Course Descriptions

DFTS 219 - Customizing Tool Palettes

DFTS 220 - AutoCAD 2007 Customizing the Interface

DFTS 232 - Autodesk Architectural Desktop Level II

DFTS 260 - Part & Product Integration (PPI 101)

DFTS 262 - V5 Drafting Fundamentals (DRF 201)

DFTS 264 - Wireframe Fundamentals (WFF 201)

DFTS 265 - Functional Tolerancing and Annotation (FTA 301)

DFTS 266 - Surfacing Intro (SFI 201)

DFTS 267 - Surfacing Operations (SPO 201)

DFTS 268 - Assembly Design Advanced (ADA 201)

DFTS 269 - CATIA Introduction Bundle

DFTS 270 - CATIA V5 for Mechanics & Manufacturing Engineers

DFTS 276 - CATIA Lab

DFTS 278 - CATIA V5 Boot Camp

DFTS 280 - Advanced CATIA V5 Design Techniques

DFTS 619 - AutoCAD Light, Beginning

DFTS 620 - AutoCAD 2002 Level I & II

ECC 120 - Culture and Diversity

1. Define terminology associated with culture and diversity.
2. Develop strategies to examine and appropriately address one’s own biases.
3. Develop strategies to counter biases in the classroom.
4. Identify and explain how biases affect the self-esteem of children.
5. Identify strategies to create an anti-bias environment.
6. Explain and discuss current trends regarding Anti-Bias Education in Early Childhood Education.

ECC 185 - Curriculum Development II

1. Plan for and support children’s learning through developmentally appropriate play and interactions.
2. Select materials appropriate to the developmental levels of all children within a setting.
3. Build children’s understanding of their own and other cultures by providing cultural experiences using songs, stories and language familiar to the child.
4. Plan and adapt curricula and environments appropriate to the developmental levels, interests and abilities of the children within a setting.
5. Use appropriate materials, activities and strategies in an integrated curriculum that includes literacy, social studies, music, dramatic play and movement.
6. Utilize observation data to plan curriculum that meets the needs and interests of all children in the classroom.
7. Articulate how integrated, play-based curriculum supports children’s current skills, ongoing growth and school success.

ECC 192 - Practicum II

1. Identify typical and atypical cognitive, physical, social and emotional development of infants, toddlers, preschoolers, and school age children from a multi-cultural perspective.
2. Demonstrate ability to effectively incorporate culturally diverse perspectives into the classroom through daily practices with young children.
3. List tools for communicating and creating relationships with families that are respectful, inclusive and reflect an understanding of cultural and community influences.
4. Demonstrate ways to collect information about children through observation and assessment data.
5. Demonstrate ways to record information in an appropriate manner (per industry standards) for future interpretation.
6. List appropriate children’s literature and other literacy materials for a population of diverse learners that is reflective of all and strategies for selecting these materials.

ECC 193 - Practicum III

1. Develop strategies to counter biases in the classroom.
2. Demonstrate knowledge and ability to effectively incorporate culturally diverse perspectives and research into daily practices with young children.
3. Identify strategies to create an anti-bias environment.
4. Prepare and evaluate the learning environment by arranging the physical space to encourage active exploration and developmentally appropriate leaning through play.
5. Identify strategies to maintain an appropriate daily schedule for young children, including a balance of active, quiet, individual & group, indoor & outdoor, teacher directed and child initiated.
6. Explain how the curriculum is delivered through environmental arrangement, learning activities and interactions and give examples that support young children’s development.
7. Select materials appropriate to the developmental levels of all children within the setting for math, science, art and dramatic play.

ECC 202 - Technology for Teachers

1. Demonstrate skills and understanding of word processing concepts at a basic level.
2. Read and reflect on current research articles on teaching and learning with technology.
3. Create a newsletter and PowerPoint presentation that could be shared with caregivers and families.
4. Create, maintain and use an email account to communicate and collaborate professionally, using proper spelling, grammar and structuring.
5. Identify appropriate websites and search engines to locate current information and resources related to Early Childhood Education.
6. Demonstrate skills in proper citation and academic honesty.

ECC 250 - Early Childhood Capstone

1. Display knowledge of child development and education.
2. Plan and organize an optimal learning environment (with appropriate materials and set up furniture) that supports the diverse needs of all children.
3. Plan children’s environment that reflect safe, healthy and nutritional standards for all children.
4. Encourage the development of children’s communication skills.
5. Generate assessment-based experiences/lessons that stimulate children’s development.
6. Integrate positive child guidance that supports children’s social and emotional development.
7. Preserve respectful, collaborative relationships with families.
8. Demonstrate respect, understanding and support for all children and their families who may enter into your program regardless of culture, race, language, abilities, religion, or family life style.
9. Demonstrate professionalism and ethical conduct standards.

ECC 290 - Practicum IV - Implementing DAP (Developmentally Appropriate Practice)

1. Identify your own individual competencies & skills that are needed in the workplace.
2. Demonstrate understanding of work place competencies; use of resources, information, systems, technology, and interpersonal skills.
3. Demonstrate understanding of foundation skills needed in early childhood and early elementary programs; basic skills, thinking skills and personal qualities.
4. Describe each of the developmental domains & how to meet individual & group needs.
5. Identify strategies to support diverse family groups in a child care environment, and ways to involve them in the program.

ECCS 201 - Management of Child Care Programs - Working with Adults

ECCS 203 - Management of Child Care Programs - Managing Quality Programs

ECCS 204 - Management of Child Care Programs - Financial Management

ECED& 105 - Introduction to Early Childhood Education

1. Explain current theories and ongoing research in early care and education as it applies to children, families and early childhood programs.
2. Describe the role of play in early childhood programs.
3. Compare early learning program models.
4. Explain the importance of developing culturally responsive partnerships with families.
5. Identify appropriate guidance techniques used in early care and education settings.
6. Describe the observation, assessment, and teaching cycle used to plan curriculum for all young children.
7. Apply the professional code of ethics for early care and education to resolve dilemmas.
8. Describe major historical figures, advocates, and events shaping today’s early childhood education.

ECED& 107 - Health, Safety and Nutrition

1. Describe federal and state mandated health, safety, and nutrition practices.
2. Identify indicators of illnesses/infectious diseases and steps to prevent the spread of them.
3. Outline safety procedures for providing emergency care and daily care.
4. Evaluate program safety policies.
5. Describe food programs and practices that support the development of children.
6. Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities.
7. Describe the responsibilities of mandated reporters.
8. Develop strategies for working with culturally, linguistically, and ability diverse families in accessing health, nutritional, and dental services.

ECED& 120 - Practicum - Nurturing Relationships

1. Describe the characteristics of nurturing relationships built between teachers and children.
2. Practice ideals of professionalism in work with children, families and peers.
3. Recognize cultural responsiveness when observing professionals and programs.
4. Identify practices that promote health, safety, growth and development of children.

ECED& 132 - Infant Toddler Care

1. Discuss developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms in the context of important, ongoing relationships.
2. Design a plan to support reciprocal, culturally sensitive partnerships with families.
3. Select positive guidance techniques that are appropriate and effective with infants and toddlers.
4. Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities.
5. Describe a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.

ECED& 160 - Curriculum Development I

1. Explain major early childhood curriculum theories and current trends in curriculum design for early learning environments.
2. Apply principles of developmentally, individually and culturally appropriate practice when designing, implementing and evaluating curriculum.
3. Evaluate integrated learning experiences supportive of children’s development and learning incorporate national, state and local standards.
4. Design curriculum that supports children’s language/communication, cognitive, social/emotional, fine/gross motor and creative development.
5. Design curriculum that is inclusive and represents the diversity of children and families.
6. Plan developmentally appropriate activities and schedules, which promote all children’s growth and learning.
7. Observe, document and assess individual and group needs, interests and skills for the purpose of curriculum planning and ongoing modifications of plans.

ECED& 170 - Learning Environments

1. Design healthy, respectful, supportive, and challenging learning environments for children.
2. Identify strategies to achieve compliance with Washington Administrative Code and other state or federal regulations.
3. Create environments that promote growth in all developmental domains and academic disciplines.
4. Establish environments, routines, and schedules that promote children’s age-appropriate, self-regulated behaviors.
5. Establish environments that promote the cultural diversity of children, families, and their communities.

ECED& 180 - Language and Literacy Development

1. Explain the continuum of language acquisition and early literacy skills.
2. Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills.
3. Describe strategies for responding to children who are culturally, linguistically, and ability diverse.
4. Develop ways to facilitate family and child interactions as primary contexts for heritage language and English development.
5. Analyze images of culture and individual abilities reflected in children’s literature and other learning materials.
6. Utilize developmentally appropriate and culturally responsive assessments practices for documenting the growth of language and literacy skills.

ECED& 190 - Observation and Assessment

1. Describe reasons for collecting observation and assessment data.
2. Identify indicators of growth, development, learning and social behaviors in all children.
3. Identify techniques for avoiding bias, judgments, and assumptions in observations.
4. Collect factual, descriptive data using a variety of assessment tools and strategies.
5. Document and analyze assessment data for use in planning curriculum for individual and groups of children.

ECON& 201 - Microeconomics

1. Explain in detail the concepts of supply, supply determinants, and the elasticities of supply.
2. Relate the market model of perfect competition.
3. Demonstrate an in-depth understanding of monopolies.
4. Apply the concept of scarcity in real-world situations.

ECON& 202 - Macroeconomics

1. Explain in detail the concepts of demand and the price and income elasticities of demand.
2. Relate the significance of news items and statements related to stock markets.
3. Demonstrate an in-depth understanding of the significance and differences of GNP, GDP, price indices, and business cycle.
4. Evaluate the effectiveness of international free trade vs. protectionism on international economic well-being.
5. Relate the causes, impacts, and possible solutions of the recent economic phenomena of stagflation.

EDUC 170 - Technology for Teaching and Learning

1. Articulate several ways that technology can increase student engagement and learning.
2. Demonstrate use of technology relevant to your subject matter and modality.
3. Utilize the internet as a learning tool and collaborative platform for continued learning.

EDUC 200 - Introduction to Professional Technical Instruction

1. Demonstrate knowledge of adult learning theories.
2. Write measurable student learning outcomes.
3. Develop and write a clear course syllabmus in student-centered language.
4. Create a transparent assignment.
5. Write lesson plans for your course.

EDUC 231 - Managing the Learning Environment

1. Articulate a variety of strategies for teaching effectively.
2. Differentiate and utilize various types of assessment to optimize learning.
3. Integrate basic Reading Apprenticeship (RA) and Universal Design for Learning (UDL) methodologies in your instruction.
4. Align assessments with learning outcomes. 

EDUC 282 - Integrating Cultural Diversity into Curriculum

1. Analyze the diversity of your own institution.
2. Articulate the importance of diversity awareness in the college classroom.
3. List strategies for developing and maintaining a cooperative classroom community.

EDUC& 115 - Child Development

1. Discuss prominent child development research and theories guiding parenting and care giver’s practices.
2. Describe the developmental sequence from conception through early adolescence in all domains.
3. Analyze critical stages of brain development as influencers of child development.
4. Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development.
5. Explain individual differences in development.
6. Identify how family, caregivers, teachers, community, culture, and trauma influence development.
7. Outline community resources to support children’s and families’ development.

EDUC& 130 - Guiding Behavior

1. Identify developmentally appropriate individual and group behaviors of children.
2. Compare at least three approaches to guiding behavior.
3. Recognize positive, respectful, culturally responsive approaches to guidance.
4. Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function.
5. Articulate strategies to promote social/emotional competence and positive sense of self.

EDUC& 150 - Child, Family and Community

1. Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities.
2. Examine the concept of family, school, peers, media and community as socialization agents.
3. Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children.
4. Identify how one’s family history and life experiences may impact relationships with children and families.
5. Identify community services and agencies that support the needs of children and families and establish resources and referral systems for parents and educators.

EDUC& 203 - Exceptional Child

1. Describe typical and atypical development/behaviors of children birth to age eight.
2. Identify characteristics of children with hearing, speech and vision disabilities.
3. Identify characteristics of children with physical delays, attention deficit disorder, alcohol/drug affected children and other learning disabilities.
4. Establish and apply effective ways to work with children with disabilities and their families, including effective cross cultural communication techniques.
5. Identify and explain resources and services available in the community for children with disabilities and their families.
6. Describe the process for identifying, making a referral, screening and seeking support services for children with special needs, and how to communicate this to families.
7. Describe the ADA/IDEA laws and how they affect early childhood teachers.

ELEA 101 - eLearning in the Community College

ELEA 102 - Course Design and Implementation

ELEA 103 - Reaching Every Learner

ELEA 104 - Information Literacy for Online Educators

ELEA 105 - Media Creation & Tech Integration

ELEA 106 - Culminating Project

ELEA 107 - Certificate in Connected Adult Education

ELEA 108 - Teach Smarter, Not Harder: Planning/Assessing

ELEA 109 - Find Your Footing: Teaching Practices/Class Management

ELEA 110 - Connect with Intent: Cultural Diversity

ELEA 111 - SHIFT: Teaching Online

Completion of the course brings you a Certificate of Completion from Renton Technical College, and meets Department of Education standards for teaching online. It is worth 10 clock hours. Renton Technical College is a certified OSPI clock hour provider.  

Course Outcomes

1. Write and align unit and course objectives in an online course.
2. Demonstrate knowledge of accessibility and usability in online course design.
3. Write assignment rubrics and create active learning assessments.
4. Demonstrate familiarity with copyright law as it relates to eLearning.
5. Access online support and OER materials.
6. Create an Online Presence Plan to meet Department of Education Standards.

ELEA 112 - SHIFT: Teaching Hybrid Courses

You can work through the modules at your own pace, building a Hybrid Course Planner as you go. You will receive feedback on your completed Course Planner from the Director of Innovative Teaching and Learning, Dr. Liz Falconer, Quality Matters Master Reviewer.

Completion of the course brings you a Certificate of Completion from Renton Technical College, and meets Department of Education standards for teaching online. It is worth 10 clock hours. Renton Technical College is a certified OSPI clock hour provider.  

Course Outcomes

1. Articulate the difference between ground, hybrid and online courses.
2. Demonstrate familiarity with C.L.A.S.S., understanding the considerations important to teaching in a hybrid format.
3. Clarify the role of the hybrid teacher in the digital era. 
4. Connect your hybrid course to appropriate online tools/sites that will enhance active student learning.
5. Create assignments that take advantage of the hybrid format by aligning both in-class and out-of-class activities.
6. Create course design that demonstrates an appreciation for what “Greater than the Sum of Two Parts” means.
7. Utilize UDL and RA concepts in course design.
8. Build a Hybrid Course Planner.

ELECS 102 - NEC 07: Non-Resident Maintenance Elect. Exam Prep

ELECS 103 - Non-Resident Maintenance Electrical Admin Exam Prep

ELECS 104 - 2005 National Electrical Code Changes

ELECS 106 - WAC Update for Specialty Electricians

ELECS 108 - Ohm’s Law and Series Circuits

ELECS 109 - Wiring

ELECS 110 - Electrical Safety

ELECS 112 - Low Voltage

ELECS 115 - Basic Electricity (Plant & Machine Maintenance Electrical I)

ELECS 116 - Plant & Machine Maintenance Electrical II

ELECS 117 - Plant & Machine Maintenance Electrical III

ELECS 118 - Plant & Machine Maintenance Electrical IV

ELECS 120 - Facility Electrical Systems & the NEC

ELECS 230 - Specialty Electrician Continuing Education

ELECS 232 - Basic HVAC & Refrigeration Systems

ELECS 234 - Basic HVAC & Refrigeration Electrical Schematics

ENGL 075 - Business English

1. Demonstrate knowledge of the eight parts of speech by writing examples of each and by correctly classifying words in sentences per standard business English and acceptable law office standards.
2. Identify the major parts of sentences and identify phrases and dependent and independent clauses to understand how words are joined together to make meaningful communication per standard business English and acceptable law office standards.
3. Apply knowledge of grammar, capitalization, punctuation skills and number style to identify and correct errors in written communications per standard business English and acceptable law office standards.

ENGL 085 - Business Communication

1. Use proofreader’s marks in your own work and when peer editing and find and correct punctuation, capitalization and number usage rules in sentences.
2. Improve sentence and paragraph level writing skills.
3. Write informal and formal messages, memorandums, letters, and short reports.
4. Become familiar with the format and content of the most common types of legal letters.
5. Use document templates and forms to draft legal documents.
6. Develop presentation and oral communication skills.

ENGL& 101 - English Composition I

1. Identify common sentence errors and apply appropriate punctuation.
2. Demonstrate audience awareness in developing and delivering expository prose in academically-accepted formats.
3. Demonstrate proper conventions, organizations, and formats of paragraph and essay structure, including unity, development, and coherence.
4. Identify and adopt best methods of enhancing exposition to make it precise, literal, and relevant.
5. Identify and apply appropriate and standard diction that accommodates diverse audience members.
6. Identify and adopt a variety of rhetorical modes and strategies to present cogent and convincing arguments.
7. Demonstrate critical reading strategies by identifying common literary devices and articulating literary themes.
8. Identify, retrieve, and evaluate secondary sources for authority, relevance, and credibility for use in research.
9. Document research sources according to an academically-recognized style: APA or MLA.
10. Revise at every level of composition: assignment compliance, diction, sentence, paragraph, essay, and documentation.

ENGL& 102 - Composition II

1. Approach essay writing as a process which incorporates pre-writing, outlining, revising, and editing methods.
2. Demonstrate awareness of purpose and audience as integral to the composition process, structure, and development of ideas.
3. Organize information according to a variety of conventional business/academic formats as appropriate to the writing assignments. 
4. Apply effective thesis and topic sentence statements in conventional essay composition.
5. Compose clear, precise, relevant, literal expression using correct sentence mechanics.
6. Identify and apply appropriate diction that accommodates diverse audience members.
7. Demonstrate an understanding of common rhetorical devices and strategies in order to present cogent and convincing arguments.
8. Identify, retrieve, and evaluate a variety of secondary sources for authority, relevance, persuasive appeal, and credibility for use in research.
9. Document research sources according to an academically-recognized style: APA or MLA.
10. Identify a range of literary genres and articulate their common themes, conventions, and devices.
11. Revise at every level of composition: assignment compliance, diction, sentence, paragraph, essay, and documentation.

ENGL& 111 - Introduction to Literature

1. Develop a greater appreciation for poetry, drama, and/or fiction.
2. Present a strong argument about a work of literature.
3. Analyze works of literature using appropriate vocabulary.
4. Connect ideas from literature, outside research, and personal experiences.
5. Use and cite sources ethically.

ENGL& 235 - Technical Writing

1. Identify and respond to real-world problems with practical solutions.
2. Collaborate with others to plan, develop, and edit deliverables.
3. Demonstrate appropriate business/technical formats in written presentations.
4. Apply effective thesis and topic sentence statements in conventional essay composition.
5. Articulate and demonstrate technical writing as reader-oriented, with ethical, legal, security implications.
6. Identify and adopt best methods of organizing ideas to inform targeted audiences.
7. Identify and apply professional and appropriate diction that accommodates diverse audience members.
8. Compose sentences with attention to correct punctuation and grammar, concise expression, and professional tone.
9. Identify, retrieve, and evaluate secondary sources for currency, authority, relevance, and credibility for use in research.
10. Integrate borrowed source materials into the writing using proper documentation methods.
11. Document research sources according to an academically-recognized style: APA or MLA.
12. Revise at every level of composition: assignment compliance, diction, sentence, paragraph, essay, and documentation.

ENGL& 254 - World Literature

1. Describe, analyze, and compare selected works of literature based on cultural, political, or historical contexts.
2. Describe, analyze, and compare selected works of literature based on form and genre.
3. Describe, analyze, and compare selected works of literature based on theme, particularly across cultures.
4. Describe, analyze, and compare selected works of literature based on dissemination, including cultural impact, translation, adaptation, and re-imagination.
5. Express original and informed ideas about literature through a variety of means, including class discussion, oral performance, and creative transformation of a work.
6. Write coherent, organized essays with accurate literary terms and MLA format.

FAS 101 - Safety and Environmental Issues

FAS 112 - Basic Shop Skills

FAS 115 - Electrical/Electronic Systems

FAS 118 - Brake Systems

FAS 119 - Steering & Suspension Systems

FAS 120 - Engine Repair

FAS 123 - Diesel Fundamentals

FAS 124 - Climate Control Systems

FAS 171 - Written Communications

FAS 191 - Cooperative Training I Part A

FAS 192 - Cooperative Training I Part B

FAS 193 - Cooperative Training II

FAS 216 - Manual Transmissions and Drivetrains

FAS 217 - Automatic Transmissions

1. Inspect and diagnose and repair automatic transmissions to Ford/industry quality standards.

FAS 223 - Engine Performance

1. Perform accurate engine performance diagnosis and repair on gasoline and diesel vehicles to Ford/NATEF Standards.

FAS 294 - Cooperative Training III

FAS 295 - Cooperative Training IV

1. Perform drivetrain and 4x4 diagnosis and repair to Ford /NATEF standards.
2. Perform manual and automatic transmission diagnosis and repair to Ford/NATEF standards.

FAS 296 - Cooperative Training V Part A

1. Perform assigned engine performance diagnostic and repair tasks to Ford /NATEF standards.

FAS 297 - Cooperative Training V Part B

FRKLS 101 - Periodic Forklift Maintenance and Repair