientation, or national origin. B. Complaint Process

Pursuant to Section 7 of this act, each community college within the state of Mississippi shall develop a complaint process with the following minimum required elements:

1. Any employee, faculty, staff or contractor, or student who desires to assert a violation of the Act, may file a formal complaint with the local community college at which the alleged incident occurred. Any student under the age of 18 may file a complaint through a parent, guardian or next friend, and may file a complaint in his or her own name upon reaching the age of 18.

2. The formal complaint shall be in writing, signed by the complainant, and shall include the following:

a. The full name, address, and telephone number of the individual filing the complaint. The complainant is responsible for informing the community college of any changes to his or her contact information. b. Name of potential individuals impacted by alleged violation. c. Dates and/or times of the alleged violation. d. Specific nature of the alleged violation, including identification of which section of the Act was allegedly violated. e. A statement explaining how the complainant has been harmed by the community college’s alleged failure to comply with the Act. f. Names of any potential witnesses. g. Any other relevant information that would support an investigation.

3. The formal complaint shall be filed with the Board of Trustees of the community college in which the violation occurred.
4. The formal complaint shall be filed within 30 days of the alleged violation.

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5. The community college shall prescribe the manner in which the Formal Complaint shall be delivered. C. Investigations

Each local Board of Trustees of the community college shall develop its own investigative policies and procedures with the minimum required elements.

1. Upon receipt of a complete, timely, and properly filed Formal Complaint as prescribed by the policies of the local community college, the Board of Trustees, or other individuals identified by the Board and acting through the Board, shall investigate the reported violation or potential violation under the boards adopted procedures.
2. Within thirty (30) days of receipt of a complete, timely, and properly filed Formal Complaint, the Board of Trustees shall rule or take other action on the Formal Complaint.

a. If the Board of Trustees determines there is no violation of the Act, they shall provide written notification reflecting that determination. Such final ruling shall be provided to the Complainant. b. If the Board of Trustees finds a violation of this act, the community college shall have twenty-five (25) days to cure all actions relating to the violation.

The respective board shall issue a formal final finding to the complainant detailing found violation and the curative response within twenty-five (25) days of the formal notice.

Should the error remain uncured beyond the twenty-five (25) day curative period, the aggrieved party may file an application for injunctive relief to compel the board to cure the error.

D. Assurances and Reporting

1. Pursuant to Section 4 of this act:

a. The community college president shall submit to the Mississippi Community College Board, a certification on behalf of the community college that the community college complies with the Act. b. The required form of certification shall be prescribed by the Mississippi Community College Board and shall be due annually by July 30th.

3. Pursuant to Section 6 of this act:

a. Beginning in 2026, by July 30 of each year, every community college president shall submit to their Board of Trustees an annual report summarizing all formal complaints and the dispositions of those investigations and violations.

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b. Each annual report submitted to the Board of Trustees shall also be submitted to the Mississippi Community College Board by August 15 of each year. c. By October 30 of each year, the Mississippi Community College Board shall annually prepare a report to submit to the Legislature, as required by the Act, consisting of the reports from all community college, along with any recommendations.

E. Withholding of Funds

1. Pursuant to Section 8 of this act:

a. In addition to all other remedies provided under this act, if a community college is determined, through final adjudication of the administrative procedures process and exhaustion of all judicial appeals, to be in violation of any provision of this act, the State of Mississippi shall withhold the disbursement of the following state funds if not cured within thirty (30) days of a formal final finding upon the occurrence of any second or subsequent violations of this act.

b. Withholding of funds shall remain in effect until such time that the violating entity demonstrates full compliance with the provisions of this act, as certified by the appropriate governing authority and affirmed by the Attorney General or a court of competent jurisdiction.

Part 19 Computer Networking Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 19 Computer Networking Technology Mississippi Curriculum Framework

Computer Networking Technology Mississippi Curriculum Framework

Program CIP: 11.0901 – Computer Systems Network and Telecommunications

April 2026

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: Curriculum Email

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Faculty Writing Team Members Bennie Wade, Copiah-Lincoln Community College Robert Hebert, East Central Community College Aaron Brooks, East Mississippi Community College Tanner Bond, East Mississippi Community College Charline Grace, East Mississippi Community College Jordan Miller, East Mississippi Community College Horacio Leal, East Mississippi Community College Andrew Nichols, East Mississippi Community College David Rose, Hinds Community College Warren (James) Finch, Hinds Community College Jacob Leist, Hinds Community College Michael Pawlik, Holmes Community College Sandra Reich, Itawamba Community College Cindy Layman, Itawamba Community College Jennifer Powell, Jones College Gabe Bozeman, Jones College Curtis Beckman, Meridian Community College Anthony D’Angelo, Meridian Community College Kanav Kaushal, Mississippi Delta Community College Brad Marx, Mississippi Gulf Coast Community College Robin Hayes, Mississippi Gulf Coast Community College Vic Gauthreaux, Mississippi Gulf Coast Community College Dr. Jamie Gruich, Mississippi Gulf Coast Community College Zachary Garris, Mississippi Gulf Coast Community College Jennifer Villiard, Mississippi Gulf Coast Community College JaLisa Estes, Northeast Mississippi Community College Carrie Greene, Northeast Mississippi Community College Amanda West, Northwest Mississippi Community College Franklin Cleveland, Northwest Community College Benjamin Hawks, Northwest Community College Angel Elliott, Northwest Community College Jeffrey McCoy, Pearl River Community College Frank Hammen, Pearl River Community College Said Otwane, Pearl River Community College Silvia Preston, Pearl River Community College Brian Miller, Southwest Mississippi Community College

Administrator Writing Team Members Dr. Sharolyn Magee, Dean of Career and Technical Education, Copiah-Lincoln Community College Dr. Bobby Ghosal, Assistant Dean of Teaching & Learning, Mississippi Gulf Coast Community College

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Luke Jones, Dean of CTE, Holmes Community College Dr. Addie Boone, Southwest Community College Katie Broadway, Director of Career-Tech, Northwest MS Community College Dr. Amy Townsend, Dean Career and Technical, Pearl River Community College Rod Tolbert, VP of Instruction, Jones College Dr. Lori Smith, Dean of Workforce Education, Meridian Community College Dr. Jarius Johnson, Dean of Instruction, East Mississippi Community College Patricia Corrigan, Associate Dean of Career and Technical Education, East Mississippi College Timothy Crisler, Dean of Technology- CTE, Hinds Community College Allison Folk, Dean of Career-Technical and Adult Education, Mississippi Delta Community College Jason Mattox, Associate Vice President for CTE, Northeast Mississippi Community College Dr. Monica Donohue, Dean of Teaching and Learning, Mississippi Gulf Coast Community College Millie Bordelon, VP of CTE & Community Campus, Mississippi Gulf Coast Community College

Business and Industry Contributing Team Members Brayden Coleman, Information Technology Coordinator, Mississippi School for Mathematics and Science, Columbus, MS Aaron Brooks, Director of Information Systems, Mississippi University for Women, Columbus, MS Steven Eaton, Cybersecurity Incident Response Analyst, Evolver Inc., Reston, VA Erin Weaver, Technology Coordinator, George County School District, Lucedale, MS Allen Fretz, IT Program Manager, Paccar Engine Company, Columbus, MS Jodi Harris, Sr Director of Enterprise Public Sector, Verkada, Ocean Springs, MS Tylon Malone, Computer Technician, West Point Consolidated School District, West Point, MS Brent M. Shields, Columbus AFB Network & Data Center

4

Manager, Abacus Technology Corp, Columbus, MS Nick Jackson, IT Systems Administrator, Relias Healthcare, Tupelo, MS William Alford, System Administrator, City of Starkville, Starkville, MS

Office of Curriculum and Instruction Team Members Dr. Scott Kolle, Director of Curriculum and Instruction, Mississippi Community College Board Ms. Eboni Mangum, Curriculum Specialist, Mississippi Community College Board Demarius Tolliver, Curriculum Specialist, Mississippi Community College Board Dr. LaToya Sterling, Assistant Director for Professional Development and Training, Mississippi Community College Board

5

The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Copyright © 2026 by Mississippi Community College Board For information, please contact Curriculum Email

6

Contents Industry Job Projection Data .............................................................................. 7 Articulation ......................................................................................................... 7 Industry Credentials, Certifications, and Professional Licensure ....................... 7 Dual Enrollment .................................................................................................. 7 Research Abstract ............................................................................................... 8 Revision History: ................................................................................................. 8 Program Description ........................................................................................... 9 Suggested Course Sequence ............................................................................. 10 Career Certificate Required Courses ............................................................ 10 Technical Certificate Required Courses ........................................................ 10 Technical Certificate Required Courses ........................................................ 11 General Education Core Courses –Computer Networking Technology .......... 12 Computer .......................................................................................................... 14 Networking ....................................................................................................... 14 Technology Courses .......................................................................................... 14 Appendix A: Recommended Tools and Equipment.......................................... 15 Appendix B: Curriculum Definitions and Terms ............................................... 16

7

Industry Job Projection Data A summary of occupational data is available from the Mississippi Department of Employment Security. MDES Labor Market Information

Articulation Check with the local community college CTE administration for articulation agreements.

Industry Credentials, Certifications, and Professional Licensure As curricula are revised or developed for Career Technical Education (for credit) programs at Mississippi’s community colleges, appropriate industry credentials/certifications/professional licensure are identified (where applicable). Each community college cooperating with businesses/industries in their college district determines if and when industry credentials/certifications/professional licensure are warranted. Contact each community college for more information.

Dual Enrollment See the “Procedures Manual for Dual Enrollment and Accelerated Programs” Dual Enrollment

8

Research Abstract In the fall of 2025, the Office of Curriculum and Instruction (OCI) met with the different industry members who made up the advisory committees for the Information Systems program. An industry questionnaire was used to gather feedback concerning the trends and needs, both current and future, of their field.

Program faculty, administrators, and industry members were consulted regarding industry workforce needs and trends.

Industry advisory team members from the college involved with this program were asked to give input related to changes to be made to the curriculum framework. Specific comments related to soft skills discussed include communication skill, grammar skills, evidence of the ability to learn, must be adaptable, and a well-rounded employee

Several courses had name modifications and new courses were added. For a complete list of name modifications and new courses, please refer to the course crosswalk at the end of this curriculum document.

All programs of study were modified to follow the 30/45/60 stackable credentials model for a career certificate, a technical certificate, and an Associate of Applied Science degree.

Revision History: 2012, Revised, Research and Curriculum Unit, Mississippi State University 2017, Revised, Office of Curriculum and Instruction, Mississippi Community College Board 2026, Revised, Office of Curriculum and Instruction, Mississippi Community College Board

9

Program Description The Information Systems Technology program includes a basic core of courses designed to prepare a student for a variety of entry-level positions through Computer Networking Technology

The Computer Networking Technology option offers training in telecommunications, network technologies, administration, hardware maintenance, operating systems and network planning, and implementation.

Computer Networking graduates will have opportunities for employment as computer support specialists, network technicians, and network managers or administrators.

Upon successful completion of the program, graduates earn an associate degree in applied science. Course work prepares students for national certification exams pertinent to each field of study.

10

Suggested Course Sequence Computer Networking Technology

Career Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name IST 1124 OR IST 1183 AND IST 1193* IT Foundations OR Essentials of Information Systems Technology AND Practical Applications in Information Systems Technology* 4-6 2 4

IST 1134 Fundamentals of Data Communications 4 2 4

IST 1244 OR IST 1254 Network Admin Using Windows OR Network Admin Using Linux 4 2 2

IST 1224 Network Components 4 2 2

Electives 15

TOTAL 31-33

*Institutions choosing the split option will have fewer available elective hours in this sequence

Technical Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name IST 2224 Network Planning and Design 4 2 4

IST 2234 Network Implementation 4 2 4

Electives 7

TOTAL 15

11

Technical Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name IST 2154 Introduction to Cloud Computing 4 2 4

Electives 11

TOTAL 15

12

General Education Core Courses –Computer Networking Technology

To receive the Associate of Applied Science Degree, a student must complete all of the required coursework found in the Career Certificate option, Technical Certificate option and a minimum of 15 semester hours of General Education Core. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester or provided primarily within the last semester. Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. The Southern Association of Colleges and Schools (SACS) Commission on Colleges Standard 2.7.3 from the Principles of Accreditation: Foundations for Quality Enhancement1 describes the general education core.

Section 2.7.3 In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.

SCH Breakdown

Contact Hour Breakdown

Course Number

Course Name Semester Credit

Lecture

Lab Total Contact

Lecture

Lab

13

Hours Hours

Humanities/Fine Arts 3 3

Social/Behavioral Science 3 3

Math/Science Elective 3 3

Other academic courses per local community college requirements for AAS degree. 6

TOTAL 15

Southern Association of Colleges and Schools Commission on Colleges. (2024). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from SACSCOC 2024 Principles of Accreditation

14

Computer Networking Technology Courses Student learning outcomes and other course information for IST classes can be found at: MCCB Curriculum Webpage

15

Appendix A: Recommended Tools and Equipment CAPITALIZED ITEMS

1. Computer work centers, including desk and chair (1 per student)
2. Multimedia computer (Mac or PC) with headsets, sound card, and USB port for jump drive (1 per student)
   1. Color laser printer (1 per classroom)
   2. Laser printer (1 per lab)
   3. Scanner, color page (1 per lab)
   4. Internet access
3. Data projector (1 per lab)
4. Teacher workstation (laptop computer with printer, scanner, and Internet access)
5. Program specific software/hardware

NON-CAPITALIZED ITEMS

1. Document Camera

Recommended Instructional Aids It is recommended that instructors have access to the following items:

1. Microsoft© Office software or equivalent productivity, latest version
2. Windows, latest version
3. Smart Board
4. Adobe Creative Suite

16

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students

• Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students.

• Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career– technical skills and course work, school-to-work

17

transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas

• Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change).

Part 20 Database Administration Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 20, R. 45 45

Social/Behavioral Science 3 3

9 Miss. Admin. Code Pt. 20, R. 45 45

Math/Science Elective 3 3

9 Miss. Admin. Code Pt. 20, R. 45 45

Other academic courses per local community college requirements for AAS degree.

TOTAL 15

Southern Association of Colleges and Schools Commission on Colleges. (2024). The Principles of Accreditation: Foundations for Quality Enhancement. SCASCOC 2024 Principles of Accreditation

Database Administration Technology Courses Student learning outcomes and other course information for IST classes can be found at: MCCB Curriculum Page

Appendix A: Recommended Tools and Equipment Capitalized Items 1. Computer work centers, including desk and chair (1 per student) 2. Multimedia computer (Mac or PC) with headsets, sound card, and USB port for jump drive (1 per student) a. Color laser printer (1 per classroom) b. Laser printer (1 per lab) c. Scanner, color page (1 per lab) d. Internet access 3. Data projector (1 per lab) 4. Teacher workstation (laptop computer with printer, scanner, and Internet access) 5. Program specific software/hardware

Non-Capitalized Items 1. Document Camera

Recommended Instructional Aids It is recommended that instructors have access to the following items:

1. Microsoft© Office software or equivalent productivity, latest version 2. Windows, latest version 3. Smart Board 4. Adobe Creative Suite

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students

• Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students.

• Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career– technical skills and course work, school-to-work transition

activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas • Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change).

Part 21 Extended Reality (XR) Courses/ Certificates Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 21 Extended Reality (XR) Courses/ Certificates Mississippi Curriculum Framework

1

Extended Reality (XR) Courses/ Certificates Mississippi Curriculum Framework Same CIP as IST 11.0201 Computer Programming/ Programmer, General Same CIP as IST 11.0202 Computer Programming, Specific Applications.

April 2026

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: Curriculum Email

2

Faculty Writing Team Members Andrew Nichols, East Mississippi Community College Tanner Bond, East Mississippi Community College Charline Grace, East Mississippi Community College Jordan Miller, East Mississippi Community College Horacio Leal, East Mississippi Community College David Rose, Hinds Community College Warren (James) Finch, Hinds Community College Jacob Leist, Hinds Community College Jennifer Powell, Jones College Gabe Bozeman, Jones College Brad Marx, Mississippi Gulf Coast Community College Robin Hayes, Mississippi Gulf Coast Community College Vic Gauthreaux, Mississippi Gulf Coast Community College Dr. Jamie Gruich, Mississippi Gulf Coast Community College Zachary Garris, Mississippi Gulf Coast Community College Jennifer Villiard, Mississippi Gulf Coast Community College JaLisa Estes, Northeast Mississippi Community College Carrie Greene, Northeast Mississippi Community College Curtis Beckman, Meridian Community College Anthony D’Angelo, Meridian Community College

Administrator Writing Team Members Dr. Bobby Ghosal, Assistant Dean of Teaching & Learning, Mississippi Gulf Coast Community College Dr. Monica Donohue, Dean of Teaching and Learning, Mississippi Gulf Coast Community College Millie Bordelon, VP of CTE & Community Campus, Mississippi Gulf Coast Community College Rod Tolbert, VP of Instruction, Jones College Dr. Lori Smith, Dean of Workforce Education, Meridian Community College Dr. Jarius Johnson, Dean of Instruction, East Mississippi Community College Patricia Corrigan, Associate Dean of Career and Technical Education, East Mississippi College Timothy Crisler, Dean of Technology- CTE, Hinds Community College Jason Mattox, Associate Vice President for CTE, Northeast Mississippi Community College

3

Business and Industry Contributing Team Members Brayden Coleman, Information Technology Coordinator, Mississippi School for Mathematics and Science, Columbus, MS Aaron Brooks, Director of Information Systems, Mississippi University for Women, Columbus, MS Steven Eaton, Cybersecurity Incident Response Analyst, Evolver Inc., Reston, VA Erin Weaver, Technology Coordinator, George County School District, Lucedale, MS Allen Fretz, IT Program Manager, Paccar Engine Company, Columbus, MS Jodi Harris, Sr Director of Enterprise Public Sector, Verkada, Ocean Springs, MS Tylon Malone, Computer Technician, West Point Consolidated School District, West Point, MS Brent M. Shields, Columbus AFB Network & Data Center Manager, Abacus Technology Corp, Columbus, MS Nick Jackson, IT Systems Administrator, Relias Healthcare, Tupelo, MS William Alford, System Administrator, City of Starkville, Starkville, MS

Office Of Curriculum and Instruction Team Members Dr. Scott Kolle, Director of Curriculum and Instruction, Mississippi Community College Board Ms. Eboni Mangum, Curriculum Specialist, Mississippi Community College Board Demarius Tolliver, Curriculum Specialist, Mississippi Community College Board Dr. LaToya Sterling, Assistant Director for Professional Development and Training, Mississippi Community College Board

4

The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Copyright © 2026 by Mississippi Community College Board For information, please contact Curriculum Email

5

Contents Industry Job Projection Data ................................................................................................. 6 Articulation ........................................................................................................................... 6 Industry Credentials, Certifications, and Professional Licensure ......................................... 6 Dual Enrollment .................................................................................................................... 6 Adoption of National Certification Standards ...................................................................... 7 Research Abstract ................................................................................................................. 8 Revision History: ................................................................................................................... 8 Program Description ............................................................................................................. 9 Suggested Course Sequence ............................................................................................... 10 General Education Core Courses ......................................................................................... 11 Information System Elective Courses ................................................................................. 13 Extended Reality Courses ................................................................................................... 14 Appendix A: Recommended Tools and Equipment .......................................................... 15 Appendix B: Curriculum Definitions and Terms ............................................................... 16 Appendix C: Textbook List ................................................................................................ 18

6

Industry Job Projection Data A summary of occupational data is available from the Mississippi Department of Employment Security. MDES Labor Market Information

Articulation Check with the local community college CTE administration for articulation agreements.

Industry Credentials, Certifications, and Professional Licensure As curricula are revised or developed for Career Technical Education (for credit) programs at Mississippi’s community colleges, appropriate industry credentials/certifications/professional licensure are identified (where applicable). Each community college cooperating with businesses/industries in their college district determines if and when industry credentials/certifications/professional licensure are warranted. Contact each community college for more information.

Dual Enrollment See the “Procedures Manual for Dual Enrollment and Accelerated Programs” Dual Enrollment

7

Adoption of National Certification Standards A national certification was not identified at the curriculum writing meeting. The Mississippi Community College Board office of Curriculum and Assessment will work with colleges and industry to determine a national certification.

8

Research Abstract In the spring of 2026, the Office of Curriculum and Instruction (OCI) met with the Lobaki industry members who made up the advisory committees for the Extended Reality (XR) curriculum framework. An industry questionnaire was used to gather feedback concerning the trends and needs, both current and future, of their field. Program faculty, administrators, and industry members were consulted regarding industry workforce needs and trends. Industry advisory team members from the college involved with this program were asked to give input related to changes to be made to the curriculum framework. Specific comments related to soft skills discussed include communication, skill, grammar skills, evidence of the ability to learn, must be adaptable, and a well-rounded employee. Occupation-specific skills discussed include a basic understanding of SQL, ERP experience, CompTIA Network+, CompTIA A+, IT Technician and CompTIA Security+ Certification or Microsoft certifications.

During the writing team meeting, colleges and industry decided that there was a need for a work ready and technical certificate only at this time. Student deciding to obtain the technical certificate in extended reality would need to successfully complete the Information Systems Programming Career Certificate

Revision History: 2019 Mississippi Community College Board 2026 Mississippi Community College Board

9

Program Description Extended Reality Program The Extended Reality program will introduce Extended Reality (XR). The courses will prepare students for the basics of XR, hardware, history of XR, different applications of XR, psychology of Extended Reality, and the challenges of the medium. The XR program offers a Career Ready certificate and Technical certificate.

The courses are designed for students who are new to XR as a medium. You may have experienced some virtual reality before and may have some hardware, but these courses are suitable to individuals who have never experienced XR.

A learner with no previous experience in Extended Reality and/or game programming will be able to evaluate existing XR applications, design, test, and implement their own XR experiences/games.

10

Suggested Course Sequence Career Ready Certificate

SCH Breakdown

Contact Hour Breakdown Certification Information

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours

Lecture

Lab

Certification Name IST2854 Extended Reality (XR) Digital Artistry 4 3 2 2 4 75 90

IST 2824 Extended Reality (XR) 3D Modeling 4 3 2 2 4 75 90

IST 2834 Extended Reality (XR) Development 4 3 2 2 4 75 90

IST 2844 Extended Reality (XR) Project Design 4 3 2 2 4 75 90

Total 16

Technical Certificate

SCH Breakdown

Contact Hour Breakdown Certification Information

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours

Lecture

Lab

Certification Name

3 2 75

IST 2824 Extended Reality (XR) 3D Modeling 4 2 4 90

3 2 75

IST 2834 Extended Reality (XR) Development 4 2 4 90 IST 2844 Extended Reality (XR) Project Design

3 2 75

OR Elective 4 2 4 90

Elective 3

Total 15

11

General Education Core Courses

To receive the Associate of Applied Science degree, a student must complete all of the required

coursework found in the Career Certificate option, Technical certificate option, and a minimum of

15 semester hours of General Education core. The courses in the General Education Core may be

spaced out over the entire length of the program so that students complete some academic and

Career Technical courses each semester or provided primarily within the last semester. Each

community college will specify the actual courses that are required to meet the General

Education Core Requirements for the Associate of Applied Science degree at their college. The

Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Section 9

Standard 3 of the Principles of Accreditation: Foundations for Quality Enhancement

1

describes the

general education core.

Section 9 Standard 3:

3. The institution requires the successful completion of a general education component at

the undergraduate level that

1. is based on a coherent rationale.
2. is a substantial component of each undergraduate degree program. For degree

completion in associate programs, the component constitutes a minimum of 15 semester

hours of the equivalent; for baccalaureate programs, a minimum of 30 semester hours or

the equivalent.

c) ensures breadth of knowledge. These credit hours include at least one course from

each of the following areas: humanities/fine arts, social/behavioral sciences, and natural

science/mathematics. These courses do not narrowly focus on those skills, techniques,

and procedures specific to a particular occupation or profession.

General Education Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Conta ct Hours

Lecture

Lab Certification Name

Humanities/Fine Arts 3

Social/Behavioral Sciences 3

Math/Science 3

Academic electives 6

12

TOTAL 15

1 Southern Association of Colleges and Schools Commission on Colleges. (2024). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from SACSCOC Principles of Accreditation 2024

13

Information System Elective Courses

Course Number

Course Name Semester Credit Hours

Instructor Approved Electives Per Local Community College

Total

14

Extended Reality Courses Student learning outcomes and other course information for IST classes can be found at: MCCB Curriculum Webpage

15

Appendix A: Recommended Tools and Equipment Capitalized Items Virtual Reality Production Computer (1 per student) Non-Capitalized Items Virtual Reality Headset (1 per student) Headphone (1 pair per student) Recommended Instructional Aids Projector

16

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students • Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students • Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students. • Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work-site learning activities, to better

17

prepare individuals in the courses for their chosen occupational areas • Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. • In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following:

o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

18

Appendix C: Textbook List Recommended Extended Reality Text Book List CIP: 11.0201- Virtual Reality Book Title Author (s) ISBN Dawn of the New Everything

Jaron Lanier 13:978-1627794091 10: 1627794093 The VR Book: Human-Centered Design for Virtual Reality

Jason Jerald 13: 978-1970001129 10: 1970001127 Storytelling for Virtual Reality

John Bucher 13: 978-1138629660 10: 1138629669 The Art of Game Design: A Book of Lenses

Jesse Schell 13: 978-1466598645 10: 9781466598645

Part 22 Cybersecurity Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 22, R. 45 45

Social/Behavioral Science 3 3

9 Miss. Admin. Code Pt. 22, R. 45 45

Math/Science Elective 3 3

9 Miss. Admin. Code Pt. 22, R. 45 45

Other academic courses per local community college requirements for AAS degree.

TOTAL 15

Southern Association of Colleges and Schools Commission on Colleges. (2024). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from SACSCOC 2024 Principles Of Accreditation

Cybersecurity Technology Courses Student learning outcomes and other course information for IST classes can be found at: MCCB Curriculum Webpage

Appendix A: Recommended Tools and Equipment Capitalized Items 1. Computer work centers, including desk and chair (1 per student) 2. Multimedia computer (Mac or PC) with headsets, sound card, and USB port for jump drive (1 per student) a. Color laser printer (1 per classroom) b. Laser printer (1 per lab) c. Scanner, color page (1 per lab) d. Internet access 3. Data projector (1 per lab) 4. Teacher workstation (laptop computer with printer, scanner, and Internet access) 5. Program specific software/hardware

Non-Capitalized Items 1. Document Camera

Recommended Instructional Aids It is recommended that instructors have access to the following items:

1. Microsoft© Office software or equivalent productivity, latest version 2. Windows, latest version 3. Smart Board 4. Adobe Creative Suite

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students

• Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students.

• Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–

technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas

• Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change).

Appendix C: Certifications Certification Name College

Part 23 Computer Programming Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 23 Computer Programming Technology Mississippi Curriculum Framework

1

Computer Programming Technology Mississippi Curriculum Framework

Program CIP: 11.0201 – Computer Programming/Programmer, General April 2026

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: Curriculum Email

2

Faculty Writing Team Members Bennie Wade, Copiah-Lincoln Community College Robert Hebert, East Central Community College Andrew Nichols, East Mississippi Community College Tanner Bond, East Mississippi Community College Charline Grace, East Mississippi Community College Jordan Miller, East Mississippi Community College Horacio Leal, East Mississippi Community College David Rose, Hinds Community College Warren (James) Finch, Hinds Community College Jacob Leist, Hinds Community College Michael Pawlik, Holmes Community College Sandra Reich, Itawamba Community College Cindy Layman, Itawamba Community College Jennifer Powell, Jones College Gabe Bozeman, Jones College Curtis Beckman, Meridian Community College Anthony D’Angelo, Meridian Community College Kanav Kaushal, Mississippi Delta Community College Brad Marx, Mississippi Gulf Coast Community College Robin Hayes, Mississippi Gulf Coast Community College Vic Gauthreaux, Mississippi Gulf Coast Community College Dr. Jamie Gruich, Mississippi Gulf Coast Community College Zachary Garris, Mississippi Gulf Coast Community College Jennifer Villiard, Mississippi Gulf Coast Community College JaLisa Estes, Northeast Mississippi Community College Carrie Greene, Northeast Mississippi Community College Amanda West, Northwest Mississippi Community College Franklin Cleveland, Northwest Community College Benjamin Hawks, Northwest Community College Angel Elliott, Northwest Community College Jeffrey McCoy, Pearl River Community College Frank Hammen, Pearl River Community College Said Otwane, Pearl River Community College Silvia Preston, Pearl River Community College Brian Miller, Southwest Mississippi Community College

Administrator Writing Team Members Dr. Sharolyn Magee, Dean of Career and Technical Education, Copiah-Lincoln Community College Dr. Bobby Ghosal, Assistant Dean of Teaching & Learning, Mississippi Gulf Coast Community College Luke Jones, Dean of CTE, Holmes Community College

3

Dr. Addie Boone, Southwest Community College Katie Broadway, Director of Career-Tech, Northwest MS Community College Dr. Amy Townsend, Dean Career and Technical, Pearl River Community College Dr. James Collum, Dean Career and Technical, Pearl River Community College Rod Tolbert, VP of Instruction, Jones College Dr. Lori Smith, Dean of Workforce Education, Meridian Community College Dr. Jarius Johnson, Dean of Instruction, East Mississippi Community College Patricia Corrigan, Associate Dean of Career and Technical Education, East Mississippi College Timothy Crisler, Dean of Technology- CTE, Hinds Community College Allison Folk, Dean of Career-Technical and Adult Education, Mississippi Delta Community College Jason Mattox, Associate Vice President for CTE, Northeast Mississippi Community College Dr. Monica Donohue, Dean of Teaching and Learning, Mississippi Gulf Coast Community College Millie Bordelon, VP of CTE & Community Campus, Mississippi Gulf Coast Community College

Business and Industry Contributing Team Members Brayden Coleman, Information Technology Coordinator, Mississippi School for Mathematics and Science, Columbus, MS Aaron Brooks, Director of Information Systems, Mississippi University for Women, Columbus, MS Steven Eaton, Cybersecurity Incident Response Analyst, Evolver Inc., Reston, VA Erin Weaver, Technology Coordinator, George County School District, Lucedale, MS Allen Fretz, IT Program Manager, Paccar Engine Company, Columbus, MS Jodi Harris, Sr Director of Enterprise Public Sector, Verkada, Ocean Springs, MS Tylon Malone, Computer Technician, West Point Consolidated School District, West Point, MS Brent M. Shields, Columbus AFB Network & Data Center

4

Manager, Abacus Technology Corp, Columbus, MS Nick Jackson, IT Systems Administrator, Relias Healthcare, Tupelo, MS William Alford, System Administrator, City of Starkville, Starkville, MS

Office of Curriculum and Instruction Team Members Dr. Scott Kolle, Director of Curriculum and Instruction, Mississippi Community College Board Ms. Eboni Mangum, Curriculum Specialist, Mississippi Community College Board Demarius Tolliver, Curriculum Specialist, Mississippi Community College Board Dr. LaToya Sterling, Assistant Director for Professional Development and Training, Mississippi Community College Board

5

The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Copyright © 2026 by Mississippi Community College Board For information, please contact Curriculum Email

6

Contents Industry Job Projection Data .............................................................................. 7 Articulation ......................................................................................................... 7 Industry Credentials, Certifications, and Professional Licensure ....................... 7 Dual Enrollment .................................................................................................. 7 Research Abstract ............................................................................................... 8 Revision History: ................................................................................................. 8 Program Description ........................................................................................... 9 Suggested Course Sequence ............................................................................. 10 Accelerated Integrated Career Pathway ....................................................... 10 Career Certificate Required Courses ............................................................ 11 Technical Certificate Required Courses ........................................................ 12 Technical Certificate Required Courses ........................................................ 12 General Education Core Courses – .................................................................. 13 Information Systems Technology Courses ....................................................... 15 Appendix A: Recommended Tools and Equipment.......................................... 16 Appendix B: Curriculum Definitions and Terms ............................................... 17

7

Industry Job Projection Data A summary of occupational data is available from the Mississippi Department of Employment Security. MDES Labor Market Information

Articulation Check with the local community college CTE administration for articulation agreements.

Industry Credentials, Certifications, and Professional Licensure As curricula are revised or developed for Career Technical Education (for credit) programs at Mississippi’s community colleges, appropriate industry credentials/certifications/professional licensure are identified (where applicable). Each community college cooperating with businesses/industries in their college district determines if and when industry credentials/certifications/professional licensure are warranted. Contact each community college for more information.

Dual Enrollment See the “Procedures Manual for Dual Enrollment and Accelerated Programs” Dual Enrollment

8

Research Abstract In the fall of 2025, the Office of Curriculum and Instruction (OCI) met with the different industry members who made up the advisory committees for the Information Systems program. An industry questionnaire was used to gather feedback concerning the trends and needs, both current and future, of their field.

Program faculty, administrators, and industry members were consulted regarding industry workforce needs and trends.

Industry advisory team members from the college involved with this program were asked to give input related to changes to be made to the curriculum framework. Specific comments related to soft skills discussed include communication skill, grammar skills, evidence of the ability to learn, must be adaptable, and a well-rounded employee

Several courses had name modifications and new courses were added. For a complete list of name modifications and new courses, please refer to the course crosswalk at the end of this curriculum document.

All programs of study were modified to follow the 30/45/60 stackable credentials model for a career certificate, a technical certificate, and an Associate of Applied Science degree.

Revision History: 2012, Revised, Research and Curriculum Unit, Mississippi State University 2017, Revised, Office of Curriculum and Instruction, Mississippi Community College Board 2026, Revised, Office of Curriculum and Instruction, Mississippi Community College Board

9

Program Description The Information Systems Technology program includes a basic core of courses designed to prepare a student in Computer Programming Technology

The curriculum is designed to give each student: • a broad overview of information systems; • exposure to career options available within the field; and • a concentration of skills in a specific area.

Upon successful completion of the program, graduates earn an associate degree in applied science. Course work prepares students for national certification exams pertinent to each field of study.

The Computer Programming Technology option offers training in the design, coding, and testing of software applications using a variety of programming languages, database manipulation, hardware maintenance, and operating system functions. Graduates with skills and training in computer programming are prepared for entry-level employment as developers and analysts as well as other related information technology positions in a variety of industries.

10

Suggested Course Sequence Computer Programming Technology

Accelerated Integrated Career Pathway

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semest er Credit Hours Lectur e Lab Total Contac t Hours Lectur e Lab Certification Name IST 1124 OR IST 1183 AND IST 1193* IT Foundations OR Essentials of Information Systems Technology AND Practical Applications in Information Systems Technology* 4 2 4

IST 1134

Fundamentals of Data Communications OR Elective 4 2 4

Elective 7

Total 15

*Institutions choosing the split option will have fewer available elective hours in this sequence.

11

Career Certificate Required Courses

SCH Breakdown

Contact Hour Breakdow n Certificati on Informati on Course Numb er Course Name Semester Credit Hours Lecture Lab Total Conta ct Hours Lectur e Lab Certificatio n Name IST 1124 OR IST 1183 AND IST 1193* IT Foundations OR Essentials of Information Systems Technology AND Practical Applications in Information Systems Technology* 4-6 2 4

IST 1134 Fundamentals of Data Communications OR Elective 4 2 4

IST 1163 Or IST 1513 Database and SQL Concepts OR SQL Programming 3 2 2

IST 1433 Or IST 1154 Web Development Using HTML & CSS OR Web and Programming Concepts 3-4 2 2

Electives 16

TOTAL 30-33

*Institutions choosing the split option will have fewer available elective hours in this sequence. **Electives are listed in IST Class Document.

12

Technical Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name IST 1724 Python Programming 4 2 4

Electives 11

TOTAL 15

Technical Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name IST 2154 Introduction to Cloud Computing 4 2 4

Electives 11

TOTAL 15

13

General Education Core Courses – To receive the Associate of Applied Science Degree, a student must complete all of the required coursework found in the Career Certificate option, Technical Certificate option and a minimum of 15 semester hours of General Education Core. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester or provided primarily within the last semester. Each community college will specify the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. The Southern Association of Colleges and Schools (SACS) Commission on Colleges Standard 2.7.3 from the Principles of Accreditation: Foundations for Quality Enhancement1 describes the general education core.

Section 2.7.3 In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession.

SCH Breakdown

Contact Hour Breakdown

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours

Lecture

Lab

Humanities/Fine Arts 3 3

Social/Behavioral Science 3 3

14

Math/Science Elective 3 3

Other academic courses per local community college requirements for AAS degree. 6

TOTAL 15

Southern Association of Colleges and Schools Commission on Colleges. (2024). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved from SACSCOC Principles of Accreditation for 2024

15

Information Systems Technology Courses

Student learning outcomes and other course information for IST classes can be found at: MCCB Curriculum Webpage

16

Appendix A: Recommended Tools and Equipment Capitalized Items

1. Computer work centers, including desk and chair (1 per student)
2. Multimedia computer (Mac or PC) with headsets, sound card, and USB port for jump drive (1 per student)
   1. Color laser printer (1 per classroom)
   2. Laser printer (1 per lab)
   3. Scanner, color page (1 per lab)
   4. Internet access
3. Data projector (1 per lab)
4. Teacher workstation (laptop computer with printer, scanner, and Internet access)
5. Program specific software/hardware

Non-Capitalized Items

1. Document Camera

Recommended Instructional Aids It is recommended that instructors have access to the following items:

1. Microsoft© Office software or equivalent productivity, latest version
2. Windows, latest version
3. Smart Board
4. Adobe Creative Suite

17

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students

• Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students

• Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students. • Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies

The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career– technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career–technical programs

18

o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas

• Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college.

• In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change).

Part 24 App Development Courses/Certificate Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 24 App Development Courses/Certificate Mississippi Curriculum Framework

1

1 App Development Courses/Certificate Mississippi Curriculum Framework Apple/Swift Same CIP as IST 11.0201 Computer Programming/ Programmer, General Same CIP as IST 11.0202 Computer Programming, Specific Applications

July 2026

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601-432-6155 Email: Curriculum Email

2 Faculty Writing Team Members Anthony D'Angelo, Meridian Community College David Rose, Hinds Community College Roderick Kwan, Hinds Community College Robin Hayes, Mississippi Gulf Coast Community College Dr. James Gruich, Mississippi Gulf Coast Community College

Administrator Writing Team Members Dr. Jarius Johnson, Dean of Instruction, East Mississippi Community College Patricia Corrigan, Associate Dean of Career and Technical Education, East Mississippi College Dr. Lori Smith, Dean of Workforce Education, Meridian Community College Joseph Knight, Vice President Workforce Solutions, Meridian Community College Timothy Crisler, Dean of Technology- CTE, Hinds Community College Rod Tolbert, VP of Instruction, Jones College Jason Mattox, Associate Vice President, Northeast Mississippi Community College Dr. Bobby Ghosal, Assistant Dean of Teaching & Learning, Mississippi Gulf Coast Community College Dr. Monica Donohue, Dean of Teaching and Learning, Mississippi Gulf Coast Community College Millie Bordelon, VP of CTE & Community Campus, Mississippi Gulf Coast Community College Business and Industry Contributing Team Members Brayden Coleman, Information Technology Coordinator, Mississippi School for Mathematics and Science, Columbus, MS Aaron Brooks, Director of Information Systems, Mississippi University for Women, Columbus, MS Steven Eaton, Cybersecurity Incident Response Analyst, Evolver Inc., Reston, VA Erin Weaver, Technology Coordinator, George County School District, Lucedale, MS Allen Fretz, IT Program Manager, Paccar Engine Company, Columbus, MS Jodi Harris, Sr Director of Enterprise Public Sector, Verkada, Ocean Springs, MS Tylon Malone, Computer Technician, West Point Consolidated School District, West Point, MS Brent M. Shields, Columbus AFB Network & Data Center Manager, Abacus Technology Corp, Columbus, MS Nick Jackson, IT Systems Administrator, Relias Healthcare, Tupelo, MS William Alford, System Administrator, City of Starkville, Starkville, MS

Office of Curriculum and Instruction Team Members Dr. Scott Kolle, Director of Curriculum and Instruction, Mississippi Community College Board Ms. Eboni Mangum, Curriculum Specialist, Mississippi Community College Board Demarius Tolliver, Curriculum Specialist, Mississippi Community College Board Dr. LaToya Sterling, Assistant Director for Professional Development and Training, Curriculum Specialist, Mississippi Community College Board

3

The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand.

Copyright © 2026 by Mississippi Community College Board For information, please contact Curriculum Email

4

Contents Adoption of National Certification Standards ............................................................................ 5 Industry Job Projection Data ....................................................................................................... 6 Articulation ................................................................................................................................. 6 Industry Credentials, Certifications, and Professional Licensure ............................................... 6 Dual Enrollment .......................................................................................................................... 6 Research Abstract ....................................................................................................................... 7 Revision History: ......................................................................................................................... 7 Program Description ................................................................................................................... 8 Suggested Course Sequence ....................................................................................................... 9 15-hour Technical Certificate ................................................................................................... 9 Information System Elective Courses ....................................................................................... 10 Information System Courses ..................................................................................................... 11 Appendix A: Recommended Tools and Equipment ................................................................... 12 Appendix B: Curriculum Definitions and Terms ......................................................................... 13 Appendix C: Textbook List ......................................................................................................... 15

5

Adoption of National Certification Standards Swift® Playgrounds is a revolutionary app for iPad that makes learning Swift® ® interactive and fun. It requires no coding knowledge, so it’s perfect for students just starting out. Solve puzzles to master the basics using Swift® — a powerful programming language created by Apple® and used by the pros to build today’s most popular apps. Then take on a series of challenges and step up to more advanced playgrounds designed by Apple® ® and other leading developers. Announced in 2014, the Swift® programming language has quickly become one of the fastest growing languages in history. Swift® makes it easy to write software that is incredibly fast and safe by design. The goals for Swift® are ambitious: they want to make programming simple things easy, and difficult things possible. For students, learning Swift® has been a great introduction to modern programming concepts and best practices. And because it is open, their Swift® skills will be able to be applied to an even broader range of platforms, from mobile devices to the desktop to the cloud. Swift Playgrounds Swift Webpage

6

Industry Job Projection Data A summary of occupational data is available from the Mississippi Department of Employment Security. MDES Labor Market Information

Articulation Check with the local community college CTE administration for articulation agreements.

Industry Credentials, Certifications, and Professional Licensure As curricula are revised or developed for Career Technical Education (for credit) programs at Mississippi’s community colleges, appropriate industry credentials/certifications/professional licensure are identified (where applicable). Each community college cooperating with businesses/industries in their college district determines if and when industry credentials/certifications/professional licensure are warranted. Contact each community college for more information.

Dual Enrollment See the “Procedures Manual for Dual Enrollment and Accelerated Programs” Dual Enrollment

7

Research Abstract In the spring of 2026, the office of Curriculum met with Apple Consultants and all Mississippi Community Colleges to determine the need for the apple swift courses. Two courses were developed for all students in the Information Systems Technology Programs of study to use as electives if desired. The Swift assessment can be taken for the purpose of certification in programming.

Revision History: 2019 Mississippi Community College Board 2026 Mississippi Community College Board

8

Program Description The Mobile App Development curriculum is designed to help build a solid foundation in programming fundamentals using Swift as the language. Throughout this course, students will get practical experience with the tools, techniques, and concepts needed to build a basic iOS app from scratch. Students will also learn user interface design principles, which are fundamental to programming and making great apps.

Swift is a powerful and intuitive programming language created by Apple for building apps. It makes programming easier, more flexible, and more fun. Swift is not only great for getting you started with coding. It is designed to scale from writing the simplest program, like “Hello, world!” to the world’s most advanced software.

9

Suggested Course Sequence 15-hour Technical Certificate

SCH Breakdown

Contact Hour Breakdow n Certification Information

Course Number

Course Name Semester Credit Hours

Lecture

Lab Total Contact Hours

Lecture

Lab

Certification Name IST 1283 Programming Principles with Swift 3 2 2 60

IST 1453 *Principles of Mobile App Development 3 2 2 60

IST 2453 Mobile App Development 3 2 2 60

Electives 6 2 2 60

Total 15

*Course requiring swift certification

10

Information System Elective Courses

Course Number

Course Name Semester Credit Hours

IST 2533

IT Project Management

3 IST 293 (1-3) Special Problems in Information Systems Technology 3

Instructor Approved Electives Per Local Community College

Total

11

Information System Courses Student learning outcomes and other course information for IST classes can be found at: MCCB Curriculum

12

Appendix A: Recommended Tools and Equipment Capitalized Items Mac Book Pro 2.3 GHz dual core i5, 128 GB-Space (1per student)

Non-Capitalized Items iPad Wi-Fi 32 GB (1 per student)

Recommended Instructional Aids Apple TV 4K 32 GB

13

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting students • Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students • Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students. • Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas • Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other

14

fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. • In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following:

o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

15

Appendix C: Textbook List Recommended Coding (Apple App Development) Text Book List CIP:11.0201 Apple Book Title Author (s) ISBN Everyone Can Code Apple eBook Intro to App Development w/ Swift Apple eBook App Development w/ Swift Apple eBook AP Computer Science Principles with Swift

Apple

eBook

Part 25 Coding Technology Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 25 Coding Technology Mississippi Curriculum Framework

Coding Technology Mississippi Curriculum Framework

CIP: 11.0202 Computer Programming, Specific Applications.

April 2026

Published by: Mississippi Community College Board Division of Workforce, Career, and Technical Education 3825 Ridgewood Road Jackson, MS 39211 Phone: 601‐432‐6155 Email: Curriculum Email

2

Faculty Writing Team Members Curtis Beckman, Meridian Community College JaLisa Estes, Northeast Mississippi Community College Brittany Cohen, Northeast Mississippi Community College Robin Hayes, Mississippi Gulf Coast Community College Jennifer Villiard, Mississippi Gulf Coast Community College Vic Gauthreaux, Mississippi Gulf Coast Community College Frank Cleveland, Northwest Mississippi Community College David Rose, Hinds Community College Frank Hamman, Pearl River Community College Jeff McCoy, Pearl River Community College Said Otwane, Pearl River Community College

Administrator Writing Team Members Jason Mattox, Associate VP of CTE, Northeast Mississippi Community College Barry Emison, Dean of CTE, Itawamba Community College Dawn Buckley, Assistant Dean of Teaching and Learning, Mississippi Gulf Coast Community College Millie Bordelon, Associate VP of Community Campus and CTE, Mississippi Gulf Coast Community College Rod Tolbert, VP of Instruction, Jones College Dr. Amy Townsend, CTE Dean, Pearl River Community College Dr. David Collum, CTE Dean, Pearl River Community College

Business and Industry Contributing Team Members Brayden Coleman, Information Technology Coordinator, Mississippi School for Mathematics and Science, Columbus, MS Aaron Brooks, Director of Information Systems, Mississippi University for Women, Columbus, MS Steven Eaton, Cybersecurity Incident Response Analyst, Evolver Inc., Reston, VA Erin Weaver, Technology Coordinator, George County School District, Lucedale, MS Allen Fretz, IT Program Manager, Paccar Engine Company, Columbus, MS Jodi Harris, Sr Director of Enterprise Public Sector, Verkada, Ocean Springs, MS Tylon Malone, Computer Technician, West Point Consolidated School District, West Point, MS Brent M. Shields, Columbus AFB Network & Data Center Manager, Abacus Technology Corp, Columbus, MS Nick Jackson, IT Systems Administrator, Relias Healthcare, Tupelo, MS

3

William Alford, System Administrator, City of Starkville, Starkville, MS

Office of Curriculum and Instruction Team Members Dr. Scott Kolle, Director of Curriculum and Instruction, Mississippi Community College Board Ms. Eboni Mangum, Curriculum Specialist, Mississippi Community College Board Demarius Tolliver, Curriculum Specialist, Mississippi Community College Board Dr. LaToya Sterling, Assistant Director for Professional Development and Training, Mississippi Community College Board

4

The Office of Curriculum and Instruction (OCI) was founded in 2013 under the Division of Workforce, Career, and Technical Education at the Mississippi Community College Board (MCCB). The office is funded through a partnership with The Mississippi Department of Education (MDE), who serves as Mississippi’s fiscal agent for state and federal Career and Technical Education (CTE) Funds. The OCI is tasked with developing statewide CTE curriculum, programming, and professional development designed to meet the local and statewide economic demand. Copyright © 2026 by Mississippi Community College Board For information, please contact Curriculum Email

5

Contents National Certification Standards ...................................................................................................................... 6 Industry Job Projection Data .............................................................................................................................. 7 Articulation ............................................................................................................................................................... 7 Industry Credentials, Certifications, and Professional Licensure ........................................................ 7 Dual Enrollment ...................................................................................................................................................... 7 Research Abstract ................................................................................................................................................... 8 Revision History: ..................................................................................................................................................... 8 Program Description ............................................................................................................................................. 9 Suggested Course Sequence‐Coding .............................................................................................................. 10 Accelerated Integrated Career Pathway ............................................................................. 10 Career Certificate Required Courses................................................................................... 10 Technical Certificate Required Courses .............................................................................. 10 General Education Core Courses .................................................................................................................... 11 Elective Courses .................................................................................................................................................... 13 Coding Technology Courses ............................................................................................................................... 14 Appendix A: Recommended Tools and Equipment ................................................................................. 15 Appendix B: Curriculum Definitions and Terms ...................................................................................... 16 Appendix C: Recommended Resources/Textbook List .......................................................................... 18

6

National Certification Standards Industry certifications listed within this program framework are recommended but not required for degree completion. Local institutions may choose to offer, prepare students for, or require specific certifications based on regional workforce needs, employer input, or available resources. Please check with your local community college for additional certifications. The Coding Technology content is aligned to introductory certifications for individuals considering a career in technology. These certifications address a wide spectrum of fundamental technical concepts, assesses and validates your core technical knowledge, and enhances your technical credibility.

A variety of widely recognized industry certifications, including but not limited to: • Microsoft Certifications General Certification Catalog: Microsoft Certifications • Amazon Web Services (AWS) Certifications General Certification Catalog: Amazon Certification • CompTIA Certifications General Certification Catalog: CompTIA Certifications • Cisco Certifications General Certification Catalog: Cisco Training Certifications • Google Career Certificates / Google Cloud Certifications General Certification Catalog: Google Certification • Oracle Certifications General Certification Catalog: Oracle Certification • PCEP/PCAP from python institute: Python Institute Website

7

Industry Job Projection Data A summary of occupational data is available from the Mississippi Department of Employment Security. MDES Labor Market Information

Articulation Check with the local community college CTE administration for articulation agreements.

Industry Credentials, Certifications, and Professional Licensure As curricula are revised or developed for Career Technical Education (for credit) programs at Mississippi’s community colleges, appropriate industry credentials/certifications/professional licensure are identified (where applicable).

Each community college cooperating with businesses/industries in their college district determines if and when industry credentials/certifications/professional licensure are warranted. Contact each community college for more information.

Dual Enrollment See the “Procedures Manual for Dual Enrollment and Accelerated Programs” Mississippi Dual Enrollment

8

Research Abstract In the spring of 2025, the Office of Curriculum and Instruction (OCI) met with the different industry members, State agencies, and community colleges in an effort to give insight on the importance and necessity of this program. The committee members collaborated together in determining the structure of the program and its courses. An industry questionnaire was used to gather feedback concerning the trends and needs, both current and future, of their field. Program faculty, administrators, and industry members were consulted regarding industry workforce needs and trends.

Industry advisory team members from the college involved with this program were asked to give input related to the creation of this curriculum framework. A curriculum writing meeting was convened in February 2025 and attended by faculty, administrators, and industry members. During the writing meeting, the curriculum was aligned to the 30/45/60 model allowing for a stackable credentials model whereby Students can earn a career certificate, technical certificate, and an Associate of Applied Science degree.

Revision History: 2019 Mississippi Community College Board 2026 Mississippi Community College Board

9

Program Description The computer coding/software development curriculum is a two‐year program of study designed to train students to be software developers. Students will work with real world technologies to learn the fundamentals of coding, app development, web applications, and the life leadership skills needed to be successful in their careers and be competitive in the job market. The Coding Technology curriculum is aligned to a skillset that enables students to learn and enhance skills as they relate to: HTML and CSS, Database Fundamentals, Python, and JavaScript.

10

Suggested Course Sequence‐Coding Accelerated Integrated Career Pathway

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certificatio n Name IST 1724 Python Programming 4 2 4 90

IST 1513 SQL Programming 3 2 2 60

IST 1154 OR IST 1433 Web & Programming Concepts OR Web Development 3-4 2 4 90

IST 1414 Client‐Side Programming 4 2 4 90

Total 15

Career Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contac t Hours Lectur e Lab Certificatio n Name IST 1724 Programming in Python 4 2 4 90

IST 1513 SQL Programming 3 2 2 60

IST 1154 OR IST 1433 Web & Programming Concepts OR Web Development 3-4 2 4 90

IST 1414 Client‐Side Programming 4 2 4 90

Electives 15-16

Total 30

Technical Certificate Required Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Conta ct Hours Lectur e Lab Certificatio n Name

Electives 15

Total 15

11

General Education Core Courses

To receive the Associate of Applied Science degree, a student must complete

all of the required coursework found in the Career Certificate option,

Technical Certificate option, and a minimum of 15 semester hours of General

Education core. The courses in the General Education Core may be spaced

out over the entire length of the program so that students complete some

academic and Career Technical courses each semester or provided primarily

within the last semester. Each community college will specify the actual

courses that are required to meet the General Education Core Requirements

for the Associate of Applied Science degree at their college. The Southern

Association of Colleges and Schools Commission on Colleges (SACSCOC)

Section 9 Standard 3 of the Principles of Accreditation: Foundations for

Quality Enhancement

1

describes the general education core.

Section 9 Standard 3:

3. The institution requires the successful completion of a general

education component at the undergraduate level that

1. is based on a coherent rationale.
2. is a substantial component of each undergraduate degree

program. For degree completion in associate programs, the

component constitutes a minimum of 15 semester hours of the

equivalent; for baccalaureate programs, a minimum of 30 semester

hours or the equivalent.

c) ensures breadth of knowledge. These credit hours include at least

one course from each of the following areas: humanities/fine arts,

social/behavioral sciences, and natural science/mathematics. These

courses do not narrowly focus on those skills, techniques, and

procedures specific to a particular occupation or profession.

General Education Courses

SCH Breakdown

Contact Hour Breakdown Certification Information Course Number Course Name Semester Credit Hours Lecture Lab Total Contact Hours Lecture Lab Certification Name

Humanities/Fine Arts 3

Social/Behavioral Sciences 3

12

Math/Science 3

Academic electives 6

1 Southern Association of Colleges and Schools Commission on Colleges. (2024). The Principles of Accreditation: Foundations for Quality Enhancement. Retrieved SACSCOC 2024 Principles of Accreditation

13

Elective Courses

SCH Breakdown

Clock Hour Breakdown Course Number Course Name Semester Credit Hours Lecture Lab Clinical/ Internship Total Clock Hours Lecture Lab Clinical/ Internship IST 1523 SQL Programming II

IST 1764 Programming in Python II

IST 1714 Java Programming

IST 2814 Full‐Stack Web Development

IST 2884 Full‐Stack Web Application

IST 2954 Capstone Coding Project

SSP 1002 Smart Start

Any other elective that supports the students pathway and approved by the Instructor

14

Coding Technology Courses Student learning outcomes and other course information for IST classes can be found at: MCCB Website

15

Appendix A: Recommended Tools and Equipment Capitalized Items

1. Computer or notebook work centers with multimedia support (camera, audio)
2. Peripherals and access:
   1. Color laser printer (1 per classroom)
   2. Laser printer (1 per lab)
   3. Scanner, color page (1 per lab)
3. Multimedia presentation system (1 per lab)
4. Teacher workstation or notebook with printer, scanner, and Internet access

Non‐Capitalized Items

Recommended Instructional Aides

1. Microsoft© Office software or equivalent productivity, latest version
2. Windows, latest version
3. Spring Framework (open source) with documentation (latest edition)
4. Django Framework (open source) with documentation (latest edition) a. Internet access

Classroom set up: desk and chair (1 per student)

16

Appendix B: Curriculum Definitions and Terms • Course Name – A common name that will be used by all community colleges in reporting Students • Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students • Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students. • Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level: • The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–

17

technical skills and course work, school‐ to‐work transition activities, and articulation of secondary and postsecondary career–technical programs o Individualized learning activities, including work‐site learning activities, to better prepare individuals in the courses for their chosen occupational areas • Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equip mental usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. • In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

18

Appendix C: Recommended Resources/Textbook List

Coding Technology CIP: ‐11.0202 Book Title Author (s) ISBN Practical Programming: An Introduction to Computer Science Using Python 3, 2 nd Ed. Gries, Paul, Campbell, Jennifer, Montojo, Jason 978-1937785451 Two Scoops of Django Daniel Roy Greenfield and Audrey Roy Greenfield 978-0981467344 Head First Java Kathy Sierra & Bert Bates 978-1491910771 HTML & CSS: Design and Build Websites Duckett, Jon 978-1118008188 JavaScript and jQuery: Interactive Front-End Web Development Duckett, Jon 978-1118531648 • For Java, we have a heavy emphasis on an introduction to the Java IDE (Integrated Development Environment). We use IntelliJ IDEA (Jetbrains) as our IDE, and it is worth having an introduction to this for the students because the workflow for writing a Java application can be quite different from the other languages we use. • For JavaScript, programs can use JQuery • Might also be interested in: o Vanilla JS for DOM manipulation. o Fetch for AJAX (asynchronous) requests. • To prepare for the transition to Django, might have a higher emphasis on templating during our Front End Web section. Use a JavaScript library called Handlebars (Handlebars JavaScript.) to work on creating the templates. Might also emphasize using a design library (like Bootstrap Bootstrap) to make responsive design easier. This helps the website format better for large (computer) and small (phone) screens. DJANGO DOCUMENTATION. DJANGO SOFTWARE FOUNDATION, 2017, DJANGO PROJECT Webpage

Part 26 Logistics Technology-Mississippi Curriculum Framework

9 Miss. Admin. Code Pt. 26, R. 12 540

9 Miss. Admin. Code Pt. 26, R. 15 675

9 Miss. Admin. Code Pt. 26, R. 18 810

3. Apply human relationship skills. a. Use proactive human relationship skills in supervised work experience.

4. Apply and practice positive work habits and responsibilities. a. Perform assignments to develop work habits and responsibilities.

5. Work with instructors and employers to develop written occupational objectives to be accomplished. a. Perform written occupational objectives in the supervised work experience.

6. Assess accomplishment of objectives. a. Prepare daily written assessment of accomplishment of objectives. b. Present weekly written reports of activities performed, and objectives accomplished to instructor.

7. Utilize a set of written guidelines for the supervised work experience. a. Develop and follow a set of written guidelines for the supervised work experience. Course Number and Name:

WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(1-3) Work-Based Learning I, II, III, IV, V, and VI

Description:

A structured work-site learning experience in which the student, program area teacher, work-based learning coordinator, and work-site supervisor/mentor develop and implement an educational training agreement. This site is designed to integrate the students’ academic and technical skills into a work environment and may include regular meetings and seminars with school personnel for supplemental instruction and progress reviews. Hour Breakdown:

Prerequisite: Instructor Approved

Student Learning Outcomes:

1. Apply technical skills and related academic knowledge needed to be a viable member of the workforce. a. Demonstrate technical skills necessary to complete job requirements. b. Demonstrate academic skills necessary to complete job requirements. c. Perform tasks detailed in an educational training agreement at the work setting.

2. Apply general workplace skills to include positive work habits necessary for successful employment. Semester Hours Lecture Externship Contact Hours 1 3 45 2 6 90 3 9 135

a. Demonstrate appropriate human relationship skills in the work setting to include conflict resolution, team participation, leadership, negotiation, and customer/client service. b. Utilize time, materials, and resource management skills. c. Use critical thinking skills such as problem solving, decision making, and reasoning. d. Acquire, evaluate, organize, maintain, interpret, and communicate information.

Appendix A: Recommended Tools and Equipment CAPITALIZED ITEMS

NON-CAPITALIZED ITEMS 1. laptop (1 per student) It is recommended that instructors have access to the following items: 1. Smart Board 2. Projector 3. Printer “Other equipment items can be added when deemed appropriate by the community college industry craft committee or by industry/business training requirements.” Appendix B: Curriculum Definitions and Terms

• Course Name – A common name that will be used by all community colleges in reporting students • Course Abbreviation – A common abbreviation that will be used by all community and junior colleges in reporting students • Classification – Courses may be classified as the following: o Career Certificate Required Course – A required course for all students completing a career certificate. o Technical Certificate Required Course – A required course for all students completing a technical certificate. o Technical Elective – Elective courses that are available for colleges to offer to students. • Description – A short narrative that includes the major purpose(s) of the course • Prerequisites – A listing of any courses that must be taken prior to or on enrollment in the course • Corequisites – A listing of courses that may be taken while enrolled in the course • Student Learning Outcomes – A listing of the student outcomes (major concepts and performances) that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabus and daily lesson plans at the local level:

• The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career–technical skills and course work, schoolto-work transition activities, and articulation of secondary and postsecondary career– technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas • Sequencing of the course within a program is left to the discretion of the local college. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. • In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: o Adding new student learning outcomes to complement the existing competencies and suggested objectives in the program framework o Revising or extending the student learning outcomes o Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

Appendix C: Course Crosswalk Course Crosswalk Logistics Technology CIP 52.0203 – Logistics Technology Note: Courses that have been added or changed in the 2026 curriculum are highlighted. Existing Revised 2012 MS Curriculum Framework 2026 MS Curriculum Framework Course Number Course Title Hours Course Number Course Title Hours LGT 1113 Fundamentals to Logistics 3 LGT 1113 Fundamentals to Logistics 3 LGT 1313 Supply Chain Management 3 LGT 1313 Supply Chain Management 3 LGT 1233 Materials Management 3 LGT 1233 Materials Management 3 LGT 1213 Transportation &*Distribution 3 LGT 1213 Transportation &*Distribution 3 LGT 1413 Logistic Support Analysis 3 LGT 1413 Logistic Support Analysis 3 LGT 1513 Production Planning & Control 3 LGT 1513 Production Planning & Control 3 LGT 2113 Logistics Management 3 LGT 2113 Logistics Management 3 MMT 2213 OR BAD

Principles of Management OR Principles of Management 3 MMT 2213 OR BAD 2513 Principles of Management OR Principles of Management 3 BOT 1133 Microcomputer Applications (or BAD 2533 Computer Applications in Business & Industry) 3 BOT 1133 Microcomputer Applications (or BAD 2533 Computer Applications in Business & Industry) 3 LGT 2533 Configuration Management 3 LGT 2213 Information Systems and Performance Measurement in Logistics and Transportation 3 LGT 2313 Health and Safety in Logistics 3 LGT 2814 Business Logistics Capstone Project 4 LGT 2814 Business Logistics Capstone Project 4 LGT 281(1-3) Special Project 1-3 LGT 2913 Supervised Work Experience 1-6

WBL WBL 191(1-3), WBL 192(1-3), WBL 193(1-3), WBL 291(1-3), WBL 292(1-3), and WBL 293(13) Work-Based Learning I, II, III, IV, V, and VI 1-3

LGT 291(1-6) Supervised Work Experience 1-6

Appendix D: Recommended Logistics Technology Textbook List Recommended Logistics Technology Textbook List CIP 52.0203 – Logistics Technology

Book Title Author (s) ISBN Supply Chain Management: A Logistics Perspective, 11th Edition C. John Langley, Jr. | Robert A. Novack | Brian J. Gibson | John J. Coyle ISBN-10: 035744213X | ISBN13: 9780357442135 Introduction to Operations and Supply Chain Management (Subscription), 5th edition , 2019 Bozarth 01-34740602978013474 Transportation: A Global Supply Chain Perspective, 9th Edition

Robert A. Novack; Brian Gibson; Yoshinori Suzuki; John J. Coyle

10: 1-337-40664-3 13: 978-1-337-40664-2, 2019 Supply Chain Logistics Management, 5/edition Donald J. Bowersox, Michigan State University - East Lansing David J. Closs, Michigan State University - East Lansing M. Bixby Cooper, Michigan State University - East Lansing John C. Bowersox, Kohler Company 978-0-07-809664-8 Introduction to Materials Management, 8th Edition (Links to an external site.) Chapman, Arnold, Gatewood & Clive 97801334203928 Supply Chain Focused Manufacturing Planning and Control, 1st Edition - W.C. Benton - Cengage Learning W.C. Benton - Cengage Learning 978-1133586715 Contemporary Logistics 12TH EDITION Paul R. Murphy Jr. Introduction to Management Robbins ISBN 12 -978013498803 Supply Chain Logistics Management, 5/e Donald J. Bowersox, Michigan State University - East Lansing David J. Closs, Michigan State University - East Lansing M. Bixby Cooper, Michigan State University - East Lansing 978-0-07-809664-8

John C. Bowersox, Kohler Company The Definitive Guide to Warehousing Scott B. Keller and Brian C. Keller ISBN-10: 0-13-344890-8 ISBN-13: 978-0-13-344890-0 Health and Safety in Logistics Jerry Rudd 9781789663259