BLED 1110. Introduction with Internship in Bilingual Education/ESL Change in Course Number to BLED 1110 from EDUC 1198, change in course description and SLOs Course Description An overview of the American Education system with emphasis on organization, governance, law, demographics, and professional practice. Will include supervised experience in bilingual education/ESL elementary settings for prospective bilingual education/ESL teachers. Student Learning Outcomes:

1. Complete 24 hours field observations in a classroom. 2. Articulate the attributes of an education professional entering the field. 3. Construct an individualized map to teacher licensure in the State of New Mexico. 4. Differentiate and summarize the major educational philosophies and historical events that have influenced the progression of educational practice.

ELAD 2341. Multicultural Leadership in Education Change in Course Number to ELAD 2340 from EDUC 2341, change in SLOs Course Description Introduction to the social and cultural constructions of gender, class, and race. Students will critically

apply theoretical constructs to everyday life and discuss the intersection of gender and race with class

inequality in national and global contexts. Using a social justice framework, readings, and assignments

integrate a variety of racial/ethnic groups while considering the effects of historically uneven resource

distribution, unearned privilege, forms of domination and subordination, immigration status, and

cultural representation and ideologies. Participants will learn how to apply the change theories and

concepts introduced in the course to practice through course readings, online discussions with the

instructor and colleagues, group work, active examination of daily practice in schools, and personal

reflection.

Student Learning Outcomes

1. Students will develop awareness of their own social identities.

2. Students will recognize differences among various communities, perspectives, and world-views.

3. Students will describe how privilege and biases impact our communities and systems.

4. Students will create meaningful peer-to-peer relationships.

5. Students will understand the impact of their actions on community members.

6. Students will identify their leadership skills to shape social change on and off campus.

7. Students will act on opportunities to promote social change.

8. Students will use academic resources including advising, computers, printing, library, and space.

ELAD 2810. Leadership and Change in Education Change in Course Number to ELAD 2210 from EDUC 2810 Course Description This course will introduce students to the challenges and key strategies in initiating, implementing, and sustaining educational change and reform. In the first part of the course, participants will learn about the challenges of educational change in the United States and the role that they as school leaders play in facilitating change and reform. The course continues with an examination of how culture, micro-politics, and power structures support or impede national and global change initiatives. The last part of the course offers suggestions for change agents including community organizing, culture building, and

embracing sustainable leadership practices. Participants will learn how to apply the change theories and concepts introduced in the course to practice through course readings, online discussions with the instructor and colleagues, group work, active examination of daily practice in schools, and personal reflection. Student Learning Outcome

1. Students will gain insight into how the structure of schools in the United States impacts the success or failure of educational change and reform.

2. Students will understand the role of the principal and teachers in initiating, implementing or resisting educational change efforts.

3. Students will be aware of the role of culture, politics, and power structures in implementing and sustaining educational change and reform.

4. Students will learn some of the key strategies of the change process in educational institutions and systems.

5. Students will understand, analyze, and apply the various theories and concepts of educational change introduced in this course and know how to apply knowledge of change processes to their own work and contexts.

ELAD 2996. Special Topics in Educational Leadership Change in Course Number to ELAD 2996 from EDUC 2996, change in SLOs, change in course title Course Description Special topics course in education for undergraduate students. Course will be identified by a subtitle. Student Learning Outcomes

1. Students will be able to engage in systems thinking which aids in seeing how individual situations are shaped by a broader contexts 2. Students will be able to understand how to apply theoretical frameworks for understanding social problems. 3. Students will be able to help develop leadership capacity in others. 4. Students will be able to gain an understanding of cultural competence, which recognizes that diverse perspectives strengthen the dialogue and approaches to solving social problems.

FCSC 2330. Housing and Interior Design Change in Course Number to FCSC 2330 from FCST 2330, change in SLOs, change in course description Course Description Investigation of types of housing and factors impacting housing decisions for families. Selection, planning, and arrangement of interior components of homes to meet the needs of the family. Student learning Outcome At the conclusion of the course, learners will be able to:

1. Differentiate between different architectural designs (i.e., Cape Cod, contemporary, craftsman, ranch, southern colonial, Spanish, Victorian, pueblo, New Mexican territorial, and territorial revival) and be able to identify historical, cultural, demographic, geographical, and environmental influences on style and aesthetics. 2. Analyze the fundamentals of housing for all families and cultures and understand the role housing plays in the ecological model of human ecology. 3. Define elements of design as related to housing and interiors (i.e., color, form, line, space texture).

4. Define principles of design as related to housing and interiors (i.e., balance emphasis, harmony, proportion, unity). 5. Compare and contrast the different periods of interior design from the 20th century to the present. 6. Analyze the influence of historical and cultural factors in the development of current interior trends. 7. Select and arrange interiors that are functional and aesthetically pleasing to designated interior design situations. 8. Identify, describe and make application of textiles as related to various furniture and interior design styles. 9. Design a three-dimensional tiny house or an interior space, using all concepts learned.

FCSC 2250. Overview of Family and Consumer Sciences Teaching Change in Course Number to FCSC 2250 from FCST 2250, change in SLOs Course Description Overview of planning and teaching skills. Supervised experiences in observing and directing the learning of secondary family and consumer sciences students. Philosophy and history of the profession. Student Learning Outcome At the conclusion of the course, learners will be able to:

1. Explain the foci of FCS—past, present and future. 2. Begin to develop a professional role in FCS. 3. Formulate a personal philosophy of FCS, and of teaching. 4. Explain the teaching process. 5. Give examples of roles, responsibilities and qualities of effective and ethical teachers. 6. Assess the characteristics, backgrounds, and needs of learner audiences. 7. Explain various learning theories/principles. 8. Illustrate how various input factors influence teaching decisions. 9. Plan a researched based student-centered lesson with a learning activity in a FCS content area. 10. Give examples of ways to evaluate learner growth. 11. Present a FCS content-based lesson effectively to learners using PowerPoint presentation software and a selected teaching method. 12. Evaluate one’s own teaching and the teaching of others. 13. Exhibit increased confidence in one’s abilities as a teacher/educator. 14. Exhibit excitement about assuming the teacher/educator role.

MATH 1435. Applications of Calculus I Add a new course Course Description Intuitive differential calculus with applications to engineering. Student Learning Outcomes Students will:

1. Find limits algebraically and graphically, and use limits to analyze continuity. 2. Find the derivative of a function by applying appropriate techniques (limit of the difference quotient, general derivative rules, product rule, quotient rule, chain rule, and higher order derivatives).

3. Learn derivative rules for polynomial, exponential, logarithmic, trigonometric and inverse trigonometric functions. 4. Perform implicit differentiation. Use implicit differentiation to solve related rate application problems. 5. Find the maxima, minima, points of inflections, and determine concavity of a function by applying the first and second derivatives. Use these results to sketch graphs of functions and to solve optimization problems in context. 6. Find partial derivatives and find maxima, minima in three dimensions. 7. Find the linear approximation of a function. 8. Find Maclaurin and Taylor series. 9. Find limits via L’Hospital’s rule. 10. Communicate mathematical information using proper notation and verbal explanations.

ARTS 2993. Art Workshop Changes in course description, adds SLOs Course Description This workshop is designed to build professional student cohorts within the Department of Art; incorporate visiting artist and scholar lectures into the curriculum; and actively involve students in exhibitions and gallery and departmental events. Student Learning Outcomes Varies DANC 2155. Hip Hop Dance Ensemble I Add a new course Course Description Performance-based instruction for students pursuing a career in hip hop dance. Instruction includes dance repertory and choreography for stage, commercial/industry, and competitive dance areas. Student Learning Outcomes

1. Increased artistry as a dancer 2. Increased understanding of the art and interpretation of hip hop choreography 3. Increased understanding of hip-hop isolations, footwork and the hip-hop dance movement vocabulary 4. Increased awareness of stage presence and projection for different avenues of hip hop such as stage, commercial, and competition 5. An understanding of collaboration in ensemble work

DANC 2142L. Classic Spanish Dance Lab Add a new course Course Description This course is designed for the acquisition of intermediate level Spanish dance technique and skill development. Student Learning Outcomes

1. Students will demonstrate in studio classes and performances with an intermediate to advanced foundation of technique with castanets through a cross range of exercises, folk and classical Spanish forms of dance.

DANC 2130L. Ballet II Lab Add a new course Course Description This course is designed for the acquisition of intermediate-level ballet technique and skill development. Student Learning Outcomes

1. An increased level of technical proficiency in ballet at the intermediate level 2. Increased flexibility and range of motion 3. Increased awareness of body alignment 4. Increased rhythmic accuracy

DANC 2150L. Modern Dance II Lab Add a new course Course Description This course is designed for the acquisition of intermediate level modern dance technique and skill development. Student Learning Outcomes

1. Increase and improve his/her dance artistry 2. Enhance his/her awareness and skill of movement initiation and movement motivation 3. Improve his/her muscular strength, flexibility, and elasticity 4. Improve his/her static and dynamic balance 5. Expand his/her temporal, spatial, effort and motion awareness

DANC 2140L. Flamenco II Lab Add a new course Course Description This course is designed for the acquisition of intermediate level Flamenco dance technique and skill development. Student Learning Outcomes

1. Learn the advanced hand and arm movements of Flamenco dance. 2. Develop correct & artful postures for the dance. 3. Continue rhythmic footwork development to add to the various combinations. 4. Develop practical & useful Spanish dance vocabulary.

HNRS 2110. The Present in the Past: Contemporary Issues and their Historical Roots Add a new course Course Description This course will take today's concerns, trends, and customs and contextualize them in the past, explaining their historical origins and development. As an example, we will examine the history of celebrity and how celebrities -- from Lord Byron to the Kardashians – made an impact on their contemporaries and the broader society of their time. This reading- and writing-intensive course will help students develop skills related to critical thinking, logical argumentation, and written and oral communication. Student Learning Outcomes

1. analyze and critically interpret primary sources and understand how others might interpret and use the same material in different ways;

2. Recognize and articulate the diversity of human experience across a range of historical periods and/or cultural perspectives. 3. understand how historical experiences and memories have shaped contemporary societies; 4. identify and understand the degree to which history has been used and misused in the past; 5. Draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues, contemporary modes of expression, and contemporary thought. 6. demonstrate improvement in their ability to read critically, think logically, and express themselves clearly in writing.

HNRS 2185. Democracies, Despots, and Daily Life Add a new course Course Description This course will offer students the chance to read firsthand accounts of ordinary citizens' lives under different political systems, from the earliest age to the present day. This reading- and writing-intensive course will help students develop skills related to critical thinking, logical argumentation, and written and oral communication. Student Learning Outcomes

1. analyze and critically interpret primary sources and understand how others might interpret and use the same material in different ways; 2. Recognize and articulate the diversity of human experience across a range of historical periods and/or cultural perspectives. 3. understand how historical experiences and memories have shaped contemporary societies; 4. identify and understand the degree to which history has been used and misused in the past; 5. Draw on historical and/or cultural perspectives to evaluate any or all of the following: contemporary problems/issues, contemporary modes of expression, and contemporary thought. 6. demonstrate improvement in their ability to read critically, think logically, and express themselves clearly in writing.

HRTM 2130. Hotel Operations I Add a new course Course Description Analysis of hotel operations to include: guest services, reservations, reception, guest/city ledger and the night audit. Student Learning Outcomes At the completion of the course, students should be able to:

1. Outline the history, magnitude and culture of the hotel industry 2. Define and identify hotel ownership and operational structures 3. Outline the organization and structure of a hotel and resort. 4. Describe and calculate the components and processes of room reservation forecasting, pricing and revenue management. 5. Outline and explain the flow of the guest from pre-arrival through arrival, room occupancy and departure. 6. Demonstrate the procedures and processes for Guest Accounting, the City Ledger, Guest Credit and the Night Audit. 7. Discuss problem solving and guest service associated with the front office and other departments of the hotel and resort.

8. Forecast impacts of technology to the guest services and hotel operations 9. Describe the day to day activities and responsibilities of a Hotel Front Office Manager or a Hotel Assistant General Manager (AGM).

CEPY 1160. Academic Development Add a new course Course Description This course is designed to provide students with a foundation in their personal academic process. The course will assist students in developing an understanding and ability to articulate who they are as beginning college students through personal assessment activities. The focus will be on providing students with tools and strategies for reflection, planning, and goal-setting. Topics discussed will include time management, study skills, test taking skills, stress management, motivational and academic discipline skills, interpersonal skills and college survival skills. We intend for this to be a supportive, respectful and collaborative environment where everyone can learn and grow. Student Learning Outcomes

1. Students will be able to demonstrate an understanding of the relationship between time management and academic success.

2. Students will be able to express a familiarity with college culture. 3. Students will be able to communicate a comprehension of study skills and test taking strategies. 4. Students will be able to apply material learned to other aspects to enhance academic

excellence. 5. Students will be able to develop an academic life plan that will highlight goals, taking into

account life circumstances. 6. Become competent in appropriate academic communication.

HNRS 2130. Shakespeare on Film Add a new course Course Description How do Shakespeare's plays continue to speak to us through the medium of film? Written in a time of rapid social change, Shakespeare's plays invited audiences to think critically about the relationship between the self and others and to question conventions. Performances of Shakespeare have long been used to call out social injustice, from western anti-Semitism prior to World War II (The Merchant of Venice), to civil rights-era white supremacy in the US and apartheid in South African (Othello), and authoritarianism in the Arab Spring (Richard III). This course focuses on post-1980 Hollywood film versions of Shakespeare's plays and a few prior landmark adaptations around the world, examining how they use Shakespeare as a medium for debate and even a catalyst for social change. Student Learning Outcomes

1. Students will enhance written communication through preparation of papers that synthesize primary and secondary source material. 2. Students will critically evaluate works of fiction to identify common themes, archetypes, and expressions of culturally-contextualized morals. Students will improve oral communication and discussion skills as they collectively dissect course material.

HNRS 2145. Celtic Literature Add a new course Course Description

This course provides an overview of the most important early literary works of the so-called Celtic nations, principally Ireland and Wales, from a literary and historical approach. This literature stems from the period 600-1200 and ends with the development of the Romances under influence from the French. Student Learning Outcomes

1. Students will enhance written communication through preparation of papers that synthesize primary and secondary source material. 2. Students will critically evaluate works of fiction to identify common themes, archetypes, and expressions of culturally-contextualized morals. 3. Students will improve oral communication and discussion skills as they collectively dissect course material and participate in class discussions.

HNRS 2165. Humanities in the 21st Century Add a new course Course Description An exploration of the humanities, of their intrinsic and extrinsic values, and of the skills and habits of mind they cultivate. Student Learning Outcomes Articulate what the humanities are and what role they have played in education throughout the ages Articulate examples of the intrinsic value of the humanities Articulate the skills and habits of thought in at least one chosen discipline in the humanities Articulate common misconceptions about university majors and reframe the common misconceptions Create at least three employment scenarios based on your skills and interests Exercise divergent thinking with regards to future career paths HNRS 2176. Acting for Everyone Add a new course Course Description To provide fundamental training in acting techniques, including stage voice and movement, improvisation, ensemble building, characterization, emotion exploration and basic performance analysis. The course will provide a correlation between theatre skills and everyday "life" skills and seek to encourage an appreciation for the art of theatre. Student Learning Outcomes

1. Improve effectiveness of oral communication. 2. Enhance creativity and appreciation of theatre. 3. Build confidence and expressiveness.

DANC 1460. Dance for Musical Theater I Add a new course Course Description This course provides students with an understanding of the Tap and Jazz Dance technique for use in Musical Theater and other performance genres at the beginning level. This course is designed for students to gain knowledge and understanding of Tap and Jazz Dance as art forms Student Learning Outcomes The students will successfully accomplish the following:

1. An understanding of traditional styles of dance used for musical theater. 2. An understanding of anatomy, kinesiology, and development of movement principles

3. Improvement of muscular strength, flexibility, and elasticity 4. An understanding of motion awareness and movement vocabulary

DANC 2460. Dance for Musical Theater II Add a new course Course Description This course provides students with an understanding of the Tap and Jazz Dance technique for use in Musical Theater and other performance genres at the intermediate level. This course is designed for students to gain knowledge and understanding of Tap and Jazz Dance as art forms. Student Learning Outcomes The students will successfully accomplish the following:

1. An understanding of traditional styles of dance used for musical theater. 2. An understanding of anatomy, kinesiology, and development of movement principles 3. Improvement of muscular strength, flexibility, and elasticity 4. An understanding of motion awareness and movement vocabulary

ARCH 1310. Introduction to Architecture, Engineering & Construction Add a new course Course Description Introduction to and exploration of careers in the fields of architecture, engineering, and construction. Specific fields to include: architecture, civil engineering, mechanical engineering, structural engineering, engineering technology, residential construction, commercial construction, geographical information systems (GIS), surveying, sustainable design, and green building Student Learning Outcomes

1. Describe different career options in architecture, engineering, and construction 2. Define the roles of different design professionals and support staff 3. Explain related educational and professional licensing requirements 4. Articulate employer expectations, and 5. Develop good workplace skills and professional, productive work habits.

THEA 2222. Intermediate Acting for Non-Majors Add a new course Course Description A continuation of THEA 1210 with an emphasis on monologues, scenes and characterization. Student Learning Outcomes The successful student will:

1.Apply fundamental techniques of voice and movement for the stage. 2.Analyze a dramatic text and interpret a character and develop the skills necessary to score a script for character development. 3.Perform specific choices to create and perform goal-driven characters. 4.Demonstrate various physical and mental relaxation techniques. 5.Identify internal and external techniques to increase actor’s emotional range. 6.Demonstrate sensory exercises and apply this technique to scene work. 7.Articulate and implement key terminology of modern acting techniques. 8.Develop and articulate a basic personal artistic process.

9.Demonstrate the ability to work cooperatively on a creative/interpretative project. 10. Begin to develop professionalism and development of a critical eye through practice giving and receiving peer feedback, adherence to deadlines, memorization, flexibility and coachability.

SPMD 1310. Introduction to Kinesiology Add a new course Course Description An introduction to the field of Kinesiology which will explore areas such as exercise physiology, sport and exercise psychology, motor behavior, biomechanics, strength and conditioning, exercise prescription, as well as professional and graduate programs, and allied health and applied careers opportunities. Student Learning Outcomes

1. Students will investigate various career paths in exercise science. 2. Students will search academic materials to better understand current research. 3. Students will compare and contrast the various disciplines within kinesiology. 4. Students will explore the public health benefits of exercise. 5. Students will document the historical impact of exercise science as a field.

PHED 1330. Lifeguarding: Add a new course Course Description Skills training for a nonsurf lifeguard. Course will include Standard First Aid and CPR certification. Student Learning Outcomes:

1. To help the student become aware of the common hazards associated with various types of aquatic facilities and to develop the knowledge and skills to eliminate or minimize such hazards. 2. To help the student develop the skills necessary to recognize a person in distress or in a drowning situation and to effectively rescue that person. 3. To help the student understand their responsibility to their employer, fellow employees and especially to the patrons of their facility. 4. To provide explanations, demonstrations, practice and review of the rescue skills essential for lifeguarding. 5. To instill in the students an understanding and appreciation for the responsibilities, swimming skills and additional duties of lifeguarding. 6. To develop more advance swimming skills to assist in a water rescue.

SPMD 2250. Fitness for Health and Sport Add a new course Course Description A study of the fitness needs for health enhancement and sport participation. Student Learning Outcomes

1. Recognize the importance of incorporating positive fitness/wellness habits within one’s lifestyle in terms of enhancing longevity, disease prevention, and overall quality of life. 2. Examine various physiological benefits and adaptations to such factors as muscular strength, muscular endurance, cardiovascular fitness, flexibility, and body composition when certain

stimuli are applied to each. Assessment of these characteristics will be witnessed primarily in practical experiences within the course’s laboratory settings. 3. Identify current trends and/or health patterns within society in regards to scientific findings, declination in health habits, and increases in health ailments. 4. Compare various nutritional concepts, specifically proper dietary habits and their impact on weight management aspects. 5. Describe the role physical activity and sport specific training play on competitive athletic performance.

SPMD 2310. Career Preparation Renumber previous SPMD 2210 to SPMD 2310, revise course description and SLOs Course Description From concept to implementation: Career exploration, setting up degree plans, finding graduate programs, developing professional resumes, writing letters of application, seeking letters of recommendation, and interview preparation Student Learning Outcomes The student will explore, learn, implement and apply:

1. Career opportunities within human movement and allied health fields 2. Chose both a primary and secondary career of their interest 3. Search for appropriate graduate schools to match their career choices 4. Create a plan by aligning their undergraduate curriculum with their career choices 5. Explore additional education (dual majors, minors, and certifications specific to their chosen field) 6. Study and create a professional resume 7. Create a curriculum vita as a historical reference for future job prospects 8. Write a professional letter of application for jobs and school applications 9. Learn how to seek “outstanding’ letters of recommendation 10. Study appropriate interview protocol 11. Interviews (one on one, panel and group)

SPMD 2210. Anatomy & Physiology I Renumber previous SPMD 1310 to SPMD 2210, revise course description and SLOs Course Description Detailed study of the structure and function of the human musculoskeletal, cardiovascular, respiratory, and peripheral nervous systems. Designed specifically for students interested in allied health professions. Student Learning Outcomes: The student will gain an understanding (awareness) through hands on learning (practitioner) covering the following:

1. The student will learn and identify bones, connective tissue, joints and muscular structures of the human body. 2. The student will study joints and associated structures of the body. 3. The student will learn about skeletal muscle, origins, insertions, and actions. 4. The student will learn about the fundamentals of the nervous system and associated structures. 5. The student will learn about smooth and cardiac muscle and their association actions.

6. The student will learn the structures associated with the cardiovascular system (heart and blood vessels). 7. The student will learn the location of all visceral organs.

Evaluation of knowledge is determined through practical identification of anatomical structures via written opened ended exams. SPMD 2210L. Anatomy & Physiology Laboratory Renumber previous SPMD 1310L to SPMD 2210L, revise course description and SLOs Course Description Students will engage in activities designed to enhance appreciation of the anatomical structures related to the content areas for SPMD 2210. Student Learning Outcomes The student will gain an understanding (awareness) through hands on learning (practitioner) covering the following:

1. The student will learn and identify bones, connective tissue, joints and muscular structures of the human body. 2. The student will study joints and associated structures of the body. 3. The student will learn about skeletal muscle, origins, insertions, and actions. 4. The student will learn about the fundamentals of the nervous system and associated structures. 5. The student will learn about smooth and cardiac muscle and their association actions. 6. The student will learn the structures associated with the cardiovascular system (heart and blood vessels). 7. The student will learn the location of all visceral organs.

Evaluation of knowledge is determined through practical identification of anatomical structures via written opened ended exams. ASTR 1120. The Planets Revise course description Course Description Comparative study of the planets, moons, comets, and asteroids which comprise the solar system. Emphasis on geological and physical processes which shape the surfaces and atmospheres of the planets. Laboratory exercises include analysis of images returned by spacecraft. Intended for non-science majors, but some basic math required. CEPY 2140. Explorations of Counseling & Community Psychology Revise course description and SLOs Course Description An introduction and exploration of various career options and functions within the mental health disciplines to aid in professional development. Emphasis will be placed on depth and scope of the choices available including research, teaching, community work, public policy, and clinical work and prevention (e.g. counseling, psychotherapy, assessment, consultation). Student Learning Outcomes

1. Acquire knowledge of historical and contemporary issues which affect the provision of mental health services by members of diverse mental health disciplines including clinical, counseling, school, and community psychologists, clinical mental health counselors, and others. 2. Acquire knowledge pertaining to education and training requirements for various disciplines. 3. Acquire survey-level knowledge of psychological assessment, measurement, and treatment. 4. Acquire survey-level knowledge of various inquiry approaches applicable to research pertaining to mental health and well-being—both at the individual and community level. 5. Understand the mental health recovery model and explore the lived experiences of individuals with mental health problems in contemporary society. 6. Understand the principles of sensitivity and respect for diverse populations as integral to professional practice in diverse mental health disciplines and settings, including practice in educational and community settings.

CEPY 1150. Academic Excellence Revise course description and SLOs Course Description Professional career curriculum to assist students in developing an understanding and ability to articulate who they are as emerging professionals through personal assessment activities. The focus will be on providing students with tools and strategies for reflection, planning, and goal-setting. Student Learning Outcomes

1. Demonstrate an understanding of the relationship between academic and professional career success.

2. Express a familiarity with professionalism and career culture and communicate a comprehension of various professional career skills.

3. Apply material learned to other aspects to professional excellence. 4. Develop a career life plan that will highlight goals, taking into account life circumstances. 5. Become competent in appropriate professional communication.

SPMD 1120. Medical Terminology Revised course description and SLOs Course Description Study of the structure of medical language with emphasis on sports medicine-related terminology. To include analysis and interpretation of medical documentation. Student Learning Outcomes

1. Master the fundamentals of word analysis, including the separation of terms into word roots or combining forms, common prefixes, and suffixes.

2. Differentiate types of medical terms and the relationships among terms. 3. Develop a proficiency in the use of physiological and anatomical terms as reflected in medical

documents. 4. Master the terms, words, phrases, and symbols that describe the human body in its various

states of health and disease, including essential anatomical terms.

ARSC 1198. Freshmen Seminar Topics New course Course Description Variable content in an academic discipline. Through study of topic, develops academic skills including scholarship, research, comprehension, analysis, synthesis, evaluation, application, critical thinking, and communication of ideas. Most sections require coregistration in a specified "linked" course. Student Learning Outcomes Ex: “Student Success in A&S”. (This topics course is specifically designed for second semester freshmen that earn below a 2.0 gpa in their first semester at UNM)

1. Learning Strategies and Metacognitive Knowledge: Through this class you will gain a better understanding of your strengths as a student and the different ways learning occurs. You will be able to adapt learning strategies and create tools for your learning across new contexts, subjects, and tasks. 2. Self-Management, Growth, and Goal Setting: By the end of the course, you will be able to create a learning plan, create action steps, and evaluate/assess how effective your learning plan is. You will leave with a better understanding and tools for managing your time, regulating your learning, and making adjustments along the way. 3. Hidden Curriculum: Through this class, you will learn how the formal curriculum differs from the hidden curriculum. We will explore the norms, values, and processes that make up the hidden curriculum.

RNBL 1060. Electrical Theory for Renewable Energy New course Course Description This course introduces electrical safety, the basic principles of Direct Current (DC) and Alternating Current (AC) theory. Electrical energy applications in basic, capacitive, and inductive circuits will be covered in lecture and laboratory study, as will applications of basic renewable energy electrical components and systems. Student Learning Outcomes

1. The student will be able to identify basic electrical components. 2. The student will be able to identify and explain characteristics of both AC and DC electricity. 3. The student will be able to demonstrate knowledge of Ohm’s Law. 4. The student will be able to utilize a multimeter to test and troubleshoot basic circuits. 5. The student will be able to identify and calculate the basic series, parallel and series parallel

circuits. 6. The student will be able to demonstrate knowledge of the electronics used in renewable energy

devices, arrays and various installations. RNBL 1010. Introduction to Renewable Energy New course Course Description This course is an introduction to renewable energy as compared to non-renewable energy. A close study of locally available renewable energy will allow a hands-on approach to solar, hydro, bio mass, and wind energy. Proper siting, feasibility, payback, and calculations, such as, load, storage and production will be introduced. Passive as well as active systems and dwellings will be studied. Student Learning Outcomes

1. The student will be able to describe the difference between renewable energy sources and non-renewable energy sources

2. The student will be able to determine the proper use of both energy types considering current technology.

3. The student will be able to demonstrate knowledge of the different types of renewable energy and its conversion to mechanical and or electrical energy.

4. The student will be able to identify and utilize standard renewable energy terminology and concepts.

5. The student will be able to calculate the electrical load of an average American home. 6. The student will be able to complete a basic renewable energy feasibility study.

ENGL 2215. Advanced Technical and Professional Communication New course Course Description Theory and practice of writing in technical and professional fields, individualized to each student s field. Emphasizes efficient writing processes and effective written products. Student Learning Outcomes

1. To complicate the definition of "technical and scientific communication" and its relationship(s) to studying and practicing "rhetoric."

2. To complicate our relationship to concepts like "science", "knowledge, "objectivity," neutrality, "clarity," etc.

3. To use a community-based approach to study and practice technical and scientific documents within various discourse communities.

4. To study and practice different genres (i.e. memos, letters, e-mails, reports, proposals, and instruction sets) attending to issues of audience and purpose within discourse communities.

5. To practice some mindful reading strategies that allow you to attend to the use of language and its material and discursive effects in different situations.

6. To examine the material effects of producing, circulating, and consuming technical and scientific texts on the bodies of people within different contexts.

7. To complicate our understanding of "ethics," "responsibility," and "accountability" toward ourselves and others.

8. To work collaboratively and individually to research, to analyze, and to write about public debates regarding the conduct of science and technology.

9. To understand and use basic principles of document design attending to issues of usability and accessibility.

10. To articulate the relationship between technical and scientific communication and issues of inclusion and social justice in the world.

FASC 2530. Lameness Physiology New course Course Description This course is designed to present a comprehensive approach to biomechanics, pathology, and common lameness of horses. Emphasis is placed on the limb, leg and foot. Dissections of the leg and foot will be conducted by students. Anyone with an interest in doing veterinary referral work should benefit from this class. Student Learning Outcomes

1. Correctly identify four out of five techniques in a sequence to detect lameness on a faculty administered exam.

2. Develop a method of detection 3. Practice locating lameness. 4. Recognize the Farrier's role in caring for the lame horse. 5. Recognize the veterinarian's role in caring for the lame horse. 6. Recognize the owner's role in caring for the lame horse. 7. Recognize clinical signs of front limb lameness. 8. Locate the structures involved. 9. Determine causes of lameness. 10. Determine what the Farrier can do for the lameness. 11. Identify common diseases of the hoof. 12. Recognize clinical signs of foot lameness. 13. Locate the structures involved. 14. Determine causes of lameness. 15. Determine what the Farrier can do for the lameness. 16. Discuss hoof diseases and unsoundness with peers and owners. 17. Recognize clinical signs of hind limb lameness. 18. Locate the structures involved. 19. Determine causes of lameness. 20. Determine what the Farrier can do for the lameness. 21. Identify structural and angular deformities. 22. Recognize clinical signs of deformities. 23. Locate the structures involved. 24. Determine causes of deformities. 25. Determine what the Farrier can do for the deformities.

FASC 2230L. Farrier Science Therapeutics New course Course Description This laboratory-oriented course is designed to provide students with the knowledge, skills, and techniques of trimming and shoeing horses with common pathological conditions, including laminitis and navicular syndrome. The assessment of lame horses and application of therapeutic shoes will be discussed, demonstrated, and practiced. Student Learning Outcomes

1. Use hoof testers to detect lameness according to Industry standards. 2. Shoe a horse with pads according to Industry standards.

a. Develop a method of detection. b. Identify types and uses of pads. c. Identify types and uses of pads. d. Prepare pads for application.

3. Shoe a horse with clips according to Industry standards. 4. Shoe a chronically foundered horse according to Industry standards.

a. Develop a method of detection. b. Identify types and uses of therapeutic shoes. c. Apply therapeutic shoes. d. Measure feet for therapeutic shoes.

5. Shoe a horse with navicular syndrome on a horse according to Industry standards. a. Develop a method of detection. b. Identify bar shoes. c. Apply bar shoes.

CHEM 1215C. General Chemistry I Lecture and Laboratory for STEM Majors Revised course description and SLOs Course Description This course is intended to serve as an introduction to General Chemistry for students enrolled in science, engineering, and certain preprofessional programs. Students will be introduced to several fundamental concepts, including mole, concentration, heat, atomic and molecular structure, periodicity, bonding, physical states, stoichiometry, and reactions. The laboratory component is designed to complement the theory and concepts presented in lecture, and will introduce students to techniques for obtaining and analyzing experimental observations pertaining to chemistry using diverse methods and equipment. Lecture Student Learning Outcomes

1. Use dimensional analysis, the SI system of units and appropriate significant figures to solve quantitative calculations in science.

2. Explain the structure of atoms, isotopes and ions in terms of subatomic particles. 3. Understand the differences between physical and chemical changes to matter, and utilize the

IUPAC system of nomenclature and knowledge of reaction types to describe chemical changes, predict products and represent the process as a balanced equation.

4. Apply the mole concept to amounts on a macroscopic and a microscopic level and use this to perform stoichiometric calculations including for reactions in solution, gases and thermochemistry.

5. Apply the gas laws and kinetic molecular theory to relate atomic level behavior to macroscopic properties.

6. Describe the energy conversions that occur in chemical reactions and state changes, relating heat of reaction to thermodynamic properties such as enthalpy and internal energy, and apply these principles to measure and calculate energy changes in reaction.

7. Use different bonding models to describe formation of compounds (ionic and covalent), and apply knowledge of electronic structure to determine molecular spatial arrangement and polarity.

8. Analyze how periodic properties (e.g. electronegativity, atomic and ionic radii, ionization energy, electron affinity, metallic character) and reactivity of elements results from electron configurations of atoms.

Laboratory Student Learning Outcomes 1. Demonstrate and apply concepts associated with laboratory safety, including the possible

consequences of not adhering to appropriate safety guidelines. 2. Demonstrate the computational skills needed to perform appropriate laboratory related

calculations to include, but not be limited to determining the number of significant figures in numerical value with the correct units, solving problems using values represented in exponential notation, solving dimensional analysis problems, and manipulating mathematical formulas as needed to determine the value of a variable.

3. Perform laboratory observations (both qualitative and quantitative) using sensory experience and appropriate measurement instrumentation (both analog and digital).

4. Prepare solutions with an acceptable accuracy to a known concentration using appropriate glassware.

5. Master basic laboratory techniques including, but not limited to weighing samples (liquid and

solid), determining sample volumes, measuring the temperature of samples, heating and cooling a sample or reaction mixture, decantation, filtration, and titration.

6. Demonstrate mastery in experimental techniques, such as pressure measurements, calorimetric measurements, and spectrophotometric measurements

7. Draw conclusions based on data and analyses from laboratory experiments. 8. Present experimental results in laboratory reports of appropriate length, style and depth, or

through other modes as required. 9. Relate laboratory experimental observations, operations, calculations, and findings to

theoretical concepts presented in the complementary lecture course. 10. Design experimental procedures to study chemical phenomena.

CHEM 1216C. General Chemistry Revised course description and SLOs Course Description As the first of a two-semester sequence, this course teaches fundamental concepts in chemistry,

including the electronic structure of atoms, chemical periodicity, nature of chemical bonds, molecular

structure, the three phases of matter, etc. Designed for majors in chemical and other physical sciences,

including engineering. May be appropriate for the life science major. It is assumed that the students are

familiar with college algebra, chemical nomenclature, stoichiometry, and scientific measurements. The

laboratory component is designed to complement the theory and concepts presented in lecture, and

will introduce students to techniques for obtaining and analyzing experimental observations pertaining

to chemistry using diverse methods and equipment.

Student Learning Outcomes 1. Apply the mole concept to amounts at a microscopic level and use this to perform

stoichiometric calculations for reactions in solution, gases and thermochemistry.

2. Calculate solution concentrations in various units.

3. Apply the gas laws and kinetic molecular theory to relate atomic level behavior to

macroscopic properties.

4. Explain the electronic structure of atoms, isotopes and ions in terms of its subatomic

particles.

5. Analyze how periodic properties (e.g. electronegativity, atomic and ionic radii, ionization

energy, electron affinity, metallic character) and reactivity of elements results from electronic

configurations of atoms.

6. Understand the nature of chemical bonds (ionic and covalent). Apply knowledge of electronic

structure to determine molecular structure and polarity.

7. Understand the formation of different phases of matter and the underlying fundamental

intermolecular interactions.

8. Describe physical states and changes, and distinguish these from chemical changes.

9. Describe the energy conversions that occur in chemical reactions and state changes, relating

heat of reaction to thermodynamic properties such as enthalpy and internal energy; apply these

principles to measure and calculate energy changes in reaction.

10. Apply principles of general chemistry to specific real-world problems in environment,

engineering and health-related fields.

CHEM 1225C. General Chemistry II Lecture and Laboratory for STEM Majors Revised course description and SLOs Course Description This course is a continuation of CHEM 111 and emphasizes the quantitative aspects of chemical behavior. Completion of the two-course sequence fulfills the General Education requirement of the College of Arts and Sciences. To succeed in this course, daily work on practice problems must be done. Exams will test both conceptual understanding as well as quantitative manipulations. Practice will build the required critical thinking and problem solving skills required on the exams. Student Learning Outcomes The student will:

1. describe the process of scientific inquiry 2. solve problems scientifically 3. communicate scientific information 4. apply quantitative analysis to scientific problems 5. apply scientific thinking to real world problems

CHEM 1226C. General Chemistry II Revised course description and SLOs Course Description Course Description As the second of a two-semester sequence, this course teaches fundamental concepts in chemistry, including solutions, equilibria, electrochemistry, thermodynamics and kinetics. Designed for majors in chemical and other physical sciences, including engineering. May be appropriate for the life science major. It is assumed that the students are familiar with college algebra, chemical nomenclature, stoichiometry, and scientific measurements. The laboratory component is designed to complement the theory and concepts presented in lecture, and will introduce students to techniques for obtaining and analyzing experimental observations pertaining to chemistry using diverse methods and equipment. Student Learning Outcomes

1. Describe the colligative properties of solutions and explain them using intermolecular forces. Determine solution concentrations using colligative property values and vice versa. 2. Explain rates of reactions, rate laws, and half-life; determine the rate, rate law and rate constant of a reaction and calculate concentration as a function of time and vice versa. Understand the principle of catalysis. 3. Explain the collision model of reaction dynamics, including activation energy, catalysts and temperature; Derive a rate law from a reaction mechanism and evaluate the consistency of a mechanism with a given rate law. 4. Describe the dynamic nature of chemical equilibrium and its relation to reaction rates; apply Le Chatelier’s Principle to predict the effect of concentration, pressure and temperature changes on equilibrium mixtures.

5. Describe the equilibrium constant and use it to determine whether equilibrium has been established; calculate equilibrium constants from equilibrium concentrations (including pressures) and vice versa. 6. Describe the different models of acids and base behavior, and the molecular basis for acid strength.

FASC 2000. Certification Preparation New course Course Description This course is designed to help students prepare for certification examinations of national associations. The written, forging and shoeing exams at each level will be covered according to the level the students are preparing for. This course will utilize both lecture and field approaches to preparation. Both full-time Ferrier students and farriers in business would benefit from this course. Student Learning Outcomes

Certification Students will: • Identify the testing structure of national exams. • Identify levels of certification. • Recall exam requirements. Written Exam Students will: • Identify exam subjects. • Identify exam format. • Complete written practice exams. Shoeing Exam Students will: • Identify exam subjects. • Identify exam format. • Complete shoeing practice exams. Forging Exam Students will: • Identify exam subjects. • Identify exam format. • Complete forging practice exams

FASC 1710L. Specialty Horseshoeing New course Course Description This course is designed for students who are certificate seeking and do not wish to enroll in general education courses. This course will provide additional experience in horseshoeing through hands-on learning. This is a laboratory-oriented course providing students with additional time to practice their horseshoeing skills. Some forging techniques will be utilized in this course. Student Learning Outcomes

Assess a horse pre- and post-shoeing by identifying four out of five areas to address while shoeing and includes: • Explaining how to trim and balance feet for geometric x, y and z balance. • Assessing and evaluating horses for functional balance.

Forge and fit horseshoe modifications by: a. Identify the five commonly seen hoof shapes. b. Explaining how to shape shoe cold. c. Describing how to fit shoes cold. d. Describe how to fit shoes hot. Make different horseshoeing and forging tools.

FASC 1060. Hoof Care For Horse Owners New course Course Description This course is a basic overview of hoof care designed for horse owners. Topics include hoof management involving nutrition, foot care manners, trimming & shoeing, horseshoe selection, and nail selection. Student Learning Outcomes

Basic anatomy students will: • Describe Foot’s purpose. • Draw & describe hoof growth (age). • Draw & label parts of hoof. Hoof Management students will: • Explain the importance of trimming/shoeing 6 to 8 weeks. • Discuss the nutrition in horse’s diet relating to hoof management. • Explain the role of horse owner preventing/understanding foot diseases. • Discuss the first aid kit. Foot care behavior students will: • Discuss the role of horse owner involving foot care manners, and horsemanship. • Explain the handling foals. • Describe techniques/methods of restraint. Trimming & shoeing students will: • Balance relating to trimming and shoeing. • Draw and label the three views showing balance of horses’ feet. • Describe how horses would be trimmed different versus being shod. Shoe selection students will: • Understand shoe types and selection. • Label parts of horseshoe. Farrier selection students will: • Discuss Farrier expectations/qualifications. • Explain certification.

FASC 1110. Horseshoeing Theory I New course Course Description

This course is classroom oriented and designed to present the principles of horseshoeing. A variety of horseshoeing principles are studied (hoof balance, foot biomechanics, and physiological shoeing), as well as gaits of horses. A study of types and uses of horses is also reviewed. Student Learning Outcomes

1. Identify and demonstrate the correct use of horseshoeing tools used for trimming and shoeing horses.

2. Identify and demonstrate the aspects of geometric and functional balance. 3. Identify various shoes and nails and demonstrate their uses on horses.

FASC 1120. Horseshoeing Theory II New course Course Description This course is designed to present more advanced principles of horseshoeing. Shoeing to change gait faults and the principles of functional hoof balance are covered. Specialty shoeing needs of horses are also presented along with the principles of shoeing various types and uses of horses. Student Learning Outcomes

Illustrate and discuss the principles of functional hoof balance. • Explain the three dimensions of geometric balance by explaining the X, Y, and Z coordinates. • Discuss the principles of landing, loading, and break over. • Discuss the principles of hoof flight. • Conceptualize the principles of changing hoof balance. Recognize and identify common gaits of horses • Identify the natural gaits of horses. • Recognize the learned gaits of horses. Identify and assess gait faults that can be helped through trimming and shoeing. • View and assess horses for movement. • Discuss the principles of gait fault correction. Discuss the principles of shoeing performance horses. • Discuss the principles of western stock horses. • Discuss the principles of English type horses. • Discuss the principles of gaited show horses. • Discuss the principles of race horses. • Discuss the principles of harness horses. Discuss the principles of shoeing according to conformation. • Identify foot conformations and how to shoe for them. • Identify front limb conformations and how to shoe for them. • Identify hind limb conformations and how to shoe for them.

FASC 1220L. Horseshoeing Lab II New course Course Description

This course covers advanced horseshoeing principles and techniques. Shoeing to correct conformational and gait faults is practiced and learned through hands-on experience. Assessment of horses in various gaits and shoeing to change functional hoof balance are addressed. Student Learning Outcomes

Shoe sound horses that perform in various gaits. • Shoe horses that perform in natural gaits. • Shoe horses that perform in learned gaits. • Apply the principles of changing hoof balance. Shoe to change gait faults that can be helped through trimming and shoeing. Identify and recognize gait faults. • View and assess horses for movement. • Apply the principles of gait fault correction. • Apply the principles of changing hoof flight • Apply the principles of changing hoof balance. Apply the principles of shoeing performance horses. • Apply the principles of shoeing western-stock horses. • Apply the principles of shoeing English type horses. • Apply the principles of shoeing gaited show horses. • Apply the principles of shoeing race horses. • Apply the principles of shoeing harness horses. • Apply the principles of shoeing Draft horses. Apply the principles of shoeing sport horses. • Apply the principles of shoeing shoe hunters. • Apply the principles of shoeing show jumpers. • Apply the principles of shoeing three day eventers. • Apply the principles of shoeing field hunters.

FASC 1310L. Blacksmithing I New course Course Description This course presents to student’s concepts, skills and techniques utilized in blacksmithing and forging. Techniques in forging tools and horseshoes with several toe and heel modifications are addressed in this laboratory-oriented class. Students will gain hands-on experience in this course as they learn the art of shaping shoes. Student Learning Outcomes

Operate and utilize coal and gas forges safely. • Explain how to safely start, operate, and shut down coal and gas forges. • Describe how to efficiently operate coal and gas forges to heat steel. Utilize an anvil, hammer and tongs to forge shoes. • Identify the parts of an anvil and their uses. • Describe how to fluidly use their body to forge iron. • Identify various types of hammer blows. • Explain how to efficiently use tongs when forging.

Forge modifications on machine made shoes. • Identify commonly found hoof shapes for which to shape cold shoes. • Explain how to forge toe modifications on machine made horseshoes. • Explain how to forge heel modifications on machine made horseshoes. • Forge weld a bar shoe for a horse.

FASC 1320L. Blacksmithing II New course Course Description This course presents advanced principles and techniques used in blacksmithing. Students forge a variety of projects to learn and enhance blacksmithing skills. The projects involve several advanced techniques that should help students forge tools, shoes, and specialty projects. These techniques are used to forge a variety of specialty shoes for horses. Student Learning Outcomes

Forge shoe modifications to change functional balance and gait faults of horses. • Forge toe modifications. • Forge heel modifications. • Identify modifications which create optical illusions. Forge specialty shoes for performance horses. • Forge fullered shoes. • Forge caulks. • Forge weld and braze. • Forge aluminum shoes. Forge specialty shoes for mules and draft horses. • Forge working draft horse shoes. • Forge show draft horse shoes. • Forge mule shoes.

FASC 1210L. Horseshoeing Laboratory I New course Course Description This course presents the principles and techniques of shoeing sound horses. From trimming feet to shaping shoes to nailing shoes on, students gain experience by working on horses. This laboratory-oriented class takes a field approach with students trimming and shoeing horses at the college and at local ranches. Student Learning Outcomes Identify and demonstrate the correct use of horseshoeing tools used for trimming and shoeing horses.

• Identify the principles of trimming horses. • Identify and calculate the aspects of geometric and functional balance. • Identify various shoes and nails and demonstrate their uses on horses.

FASC 1996L. Special Topics in Farrier Science New course

Course Description This is an advanced special topics course for students who desire to gain additional laboratory time. This is a laboratory-oriented course allowing students extra time to practice techniques and build their skills in horseshoeing. Horses will be worked on as available and some forging techniques will be utilized. Student Learning Outcomes

Shoe horses by. • Demonstrating the five hoof shapes. • Shaping and fitting cold shoes. • Shaping and fitting hot shoes. Shoe horses with special or therapeutic needs. • Distinguish between sound and therapeutic shoeing. • Distinguish level for a specific horse. • Determine shoe types for a particular need. Forge various tools and horseshoe modifications. • Identify various fore punch structures and uses. • Successfully forge all shoe board modifications. • Discuss the differences between normalizing, annealing, hardening and tempering of various metals.

FASC 2998. Internship in Applied Farrier Science II New course Course Description This course is designed to provide on-the-job work experience and allow the student to apply skills and knowledge. Students gain this experience by working under the direct supervision of a practicing farrier. Application of technical skills, business management, and customer relations are realized in this course. Student Learning Outcomes

Goal Setting Students will: • Set important, measurable, and attainable goals. • Write those goals for reference. Pulling, Clinching, and Finishing Students will: • Carefully and efficiently pull shoes. • Efficiently clinch feet. • Finish feet like a show case window. Apprenticing Students will: • Identify the tasks of an apprentice. • Complete the tasks of an apprentice. Business Students will: • Identify the qualities of a professional. • Learn how to charge a fair price for services. • Learn how to manage time and scheduling. • Keep records needed for a farrier business. • Identify records needed for completing tax documents.

Communication Students will: • Demonstrate the ability to work with peers. • Demonstrate how to work professionally with clients. • Identify means to communicate in writing to clients. • Discuss critical apprenticeship experiences

FASC 2997. Independent Study In Farrier Science New course Course Description This course is designed to give students experience in developing, conducting and writing a small research project. Special topics or problems related to horseshoeing will be considered for projects. Students should gain detailed insight into a topic that is of particular interest to them. The requirements for this course are completed on an arranged schedule. Student Learning Outcomes

Develop a research topic and project. • Identify a topic of interest. • Identify a topic that needs researched. • Identify views of the horse. Complete research on the selected research topic. • Research previous studies. • Research current theories. • Identify resources. Demonstrate written skills by successfully completing the research paper. • Follow the guidelines of the MCC writing rubric. • Identify resources needed. • Develop a format for the study. Demonstrate oral communication skills by giving an oral presentation of the project to their peers. • Develop a time line for the presentation. • Prepare visual aids for the presentation. • Give the presentation.

FASC 2999L. Farrier Science Capstone Course New course Course Description This course is designed to be a capstone course for Farrier Science, focusing on specialty and therapeutic work. Both shoeing and forging will be implemented into this laboratory-oriented course. Preparation for the American Farriers Association advanced certification exams will be a part of this course. Student Learning Outcomes

Identify areas of skills which need further practice. • Assess their own knowledge and skills. • Recognize their limitations.

• Build on their strengths. • Strengthen their weaknesses through demonstrations. Determine the need, forge and apply therapeutic horseshoes. • Forge all shoe modifications on the A.F.A. practical for a horse. • Apply all shoe modifications on that horse. Determine the need, forge and apply specialty horseshoes. • Forge specialty shoes for a given horse. • Apply specialty shoes for a given horse. Pass the three parts of the certified farrier exams. • Identify and label all bones, joints, and growth plates. • Demonstrate knowledge of the construction, function, and location of the elastic and inelastic hoof structures and how they contribute to a sound, healthy foot. • Demonstrate a fundamental understanding of the suspensory apparatus. • Correctly identify definitions, functions and origin and insertion of all tendons and ligaments. • Demonstrate basic knowledge of the circulation system of the lower leg and hoof. • Recognize definitions, anatomy involved, and possible causes of the following conditions: splints, thrush, laminitis, founder, ringbone, carpitis, corns, osslets, sheared heel, stringhalt, and navicular lameness. • Identify and discuss all gaits and gait faults (e.g. forging, brushing, speedy cutting, scalping, cross firing, elbow hitting, overreaching, etc.) • Forge clips, square toes, rocker toes, rolled toes, extended

FASC 1998. Internship in Farrier Science I New course Course Description This course is designed to provide on-the-job work experience. Students gain this experience by working under the direct supervision of a practicing Farrier. Exposure to technical skills, business management, and customer relations are realized in this course. Student Learning Outcomes

Goal setting students will: • Set important, measurable, and attainable goals. • Write those goals for reference. Pulling, clinching, and finishing students will: • Carefully and efficiently pull shoes. • Efficiently clinch feet. • Finish feet like a show case window. Apprenticing students will: • Identify the tasks of an apprentice. • Complete the tasks of an apprentice. Business students will: • Identify the qualities of a professional.

• Calculate and charge a fair price for services. • Manage time and scheduling. • Maintain records needed for a Farrier business • Identify records needed for completing tax documents. Communication students will: • Effectively communicate with peers. • Demonstrate how to work professionally with clients. • Demonstrate written communications with clients. • Explain critical apprenticeship experiences

FASC 2330L. Farrier Craftsmanship Therapeutics New course Course Description This laboratory-oriented course is designed to instruct students in the craftsmanship of forging therapeutic and pathological horseshoes for common lameness. From measuring the feet to choosing the material for construction in building the shoes, students will practice the processes used to make therapeutic horseshoes. Student Learning Outcomes

Follow the design and process of forging therapeutic shoes by: • Identify types of therapeutic shoes. • Designing and layout therapeutic shoes. • Measuring feet for therapeutic shoes. Forge bar shoes by: • Measuring for bar shoes. • Forming bar shoes. • Welding bar shoes. • Fitting bar shoes. Forge heart bar shoes by: • Placing of heart bars. • Measuring for the shoes. • Forming shoes. • Welding the heart bar. Forge wedged heel shoes by: • Forging elevated shoes from keg shoes. • Forging handmade wedged shoes. • Forging aluminum wedges. Forge horseshoe modifications and therapeutic shoes by: • Forging extensions. • Forging handmade extension shoes. • Forging aluminum extension shoes.

ANSC 1510. Equine Anatomy And Physiology New course Course Description This course presents to students a broad based approach of horse anatomy and physiology with emphasis on the foot and lower leg. A comprehensive look at hoof and leg dissection is also covered in this course. The biomechanics of these structures are also presented Student Learning Outcomes

1. Identify the parts and regions of a horse. 2. Use terminology relating to anatomy and physiology. 3. Identify views of the horse. 4. Label the skeleton of a horse. 5. Name the bones, tendons, and ligaments found in the equine limb. 6. Illustrate the tendons and ligaments inside the foot. 7. Illustrate the tendons and ligaments of the leg. 8. Discuss the stay apparatus. 9. Illustrate the structures of a horse’s foot on class projects and exams. 10. Identify various hoof conformations. 11. Identify various limb conformations. 12. Discuss the circulation of the horse’s foot. 13. Illustrate the nerves found in the leg.

FDMA 1520. Introduction to Film and Digital Media Revised course title to Introduction to Digital Media NATV 2315. Indigenous Language Revitalization and Community Renewal New course Course Description Description: Examines Indigenous language change from the boarding school era to current trends in language planning and revitalization. Special emphasis is placed on the importance of language to culture and on current community renewal efforts by Indigenous people. Student Learning Outcomes

1. Examine the nature of language, culture, and identity across Indigenous cultures, gender, age, and regions.

2. Evaluate the current state of language change across Indigenous communities 3. Compare diverse ideologies about the significance of language 4. Analyze current language revitalization models and programs implemented by Indigenous

communities and schools CHIN 2150. Chinese Calligraphy New course Course Description This course will include lectures about the history of Chinese calligraphy, the tools used in calligraphy, the five major writing scripts/styles, and strategies to effectively memorize and write Chinese characters. A major part of class time will be dedicated to actual calligraphy writing practice. Student will be practicing and mastering the basic writing techniques of the Standard script/style.

The pre-requisite is CHIN 1140 or equivalent of two semesters of college-level Chinese language courses. Student Learning Outcomes

1. Upon completion of this course, students will be able to: 2. Identify five major calligraphy scripts/styles, namely Seal, Clerical, Standard, Running, and

Cursive. 3. Write Chinese characters in the Standard script/style using calligraphy techniques. 4. Fluently and confidently write 300-400 Chinese characters. 5. Develop individualized strategies to memorize Chinese characters efficiently.

GEOG 2115. Information Design in Science and Society New course Course Description How should scientists visually communicate complex information? This course is an introduction to information design in science. In this course, you will learn to communicate scientific data via infographics, and to analyze infographics that others have produced. Infographics are devices that combine visual portrayals of data and written explanations of those data; maps, graphs, and tables are common examples. You will build theoretical knowledge in fields such as data science, graphic design, cartography, and science communication, as well as applied skills through the use of software that can be used to produce infographics. This course builds information literacy, and will improve your ability to communicate complex information clearly in an increasingly data-driven society. Student Learning Outcomes Students who successfully complete this course will be able to:

1. Explain how infographics can be designed to create narratives, and to produce relationships among facts and between people.

2. Explain how human perception and cultural diversity both affect the capacity of people to understand infographics.

3. Identify effective practices of combined graphic and written communication of scientific data, in different situations and with diverse people.

4. Design effective infographics based on scientific data, using common software applications. 5. Evaluate published infographics to assess

CCST 1125. Chicana/o Latina/o Musical Cultures and Expressions New course Course Description The course explores diverse musical expressions of Chicana/o and Latina/o peoples in the present geographical boundaries of the United States. The course emphasizes the intercultural dynamics in the formation of Chicano and Latino music, which incorporates American, Latin American, African, Native American, and European roots. Student Learning Outcomes Students will: 1. Apply intercultural reasoning and intercultural competence in analyzing contemporary Chicano Latino Music in the United States. 2. Develop conclusions about cultural sources and outcomes of creativity among Latina/o populations in the arts. 3. Analyze the influence of musical cultural diversity and its applications to multicultural populations in the United States.

4. Applying diverse theoretical lens (e.g. cultural, political, economic) to understand and evaluate messages in terms of aesthetic rhetorical situation (audience, purpose, and context). 5. Develop critical thinking and communication skills through the use of surveys, quizzes, creative projects, identification analysis, on-line essays and exams. 6. Produce a music album reflective of intercultural practices and theories NAVA 1310. Navajo Rug Weaving I New course Course Description Introduction to the processes and techniques of Navajo weaving, including preparation of the wool, setting up the loom and warp, weaving techniques, and design elements. Basic origin stories and the history of Navajo rug weaving will also be covered. Student Learning Outcomes Upon completion of the course, students will be able to:

1. Understand the oral tradition and the history of Navajo weaving. Identify the significance of the upright loom and weaving tools, and identify traditional, regional, and non-regional Navajo rug styles.

a. Understand the oral history of Navajo weaving. b. Know the historical background of Navajo rugs. c. Identify the different names and types of Navajo rugs.

2. Gain a basic understanding of Navajo weaving by preparing the wool, dying wool, and setting up the loom and the warp.

a. Learn vocabulary words used with weaving and naming tools. b. Prepare, gather, process, and spin the wool. c. Dye wool. d. Prepare the loom and warp. e. Spin the side-string and spacing string.

3. Learn the basic weaving techniques and designs. a. The weaving process:

1) Warping and twining 2) Mounting the bound warp on the dowel 3) Mounting the warp on the loom 4) Making the heddles and shed rod 5) Holding the batten and comb 6) Weaving the first rows 7) Using the heddle and shed rod 8) Adding new wool (string) 9) Repairing a broken warp 10) Learning hooked joint, square, and diamond shapes

b. Create a basic rug design using the three (3) basic designs. c. Learn the “Finishing Technique” of traditional Navajo Rug Weaving.

NAVA 1320. Navajo Rug Weaving II

New course Course Description Continuation of NAVA 1310 which will include further development of the processes and techniques of Navajo weaving, with a special emphasis on advanced weaving techniques and design. Student Learning Outcomes Upon completion of the course, students will be able to:

1. Know the oral tradition and the history of Navajo weaving in depth. Identify the significance of the upright loom and weaving tools. Identify traditional, regional, and non-regional Navajo rug styles.

a. Understand the oral history of Navajo weaving. b. Know the historical background of Navajo rugs. c. Identify the different names and types of Navajo rugs.

2. Demonstrate Navajo weaving by preparing the wool, dying wool, and write a step by step process of setting up the loom, the warp, and weaving.

a. Learn vocabulary words used with weaving and naming tools. b. Prepare, gather, process, and spin the wool. c. Dye wool. d. Prepare the loom and warp. e. Spin the side-string and spacing string.

3. Learn additional weaving techniques and designs. a. The weaving process:

1) Warping and twining 2) Mounting the bound warp on the dowel 3) Mounting the warp on the loom 4) Making the heddles and shed rod 5) Holding the batten and comb 6) Weaving the first rows 7) Using the heddle and shed rod 8) Adding new wool (string) 9) Repairing a broken warp 10) Learning hooked joint, square, and diamond shapes

b. Create an intermediate rug design using the three (3) basic designs. c. Learn the “Finishing Technique” of traditional Navajo Rug Weaving. d. Produce a completed Navajo Rug. e. Assist and mentor beginning students in setting up their looms.

NAVA 1330. Navajo Rug Weaving III New course Course Description Continuation of NAVA 1310 and NAVA 1320 which will include further development of the processes and techniques of Navajo weaving, with a continued emphasis on advanced weaving techniques and design. Student Learning Outcomes Upon completion of the course, students will be able to:

1. Know the oral tradition and the history of Navajo weaving in depth. Identify the significance of the upright loom and weaving tools. Identify traditional, regional, and non-regional Navajo rug styles.

a. Understand the oral history of Navajo weaving. b. Know the historical background of Navajo rugs. c. Identify the different names and types of Navajo rugs.

2. Demonstrate Navajo weaving by preparing the wool, dying wool, and write a step by step process of setting up the loom, the warp, and weaving.

a. Learn vocabulary words used with weaving and naming tools. b. Prepare, gather, process, and spin the wool. c. Dye wool. d. Prepare the loom and warp. e. Spin the side-string and spacing string.

3. Learn additional weaving techniques and designs.

a. The weaving process: 1) Warping and twining 2) Mounting the bound warp on the dowel 3) Mounting the warp on the loom 4) Making the heddles and shed rod 5) Holding the batten and comb 6) Weaving the first rows 7) Using the heddle and shed rod 8) Adding new wool (string) 9) Repairing a broken warp 10) Learning hooked joint, square, and diamond shapes

b. Create an advanced rug, sash belt, and/or saddle cinch design using eye dazzler, circular, pictorial, and other regional patterns. c. Learn the “Finishing Technique” of traditional Navajo Rug Weaving. d. Produce an advanced, completed Navajo Rug. e. Assist and mentor beginning and intermediate students in setting up their looms.

NAVA 2220. Navajo History New course Course Description Introduces the history and culture of the Navajo people from the earliest times to the present. The course will examine cultural change, the interaction of the Navajo with other native groups and especially with European peoples. Student Learning Outcomes Upon successful completion of the course, student will be able to:

1. Demonstrate a knowledge of historical events a. Understand the chronology of Navajo history

2. Understand the causes and processes involved in the growth and development of the Navajo over time, including:

3. Understand the historical roots of the contemporary world a. Will understand the relationships between the institutions, conflicts, and values of today as the legacy of our predecessors b. Will express their understanding in papers and classroom discussion

4. Appreciate the study of history.

a. Will enable students to relate events of the past to their own lives and times. 5. Will appropriately use these concepts in tests, papers, and in classroom discussion 6. Understand historical methods

a. Critical analysis of texts and argument b. Interpretation of evidence c. Conduct research in a variety of media d. Cites sources appropriately

NAVA 2310. Navajo Government New course Course Description This course is a study of the history, nature, organization, and operation of Navajo tribal government. It concentrates on the evolution of Navajo tribal government since its beginning in the 1920's, and examines the legal and political basis for, and the functions of, Navajo tribal government today. Student Learning Outcomes Upon successful completion of the course, students will be able to:

1. Demonstrative understanding of the origin and development of Navajo Government. 2. Describe the history of Navajos' relations with federal, state and local governments and the effects of those relations on Navajo Government. 3. Analyze the effects of colonization by differing forces, at different times, on Navajo Nation status and relations with federal, state and local governments today. 4. Analyze contemporary issues in Navajo Nation politics, including sovereignty, law, justice, indigenous rights, language and culture shift, economic development, repatriation, and activism. 5. Evaluate the impact of historical events on current tribal challenges and issues. 6. Demonstrate appreciation for the strength of the Navajo people in contemporary America

NAVA 2410. Diné Philosophy of Education New course Course Description Examines Dine philosophical thought regarding metaphysics, epistemology, aesthetics, ethics, religion, and traditional social structure. Student Learning Outcomes

Upon completion of the course, students will be able to develop: 1. An understanding of Navajo origins. 2. An understanding of Navajo identity. 3. A broader perspective on the history of the Navajo People according to mythology. 4. Insight into the values and relationship of Navajo principles.

5. An understanding of the origins of some of these principles. 6. An understanding of the Navajo’s perception of the environment. 7. An understanding on one’s roles and responsibilities in terms of the Navajo worldview. 8. An understanding of Navajo organization of knowledge, as designed to promote a life-style becoming an ideal life, as espoused in the Blessing Way. 9. A better understanding of Navajo values, through study of the traditional Navajo values.

NAVA 2210. Navajo Culture New course Course Description Introduces the basic values of Diné Society, past and present, including the clan system, the philosophy of duality, rites and passages, and the Navajo creation story. Student Learning Outcomes Upon completion of the course, students will be able to:

1. Demonstrate knowledge of Diné cosmology and world order and their relationship to the Diné way of life.

a. Discuss the concept of male-female duality. b. Describe how all creations within the earth and sky are recognized according to the duality principle. c. Explain the holistic nature of Diné philosophy; that is, discuss how Nits1h1kees, Nahat’1, Iin1, and Sihasin are processes found in all aspects of nature. d. Trace the history and cultural development of the Diné using the chronological order of the narratives that developed into ceremonies.

2. Demonstrate knowledge of Diné history using linguistics, oral narratives, and Athapaskan migration theories based on evidence from physical anthropology and archaeology.

a. Describe the meanings behind traditional ceremonies and the role these ceremonies play in modern society. b. Describe the changes that have occurred through time in Diné ceremonies as a result of contact with other cultures. c. Describe cultural differences and similarities between Athapaskan groups: Northern, Pacific, and Southern. d. Describe conflicts and changes, which have taken place in Diné society as a result of contact with Plain, Puebloan, and European cultures.

3. Demonstrate analytical research skills in ethnography and folklore as they relate to Diné culture.

a. Conduct research on topic(s) relevant to objectives in the course b. Submit academic quality research papers that are thoughtful and thorough in nature.

4. Develop an understanding of the need for protection and maintenance of natural resources, the environment, and traditional Diné sacred places.

a. Discuss the cultural meaning of Diné terms such as Mother Earth, Father Sky, Mountain Woman, Water Woman, Dawn Boy, and so on. b. Explain how these terms are interconnected to human life, life processes, and the natural world. c. Discuss what is meant by a sacred place.

d. Explain why sacred places should be reserved and protected. 5. Draw upon the values derived from Diné culture to function successfully as citizens of the Diné community and of the world at large.

a. Describe the Diné clan system and explain how it is used as a means of social control within Diné society. b. Identify who they are and where they come from in terms of the Diné clan system. c. Identify their relationship to others within the Diné community and the world at large.

SPED 2220. Exploring Disability, Diversity, and Practice Across Learning Environments New course Course Description Field experience and seminar in special education settings. Student Learning Outcomes

• Develop an understanding of how special education services are implemented in the field. • Understand that students with disabilities are entitled to be full participants in education and other life activities along with their nondisabled peers. • Become familiar with and incorporate “people first” language into any discussions or writings about people with disabilities. • Recognize that the educational environment in which services are provided can have a lasting and significant impact on the lives of students with disabilities. • Identify the role and responsibility of teachers to meet the needs of students in the least restrictive environment (LRE).

NAVA 1210. Navajo Cultural Arts New course Course Description This course introduces students to Navajo Cultural Arts through explorations of Diné history, philosophy, and life ways. Lectures and in-class demonstrations offer tools for sash belt weaving, basketry, and moccasin making. The course culminates in projects that require students to demonstrate their technical and artistic expertise. Student Learning Outcomes Upon completion of the course, students will be able to:

1. Retell oral traditions concerning sash belt weaving, basketry, and moccasin making. 2. Design and produce a sash belt. 3. Design and produce a Navajo basket. 4. Design and produce a set of Navajo moccasins. 5. Demonstrate appreciation for Navajo Cultural Traditions in relationship to Navajo Cultural Arts

DANC 1131. Introduction to Ballroom Dance Course Description Change in course description

Introduction to ballroom dance for non dance majors. Students will learn basic ballroom technique and partnering work.