Career and Technology Education
Career & Technical Education Philosophy
The Career & Technical Education (CTE) program in Madison is designed around several career pathways to cultivate the potential in our students by integrating rigorous classroom instruction with relevant, work-based experiences that inspire, guide and empower them for post-secondary college and careers.
Our Career Pathways are constructed as a journey of exploration that is specifically designed to engage the learner in an interest or possible career path. Courses are designed to spark interest, capture the possibilities in the field, and allow students to experience work as novice practitioners. Our courses offer challenging, engaging, effective and relevant curriculum that includes technical knowledge, skills and academics foundational for our students’ success in the real world.
Delivery Method/Values
To teach technical skills through a career lense effectively, teachers need strong content knowledge along with instruction revolving around work-based experiences. The curriculum in CTE is organized around five of the 16 federally recognized career pathways. A career pathway is defined as a concentration in a particular field of study through a sequence of courses which lead to the development of a particular set of knowledge and skills aligned with career interests. These pathways provide guidance through essential knowledge and skills for students to discover their interests and their passions, and empower them to choose the educational pathway that can lead to success in high school, college and their career. Each pathway has career specific knowledge and skills that are a comprehensive collection of industry-validated expectations of what students should know and be able to do after completing instruction in a career program area.
- Overview
- Guiding Document
- Grade 4
- Grade 5
- Grade 6 Coding
- Grade 7
- Grade 8
- High School
- STEAM Class Documentary
Overview
Standards
The Madison Career & Technical Education curriculum is created with the district priorities represented in the mission statement, the 21st Century Capacities matrix and is aligned with the CSDE Career & Technical Education Performance Standards and Competencies. The integration of these standards guided the development of K-12 Transfer Goals, which are all aligned with specific district 21st century capacities and are most frequently revisited and assessed in curricular units throughout a student’s academic career.
Guiding Document
PK-12 Stage One: Guiding Document
Content: Career and Technology Education
PK-12 Long-term Transfer Goal(s):
Long-term aims of the PK-12 program. An overall end result of a student’s education in Madison.
Students will be able to independently use their learning to:
- Communicate effectively based on purpose, task, and audience using appropriate vocabulary.
- Demonstrate professionalism through exhibiting attentiveness, growing from feedback, and adhering to industry standards (safety).
- Leverage connection(s) in other subject areas (including STEM) to make sense of a given problem, product, or solution.
- Explore and hone techniques, skills, methods, and processes to create and innovate
- Develop a product/solution that adheres to key parameters (e.g., cost, timeline, restrictions, available resources and audience).
- Demonstrate fiscal responsibility through examination of needs and wants, development of short and long term plans, and/or conservation of limited resources.
- Work together on a common goal to meet deadlines through addressing challenges and problems along the way both individually and collectively.
Madison Public Schools
Career and Technology Education Curriculum Guiding Document
Grade 4
STEAM
Unit 1 Professional Slug Ball League
Students will be introduced to the world of digital art and robotics. In the first half of the unit the students will use a digital art program to learn the different functions of the program while creating a pair of eyeballs (pupil, iris, and scalera) in their choice of anime, chibi, or own creative design. They will then use the eyeballs they created to help manufacture the body of a robotic slug creature. The slug creatures will be powered by Sphero Bolt and have a foosball ball that is part of its tail. The second half of the unit will be comprised of the students learning how to drive the Bolt powered creature while playing a game of Slug Ball. The final assessment will demonstrate how well they have learned to drive Bolt as they engage in a friendly Slug Wars competition.
Profile of a Graduate Capacities: Design, Product Creation
Building off the knowledge gained in unit one of the fourth grade STEAM unit, students will continue expand their knowledge of vector art and motion. To begin the students will learn how to draw a rendition of themselves as a Funko Pop style character. The character drawing will be imported into a vector art program on the iPad. Using layers, the students will recreate their character in a digital format. The character will be color printed about 4 inches tall. Next, the students will create a beastie friend of their own design. The beastie will be powered by Sphero and constructed of paper base. The students will need to utilize their knowledge from unit one to successfully create a beastie that can run and be controlled via robot power. The digitalized characterization of themselves will ride upon their beastie to compete in races and the culminating activity of a battle to be the last beastie standing.
Profile of a Graduate Capacities: Design, Idea Generation
Coding
As students mature, they need to learn how to get the most out of the Internet and technology while being savvy and avoiding the risks and downsides of the online world. This unit is designed to teach kids skills they will need to be safe and smart online as they continue to work with technology more and more independently. Technology can be used in effective, efficient manners to complete tasks, communicate, and access information. This unit that focuses on digital citizenship will make students aware of best practices when using technology. The PBA will have students share their understandings of digital citizenship by writing and producing public service announcement videos that will be shared and stored in a digital library.
21st Century Capacities: Product Creation, Citizenship
This unit is an introduction to the world of programming. This introduction places a heavy emphasis on understanding general concepts of computer programming that are universally applicable to any programming language. Students will learn about programming and its impact on society through a variety of hands-on activities. Through both unplugged and plugged type activities, students will have the opportunity to learn what constitutes a code, how to write code and test and debug code. In the PBA, students will be asked to write an effective algorithm in stacking solo cups.
21st Century Capacities: Product Creation, Perseverance
Grade 5
STEAM
In the first unit for fifth grade, the students will begin learning the basics of block coding through the use of a Sphero robot and the corresponding Sphero EDU app. The students will learn how to use block coding to perform tasks with increasing complexity throughout the learning activities. The activities (see learning plan) will guided by the facilitator as the students learn how to use the different blocks to perform the given task. The essential materials needed, as previously stated, are the Sphero robot and the Sphero EDU app. The unit will culminate with the students collaborating on an original game program that is either new, an iteration of a previous game, or a refactoring of a game created during the unit.
Profile of a Graduate Capacities: Design, Collective Intelligence
The arts provide means for individuals to collaborate and connect with others in an enjoyable inclusive environment as they create, prepare, and share artwork that bring communities together. In this unit, the students will collaborate as they use an iterative process, through engineering design, to create a paper vehicle that is powered via technology. The students will then run their vehicles through a course to see whose design can survive the rigors of the track. The unit will launch with a "wonder" YouTube video viewing the art of Chie Hitotsuyama. The students will use the video as inspiration for developing their own paper designs.
Profile of a Graduate Capacities: Design, Collective Intelligence
Coding
Unit 1Game Design via Block Coding
Students will learn about the different facets involved in game design. Using Scratch, and its block based language, students will develop, test, and debug a game. Students will have the opportunity to create their own sprites and worlds as part of their iterative design process. In the PBA, students will innovate an existing game in making it more challenging and fun to play.
21st Century Capacities: Synthesizing, Perseverance, Innovation
Unit 2 Data, Abstraction and Modeling (Google Sheets with a Purpose)
In this second unit of study, students will collect data on the game they created, learn how to input the data into a spreadsheet, and then graph the data in a meaningful way. Students will learn the basics of spreadsheets through the use of Google Sheets. In this performance task, students will apply these skills in displaying the game play data collected from their peers' rating of their game, before and after their modifications (PBA from Unit 1).
21st Century Capacities: Product Creation, Reflection
Grade 6 Coding
Animation Design via Block Coding
Students will learn about the different facets involved in animation design. Using Scratch, and its block based language, students will learn how to develop, test, and debug an animation. Students will have the opportunity to learn how to create their own sprites, adding conversations, switching scenes, adding interactions and adding voice as part of their iterative design process. A PBA will have the students create an animation (story) based on a narrative written in fifth grade. This process will include a peer review element in which data will be collected for use in Unit 2.
21st Century Capacities: Collective Intelligence, Design, Synthesizing
Data, Abstraction and Modeling (Google Sheets with a Purpose)
This unit continues the students' journey into coding by having them collect and analyze data on the animation they created. This will involve placing the data into a spreadsheet, graphing the data in a meaningful way and learning how to analyze data using statistics. In this performance task, students will apply these skills in analyzing the data collected from both of their peers' ratings in evaluating their growth between the "favorite food" and "narrative" animations.
21st Century Capacities: Problem Identification, Analyzing
Grade 7
Introduction to Robotic Engineering
Within the Introduction to Robotics Engineering course, students will develop a working knowledge of control systems and an understanding of the basic hardware and software required to navigate and manipulate a simple robot. Both block-based programming and constructing autonomous robotic systems will be employed. Students will be exposed to concepts related to structures and mechanisms, control systems, and basic logical sequencing and coding frameworks. The PBA will have students create an autonomous program for the Clawbot to perform a specific challenge.
21st Century Capacities: Imagining, Collective Intelligence, Perseverance
Grade 8
Introduction to Python Programming
Python is one of the most popular computer programming languages in the world. It was first released in the 1990’s and is now used to build millions of apps, games, and websites. Python is a great language for getting started with text-based computer programming. Many schools and universities use it to teach coding. Here are some of the reasons that Python’s so useful.
- Easy to read and write
- Works everywhere
- Comes with everything needed to start coding right away
- Packed with lots of useful tools and pre-programmed code (Standard Library)
Problem solving is a necessary skill when working in any computer programming language. Students will be expected to expand their troubleshooting capabilities throughout this unit. All activities are designed to further encourage problem solving skills.
Students will see similarities between Python and previously taught concepts in Scratch. A culminating PBA will have the students create a computer program that relies on variable user input to draw a customized graphic.
Profile of a Graduate Capacities: Product Creation, Self-Awareness
3D Modeling & Printing
While still in its early stages, 3D printing, or additive manufacturing, is already having an impact on society, allowing entrepreneurs and startup businesses to take advantage of its versatility and prototyping capabilities. As the technology advances, becoming cheaper and more accessible, it only promises to transform and disrupt key aspects of familiar economic models, such as the retail, supply chain and manufacturing sectors. Even the way we “buy” certain products will change as additive manufacturing technology continues to improve. Therefore, it is important for our students to learn how 3D printed objects are created, through an iterative process, from conception, to design, to the final print. Students will learn and apply discrete skills within a 3D modeling software (Tinkercad) while creating solutions (models) to different problems.
Additionally, they should consider the potential impacts additive manufacturing has on society.
Design and perseverance are both necessary skills when creating 3D models. Students will be expected to persevere as they learn unfamiliar 3D modeling software and engage in the iterative design process to create tangible products while adhering to specific parameters. Students will have opportunities to develop key 21st century capacities through class activities as well as larger projects.
Profile of a Graduate Capacities: Design
High School
High School
Standards
The Madison Career & Technical Education curriculum is created with the district priorities represented in the mission statement, the 21st Century Capacities matrix and is aligned with the CSDE Career & Technical Education Performance Standards and Competencies. The integration of these standards guided the development of K-12 Transfer Goals, which are all aligned with specific district 21st century capacities and are most frequently revisited and assessed in curricular units throughout a student’s academic career.
1 – Exploratory Experiences
- Overview
- Boat Building and Navigation
- Video Game Design
- Interior Design
- On Your Own
- Fundamentals of Criminal Justice
- Marine Science & Technology
Overview
These individual courses do not reside in any specific career pathway but they provide our students with opportunities to experience career and technical skills in a unique topic.
The following courses within this pathway can be taken in any order:
- Boat Building and Navigation (Course No. 530)
- Video Game Design (Course No. 551)
- Interior Design (Course No. 561)
- On Your Own (Course No. 562)
- Fundamentals of Criminal Justice (Course No. 488)
- Marine Science & Technology (Course No. 379)
Boat Building and Navigation
Boat Building and Navigation 0.5 Credit Course No. 530
Trimesters: 1
Boat Building and Navigation explores all stages of boat building from layout and lofting to hull assembly and finishing techniques. Students in this course have an opportunity to construct their own boat with available plans ranging from small plywood canoes to a 14’ skiff. Light design sketching, modeling, and full scale boat construction will be part of this “hands-on” course. Many forms of boating and navigation will also be explored including boating basics, knot tying, legal requirements, water sports, safety, and GPS (Global Positioning Systems). Students who successfully complete the course and pass the CT Safe Boating Exam will have the opportunity to receive the State of Connecticut Safe Boating Certificate. This certificate is mandatory for all persons wishing to operate a vessel upon state waters.
Video Game Design
Video Game Design 0.5 Credit Course No. 551
Trimesters: 1
One of the most exciting opportunities in programming today revolves around the video game industry with a variety of careers such as modeler, programmer, and traditional artist. The evolution of the video game industry will be studied and analyzed in terms of its development. Students will learn to analyze, design, and create interactive, three dimensional animation and games. Instructional activities will include rules of game play, 3D graphics, GUI’s, objects, graphics, sound, animation, and scripting in a gaming environment. Several software platforms will be utilized to create graphics to be used in individual projects. Upon completion, students should be able to demonstrate knowledge of the major aspects of simulation, game design, and development. No programming experience is required.
Interior Design
Interior Design 0.5 Credit Course No. 561
Trimesters: 1
This course provides a foundation for students who are interested in pursuing a possible career in architecture, interior design or art. Students will be able to identify various housing, furniture, and window styles. They will learn how to draw floor plans using traditional architectural tools and symbols. Using the principles of design, color, furnishings, fabric, and fixtures, students will design a variety of interior spaces on design boards and in 3D CAD software.
On Your Own
On Your Own 0.5 Credit Course No. 562
Trimesters: 1
This course is a must for everyone, both college bound students and those who will be entering the job market after high school graduation. Students will explore careers and simulate the job finding process; including writing a resume, cover letter, and the interview process. Once a career has been selected, students will create a budget while learning the ins and outs of renting an apartment, determining options for transportation, meal planning, and responsible use of financial products; including credit cards, credit score, and banking tools.
Fundamentals of Criminal Justice
Fundamentals of Criminal Justice 0.5 Credit Course No. 488
Trimesters: 1
Fundamentals of Criminal Justice is designed to introduce students to the fields of law enforcement, the court system, and correctional system. Students will learn about the trial processes and interpret police ethics and constitutional law in relation to law enforcement operations. Students will also learn about criminal theory, how to analyze a crime scene, and use clues to profile a criminal as they go inside the criminal mind. This course will also explore the multitude of careers available in the criminal justice system.
Marine Science & Technology
Marine Science & Technology 1 Credit (0.5 Credits CTE/0.5 Credits Science) Course No. 379
Trimesters: 2
Prerequisite: Successful completion of Honors Biology or Biology.
Marine Science and Technology explores the marine environment through “hands-on” projects. Studies related to oceanography, marine ecology and environmental testing are supported with activities such as fishing rod building, boat maintenance and net making. Mandatory field trips will support the curriculum and provide school to career practical experience. A student centered project will give an opportunity to carry out a hands-on marine based study. As a part of the project, students will design an engineering solution based on a specific problem that applies to our local waters. Course work will include the State of Connecticut Safe Boaters curriculum which will allow students the opportunity to apply for their CT Safe Boaters/Personal Watercraft Certificate.
2 - Business Management Career Pathway
- Overview
- Introduction to Business
- Entrepreneurship
- Accounting
- Personal Finance
- Marketing
- Business Law
Overview
Careers in planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. The foundational course for this pathway is Introduction to Business (462).
The foundational course for this pathway is: Introduction to Business (Course No. 462)
The following courses within this pathway can be taken in any order:
- Accounting (Course No. 490)
- Business Law (Course No. 498)
- Entrepreneurship (Course No. 463)
- Marketing (Course No. 494)
- Personal Finance (Course No. 496)
- Note: Personal Finance resides in this pathway, however credit falls under the Mastery Based Diploma Assessment and does not count towards CTE credit.
Introduction to Business
Introduction to Business 0.5 Credit Course No. 462
Trimesters: 1
This course is designed to introduce students to different disciplines of business so that one can learn to be an effective business leader. Students will explore and discuss business topics related to marketing, international business, accounting, business law, and entrepreneurship. Students will also develop personal business skills such as time management, professional growth, and communication. Students will learn to leverage a variety of technology for efficient business use.
Entrepreneurship
Entrepreneurship 0.5 Credit Course No. 463
Trimesters: 1
Prerequisite: Successful completion of Introduction to Business.
This course is designed for students interested in operating and managing their own business. Students will have a chance to learn and develop skills and characteristics that are common among successful entrepreneurs. Students will have the opportunity to simulate the process of starting a company, by designing and marketing a “real world” product. Throughout the course, students will need to utilize their problem-solving, decision-making, social, and teamwork skills to attain individual and group goals. By the end of the course, students should be able to understand the entrepreneurial process including identifying a business opportunity, presenting a business plan, and marketing a product or service.
Accounting
Accounting 0.5 Credit Course No. 490
Trimesters: 1
This introductory accounting course familiarizes students with the accounting principles and the practices commonly used in business. Students work with journal, ledgers, worksheets and financial statements. Students will simulate the accounting cycle for small business, learning how to track expenses and revenue. Automated accounting software is incorporated to expand students’ familiarity with “real life” accounting practices. This course is beneficial to students who plan on majoring in business at the post-secondary level.
Personal Finance
Personal Finance 0.5 Credit Course No. 496
Trimesters: 1
This course will prepare students to take an active role in their future finances. Students will learn to become financially responsible and learn that financial success is not about how much money you make, but about how much money you can save. Units of study will include financial planning, budgeting, paying taxes, understanding banking, managing credit, and identity theft protection. Students will also become familiar with stock market concepts and terminology by participating in an online stock simulation competition.
Personal Finance projects will be scored Pass/Fail using corresponding rubrics. All components of the project must meet passing requirements, but multiple attempts may be made as needed. Similar to Independent Project, a Mastery Based Diploma assessment is increasingly popular nation-wide; consequently, colleges and universities are accustomed to seeing Pass/Fail grades for similar courses.
Note: Credit in this course will count toward the Mastery Based Diploma Assessment and does not count towards CTE credit requirements.
Marketing
Marketing 0.5 Credit Course No. 494
Trimesters: 1
Where can you go that you will not see advertising? Marketing is all around us, and this course introduces students to concepts and strategies used to create effective marketing. Students will learn such topics as the product life cycle, creating a brand, marketing segmentation, advertising and promotional strategies, and the effective use of social media for products. Marketing is an excellent course for students interested in careers in business, students who want to own their own business and students who want to be more informed consumers and understand the marketing world around them.
Business Law
Business Law 0.5 Credit Course No. 498
Trimesters: 1
This course prepares students to develop an understanding of rights and obligations in meeting the legal demands of society as individuals, employees, and as business owners. Students will be able to identify the legal and ethical issues that result from business decisions and practices. Topics covered in this course include torts, contracts, the court system, intellectual property, employment law, and how to form your own business including creation of an LLC.
3 – Education and Training Career Pathway
- Overview
- The Whole Child (formerly Child Development)
- “Little Hand” Nursery School (formerly “Little Hand” Nursery School Lab)
- Career Exploration
- Career Experience
- Individual and Family Development
Overview
Planning, managing and providing education and training services, and related learning support services.
The foundational course for this pathway is: The Whole Child (Course No. 570)
The following courses within this pathway can be taken in any order:
- Career Experience (Course No. 579)
- Career Exploration (Course No. 572)
- Individual and Family Development (Course No. 578)
- Note: This is a UCONN ECE Course. Please refer to the UCONN ECE Section
- “Little Hand” Nursery School (Course No. 571)
The Whole Child (formerly Child Development)
The Whole Child (formerly Child Development) 0.5 Credit Course No. 570
Trimesters: 1
This course is the foundation for planning appropriate activities and establishing appropriate expectations for young children. Students will explore the interrelationships of what the whole child is and how it is connected to health and well-being in the areas of Physical Development, Intellectual Development, and Social/Emotional Development from conception through adolescence. Through play-groups, students will observe children, evaluate individual differences and analyze characteristics of development at various stages.
“Little Hand” Nursery School (formerly “Little Hand” Nursery School Lab)
“Little Hand” Nursery School (formerly “Little Hand” Nursery School Lab) 0.5 Credit Course No. 571
Trimesters: 1
Prerequisite: Successful completion of The Whole Child.
Nursery School Lab allows students the opportunity to work in our “Little Hand” nursery three days a week. Students will participate in the care, guidance, and education of a group of young children in an early childhood classroom. Strategies for creating a child-centered approach to learning will be practiced including the use of space, materials, relationships, and routines. Students will take on a leadership role and be responsible for planning, implementing, teaching and evaluating developmentally appropriate activities for small groups. As students observe, plan, and direct these activities for “Little Hand” Nursery School, they gain experience working directly with children.
Career Exploration
Career Exploration 0.5 Credit Course No. 572
Trimesters: 1
Students will have the opportunity to explore a range of education careers within Madison Public Schools that facilitate development of the whole child, including: Teacher (elementary and secondary), Special Services (e.g., speech pathologist, occupational therapist), Social Worker, School Psychologist, School Counselor and School Nurse. This exploration will be grounded in understanding of what they do, qualifications and training necessary, school community and vision of the program, and earning income potential. Every student is expected to do a job shadowing experience ideally based on the area of interest.
Career Experience
Career Experience 0.5 Credit Course No. 579
Trimesters: 1
Prerequisite: Successful completion of Career Exploration.
Students will be paired up with a mentor in the education field within Madison Public Schools based on their career exploration. The career experience will be shaped by what is most helpful for the mentor in relation to the children they are serving (e.g., observation, lesson design, teaching). Students are expected to generate a series of artifacts based on their individual work with the mentor to demonstrate learning. They will present their artifacts to the CTE teacher either through an exhibition or portfolio.
Individual and Family Development
Individual and Family Development 1 DHHS Credit Course No. 578
Level 1
Trimesters: 2
This college level course is highly recommended for students who are preparing for careers in education, human services, family studies, social work and health occupations. It is an introduction to the general study of human development from conception through old age. The course examines physical, intellectual, social, and emotional growth across the lifespan, emphasizing that development results from the interdependence of these areas at every stage. The course requires 40 hours beyond the classroom which could include an internship/extended learning experience. Only students who are registered in the UConn/ECE program for this course and earn a passing grade will receive UConn/ECE credit.
Homework: The typical homework assignment in this course will take up to 60 minutes to complete.
Note: This course is offered every other year. (Fall 2022, Fall 2024, Fall 2026, etc.)
4 – Engineering and Technology Career Pathway
- Overview
- Foundations of Engineering
- Computer Aided Drafting & Design
- Robotics Engineering
- Computer Integrated Manufacturing
- Materials Processing
- Architectural Design
- Automotive Technology (formerly Power and Energy Technology)
Overview
Planning, managing and providing scientific research and professional and technical services (e.g. physical science, social science and engineering) including laboratory and testing services, and research and development services.
The foundational course for this pathway is: Foundations of Engineering (Course No. 540)
The following courses within this pathway can be taken in any order:
- Architectural Design (Course No. 543)
- Automotive Technology (Course No. 533)
- Computer Aided Drafting & Design (Course No. 541)
- Computer Integrated Manufacturing (Course No. 532)
- Materials Processing (Course No. 521)
- Robotics Engineering (Course No. 539)
Foundations of Engineering
Foundations of Engineering 0.5 Credit Course No. 540
Trimesters: 1
Foundations of Engineering is an introductory course designed to introduce students to the fundamentals of Engineering. This hands-on, project-based course emphasizes the engineering design process, and the skills and habits of mind that engineers find most essential in their work. A key approach will be the employment of an iterative design and development process to solve a variety of different challenges and/or problems. Group and individual lessons will engage students in creating ideas, developing innovations, conducting experiments, gathering and analyzing data, and constructing practical solutions in solving problems. An understanding of the engineering design process will prepare students for other courses within the Engineering & Technology career pathway.
Computer Aided Drafting & Design
Computer Aided Drafting & Design 0.5 Credit Course No. 541
Trimesters: 1
This course is designed to provide students with a foundation in the basic skills needed for success in modern design and engineering careers. Student will be introduced to concepts revolving around technical drawing, 3D modeling and 3D printing to communicate design intent. Through hands-on exercises, students will learn and apply basic skills in computer aided drafting and 3D printing as a way to simulate and create solutions to a variety of problems. Student will learn these skills/processes in a collaborative fashion with their classmates through conceiving, designing, modeling and creating working prototypes to communicate their solutions.
Robotics Engineering
Robotics Engineering 0.5 Credit Course No. 539
Trimesters: 1
Students will be introduced to the fundamentals of building and programming a robot. Implementing the Engineering Design Process throughout the course, students will work respectfully and responsibly with others in exchanging and evaluating ideas in building and programming a robot to perform a variety of tasks. Utilizing engineering notebooks as a tool, students will also be expected to document and analyze their performance throughout the process in evaluating progress of their robot as it performs in a variety of challenges.
Computer Integrated Manufacturing
Computer Integrated Manufacturing 0.5 Credit Course No. 532
Trimesters: 1
Prerequisite: Successful completion of Computer Aided Drafting & Design
The design and manufacture of everyday items are ubiquitous in modern life, yet most students have not had the opportunity to experience the innovative nature of modern computer integrated manufacturing. This course is an introduction to the use of computers for the integration of all functional areas in a manufacturing enterprise. The focus will be on engineering design, modeling and applications in automation, robotics, numerical control, and computer usage in manufacturing. Using Computer Aided Design as a basis, Students will be introduced to state-of-the art rapid prototyping machines such as 3D Printers, CNC Mills, automation robots and 3D scanners to produce prototypes in solving manufacturing challenges.
Materials Processing
Materials Processing 0.5 Credit Course No. 521
Trimesters: 1
This course is designed to introduce students to general shop safety and practices associated with processing materials. Through hands-on exercises, students will learn how to safely use hand and power tools while working with both wood and metal. Students will focus on learning how to read procedure lists and working drawings in applying a variety of processing techniques to the building of a few projects. The projects are designed to give students as much experience as possible by using many different machines and tools. Emphasis is placed on safety, problem solving, the proper use of tools, measuring, craftsmanship, and critical thinking.
Architectural Design
Architectural Design 0.5 Credit Course No. 543
Trimesters: 1
This course provides a solid foundation for students who are interested in pursuing a possible career and/or degree in Architecture. Exercises and activities will cultivate student awareness of fundamental skills and concepts necessary for architectural planning, design and drawing. Students will get the experience of acting as an architect and dealing with a client in developing a proposal and conceptual design to meet their needs. Local building codes will be introduced along with practical design techniques. The conceptual design will include floor plans, foundation plans, plot plans, elevations, site plans, and perspective drawings. A computer aided drafting program (Chief Architect) will be used to allow students to think creatively and critically in solving problems related to the design of their client’s home.
Automotive Technology (formerly Power and Energy Technology)
Automotive Technology (formerly Power and Energy Technology) 0.5 Credit Course No. 533
Trimesters: 1
This course provides an in depth study of basic automotive vehicle systems. Areas of basic operational knowledge, care and maintenance of engine, fuel, ignition, suspension, brakes, electrical, and drive train systems will be studied in a hands-on fashion. Emphasis will be placed on safety practices, shop operations, troubleshooting, testing, adjusting, repairing, and replacing components using appropriate test equipment and service information. Upon completion, students should be able to perform a variety of automotive repairs using proper service procedures and to operate appropriate equipment. It is recommended that students have their own car to work on but it is not required.
5 – Journalism and Broadcasting Career Pathway
Overview
Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.
The foundational course for this pathway is a prerequisite for the additional course offerings: Introduction to T.V. Studio (Course No. 544)
The following courses within this pathway can be taken after successful completion of the foundational course:
- T.V. Production (Course No. 546)
- Video Journalism (Course No. 550)
Journalism (Course No. 068) falls within this career pathway, but it taught in the English Department. Please refer to that section of the Program of Studies for course description.
Introduction to T.V. Studio
Introduction to T.V. Studio 0.5 Credit Course No. 544
Trimesters: 1
This course introduces students to the basic concepts of video production technology. Students start by learning basic camera operation and move on to become familiar with the complete video production process. During this course, cooperative activities are completed dealing with pre-production, camera operation, shot composition, microphones, and interviewing. A major portion of Introduction to T.V. Studio is devoted to learning non-linear editing skills on Apple iMac computers and applying that knowledge towards the creation of several video projects. Students with career interests in the communication field would benefit from taking Introduction to T.V. Studio. Introduction to T.V. Studio is a prerequisite to T.V. Production.
T.V. Production
T.V. Production 0.5 Credit Course No. 546
Trimesters: 1
Prerequisite: Successful completion of Introduction to T.V. Studio or instructor approval for juniors & seniors.
This communication course is designed to provide students with an opportunity to learn and practice the processes involved in live television broadcasting and broadcast journalism. Students work in front of the camera as reporters and behind the scenes as directors and studio control room technicians. Multiple camera talk show productions are introduced as well as Apple’s Final Cut Pro X editing software. Students examine video production techniques including lighting, audio, color grading, studio camera work, and studio directing. Students will learn how to format scripts properly for broadcast news and will produce news segments for the statewide Fox 61 Student News Program.
Video Journalism
Video Journalism 0.5 Credit Course No. 550
Trimesters: 1
Prerequisite: Successful completion of T.V. Production.
This course will address advanced video and TV studio production with an emphasis on the application of electronic news gathering techniques towards a weekly Tiger Talk school news production. Through lectures, hands-on labs, and projects, students will learn and apply studio control room and field production techniques. Students in Video Journalism will acquire technical knowledge and competencies in camera operation, lens theory, switching, advanced Apple Final Cut video editing, audio and tracking, lighting, picture composition, shot planning, continuity, scripting/writing, and interviewing. Students will also research possible careers in the communications industry.
6 - Manufacturing Production
- Overview
- Materials Processing
- Computer Aided Drafting & Design
- Computer Integrated Manufacturing
- Robotics Engineering
Overview
Focused on planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing, and process engineering.
The foundational course for this pathway is: Materials Processing (Course No. 521)
The following courses within this pathway can be taken in any order:
- Computer Aided Drafting & Design (Course No. 541)
- Computer Integrated Manufacturing (Course No. 532)
- Robotics Engineering (Course No. 539)
Materials Processing
Materials Processing 0.5 Credit Course No. 521
Trimesters: 1
This course is designed to introduce students to general shop safety and practices associated with processing materials. Through hands-on exercises, students will learn how to safely use hand and power tools while working with both wood and metal. Students will focus on learning how to read procedure lists and working drawings in applying a variety of processing techniques to the building of a few projects. The projects are designed to give students as much experience as possible by using many different machines and tools. Emphasis is placed on safety, problem solving, the proper use of tools, measuring, craftsmanship, and critical thinking.
Computer Aided Drafting & Design
Computer Aided Drafting & Design 0.5 Credit Course No. 541
Trimesters: 1
This course is designed to provide students with a foundation in the basic skills needed for success in modern design and engineering careers. Student will be introduced to concepts revolving around technical drawing, 3D modeling and 3D printing to communicate design intent. Through hands-on exercises, students will learn and apply basic skills in computer aided drafting and 3D printing as a way to simulate and create solutions to a variety of problems. Student will learn these skills/processes in a collaborative fashion with their classmates through conceiving, designing, modeling and creating working prototypes to communicate their solutions.
Computer Integrated Manufacturing
Computer Integrated Manufacturing 0.5 Credit Course No. 532
Trimesters: 1
Prerequisite: Successful completion of Computer Aided Drafting & Design
The design and manufacture of everyday items are ubiquitous in modern life, yet most students have not had the opportunity to experience the innovative nature of modern computer integrated manufacturing. This course is an introduction to the use of computers for the integration of all functional areas in a manufacturing enterprise. The focus will be on engineering design, modeling and applications in automation, robotics, numerical control, and computer usage in manufacturing. Using Computer Aided Design as a basis, Students will be introduced to state-of-the art rapid prototyping machines such as 3D Printers, CNC Mills, automation robots and 3D scanners to produce prototypes in solving manufacturing challenges.
Robotics Engineering
Robotics Engineering 0.5 Credit Course No. 539
Trimesters: 1
Students will be introduced to the fundamentals of building and programming a robot. Implementing the Engineering Design Process throughout the course, students will work respectfully and responsibly with others in exchanging and evaluating ideas in building and programming a robot to perform a variety of tasks. Utilizing engineering notebooks as a tool, students will also be expected to document and analyze their performance throughout the process in evaluating progress of their robot as it performs in a variety of challenges.
7 – Restaurant and Food Service Career Pathway
- Overview
- Introduction to Culinary Arts (formerly Foods and Nutrition)
- International Cuisine (formerly International Foods)
- Chefs at Hand
- Bake Shop
- Creative Cooking
Overview
The management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel related services.
The foundational course for this pathway is: Intro to Culinary Arts (Course No. 574)
The following courses within this pathway can be taken in any order:
- Bake Shop (Course No. 580)
- Chefs at Hand (Course No. 576)
- Creative Cooking (Course No. 581)
- International Cuisine (Course No. 575)
Introduction to Culinary Arts (formerly Foods and Nutrition)
Introduction to Culinary Arts (formerly Foods and Nutrition) 0.5 Credit Course No. 574
Trimesters: 1
This introductory course focuses on the basic, essential skills needed to operate in the culinary industry. These skills include safety and sanitation, kitchen tools and equipment, measuring and conversions, reading a recipe, basic cooking methods, identifying and combining the characteristics of different foods and planning/preparing a cohesive meal. Through hands-on activities, students learn a variety of different cooking techniques. This course within our Restaurant and Food Services career pathway will provide opportunities for our students to learn and perform a variety of tasks needed to maintain operations and promote guest services in eating establishments.
International Cuisine (formerly International Foods)
International Cuisine (formerly International Foods) 0.5 Credit Course No. 575
Trimesters: 1
Students will explore a few target cultures and their typical dishes and ingredients, while examining their own preconceived notions about the culture and their food. Students will explore the factors that influence the cuisine of different cultures and how one type of food has different interpretations worldwide. Basic preparation techniques will be reviewed throughout this course. After seeing how different food can be, students will analyze menus from other countries, and try to develop recipes influenced by other cultures. The culmination will be in presenting to the class a new recipe which is a fusion of two cuisines.
Chefs at Hand
Chefs at Hand 0.5 Credit Course No. 576
Trimesters: 1
Prerequisite: Successful completion of Introduction to Culinary Arts, Bake Shop, or International Cuisine.
This advanced course provides students with the opportunity to work in the Tiger Café, a restaurant open to faculty and staff. Students in Chefs at Hand work together to manage, plan, prepare, and sell a variety of foods and gain experience in each job in the restaurant. The restaurant industry and various careers are explored. Students with an interest in culinary arts, business, or entrepreneurship would benefit from taking Chefs at Hand.
Bake Shop
Bake Shop 0.5 Credit Course No. 580
Trimesters: 1
Bake Shop provides students with the opportunity to explore the creative world of cooking with a focus on the art of baking. Students will prepare breads, pastries, cakes, and cookies. The baking craft applies principles of math and chemistry in creating the final products.
Note: Because of the popularity of this course and because upperclassmen are given priority in the scheduling process, freshmen and sophomores may not get this course in their schedule. If you choose this course, please make sure you also select alternates.
Creative Cooking
Creative Cooking 0.5 Credit Course No. 581
Trimesters: 1
Prerequisite: Successful completion of Introduction to Culinary Arts.
This course is designed to give students the opportunity to learn varied culinary principles. They will apply cooking concepts while combining ingredients in a creative fashion. Students will explore how to substitute, modify and make changes to existing recipes. There will be an emphasis on how ingredient pairing, seasoning, and cooking methods affect the taste, texture, and appearance of a dish. Students will also be expected to analyze their creations using all five senses. As a culminating event, students will take part in a culinary competition. They will be challenged to create a dish using a set of predetermined ingredients.