Project Fast Forward


Project Fast Forward
41
Partnerships
Dual-credit partnerships with high schools in 25 states across the country
17
Courses
RIT/NTID dual-credit courses offered
1.2k+
Students
Deaf and hard-of-hearing high school students who have completed RIT/NTID dual-credit courses
100+
Trained
Teachers, counselors, and administrators who are trained in administering RIT/NTID dual-credit courses
Deaf and hard-of-hearing students can get a jump start on their college journey.
Project Fast Forward helps qualified deaf and hard-of-hearing high school students across the country get a jump start on a college degree by offering dual-credit college courses in STEM (science, technology, engineering, and math) areas. The ultimate goal of the program is to help deaf and hard-of-hearing students transition from high school to college and earn a college degree in a STEM field.
The dual-credit courses are offered by Rochester Institute of Technology’s National Technical Institute for the Deaf. The courses are taught at the students’ high schools, by their own teachers, during regular school hours. Courses are offered in schools for the deaf as well as public high schools with programs for deaf and hard-of-hearing students. The credits earned by students can be used toward a degree at RIT/NTID or any other college across the country that accepts the credit.
Students who successfully pass the dual-credit course will receive a $500 scholarship to use toward their tuition at RIT/NTID if they enroll at the university to pursue their college degree. The scholarship will be renewable every year.
Teachers, guidance counselors, and school administrators who are involved with Project Fast Forward receive:
- Professional development training.
- Access to free workshops on STEM careers and employment opportunities available to deaf and hard-of-hearing individuals.
- Additional training for teachers in mainstream classrooms to improve existing teaching practices so deaf and hard-of-hearing students have better access to learning.
A Dual Credit Course at The Learning Center for the Deaf
Student Information
- Eases your transition from high school to college.
- Learn how to study for college courses and develop the skills needed to be successful in college such as:
- Following a syllabus
- Meeting course requirements
- Organizing and managing time effectively
- Using self-discipline
- Improving and applying high-level thinking skills
- Following college course policies and procedures
- Gain the confidence you need to succeed in college.
- Explore STEM careers.
- Earn free college credit while you are still in high school.
- Save money and receive a $500 scholarship when you enroll at RIT/NTID.*
*Scholarships are renewed every year.
There is no cost associated with enrolling in an RIT/NTID dual-credit course and receiving college credit.
Dual-credit courses are offered through an agreement between your high school and RIT/NTID. To enroll in a dual-credit course, you need to satisfy both the college and high school requirements and show that you are ready for college-level coursework.
Dual-credit courses are established by an agreement between the high school and the college. Enrollment in a dual-credit course requires that you satisfy both the college and high school eligibility requirements. After you complete the course you receive a final grade for the course and the college credit earned from the college. In contrast, Advanced Placement (AP) is a national standardized program where you must only meet high school eligibility requirements to enroll in an AP course and take an optional exam to earn AP credit.
Teacher Information
- Your students learn how to study for college-level courses.
- Your students prove they can do college-level work.
- Your students develop the confidence they need to succeed in college.
- Your students have the opportunity to explore STEM careers.
- Your students earn free college credit while they are still in high school.
- Your students save money and receive a $500 scholarship when they enroll at RIT/NTID. Scholarships are renewed every year.
Have your school administrator contact Project Fast Forward Director Brittany Comegna or call 585-542-4720 to express your school’s interest in establishing a dual-credit partnership.
RIT/NTID covers all expenses associated with professional development training for high school teachers, administrators, and guidance counselors as well as the training materials. Deaf and hard-of-hearing high school students can enroll in an RIT/NTID dual-credit course and receive college credit at no cost other than a small fee for ordering an RIT transcript.
Deaf and hard-of-hearing students who demonstrate a readiness for college-level coursework are eligible to enroll in an RIT/NTID dual-credit course. This includes:
- Satisfying high school requirements such as:
- GPA
- Grades in previous subject-area courses
- Test scores
- Course/credit hour limitations
- Being recommended by a high school teacher or guidance counselor
Each summer teachers attend workshops at RIT for three-five days, depending on how much training they need to teach dual-credit courses at their high school. All of the expenses (travel to RIT, food, hotel, entertainment, etc.) for the professional development are covered by the Project Fast Forward program. Participants who complete the Project Fast Forward training are eligible for 1.5 hours of CEU credit. Training for this year will be held June 24-June 28, 2020.
Before arriving at RIT, teachers are sent a survey asking what topics they would need to learn to be able to teach each dual-credit course, and professional development workshops are then developed specifically for each teacher. Course materials for each RIT/NTID dual-credit course also are made available to teachers, so they can review the materials before and during the training.
The summer professional development training includes:
- Technical training on course content and teaching methodologies, so teachers are able to teach the dual-credit courses at their own institutions.
- Information on Project Fast Forward; dual-credit course agreements; and individual course content, objectives, and requirements.
Professional development for high school guidance counselors participating in Project Fast Forward is offered each summer at RIT. Counselors attend for two days. All of the expenses (travel to RIT, food, hotel, entertainment, etc.) for the professional development are covered by the Project Fast Forward program. The summer professional development for counselors includes:
- Information on Project Fast Forward; dual-credit course agreements; and individual course content, objectives, and requirements.
- Dialogues about post-secondary transition planning resources and strategies to support students throughout their transition.
Courses
The following RIT/NTID courses will be available for dual credit during the 2021-2022 school year. (PDF version of the courses and descriptions)
Business Studies
Course Number NACC-130 Credits 3
This course provides students with information and resources needed to understand the creation and implementation of a budget, use of credit and borrowing money responsibly, financial rights and ways to safeguard their money, and factors used to determine their readiness to buy a home or make other major purchases. Information on financial institutions such as banks, credit unions, and savings and loan organizations will also be covered. This course will provide students with basic financial literacy so they can develop sound financial management of their personal income as well as an understanding of the economic events that can influence their financial well being and society as a whole.
Goals
- To develop technical reading and writing skills as well as problem solving, critical thinking and decision-making skills related to understanding various financial aspects of everyday life
- To develop short-term and long-term financial goals required for a personal budget plan.
- To develop an understanding of banking services and credit usage
- To develop an appreciation of sound personal financial management
- To develop an understanding of various decision-making processes that applies to the roles of citizens, workers, and consumers
Topics
- Personal Decision Making
- Paychecks
- Earning and Reporting Income
- Banking and Financial Institutions
- Saving and Investing
- Higher Education: Investment and Expenditures
- Managing Finances and Budgeting
- Buying Goods and Services
- Protection Against Risk
- Using Credit
- Retirement Planning
- Estate Planning
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
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Instructor Observation, Homework Assignments, Exams, and In-Class Activities |
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Instructor Observation, Homework Assignments, Exams, and In-Class Activities |
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Homework Assignments and In-Class Activities |
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Instructor Observation, Homework Assignments, Quizzes, Exams, and In-Class Activities |
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Assignments, Quizzes, Exams, and In-Class Activities |
Required Textbooks
- PFIN, 7th Edition, Randall Billingsley, Lawrence Gitman, and Michael Joehnk. Cengage, 2020
- The Infographic Guide to Personal Finance: A Visual Reference for Everything You Need to Know, Michael Cagan and Elisabeth Lariviere. Simon & Schuster, Inc., 2017
ISBN: 9781507204665
Other Required Materials
- Computer Lab with connections to online services and media projection equipment
- Microsoft Office software (i.e., microsoft.com/money)
- Intuit software (i.e., Quicken and TurboTax)
- World Wide Web/Internet personal finance sites (i.e., money.cnn.com, kiplinger.com, mymoney.gov, and mint.com)
Course Number NAST-160 Credits 3
Emphasis will be on creating, formatting, and enhancing worksheets; creating and applying formulas and functions; building and formatting charts; using What-If analysis and creating templates. Upon completion, students will be able to design and enhance basic spreadsheets.
Goals
- To develop a strong foundation in the fundamental concepts and terminology used in the design and development of data in a spreadsheet
- To provide an understanding of how spreadsheet applications incorporate communication skills, information management skills and the ability to work without direction as required on the job
- To develop the technical reading and writing as well as critical thinking decision-making and problem-solving skills needed to analyze and manipulate data in a spreadsheet
- To develop appropriate work skills by modeling appropriate business behaviors and attitudes in the classroom
Topics
- Organizing and analyzing data
- Creating a worksheet
- Formatting data and content
- Managing data and workbooks
- Creating and applying formulas and functions
- Creating and formatting charts
- Applying What-If analysis
- Collaborating
- Creating templates and customizing spreadsheets
Learning Outcomes
Outcome: At the completion of this course, students will be able to: | Assessment Method |
4.1 Develop a strong foundation in the fundamental concepts and terminology used in the design and development of data in a spreadsheet. (Goal 3.1) 4.1.1 Defines technical terminology 4.1.2 Designs and develops spreadsheets by organizing, analyzing and creating data in a worksheet; formatting data and content while managing data and workbooks; creating and formatting charts in a professional manner; creating templates and customizing worksheets |
Assignments, Exams |
4.2 To provide an understanding of how spreadsheet applications incorporate communication skills, information management skills and the ability to work without direction as required on the job 4.2.1 Demonstrates effective written communication through collaborative work 4.2.2 Demonstrates information management skills related to maintaining integrity of the spreadsheet 4.2.3 Demonstrates ability to work without direction |
Assignments, Exams |
4.3 To develop the technical reading and writing as well as critical thinking decision-making and problem-solving skills needed to analyze and manipulate data in a spreadsheet 4.3.1 Applies critical thinking and problem-solving skills to Determine relevant and correct information in a worksheet by creating and applying appropriate formulas; creating and applying appropriate functions; applying What-If Analysis 4.3.2 Applies technical reading comprehension to written questions about spreadsheets and its function in business |
Assignments, Exams |
4.4 Continue to develop appropriate work skills by modeling appropriate business behaviors and attitudes in the classroom 4.4.1 Model appropriate self-management while in the classroom by: 4.4.1.1 Demonstrating promptness 4.4.1.2 Utilizing all appropriate course materials 4.4.1.3 Meeting established deadlines 4.4.1.4 Managing stressful situations effectively while interacting with peers and faculty |
Mid-term/final exams, work skills evaluation form |
Required Textbooks
- Cengage Unlimited Software: https://www.cengage.com/unlimited/
ISBN: 978035770000
Other Required Materials
- Technology requirements:
- Regular and frequent access to a computer that is 0 - 5 years old, with at least 1GB of RAM
- Reliable high-speed internet access (broadband, cable, or fiber)
- An up-to-date web browser (Safari, Chrome, Internet Explorer, or Firefox)
- Microsoft Windows (Vista, 7 or later) or Mac OS X
- Able to print documents
- Able to record yourself and upload video posts/assignments
- Additional requirements as noted in course syllabus or as specified by instructor
- Access to a cloud/google drive
- Computer Lab with connections to online services and media projection equipment
- Microsoft 365
- Webcam with MP4 video capability
Course Number NBUS-200 Credits 3
This course introduces students to a broad overview of the form and structure of multinational organizations. It provides students with a basic knowledge of the history, organization and operation of business and its particular vocabulary.
Goals
- Develop technical reading, writing, problem solving, critical thinking, and decision-making skills related to basic business concepts. To develop short-term and long-term financial goals required for a personal budget plan
- Acquire knowledge of business ethics and social responsibility and examine their importance
- Acquire knowledge of global business climate, cross-cultural and international business and management practices
- Develop interpersonal and effective communication skills through appropriate interactions with peers, faculty, and guest speakers
Topics
- The Dynamics of Business and Economics
- Business Ethics and Social Responsibility
- Business in a Borderless World
- Managing Information Technology and E-Business
- Options for Organizing Business
- Small Business, Entrepreneurship, and Franchising
- The Nature of Management
- Organization, Teamwork, and Communication
- Managing Service and Manufacturing Operations
- Motivating the Workforce
- Managing Human Resources
- Customer-Driven Marketing
- Dimensions of Marketing Strategy
- Accounting and Financial Statements
- The Nature of Accounting
- The Accounting Process
- Financial Statements
- Money and the Financial System
- Money in the Financial System
Learning Outcomes
Outcome: At the completion of this course, students will be able to: | Assessment Method |
7.1 Develop technical reading, writing, problem solving, critical thinking, and decision making skills related to basic business concepts (Goal 3.1) 7.1.1 Define technical vocabulary 7.1.2 Describe business concepts and applications using appropriate vocabulary |
Class assignments, quizzes, examinations Team presentations, class assignments, quizzes, class activities and examinations |
7.2 Acquire knowledge of business ethics and social responsibility and examine their importance. (Goal 3.2) 7.2.1 Draw conclusions on ethical dilemmas 7.2.2 Identify ways that organizations can act responsible to society |
Class activities, class assignments, projects Class assignments, quizzes, class activities and examinations |
7.3 Acquire knowledge of global business climate, cross-cultural and international business and management practices. (Goal 3.3) | |
7.3.1 Identify the major barriers that confront global businesses. | Team presentations, class assignments, quizzes, class activities and examinations |
7.3.2 Identify the types of trade restrictions | Class assignments, quizzes, examinations |
7.3.3 Distinguish the different levels of involvement used by businesses when entering global markets | Class assignments, quizzes, examinations |
7.4. Develop interpersonal and effective communication skills through appropriate interactions with peers, faculty, and guest speakers. (Goal 3.4) | |
7.4.1 Conduct presentations on business concepts | Team/individual presentations |
7.4.2 Articulate business concepts and ideas related to class interactions and discussions. | Class activities and participation |
Required Textbooks
- Foundations of Business, 6th Edition, Pride, Huges, and Kapoor. Cengage, 2019
ISBN: 9781337386920
Other Required Materials
- Technology requirements:
- Regular and frequent access to a computer that is 0 - 5 years old, with at least 1GB of RAM
- Reliable high-speed internet access (broadband, cable, or fiber)
- An up-to-date web browser (Safari, Chrome, Internet Explorer, or Firefox)
- Microsoft Windows (Vista, 7 or later) or Mac OS X
- Able to print documents
- Able to record yourself and upload video posts/assignments
- Additional requirements as noted in course syllabus or as specified by instructor
- Access to a cloud/google drive
- Computer Lab with connections to online services and media projection equipment
- Microsoft 365
- Webcam with MP4 video capability
Computing Studies
Course Number NACT-120 Credits 3
This course is an introduction to using general-purpose software tools. The tools to be covered include word processing, spreadsheet, database, and presentation software as well as an email client. Students will do hands-on work in each application.
Goals
- To master the basic features of an integrated software package or suite that includes email, word processing, spreadsheet, database and presentation software.
- To learn how to select the right application for a task.
- To learn how to combine the features of several applications in order to perform a task.
- To develop the computer terminology and technical reading and writing skills to effectively use office applications.
Topics
- Windows Operating System
- Exploring the Basics
- Working with Files
- Microsoft Word
- Creating a Document
- Editing and Formatting a Document
- Creating a Multiple-Page Report
- Desktop Publishing a Newsletter
- Microsoft Excel
- Using Excel to Manage Financial Data
- Working with Formulas and Functions
- Developing a Professional-Looking Worksheet
- Working with Charts and Graphics
- Microsoft Access
- Introduction to Microsoft Access
- Creating and Maintaing a Database
- Querying a Database
- Creating Forms and Reports
- Microsoft PowerPoint
- Creating a PowerPoint Presentation
- Appling and Modifying Text and Graphic Objects
- Integrating Word, Excel, Access and PowerPoint
Learning Outcomes
Outcome: |
Assessment Method |
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Assignment and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
Required Textbook
- Technology for Success and Illustrated Series Microsoft® Office 365 & Office 2019, 1st Edition, David Beskeen, Jennifer Campbell, Mark Ciampa, Barbara Clemens, Carol Cram, Jennifer Duffy, Steven Freund, Lisa Friedrichsen, Mark Frydenberg, Ralph Hooper, Lisa Ruffolo, and Lynn Wermers. Cengage, 2020
ISBN: 9780357025680 - Google Apps Made Easy: Learn to work in the cloud (Computers Made Easy Book 7), James Bernstein, 2019.
Other Required Materials
- Microsoft Office Suite (most recent version) is required for this course
Course Number NACT-120 Credits 3
This course is an introduction to using general-purpose software tools. The tools to be covered include word processing, spreadsheet, database, and presentation software as well as an email client. Students will do hands-on work in each application.
Goals
- To master the basic features of an integrated software package or suite that includes email, word processing, spreadsheet, database and presentation software.
- To learn how to select the right application for a task.
- To learn how to combine the features of several applications in order to perform a task.
- To develop the computer terminology and technical reading and writing skills to effectively use office applications.
Topics
- Windows Operating System
- Exploring the Basics
- Working with Files
- Microsoft Word
- Creating a Document
- Editing and Formatting a Document
- Creating a Multiple-Page Report
- Desktop Publishing a Newsletter
- Microsoft Excel
- Using Excel to Manage Financial Data
- Working with Formulas and Functions
- Developing a Professional-Looking Worksheet
- Working with Charts and Graphics
- Microsoft Access
- Introduction to Microsoft Access
- Creating and Maintaing a Database
- Querying a Database
- Creating Forms and Reports
- Microsoft PowerPoint
- Creating a PowerPoint Presentation
- Appling and Modifying Text and Graphic Objects
- Integrating Word, Excel, Access and PowerPoint
Learning Outcomes
Outcome: |
Assessment Method |
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Assignment and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
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Assignments and exams |
Required Textbook
- CompTIA A+ Guide to Technical Support, 10th Edition, Jean Andrews, Joy Dark, Jill West
ISBN: 10: 0-357-1029-9; ISBN: 13: 978-0-357-10829-1
Other Required Materials
- Microsoft Office Suite (most recent version) is required for this course
Course Number NACA-172 Credits 3
This course introduces students to web page and small-scale website development. Through hands-on laboratory experiences, students will learn the fundamental concepts needed to construct web pages that follow appropriate coding standards as well as basic design principles to present content in an attractive and organized manner. Topics include HTML, CSS, graphical elements, website publishing, and transfer protocols.
Goals
- To understand what the Internet is, how browsers display web pages, and the history of the Internet
- To develop the skills to create a basic website using valid HTML tags, CSS, graphics and links
- To understand design principles as they relate to web page design
- To understand how to search for, use, and manipulate a variety of digital resources, and the legal implications of their use
- To learn how to use both Windows and UNIX operating environments for file management and application tasks
- To develop the study skills and the independent learning skills needed to succeed in baccalaureate level courses
- To develop the writing skills needed to present text-based information on a web page in a clear, concise and organized manner
- To develop the reading skills needed to understand technical materials such as books, journals, and manuals related to web development
Topics
- Introduction to the Internet
- Internet browsers and interoperability
- Internet addressing
- History of the WWW and Internet
- HyperText Markup Language 5 (HTML 5)
- HTML tags and styles
- Basic HTML Structure
- Basic HTML Formatting
- Images
- Locating digital resources
- Copyright and IP issues
- Image creation and manipulation
- Links
- Tables
- Multimedia
- Cascading Style Sheets 3
- Defining selectors
- Formatting with Styles
- Layout with Styles
- W3C Validation
- Search and metadata
- Accessibility
- Alt and Title attributes
- Web Content Accessibility Guidelines
- Internet Protocols
- Hypertext Transfer Protocol
- File Transfer Protocol (FTP)
- Secure FTP
- Basic Web Page Design
- Content Creation/Organization
- User experience and usability
- Navigation design
- UNIX Operating System
- File and directory management
- Access permissions
Learning Outcomes
Outcome: At the completion of this course, students will be able to: | Assessment Method |
1. Utilize basic Internet protocols and tools including FTP | Class exercises, Projects, Quizzes, & Tests |
2. Identify key figures and events in the development of the Internet and the World Wide Web | Projects, Quizzes & Tests |
3. Create web pages using valid HTML 5 and CSS 3 including graphics and links | Class exercises, Projects, Quizzes, & Tests |
4. Use graphic tools to optimize images for web pages | Class exercises, Projects, Quizzes, & Tests |
5. Upload pages to a web server | Class exercises, Projects, Quizzes, & Tests |
6. Demonstrate knowledge of graphic and information design as well as web design principles to create valid web pages | Class exercises, Projects, Quizzes, & Tests |
7. Demonstrate knowledge of digital imaging concepts such as file formats, resolution, color models, and compression methods | Class exercises, Projects, Quizzes, & Tests |
8. Perform a search to gather information from the Internet | Class exercises & Projects |
9. Demonstrate an understanding of the importance of copyright laws and citing digital sources | Projects |
10. Perform basic file and directory management tasks in the UNIX environment such as creating, deleting, and renaming items, and changing access permissions | Class exercises, Projects, Quizzes, & Tests |
11. Demonstrate the ability to create valid web pages without the use of external resources | Quizzes & Tests |
12. Research and present content on a web page in a clear, concise, and organized manger | Class exercises & Projects |
13. Demonstrate the ability to read web references to independently and correctly use new features of HTML | Class exercises, Projects, Quizzes, & Tests |
14. Use CSS 3 to support responsive web pages | Class exercises, Projects, Quizzes, & Tests |
Required Textbook
- Basics of Web Design: HTML 5 & CSS, 5th Edition, Terry Felke-Morris. Harper College, 2020
ISBN: 9780135225486
Other Required Materials
- Computers
- Keyboard and mouse
- Internet connection
- Text editor (for instance: Freeware)
- Image editor (for instance: Photoshop or Gimp)
- Server space
Course Number NACT-230 Credits 3
Please note: Introduction to Programming will be offered starting in the 2021-2022 school year.
This course introduces students to the fundamental concepts and terminology of computer programming. Emphasis will be placed on developing problem-solving skills in designing and writing simple computer programs. The course covers such topics as developing flowcharts, algorithms and pseudocode, and introduces students to variables, operators, conditional statements, looping statements, data structures, error-handling and debugging, and user interface design. The course assumes no programming background. (Pre-requisites: NACT-170 Introduction to Web Development, NMTH-120 or above).
Goals
- To understand programming concepts and terminology.
- To develop the critical thinking and problem solving skills needed to write well structured, syntactically correct programs that solve general application problems.
- To learn to appropriately use the components of a programming language, including variables and data types, relational and logical operators, branching, and looping, and data structures.
- To develop the skills to read, trace, and understand simple code.
- To develop the skills to write, test, and debug code to solve a simple problem.
- To successfully use many features of a programming language compiler to create, debug, and execute programs.
- To enhance students' reading and writing abilities.
Topics
1. Introduction to Programming
1.1 Overview of Computer Programming Languages
2. The Software Development Process
2.1 Software Development Life Cycle
2.2 Algorithms
2.3 Flowcharts
2.4 Pseudocode
3. Variables, Data, Input, and Output
3.1 Variables
3.2 Data Types
3.3 Declarations
4. Operators and Expressions
4.1 Arithmetic
4.2 Relational
4.3 Logical
4.4 Operator Precedence
5. Decisions
5.1 If Statements
5.2 If-Else Statements
5.3 Switch Statements
6. Repetitions
6.1 For Loops
6.2 While Loops (Pretest Loops)
6.3 Do-While Loops (Posttest Loops)
7. Arrays
7.1 Use arrays for storage and retrieval of data in a program
8. Introduction to Developing a User Interface
8.1 How to design user interface for software applications
8.2 Best practices for user interface design
8.3 Building a user interface.
Learning Outcomes
Course Learning Outcome | Assessment Method |
1. To understand programming concepts and terminology. | |
1.1 Understand what software development is and what software developers do. | Assignments, Class Exercises, and Exams |
1.2 Describe the purposes of programming and software development. | Assignments, Class Exercises, and Exams |
1.3 Define an integrated development environment. | Assignments, Class Exercises, and Exams |
2. To develop the critical thinking and problem solving skills needed to write well-structured, syntactically correct programs that solve general application problems. | |
2.1 Describe the software development process, its purpose, critical steps, and where programming fits in that process. | Assignments, Class Exercises, and Exams |
2.2 Identify a problem that requires a programmed solution. (algorithms) | Assignments, Class Exercises, and Exams |
2.3 Describe problem-solving techniques. | Assignments, Class Exercises, and Exams |
3. To learn to appropriately use the components of a programming language, including variables and data types, relational and logical operators, branching, and looping, and data structures. | |
3.1 Demonstrate the use of variables. | Assignments, Practice Exercises, and Exams |
3.2 Describe the various data types you can use to declare variables. | Assignments, Practice Exercises, and Exams |
3.3 Demonstrate the use of operators including arithmetic, relational, and logical operators. | Assignments, Practice Exercises, and Exams |
3.4 Demonstrate the use of If, If-Else, and Switch statements. | Assignments, Practice Exercises, and Exams |
3.5 Demonstrate the use of For, While (Pretest), and Do-While (Posttest) Loops. | Assignments, Practice Exercises, and Exams |
3.6 Identify and troubleshoot syntax, runtime and logic errors. | Assignments, Practice Exercises, and Exams |
3.7 Create and use arrays. | Assignments, Practice Exercises, and Exams |
4. To develop the skills to read, trace, and understand simple code. | |
4.1 Trace program logic to identify logic errors and/or program output. | Assignments, Class Exercises, and Exams |
5. To develop the skills to write, test, and debug code to solve a simple problem | |
5.1 Write computer programs to solve problems using features such as input and output statements, conditional statements, looping statements, and arrays. | Assignments, Practice Exercises, and Exams |
5.2 Employ various techniques for testing and debugging computer programs to ensure accurate results. | Assignments, Practice Exercises, and Exams |
6. To successfully use many features of a programming language compiler to create, debug, and execute programs. | |
6.1 Define an integrated development environment. | Assignments, Class Exercises, and Exams |
6.2 Identify the features of a good user interface design for software applications. | Assignments, Class Exercises, and Exams |
6.3 Demonstrate proficiency in using the programming language in developing creative solutions to solving problems. | Assignments, Class Exercises, and Exams |
6.4 Illustrate how pseudocode and flowcharts are used in creating computer programs. | Assignments, Class Exercises, and Exams |
7. To enhance students’ reading and writing abilities. | |
7.1 Write clear program documentation including the purpose of the program and comments on the function of program logic. | Assignments and Class Exercises |
7.2 Demonstrate an understanding of programming concepts and programming design through reading. | Assignments and Class Exercises |
7.3 Demonstrate an understanding of programming concepts and programming design in writing. | Assignments and Class Exercises |
Required Textbook
- The C# Player’s Guide, 3rd Edition, RB Whitaker. Starbound Software, 2016
ISBN: 0985580135
Other required materials
- Computers
- Internet connection
- Microsoft Visual Studio
Graphic Technology
We strongly encourage the following course progression: Visual Idea Development for sophomores, Page Layout for juniors, and Raster and Vector Graphics for seniors.
Course Number NGRD-115 Credits 3
Course is open to all high school students. This course gives students the opportunity to see themselves, their experiences and their environment as sources of creativity, through a variety of activities which will include classroom discussions; videos of artists; visiting a gallery; keeping documented written and illustrated journals, sketchbooks; and working with a team to do a project. Students learn strategies for developing concepts and organization of thought processes as well as systems to formulate solutions to design problems. The library is used for development of research skills for written and visual content. Credits: 3
Goals
- Develop reading, writing, analytical thinking, and problem-solving skills related to visual idea development
- Develop the ability to see one’s experience and environment as a source of creativity
- Familiarize the student with development and organization of thought processes and systems to formulate solutions to design problems and handle abstract concepts
- Develop team and individual approaches to problem-solving and critique
Topics
- Mental Flexibility and Generating Ideas
- Communicating with Myself by Using a Journal Sketchbook
- The Design Process
- Finding Library Resources
- The Team Spirit
- Other Artists’ Creativity
- Reference Files/Sources and Copyright Laws
- Brainstorming Strategies
- Team Project
Learning Outcomes
Outcome: At the completion of this course, students will be able to: | Assessment Method |
7.1 Use the library and other resource locations for development of research skills | Successful completion of projects; presentations; critique |
7.2 Use design periodicals/annuals for reference | Presentations; critique |
7.3 Use “swipe” (idea) files for reference | Presentations; critique |
7.4 Define copyright laws and their relation to the use of graphic images for design problem-solving | Presentations; critique |
7.5 Work successfully as part of a team to solve design problems | Successful completion of projects; presentations; critique |
7.6 Use a self-documented journal as a means of recording ideas for future design problem-solving | Successful completion of projects; presentations; critique |
7.7 Use a sketchbook as a means of recording ideas for future design-problem solving. Identify design problem-solving methods used by professional designers | Successful completion of projects; presentations; critique |
7.8 Identify design problem-solving methods used by professional designers | Successful completion of projects; presentations; critique |
7.9 Develop personal design problem-solving strategies that are drawn from the student’s own personal experiences and environmental influences | Successful completion of projects; presentations; critique |
7.10 Use basic vocabulary related to design problem-solving | Critique |
7.11 Use team and individual approaches to critique | Successful completion of projects; presentations; critique |
Other Required Materials
- Computers with word processing software
- Black marker (broad and fine nibs such as Sharpie)
- Black pen (uni-ball micro)
- Prismacolor colored markers (12 colors)
- Travel watercolor box (Sakura Koi Watercolor Field Sketch Box, 18 Color Set)
- White-out pens
- 12" ruler
- HB pencil
- Eraser
- Sharpener
- Sketchbook (5 x 8") OR (9 x 12”) (Strathmore Visual Journal Drawing)
- Scanner (to scan and upload all sketches) and/or digital camera
- Other art materials for the team project in addition to $10 cash per team member for the art materials for the team project
Recommended books
- Journal Sparks by Emily Neuburger
- The Sketchbook Idea Generator by Jennifer Orkin Lewis
- Biomimicry: Inventions inspired by Nature by Dora Lee
Course Number NAIS-150 Credits 3
Course is open to juniors and above. Students will use page layout (desktop publishing) applications to design and produce pages and documents to given specifications. Skill development will include importing and placing text and graphic files, the application of style sheets, templates, snippets, libraries, and color specifications. The application of design and typographic principles, industry terminology, measurement systems, font management, and file management are also covered.
Goals
- Develop reading, writing, analytical thinking, and problem solving related to desktop publishing.
- Improve technical skills in using software applications to manipulate and efficiently utilize the elements of a document, including typography, design, graphics and layout.
- Prepare for a job application and interview, including resume writing and portfolio building processes.
Topics
1.0 Job Specifications
1.1 Measurement
1.2 Fonts
2.0 Graphics
2.1 Bitmapped vs. vector files and formats
2.2 Element creation (rules, tints, etc.)
2.3 Image manipulation
3.0 Electronic Page Layout
3.1 File setup
3.2 File naming and identification
3.3 Document layout
3.3.1 Pagination
3.3.2 Master pages
3.3.3 Templates
3.3.4 Libraries
3.3.5 Tables
3.4 Placing text
3.4.1 Text flow
3.4.2 Style sheets
3.5 Placing graphics
3.5.1 Graphic manipulation
3.5.2 Linking
3.6 Integrating text and graphics
3.7 Color: Color systems and techniques
3.8 File saving
3.9 Use of Help menu, on-line help, and documentation
4.0 Document Output
5.0 File Management
6.0 Design Fundamentals
6.1 Design principles: balance, emphasis, rhythm, unity, figure/ground
6.2 Design elements: line, shape, value, color, texture, type
6.3 Formats and grids
Learning Outcomes
Outcome: |
Assessment Method |
|
Projects and performance tests |
|
Projects and performance tests |
|
Projects and performance tests |
|
Written and performance tests |
|
Written and performance tests |
|
Projects and performance tests |
|
Projects and performance tests |
|
Written and Performance tests |
Required Textbook
- Adobe InDesign Classroom in a Book, 1st Edition
Publisher: Adobe Press, 2020
Authors: Tina DeJarld and Kelly Kordes Anton
ISBN: 9780136502678 - Adobe InDesign Classroom in a Book (2021 release)
Publisher : Adobe Press
Edition: 1st edition (December 22, 2020)
Authors: Kelly Kordes Anton, Tina DeJarld
ISBN-13: 978-0136870289
ISBN-10: 0136870287
Other Required Materials
- Adobe InDesign (most recent version) is required for this course
Course Number NAIS-130 Credits 3
This course is open to seniors and introduces students to the skills needed for the successful production and manipulation of raster and vector images using image creation and production software. Students will work in bitmap and vector applications, producing and editing with the tools and techniques offered by the software programs such as selection techniques, basic layer controls, digital masking, image correction and enhancement. Additional topics will include the relevance of image size, resolution and file format specifications when working with raster and vector images. Comprehension and correct usage of terminology and concepts are emphasized.
Goals
- Develop reading, writing, analytical thinking, and problem solving skills related to
bitmap and vector images and basic digital image manipulation. - Learn how to use raster and vector programs to create and manipulate images.
- Foster ability to make fundamental image manipulation decisions.
- Understand how to design and evaluate digital images.
- Enhance knowledge needed for saving and managing graphic files in various file
formats for screen, digital printer, or press output. - Understand how to compress, store and retrieve digital images.
- Learn to make appropriate decisions regarding file formats and file management.
- Prepare for the job application and interview, resume writing, and portfolio building processes.
Topics
- Definition, purpose, benefits, differences, between bitmap and vector graphics
- Basic tools, menus and controls needed for bitmap and image creation and editing
- Working with selections
- Layers in bitmap graphics
- Correcting and enhancing digital photos
- Masks and channels
- Type
- Vector tools in a bitmap application
- Selecting and aligning tools
- Creating shapes combining and editing
- Transforming objects
- Drawing with vector tools
- Color
- Working with type
- Working with Layers in vector graphics
- Working with perspective drawing
- Blending and adjusting color and shapes
- Working with Brushes
- Applying and editing effects
- Appearance attributes and graphic styles
- Vector graphics and other applications
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
|
Successful completion of projects per specified criteria; tests and exams |
|
Successful completion of projects per specified criteria; tests and exams |
|
Successful completion of projects per specified criteria; tests and exams |
|
Successful completion of projects per specified criteria; tests and exams |
|
Critiques, class discussions, tests and exams. |
|
Successful completion of projects per specified criteria; tests and exams |
|
Successful completion of projects per specified criteria; tests and exams |
Required Textbooks
- Adobe Photoshop Classroom in a Book (2021 Release)
Publisher : Adobe Press
Edition: 1st edition (December 22, 2020)
Authors: Conrad Chavez and Andrew Faulkner
ISBN-13: 978-0-13-690473-1
ISBN-10: 0-13-690473-4 - Adobe Illustrator Classroom in a Book (2021 Release)
Publisher : Adobe Press
Edition: 1st edition (December 22, 2020)
Authors: Brian Wood
ISBN-13: 978-0-13-680553-3
ISBN-10: 0-13-680553-1
Other Required Materials
- Adobe Photoshop and Illustrator (most recent versions) are required for this course
Engineering Studies
Course Number NCIM-101 Credits 3
Students develop the basic skills necessary to read and interpret fundamental engineering drawings of details, subassemblies and assemblies.
Goals
- Develop the skills necessary to read, analyze and interpret standard engineering drawings
- Learn to apply these skills in problem-solving situations
- Develop the skills necessary to communicate technical information with co-workers
- Develop the ability to apply math and engineering graphics skills to solve technical graphic problems
- Develop the ability to use basic shop math to perform all the calculations necessary to interpret basic engineering drawings
Topics
- Common fractions, decimal fractions and percentage
- Engineering drawing nomenclature and symbols
- Dimensioning Systems
- Single-view and detail drawings
- Sketching views from objects and isometric drawings
- Tolerances
- Arcs and circles
- Projections
- Multi-view drawings
- Angles and angular dimensions
- Machined features
- Surface roughness
- Sectional Views
- Threaded hole specifications
- Metric Drawings
- Introduction to Geometric Dimensioning & Tolerancing
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
|
Exams, Homework, Classwork |
|
Exams, Homework, Classwork |
|
Exams, Homework, Classwork |
|
Exams, Homework, Classwork |
|
Observation |
|
Exams, Homework, Classwork |
Required Textbook
- Interpreting Engineering Drawings, 8th Edition, Ted Branoff, Cecil Jensen, and Jay Helsel. Cengage, 2016
ISBN: 9781133693598
Course Number NCAD-150 Credits 3
The objective of this course is to introduce students to engineering graphics as a means of communication in the technical fields of architecture, engineering and construction (A/E/C). The course is laboratory oriented and provides the student with basic skills to create professional 2D drawings with this comprehensive first course in the use of AutoCAD software for mechanical, architectural and civil drawings. The course assumes no prior knowledge of engineering drawing or CAD.
Goals
- Develop reading, writing and critical thinking skills related to engineering graphics
- Understand proper computer usage and lab safety procedures
- Learn file management techniques and understand various file formats for CAD programs
- Know how to set up CAD drawing parameters for different disciplines including mechanical, architecture and civil
- Develop basic CAD skills to create, modify and manipulate 2D technical drawings
- Understand different procedures for printing and plotting CAD drawings
- Develop basic skills in free hand lettering and technical sketching
Topics
- Introduction to Computer Aided Drafting
- Introduction to the AutoCAD interface
- Navigating the AutoCAD environment
- Understanding drawing in ‘real world’ scale and the Cartesian coordinate system
- Basic 2D object construction tools
- 2D geometric construction and editing tools
- Object properties and organization
- Basic dimensioning and notes
- Templates, layouts and plotting
- Freehand lettering and technical sketching
- Incorporating multimedia resources such as videos, sound, and scripts
- Creating and processing forms using a CGI
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
|
Exams, Homework |
|
Lab Exercises |
|
Exams, Homework, Lab Exercises |
|
Exams, Homework, Lab Exercises |
|
Exams, Homework, Lab Exercises |
|
Exams, Homework, Lab Exercises |
|
Exams, Homework, Lab Exercises |
|
Homework, Lab Exercises |
Required Textbook
- Introduction to AutoCAD 2020: A Modern Perspective, 1st Edition, Paul F. Richard. Pearson, 2020
ISBN: 9780135576878
Other Required Materials
- AutoCAD software is required for this course
Course Number NCIM-214 Credits 3
Students develop engineering skills in engineering graphics and solid modeling. Students will use computer-aided drafting (CAD) as a tool to generate 2D graphics and 3D solid models. The course is laboratory oriented and provides the student with basic skills in spatial visualization, freehand sketching, parametric solid modeling, and creation of engineering drawings which meet industrial drafting standards.
Goals
- Understand how to specify and control functional requirements through an engineering design process
- Develop the conceptual and visualization skills required to create and read engineering documentation
- Develop free hand sketching skills to communicate functional requirements of design concepts
- Create detailed engineering drawings in a standard industrial format
- Communicate engineering related solutions using engineering graphics
- Develop reading skills needed to read and understand technical materials related to computer aided drafting applications
- Develop writing skills needed to communicate technical information on the job
Topics
- Design cycle
- Freehand sketching and visualization
- Creation of 2D drawings
- 3D solid model
- Industry drafting standards
- Geometric Dimensioning and Tolerancing (GD&T)
- Assembly construction
- Rapid Prototype
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
1. Apply sketching skills of parts and assembly, concepts, and engineering Graphics | Lab Activities |
2. Apply visualization skills such as 2D to 3D conversion and perspective Views | Lab Activities |
3. Utilize basic measuring equipment and formulate GD&T specifications of a selected part | Lab Activities |
4. Create parts and assemblies using a 3D parametric solid modeling computer program | Lab Activities |
5. Generate detailed orthographic and axonometric drawings including proper dimensions, tolerance of parts and notations in a standard industrial format | Lab Activities |
6. Calculate size limits based on class of fit | Lab Activities |
7. Formulate and organize a design concept | Projects |
8. Demonstrate the ability to create quality solid models, engineering drawings and prototypes in a timely fashion | Projects |
9. Create an assembly drawing of parts | Projects & Final Exam |
10. Demonstrate ability to effectively make presentations | Presentations & Final Exam |
Required Textbook
- Introduction to Solid Modeling Using SOLIDWORKS 2020, 16th Edition, William Howard and Joseph Musto. McGraw Hill, 2021
ISBN: 9781260254136
Other Required Materials
- Maximum of 10 computers which includes an installation of 2D/3D related software such as AutoCAD, SolidWorks and MasterCAM
Mathematics
Course Number NMTH-140 Credits 3
This project-based course is intended for students interested in the exploration of mathematical thinking and procedures. It includes applications to real world situations and uses problem solving skills. Topics include number sense, consumer mathematics, introduction to statistics, basic geometry, number representation, and units of measurement including conversion in English and metric systems.
Goals
- To provide and enhance a foundation in mathematical thinking and problem solving
- To explore the interface between language (English and ASL), mathematics and symbol systems
- To actively explore appropriate use of current technology in conjunction with concepts developed in the course
- To develop reading, writing and critical thinking skills related to concepts of mathematics/statistics content
- To apply and practice math skills that will be vital to success in other courses and which are important in the areas of business and the social sciences
Topics
- Number Sense
- Applications of Mental Arithmetic
- Applications of Estimation
- Review Exponents
- Relational Operations
- Scientific Notation
- Consumer Mathematics
- Review of Percents, Decimals, and Fractions
- Solving Percent Problems
- Applications
- Sales Tax, Sales Price, Income Tax
- Installment Loans
- Annuities
- Simple and Compound Interest
- Review Percent of Increase and Decrease
- Introduction to Statistics
- Population vs. Sampling
- Graphical Presentation of Qualitative and Quantitative Data
- Measures of Central Tendency: Mean, Median, and Mode
- Concept of Measures of Dispersion: Range, Standard Deviation
- Concept of Normal Distribution
- Scatterplot and its Correlation
- Concept of a Best-Fit Line
- Units of Measurement & Conversion in the English and Metric Systems
- Length
- Area
- Volume and Capacity
- Weight and Mass
- Temperature in Fahrenheit and Celsius Scales
- Pixel Dimension, Resolution & Image Aspect Ratio
- Geometry
- Perimeter & Circumference
- Area
- Volume
- Number Representation
- Early and Modern Numeration Systems
- Simple Grouping Systems: Egyptian
- Multiplicative Grouping Systems: Chinese
- Positional Systems: Hindu-Arabic & Roman
- Base Number Systems
- Base 10
- Binary System (Base 2)
- Octal System (Base 3)
- Hexadecimal System (Base 16)
- Base Conversion
- Operations in Base Number Systems
- Early and Modern Numeration Systems
- Supplemental Project Activities
- Strategies for Learning Mathematics
- Getting Extra Help
- Reading and Using On-Line Materials
- Writing Mathematically
- Preparing for Project Management
- Working and Communicating with other Students
- Summarizing Learning Outcomes
- Use of Calculator & Spreadsheet
- Technical Signs and Mathematics Vocabulary
- ASL Signs used in Mathematics
- How the Mathematical Concepts Relate to the Signs
- Strategies for Learning Mathematics
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
1. Demonstrate the use of mental arithmetic and estimation | Project & Test |
2. Convert very small/large number into scientific notation and vice versa | Project & Test |
3. Solve written problems involving percent of increase or decrease, expressing the answer in written English | Project & Test |
4. Solve applied problems involving sales tax, discounts and income tax | Project & Test |
5. Compute simple/compound interest and future value | Project & Test |
6. Determine the value of an annuity and regular payments needed to achieve financial goal | Project |
7. Compute the periodic payment needed to meet a goal, for example: a mortgage/purchasing a new car | Project |
8. Find the interest, the balance due, and the minimum monthly payment for the credit card loans | Project & Test |
9. Describe the difference between a population and a sample | Project & Test |
10. Organize and present data visually | Project & Spreadsheet |
11. Determine and interpret the mean, median, mode for a data set | Project & Spreadsheet |
12. Determine and interpret the range and standard deviation for a data set | Project & Spreadsheet |
13. Recognize characteristics of normal distribution and understand the 68-95-99.7 rule | Project & Test |
14. Make a scatter plot for a table of data items, draw a best-fit line and interpret information given on the scatter plot | Project & Spreadsheet |
15. Convert measurements of length in the English/metric system | Project |
16. Convert between English and metric units of length | Project |
17. Convert units of area/volume | Project |
18. Convert weights in the English/metric system | Project |
19. Convert weights in the English/metric system | Project |
20. Convert weights between English and metric units | Project |
21. Convert temperatures between the Fahrenheit and Celsius scales | Project |
22. Solve applied problems involving pixel dimension, resolution and image aspect ratio | Project |
23. Calculate perimeters and areas of plane regions and solve applied problems | Project & Test |
24. Use formulas to calculate a circle’s circumference and area | Project & Test |
25. Compute the volumes of three-dimensional figures and solve applied problems | Project & Test |
26. Convert between base 10 and other bases | Project |
27. Convert between binary, octal, and hexadecimal | Project |
28. Add, subtract, multiply and divide in bases other than ten | Project & Test |
29. Work with numbers in the Egyptian, Roman & Chinese systems | Project |
Other Course Requirements
- Course should be offered in a room with a SmartBoard and related software, and dual projectors when possible because of the extensive use of technology
Science
Course Number NSCI-153 Credits 3
This course covers introductory science processes using content of environmental studies as a vehicle to establish an appreciation of the scientific method, critical thinking and problem solving. The basic processes of observing, collecting data, classifying, comparing, analyzing and forming hypotheses will be addressed using the concepts of environmental studies.
Goals
- To develop reading, writing and analytical skills related to the environmental studies content and to use those skills to develop and revise written laboratory reports
- To enhance skills in communicating scientific ideas and processes in writing and face-to-face, using English and ASL
- To develop students’ ability to think critically and solve problems as they relate scientific concepts to real world issues
- To develop skills in observation, basic measurement techniques, data collection, and graphical and analytical interpretation of data
Topics
- Air Pollution
- Vehicle Pollution
- Fuel Economy
- Alternative Energy Sources
- Toxic Release Inventory
- Water Pollution
- Water Quality Monitoring
- Water Quality Testing (chemical based)
- Water Quality Testing (species based)
- Great Lakes
- Environmental Policy
- Global Warming
- Environmental Disasters
- Biodiversity
- Human Population
- Overfishing
- Technical signs and science vocabulary
- ASL signs used in this course
- How the science concepts relate to the signs
Learning Outcomes
Outcome: |
Assessment Method |
1. Research and analyze which car is the best through MPG and how high and low MPG impacts the environment |
Lab report |
2. Research and present various alternative energy sources by showing the pros and cons of the energy source |
Presentation, Test |
3. Identify trouble areas using Toxic Release Inventory reports |
Lab report |
4. Use technology to collect water samples to analyze and report findings |
Lab report |
5. Research and share environmental issues regarding the Great Lakes. |
Presentation, Test |
6. Discuss the importance of Biodiversity |
Homework, Test |
7. Analyze the impact of human population growth on the environment. |
Homework, Test |
8. Measure the impact of wind on air pollution |
Lab report |
9. Measure the impact of cars on air pollution. |
Lab report |
10. Measure the impact of overfishing on ecosystem and demonstrate knowledge how to reduce overfishing |
Homework, Lab report, Test |
11. Demonstrate cooperative problem solving with peers |
Lab activities |
12. Research multiple environmental disasters and demonstrate how the ecosystem was impacted |
Presentation |
Other Course Requirements
- Properly organized, equipped, and maintained science lab and access to computers
- Water Quality Testing Equipment (pH, temperature, turbidity, dissolved oxygen). Other tests can be included
- Access to water (lake, stream, river, pond, creek, etc.)
- Access to PC computers (required for software to work on)
- Access to Microsoft Office or Google
- Optional: https://www.enviroscapes.com/category/hands-on-models
Course Number NSCI-155 Credits 3
This course covers introductory science processes using biology content as a vehicle to establish an appreciation of the scientific method, critical thinking and problem solving. The basic processes of observing, collecting data, classifying, comparing, analyzing and forming hypotheses will be addressed using selected concepts in biology.
Goals
- To develop reading, writing and analytical skills related to selected concepts in biology and to use those skills to develop and revise written laboratory reports
- To enhance skills in communicating scientific ideas and processes in writing and face-to-face, using English and ASL
- To develop students’ ability to think critically and solve problems as they relate scientific concepts to their health and development
- To develop skills in observation, basic measurement techniques, data collection, and graphical and analytical interpretation of data
Topics
- The Scientific Method and Hypotheses
- Homeostasis in the human body
- Circulatory System
- Respiratory System
- Excretory System
- Human Nutrition
- Macromolecules
- Digestive System
- Human Development
- Cells
- Mitosis and Meiosis
- Reproductive System
- Human Inheritance
- Genetics
- Biotechnology
- Human Disease
- Bacteria & Viruses
- Circulatory System Diseases
- Respiratory System Diseases
- Excretory System Diseases
- Digestive System Diseases
- Reproductive System Diseases
- Cancer
- Technical signs and science vocabulary
- ASL signs used in this course
- How the science concepts relate to the signs
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
1. Apply the process of the scientific method to formulate a hypothesis | Lab work & Laboratory Reports |
2. Provide examples of homeostasis within the human body | Assignments, Quizzes, & Exams |
3. Describe the function of the following body systems: circulatory, respiratory, excretory, digestive, reproductive | Assignments, Quizzes, & Exams |
4. Describe the structure of the heart and blood flow through it using correct anatomical terminology | Assignments, Quizzes, & Exams |
5. Identify the flow of deoxygenated and oxygenated blood through the pulmonary and systemic circuits | Assignments, Quizzes, & Exams |
6. Compare the structure and function of the three types of blood vessels | Assignments, Quizzes, & Exams |
7. Discuss the dangers of high blood pressure and artery damage | Assignments, Quizzes, & Exams |
8. Explore the role of lifestyle in cardiovascular disease | Assignments, Quizzes, & Exams |
9. Identify and describe the major components of blood and their function | Assignments, Quizzes, & Exams |
10. Differentiate between different blood types and explain the requirements for blood donors and recipients | Assignments, Quizzes, & Exams |
11. Calculate max heart rate and target heart rate for a given age | Lab work & Laboratory Reports |
12. Identify the structures of the upper and lower respiratory tracts and their functions | Assignments, Quizzes, & Exams |
13. Discuss how gas is exchanged through the alveoli | Assignments, Quizzes, & Exams |
14. Describe the main disorders of the lower and the upper respiratory tracts | Assignments, Quizzes, & Exams |
15. Explain how the nephrons of the kidney filter the blood | Assignments, Quizzes, & Exams |
16. Discuss common excretory system disorders | Assignments, Quizzes, & Exams |
17. Classify chemical structures of various biological macromolecules | Assignments, Quizzes, & Exams |
18. Explain the structures, processes and functions of the organs in the digestive system | Assignments, Quizzes, & Exams |
19. Differentiate between type 1 diabetes and type 2 diabetes and explain how the condition arises | Assignments, Quizzes, & Exams |
20. Explain the following nutrition disorders: obesity, bulimia nervosa, anorexia nervosa, malnutrition | Assignments, Quizzes, & Exams |
21. Identify organelles when presented a picture of a cell | Assignments, Quizzes, & Exams |
22. Explain the function of cellular organelles | Assignments, Quizzes, & Exams |
23. Identify and draw various tissue types from prepared slides | Lab work & Laboratory Reports |
24. Differentiate between the processes of mitosis and meiosis | Assignments, Quizzes, & Exams |
25. Discuss common reproductive diseases and disorders | Assignments, Quizzes, & Exams |
26. Perform analyses of Punnett squares and stated predicted ratios of phenotypes and genotypes | Assignments, Quizzes, & Exams |
27. Perform DNA gel electrophoresis | Lab work & Laboratory Reports |
28. Read plasmid maps and predict DNA fragment sizes | Lab work & Laboratory Reports |
29. Graph data collected from antibiotic sensitivity testing | Lab work & Laboratory Reports |
30. Explain the process of invasive cancer | Assignments, Quizzes, & Exams |
Required Textbook
- Campbell Essential Biology with Physiology, 6th Edition, Eric Simon, Jean Dickey, and Jane Reece. Pearson, 2019
ISBN: 9780134763453
Other Course Requirements
- Properly organized, equipped, and maintained science lab and access to computers
- Lab coats or aprons, goggles, gloves
- Electrophoresis equipment for testing DNA samples
- Lung model
- Blood pressure cuff
- Prepared slides of cells (histology)
- Urinalysis kit (Ward’s)
- Materials for dissections (kidneys, hearts, fetal pigs; dissection tray, dissection tools)
- Stopwatches/timers
- Petri dishes, TSA agar, antibiotic disc
Course Number NSCI-156 Credits 3
This course covers introductory science processes using the content of forensics as a vehicle to establish an appreciation of the scientific method, critical thinking and problem solving. The basic processes of observing, collecting data, classifying, comparing, analyzing and forming hypotheses will be addressed using the concepts of forensics.
Goals
- To develop reading, writing and analytical skills related to the forensics content and to use those skills to develop and revise written laboratory reports
- To enhance skills in communicating scientific ideas and processes in writing and face-to-face, using English and ASL
- To develop students’ ability to think critically and solve problems as they relate scientific concepts to real world issues
- To develop skills in observation, basic measurement techniques, data collection, and graphical and analytical interpretation of data
Topics
- Forensic Concepts and Terms
- Prediction and Hypothesis
- Documenting a Crime Scene
- Crime Scene Analysis
- Using actual data
- Using news articles
- Laboratory Techniques
- Blood
- Hair
- Fingerprints
- DNA
- Urine Analysis
- Writing a Formal Laboratory Report
- Technical signs and science vocabulary
- ASL signs used in this course
- How the science concepts relate to the signs
Learning Outcomes
Outcome: At the completion of this course, students will be able to: |
Assessment Method |
---|---|
|
Quizzes, Homework & Labs |
|
Quizzes, Homework & Labs |
|
Quizzes, Homework & Labs |
|
Laboratory Reports |
|
Quizzes, Homework & |
|
Laboratory Report |
|
Quizzes, Homework & Labs |
|
Lab work |
|
Quizzes, Homework & Labs |
|
Lab work |
|
Quizzes, Homework & Labs |
|
Lab work |
|
Quizzes, Homework & Labs |
|
Lab work |
|
Quizzes, Homework & Labs |
|
Lab work |
Other Course Requirements
- Properly organized, equipped, and maintained science lab and access to computers
- Electrophoresis equipment for testing DNA samples
- Micropipettes and tips
- P20
- P200
- P1000 (optional)
- Ink pads
- Regular #2 pencils
- Rulers with inches on one side and centimeters on the other side
- Bags of M&Ms, Skittles, or other differently colored candies
- Clear cups or beakers
- Masking tape
- Artificial blood
- Hair samples
- Various props such as wine glass, murder “weapons”, eyeglasses, etc.
- Scotch tape
- Compound microscopes
- Microscope slides
- Cover slips
- Clear nail polish
- Eyedroppers
- Fur samples from a dog
- Ward’s Simulated ABO & Rh Blood Typing Lab Activity (Item #470213-350, $54.79)
- Test tube racks
- Test tubes
- Negative control – distilled water
- Positive control – 0.1M sodium acetate or similar solution with pH 8-10
- Experimental blood sample – 0.1M sodium acetate or similar solution with pH 8-10 with red food cloring
- Power supply
- Combs
- Trays
- Microwave
- Bio-Rad Forensic DNA Fingerprinting Kit (Item #1660007EDU, $167.50)
- Plastic bathroom size cups
- Laundry detergent
- Contact lens solution
- Iodized salt
- 70% isopropyl alcohol
- Wood coffee stirrers or toothpicks
- Meter sticks
- Protractors
- Mortar and pestle
- Aspirin, acetaminophen (Tylenol), caffeine, pseudoephedrine (Sudafed) tablets
- Chromatography or filter paper
- Chambers for chromatography
Registration
Enrollment
Students must demonstrate a readiness for college-level coursework to enroll in an RIT/NTID dual-credit course. This includes:
- Meeting high school requirements such as:
- GPA
- Grades in previous subject area courses
- Test scores
- Course/credit hour limitations
- Being recommended by a high school teacher or guidance counselor
- Meeting course prerequisites
PFF Award
Description:
The PFF award is intended to support high schools that serve predominantly BIPOC (Black Indigenous People of Color) students. The goal is to see an increase in BIPOC deaf and hard-of-hearing students’ enrollment into STEM post-secondary programs. The funds can be used for textbooks, software, and hardware directly related to the dual-credit courses offered by RIT/NTID.
Available Funds:
$5,000 per school per semester
- Applicants may not necessarily receive the full $5,000, but can submit a request for an amount up to $5,000.
Deadlines:
- November 30 (for dual-credit courses offered in spring semester)
- March 30 (for dual-credit courses offered in fall semester)
Requirements:
Complete the application along with a budget detailing the specific course materials needed and their cost(s). Also include a paragraph outlining the impact the award will have on the students. As a condition for receiving funding, schools receiving this award will commit to teaching dual-credit courses the following academic year with an overall student enrollment of three students or more.
Virtual Project Fast Forward Information Session
Tuesday, March 16, 2021 at 3:00 PM until 4:00 PM Eastern Daylight Time
Educators who serve deaf and hard-of-hearing high school students are invited to join us for a virtual information session to learn more about the PFF program that provides transformative learning experiences for deaf and hard-of-hearing high school students across the country. PFF provides teachers with the training, resources, and support they need to teach dual-credit courses for FREE at their high schools, and help deaf and hard-of-hearing students earn college credit. An award of up to $5,000 is available to qualified schools per semester. Learn more about this outstanding opportunity!