October 08 Packet

CURRICULUM COMMITTEE AGENDA
Wednesday, October 15
I. Consideration of September 2008 Curriculum Committee Minutes
II. Information Items

a. DH 255 Dental Hygiene Clinical Enhancement: Change course title, change credit hours,
change term offering, effective fall 2008
b. DANC 1101 Dance Performance I: Add prerequisite DANC 1821 and/or DANC 1201 or
permission of instructor, effective spring 2009
III. Action Items

a. Change in summary of required hours: AAS Degree, Dental Hygiene, effective fall 2008
b. Approval to offer new course: DANC 1825: Contemporary Ballet, effective spring 2009
c. Approval to offer new course: PY 223: Psychology of Aging, effective spring 2009
d. Approval to offer new course: CJ 1000: Careers in Criminal Justice, effective, spring 2009
e. Approval to offer new course: NE 110, effective fall 2009
f. Approval to offer new course: NE 126, effective fall 2009
g. Approval to offer new course: NE 127, effective fall 2009
h. Approval to offer new course: NE 128, effective fall 2009
i. Approval to offer new course: NE 211, effective fall 2009
j. Approval to offer new course: NE 212, effective fall 2009
k. Approval to offer new course: NE 213, effective fall 2009
l. Approval to offer new course: NE 228, effective fall 2009
m. Approval to offer new concentration in Non-Destructive Testing Technology under the A.A.S. in
Engineering Technology Degree
n. Approval to convert EMT Basic Certificate into Technical Certificate, effective fall 2009
o. Approval to convert EMT Paramedic Certificate into Technical Certificate, effective fall 2009
p. Approval to offer AAS in Dental Assisting, effective fall 2009
q. Approval to offer new course: FUND 1010: Principles of Charitable Giving, effective fall 2009
r. Approval to offer new course: FUND 1020: Mechanics of Charitable Giving, effective fall 2009
IV. Miscellaneous/Follow-Up Items

Chattanooga State Technical Community College
Curriculum Committee
Minutes
WEDNESDAY, SEPTEMBER 17, 2008 3:00 P.M. ALLBRIGHT OMNIPLEX BUILDING, ROOM 131
MEETING CALLED TO ORDER BY Jennifer Duncan
TYPE OF MEETING Curriculum Committee Monthly Meeting
NOTE TRANSCRIBER Deanna Swiney
Jennifer Duncan (Chair), Janet Pickard, (Vice Chair), Curt Aukerman, Cynthia Swafford, Travis
ATTENDEES
(VOTING MEMBERS)
Hayes, Tim McGhee, Amanda Hyberger, Ken Storrs, Gabriele Aborn, Glenda Goodwin, Mosunmola
George-Taylor, Anne Carroll
ATTENDEES
(NON-VOTING MEMBERS)
Wanda Faulkner, Kim McCormick, and Carolann Roberts
GUESTS Darlene Florence, Nancy Watts, Margery Sanders and Barbara Partridge
Old Business
A. Approval of Previous Minutes
A motion was made by Anne Carroll to accept the Minutes from the April 16, 2008 Curriculum Committee meeting as presented. The motion
was seconded by Kim McCormick. The minutes from the April 16, 2008 Curriculum Committee meeting were approved.
B. Termination of Motorsports Technology Program not approved by Dr. Catanzaro, April 24 2008.
C. Approval of Health Information Technology RODP Associate of Applied Science, April 2008.
Information Items
NOTE: Jennifer Duncan, Chair, entertained the motion to consider all Information Items as a block. The motion was made by Curt Aukerman,
and seconded by Anne Carroll, and approved to consider the following Information Items as a block.
INFORMATION ITEM A RT 2543 Radiobiology and Radiation Protection
ACTION REQUESTED Change contact hours to 4 class hours and 3 lab hours. Change Course Description, effective spring 2009.
Original course submission incorrectly identified class hours as 3. The numbering of the course clearly
RATIONALE relays the intention of 4 hours of class and 3 hours of lab (convention is (Year-1 or 2) (semester-1-6) (class
hours) (lab hours).
DISCUSSION None.
ACTION TAKEN Item approved as submitted.
INFORMATION ITEM B PC 104 Chemistry for Pharmacy Technicians
ACTION REQUESTED Delete PC 104. Effective fall 2008.
Pharmacy Technicians students will benefit from another semester of pharmacology more than a semester
RATIONALE of chemistry. This will better prepare graduates for their jobs and the national Pharmacy Technician
Certification Board exam.
DISCUSSION None.
INFORMATION ITEM C PC 201 Pharmacology & Therapeutics II
ACTION REQUESTED Change title, effective spring 09.
Pharmacy Technicians students will benefit from another semester of pharmacology more than a semester
RATIONALE of chemistry. This will better prepare graduates for their jobs and the national Pharmacy Technician
Certification Board exam.
DISCUSSION None.
Action Items
Jennifer Duncan entertained a motion to consider Action Item A. The motion was made by Janet Pickard and seconded by Gabriele Aborn.
ACTION ITEM A PC 107 Pharmacology & Therapeutics I
SUBMITTED BY Dr. Nancy Watts
Approval to offer a new course and change summary of required hours for the certificate program for
ACTION REQUESTED
pharmacy technician.
Students in the Pharmacy Technician Program will benefit more from an additional semester of
Pharmacology than a semester of basic chemistry. This will better prepare the students for their jobs and
RATIONALE
the national Pharmacy Technician Certification Board exam. Sections of chemistry will be covered in the PC
115 Human Biology class.
DISCUSSION None
ACTION TAKEN Motion carried.
Adjournment of Meeting
Amanda Hyberger made a motion for the meeting to be adjourned. The meeting was adjourned at 3:10 P.M.
CHATTANOOGA STATE TECHNICAL COMMUNITY COLLEGE
CHATTANOOGA, TENNESSEE
MEMORANDUM
TO: Jennifer Duncan , Chair

FROM: Dr. Hartly Varnell
RE: Dental Hygiene Curriculum Changes
DATE: August 18, 2008
By my signature below, I certify that I have reviewed the attached materials submitted to the
college curriculum committee and concur that it is within the prescribed guidelines for
submission to this body:
________________________________________ __________________________
Department Head Date
________________________________________ __________________________
Dean Date
________________________________________ ___________________________
Curriculum Committee Chair Date
________________________________________ ___________________________
Vice President of Academic Affairs Date
October 9, 2007
CATALOG AND COURSE INVENTORY FORM
Course number and title: ___DH 255 DENTAL HYGIENE CLINICAL ENHANCEMENT__________Effective term: _FALL 2008____
____ *New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course description _____ Delete course
____Change course subject code or number: Current_______ New ________________ provide definition if new subject Repeat? ____Yes ____ No
__X__Credit hours:Current Hours __2______ *New Hours ___4___ submit syllabus Course Level _____________________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode ____________________
*Extra or Separate Fee Structure (list ALL if applicable) ___________________________________ Example: Nursing fee, Private Music fee, etc.
cc: Bursar (new fees require approval)
*College Code _____________ *Classification Code _______________ *CIP Classification Code (Records office) _____________
*Schedule Type Code _________ *Instructional Method Code _________ *Contact hours per term __________ *Workload _________
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No ____ Yes____
Always requires manual attention. If yes, how many repeats_______; and, what is the maximum number of repeats applicable to graduation
_X___Change course title:

Current title____DH 255 DENTAL HYGIENE CLINICAL ENHANCEMENT ________________________________________
New title ___DH 255 DENTAL HYGIENE PAIN MANAGEMENT_________________________________________________
__X__Change term(s) offering ___summer____________________ if affects program Summary of Required Hours, submit Short Action form showing summary change.
____Add prerequisite(s):_______________________________ ____Delete prerequisite(s):__________________________________
____Add corequisite(s):________________________________ ____Delete corequisite(s):___________________________________
____Add concurrent(s):________________________________ ____Delete concurrent(s):___________________________________
*TRANSITIONAL PRE/CO-REQUISITES: College level in all areas? Yes _____ No _____ IF, No complete Transitional Studies form
____Change course description to: _____________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Campus if restricted, Gen Ed addition, A89 addition, etc.
Rationale: ________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

Dean Date Received in Records
___________________________________________________ ___________________________ __________________

Chair, Curriculum Committee Date Processed by
___________________________________________________ ___________________________ ___________________

Vice President for Academic Affairs Date Date
October 9, 2007
Dental Hygiene
Associate of Applied Science Degree
Course Description Change
Currently listed as:
DH 255 Dental Hygiene Clinical Enhancement 2 credit hours
Requesting listing as:
DH 255 Dental Hygiene Pain Management 4 credit hours
This course is designed to prepare dental hygiene students to safely and competently
administer local anesthetic agents and nitrous oxide sedation to control dental related
pain with a minimum of patient discomfort. Included are content areas in anatomy,
physiology, pharmacology, and emergency management as they relate to the
administration of local anesthetics, nitrous oxide, and pain control. Laboratory sessions
are structured to develop actual experiences in administration of local anesthetics and
nitrous oxide. Various mechanisms for pain control are also covered. Satisfactory/Non-
Satisfactory grading; Lab 6 hours; Prerequisites: DH 132, 135, 142, 145
1

DENTAL HYGIENE, DIVISION OF NUSING AND ALLIED HEALTH
SUMMER SEMESTER SYLLABUS
DH 255: Dental Hygiene Pain Management

Local Anesthesia and Nitrous Oxide
CREDITS: 4
CLASS HOURS: 4
LABORATORY HOURS: 12
(All hours based on 6 week term)
LEAD INSTRUCTOR
Michelle R. Mould, RDH, BSDH

Instructor, Dental Hygiene
Office: OMN F-95; Phone: 423-697-4713
Email: michelle.mould@chattanoogastate.edu
Office hours by appointment
CATALOG COURSE DESCRIPTION
This course is designed to prepare dental hygiene students to safely and competently administer local anesthetic
agents and nitrous oxide sedation to control dental related pain with a minimum of patient discomfort.
EXPANDED COURSE DESCRIPTION

Included are content areas in anatomy, physiology, pharmacology, and emergency management as they relate to
the administration of local anesthetics, nitrous oxide, and pain control. Laboratory sessions are structured to
develop actual experiences in administration of local anesthetics and nitrous oxide. Various mechanisms for pain
control are also covered. Methods of presentation include lecture, discussion, video and clinical demonstration,
and student clinical participation.
ENTRY LEVEL SKILLS
Students must hold current CPR certification; Students must be able to practice safely in the clinical dental
hygiene setting and utilize critical thinking and decision making skills related to patient management, treatment
modifications, and the provision of comprehensive dental hygiene care.
PREREQUISITES DH 132, 135, 142, 145
TEXTBOOK AND OTHER REFERENCE MATERIAL BASIC TO THE COURSE
th
Malamed, S.R. (2004), Handbook of Local Anesthesia, 5 Edition (with Administration DVD) (Required)
th
Malamed, S.R. (1995). Sedation: A Guide to Patient Management, 4 Edition
(Reserved)
2
I. WEEK/UNIT/TOPIC BASIS
Week/Day Lecture Topic Assignments Clinic/Lab

and Modules
WEEK 1
Monday Orientation and Syllabus Read: Malamed, Organize: prepare clinic
Review Handbook of LA
Chapters 1, 12 Review: basic anatomy
Anatomy and physiology of and landmarks
nerve conduction Print and
Review: Practice: hot dog and
Head and neck anatomy and Modules 1, 2 apricot injections
landmarks review
Complete: self Practice: reviewing
health history health histories
update (during
class)
Wednesday Read: Malamed Assemble:

Physical and psychological Sedation Chapter armamentarium
evaluation of patient 1, 4
Practice placing topical,
Armamentarium and Malamed, recapping needle and
preparation Handbook of LA sharps disposal
Chapters 5-10
Video: assembling syringe, topical Review: basic anatomy
placement, needle recapping-single and landmarks
handed technique, sharps disposal Print and (continuation from last
Review: week)
Modules 3, 4
WEEK 2
Monday Local Anesthetic Agents Read: Malamed, Observe: instructor
Handbook of LA demonstration of PSA
Basic injection technique Chapters 4, 11, and MSA
13:160-170
Maxillary anesthesia: PSA Practice: PSA and MSA
and MSA Print and on 2 different student
Review: partners
Video: PSA and MSA Modules 5, 6, 7
3
Wednesday Pharmacology of LA Read: Malamed, Observe: instructor

Handbook of LA demonstration of ASA
Pharmacology of Chapters 2, 3, and IO
vasoconstrictors 13:170-174
Practice: ASA and IO on
Maxillary anesthesia: ASA Print and 2 different student
and IO Review: partners
Modules 8, 9, 10
Video: ASA and single tooth Check-off: PSA and
infiltration MSA
WEEK 3
Monday Read: Malamed, Observe: instructor
Handbook of LA, demonstration of GP and
Chapters 13:174- NP
192; 17, 18
Local and systemic
Practice: GP and NP on
complications associated
Print and 2 different student
with local anesthetics
Review: partners
Modules 11, 12
Maxillary Anesthesia: GP
Check-off: ASA and IO
and NP
Complete mid-
semester self
evaluation
(during class)
Video: GP and NP
Complete mid-
semester course
evaluation
(during class)
Wednesday Read: Malamed, Observe: instructor

Mandibular Anesthesia: IA
Handbook of LA demonstration of IA (L)
(L) and B
Chapters 14:193- and B
203
Managing medical
Practice: IA (L) and B
emergencies
Print and on 2 different student
Review: partners
Video: IA (L) and B
Modules 13, 14
Check-off: GP and NP
4
WEEK 4
Monday Read: Malamed, Observe: instructor
Mandibular Anesthesia: GG
Handbook of LA demonstration of GG and
and M
Chapters 14:203- M
219, 15
Supplemental techniques
Practice: GG and M on
Print and 2 different student
Video: GG and M
Review: partners
Modules 15, 16
Check-off: IA (L) and B
Wednesday Read: Malamed, Observe: instructor

Sedation demonstration of Nitrous
Conscious Sedation: Nitrous
Chapters 2, 13, Oxide induction,
Oxide
14, 15 monitoring, and
termination
Armamentarium-equipment
Print and
and safety features
Review: Practice: Nitrous Oxide
Modules 17, 18, induction, monitoring,
Administration and
19 and termination on 2
monitoring of nitrous oxide
different student partners
Check-off: GG and M
WEEK 5
Monday Read: Malamed, Check-off: Nitrous Oxide
Complications associated
Sedation induction, monitoring,
with Nitrous Oxide Sedation
Chapters 16, 17 and termination
Exposure, scavenging, and

Print and Practice: all injections
potential abuse
Review:
Modules 20, 21
Wednesday Print and Make up session

Review: (if needed)
Tennessee state laws and
Module 22
practice act
Complete end of
Course wrap-up and final
semester self
thoughts
evaluation
Complete end of
semester course
evaluation
5
WEEK 6 Final clinical

Monday Cumulative competency evaluation-
exam with 90% you will be required to
of content from perform 4 randomly
modules 17-22, selected injections on 2
Competency Exam and 10% from (two) different student
previous partners and will be
modules required to administer
and monitor nitrous
oxide on 1(one) of
those student partners.
Wednesday
TBA
II. CENTRAL COMPETENCIES
a. Manage a patient’s dental pain with an understanding of the human nervous system.
b. Safely and competently administer local anesthetic agents and nitrous oxide sedation to control
pain with a minimum of patient discomfort
III. INSTRUCTIONAL OBJECTIVES

(*links to program competencies shown in parenthesis)
The student will be able to:
Assessment and Emergencies
1. Assess the need for pain control during dental hygiene procedures. (3.1, 4.3)
2. Compare the physiological and psychological aspects of pain. (4.3)
3. Evaluate patient health as defined by the American Society of Anesthesiologists and recognize
conditions on patient medical histories that may require alterations in care. ( 2.5, 3.4, 3.5)
4. Recognize potential adverse reactions associated with the administration of local anesthetics and
nitrous oxide, and determine ways to prevent and/or handle these situations. (1.1,4.3)
Local Anesthesia
5. Determine the appropriate armamentarium, pain control products, and techniques needed to ensure
patient comfort during dental hygiene procedures. (2.2, 4.3)
6. Describe, in detail, the anatomy of the maxilla and mandible relative to the administration of local
anesthetics. (2.1, 4.3)
7. Name and locate the landmarks associated with the administration of the PSA, MSA, ASA, GP, NP,
IO, GG, IA (L), M, and B injections, as well as those associated with single tooth infiltration. 2.1, 4.3)
8. Discuss the anatomy and physiology of nerves, including impulse conduction. (2.1, 4.3)
6
9. Explain the mechanism by which local anesthetics control pain through prevention of nerve impulse
transmission. (2.1, 4.3)
10. Discuss the pharmacology of local anesthetics, vasoconstrictors, and nitrous oxide, and the effects
these agents have on patients' health. (2.5, 3.4, 3,5, 4.3)
11. Assemble the armamentarium used for local anesthetic delivery and demonstrate appropriate
technique in local anesthetic administration. (2,2, 4,3)
Nitrous Oxide Sedation
12. Describe the mechanism by which nitrous oxide produces sedation, and discuss the physical and
chemical properties of nitrous oxide. (4.3)
13. Discuss the cardiovascular and respiratory physiology of the adult and pediatric patients, as it relates
to nitrous oxide administration. (3.5, 4.3)
14. Explain the potential adverse effects of chronic nitrous oxide exposure and discuss environmental
monitoring and scavenging. (4.3)
15. Assemble the armamentarium used for nitrous oxide administration and demonstrate appropriate
induction, monitoring, and termination of nitrous oxide. (2.2, 4.3)
Laws and Practice Act
16. Define and adhere to the Tennessee laws governing the administration of local anesthesia and the
administration and monitoring of nitrous oxide. (1.2)
IV. SPECIFIC EVALUATION PROCESS WHEREBY THE ACHIEVEMENT WILL BE MEASURED:

Written competency quizzes and examinations, clinical progress evaluations and individual self-
assessment will be evaluated in order to determine your progress towards achieving competency. If, by a
consensus of instructors and the program director, you are identified as not meeting minimum
competency, you will be offered an opportunity for remediation. You will be required to develop an action
plan as part of the remediation process and, with the assistance of the course instructor, define
measurable steps for improvement. It is to your advantage to keep track of your personal progress and
seek extra assistance as necessary.
A. Testing Procedures
1. Daily Quizzes (10 points each) over previous session’s reading and lecture material, given at
beginning of each class. NO MAKE-UP QUIZZES WILL BE GIVEN
2. Comprehensive written final examination of 80 questions. NO MAKE-UP EXAMS WILL BE GIVEN.
3. Clinical/Laboratory Evaluation
a. During a clinical evaluation-check off you will be asked routine questions regarding
landmarks, nerves, dosages, etc. related to all injections, as well as nitrous oxide
administration. Correct answers to these questions are considered part of the
achievement of clinical competency.
b. Critical errors related to the administration of local anesthesia or nitrous oxide will require
remediation and repeating the competency evaluation
7
c. Local Anesthesia
You will learn how to give 10 different injections: PSA, MSA, ASA, GP, NP, IA (L), M,
B, GG, and single tooth infiltration. After each injection is first presented and you
have had the opportunity to practice 2 times on different student partners, you will be
expected to perform all tasks associated with the injection, without assistance,
during a clinical evaluation-check off. If you are unable to perform all tasks
associated with an injection, remediation will be necessary prior to re-evaluating the
injection. After remediation, if you still cannot correctly perform each injection, please
refer to the Continuation Policy under Policies and Procedures at DHOnline.
d. Nitrous Oxide
You will also learn how to administer and monitor nitrous oxide. After the procedure
for induction, monitoring, and termination of nitrous oxide is demonstrated and you
have had an opportunity to practice on 2 different student partners, you will be
expected to perform all tasks associated with nitrous oxide administration, without
assistance, during a clinical evaluation-check off. If you are unable to perform all
tasks associated with induction, monitoring, and termination of nitrous oxide,
remediation will be necessary prior to re-evaluation. After remediation, if you still
cannot correctly perform tasks related to nitrous oxide administration, please refer to
the Continuation Policy under Policies and Procedures at DHOnline.
4. Clinical Progress Evaluations for each injection; Critical errors require re-do of injection
5. Clinical Progress Evaluation for the administration of nitrous oxide
6. Clinical final examination (demonstrate 2 injections randomly selected)
B. Laboratory Expectations
Demonstrate clinical competency in the administration of local anesthesia and the administration and
monitoring of nitrous oxide
1. In addition to routine clinical preparation, you will need to bring 2 (two) sterilized syringes to
each clinic/lab session. (These are part of the initial instrument kit you purchased at the start
of the program). Needles and anesthesia cartridges will be provided. Disposable nitrous
oxide masks will also be provided.
2. Due to the nature of course content, classroom attendance is critical. For safety reasons,
you will NOT be allowed to administer local anesthetic injections or nitrous oxide in
clinic/lab if you have not attended the associated lecture. No exceptions. Should you
need to be absent from either the classroom or clinic/lab sessions, it is your responsibility to
inform the instructor in advance (if possible) and arrange for a make-up session. Every effort
will be made to assist students needing to make up a session for valid reasons.
8
COURSE POLICIES:
Classroom Participation and Assignments
Course learning activities are designed to enhance your understanding of concepts. Students are expected to
read all assigned material in advance. Please come to class prepared and ready to participate. Please ask
questions during class time. Many times if there is something you do not understand it is likely that others will
have the same question. I may ask you to make an appointment with me for additional clarification. PLEASE
PRINT EACH WEEK’S ASSIGNED MODULES AND BRING TO CLASS.
Clinic/Lab Participation
All students will be required to administer and receive local anesthesia and nitrous oxide/oxygen sedation for
completion of this course. Only students with medical conditions that contraindicate receiving either of these may
be excused from receiving these medications. If you have a medical condition that requires antibiotic prophylaxis,
hypertension, or other compromising health problems, you may be asked to consult your physician and provide a
signed release for participation in the clinic/lab. A medical history update will be completed on the first day of the
course.
If you are not able to receive injections, anesthesia, or sedation, you must notify the instructor within the
first week of the semester, AND you must arrange to provide someone for your partner, who can receive
anesthesia or sedation for you.
Academic Integrity
Students in the dental hygiene program are on their honor. In the event a student does not respect that honor
and flagrantly plagiarizes, cheats, misrepresents the truth, or any other act considered by the academic
community to be illegal, unethical or immoral, that student, at the discretion of the faculty, may be dismissed from
the program.
Remediation
Didactic quizzes and examinations, clinical competency examinations and your self-assessment will be evaluated
in order to determine your progress towards achieving competency. If, by a consensus of instructors and the
program director, you are identified as not meeting minimum competency after a second attempt (didactic and/or
clinical), you will be offered an opportunity for remediation. You will be required to develop an action plan as part
of the remediation process and, with the assistance of the course instructor, define measurable steps for
improvement. It is to your advantage to keep track of your personal progress and seek extra assistance as
necessary. The administration of local anesthesia and nitrous oxide involves the introduction of different
drugs into the human body, therefore, competency associated with this course is considered critical.
A. Percentage of grade that will apply in A-D above:
90-100 A
80-89 B
70-79 C
65- 70 D
Below 65 F
9
DISABILITIES
Students who have educational, psychological, and/or physical disabilities may be eligible for accommodations
that provide equal access to educational programs and activities at Chattanooga State. These students should
notify the instructor immediately, and should contact Disabilities Support Services (Student Center, phone 697-
4452) within the first two weeks of the semester in order to discuss individual needs. The student must provide
documentation of the disability so that reasonable accommodations can be requested in a timely manner. All
students are expected to fulfill essential course requirements in order to receive a passing grade in a class, with
or without reasonable accommodations.
DISRUPTIVE STUDENTS
The term “classroom disruption” means behavior a reasonable person would view as substantially or repeatedly
interfering with the conduct of the class. A student who persists in disrupting a class will be directed by the faculty
member to leave the classroom for the remainder of the class period. The student will be told the reason(s) for
such action and given an opportunity to discuss the matter with the faculty member as soon as practicable.
Prompt consultation will be taken by the faculty member with the Department Dean and the College Judicial
Officer. If a disruption is serious and other reasonable measures have failed, the class may be adjourned and the
campus police summoned.
AFFIRMATIVE ACTION
If you have any complaints or feel you have not received equal access to educational programming, please
contact the Affirmative Action Officer at 697 – 4457 for assistance
This class is governed by the policies and procedures stated in the current Chattanooga State Student Handbook.
Additional or more specific guidelines may apply. The instructor reserves the right to modify this syllabus in writing
during the course of the semester.
Course number and title: DANC 1101 Dance Performance I Effective term: Spring 2009
___ *New course, Short Action form required including syllabus & course description __ __Reactivate course, submit syllabus & course description _____ Delete course
__ Credit hours: Current Hours _______ *New Hours ______ submit syllabus Course Level _____________________
*College Code ___LA__________ *Classification Code _____0__________ *CIP Classification Code (Records office) _____________
*Schedule Type Code __LLB___ *Instructional Method Code __CON___ *Contact hours per term _____45__ Workload_______
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No ____ Yes__X_
Always requires manual attention. If yes, how many repeats___4____; and, what is the maximum number of repeats applicable to graduation: 12
____Change course title:

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
____Change term(s) offering __________________________ if affects program Summary of Required Hours, submit Short Action form showing summary change.
__X__Add prerequisite(s):DANC 1821 and/or DANC 1201 or permission of instructor

*TRANSITIONAL PRE/CO-REQUISITES: College level in all areas? Yes __X___ No _____ IF, No complete Transitional Studies form
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Rationale: This course is the basic course in the course sequence of the Dance Program that is
currently under development. This course introduces an exploration of the expressive elements of
rehearsal and performance including notated works, guest artist choreography, and public
(college/community) performances.
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
Humanities Division
Theatre Department
DANC 1101: DANCE PERFORMANCE I
Credit hours: 3
Class hours: 3
CATALOG COURSE DESCRIPTION Introduction to the exploration of the expressive
elements of rehearsal and performance; notated works, guest artist choreography, and public
(college/community) performances.
EXPANDED COURSE DESCRIPTION Dance Performance I provides an introduction to the

creative expressions involved in the performance of dances. Understanding the role of practice,
problem solving, synthesizing perceptives, and evaluation process increases one’s performance
experiences and general appreciation of the art of dance. Exposure to many historical and
contemporary choreographers, and furthering theoretical understandings for influencing social
change. Concentration on evaluating the choreography of others, understanding the
fundamentals of practicing and audience participation are applied. Critical application of useful
feedback to the performance aspect of dance will be introduced.
ENTRY LEVEL SKILLS Movement flexibility and the ability to learn, practice, and perform
dances in an academic context.
PRE-REQUISITES/CO-REQUISITES
DANC 1821 and/or DANC 1201 or permission of instructor
REQUIRED TEXTBOOKS And ATTIRE

Dance Composition Basics: Capturing the Choreographer’s Craft by Pamela Anderson Sofras,
Champaign, IL: Human Kinetics, 2006.
Students must come dressed in clothes appropriate to physical movement.
I. ACTIVITY/UNIT/SUDY SCHEDULE
WEEK UNIT TOPIC
1, 2
Selecting Dances and Performance Opportunities
Exploration of possible dances for influencing

social change
Exploration of performance opportunities
Examine different learning skills and multiple
intelligences in remember a complete dance
Identify different practice processes in learning a
dance
3, 4, 5, 6
Preparation of Dance Performance
1
Develop an understanding of assessment and
evaluation in performing dances
Explore the elements of critical response and the
role of useful feedback
Perform dance informally
Examine the choreography from different multiple
intelligences and perspectives
Develop a vocabulary to participate in critical
discussions regarding performance
Secure performance venue
Clarify mission statement and goals
Target audience for specific dance performance
7, 8, 9, 10
Final Preparation of Dance Performance
Explore possible audience discussions on social

changes that influenced this dance performances
Identify encountered technical problems in dance
Examine the selected music, lights, and evaluate
Develop a vocabulary to stimulate audience
participation in discussion
11, 12, 13 Public (College/Community) Performances

Perform in three different venues
Examine audience responses
Identify changes that could enhance dance
performance
Document experience through personal assessment
14, 15
Final Evaluation
Explore the effectiveness social change in dance

performance
Identify strengths and weaknesses as a dance
ensemble
Evaluate the choreography of these dances
Explore the impact this dance performance had
socially
Examine vocabulary used to activate audience
participation in discussion
Integrate evaluations into future performances
Explore how collaborative and individual were
needs were achieved
II CENTRAL COMPETENCIES
a. Develop and apply an active vocabulary pertaining to this specific dance performance for
2
audience participation.
b. Perform in various performance venues.
c. Identify different dance practice techniques.
d. Identify various evaluation processes.
e. Demonstrate useful critical response.
f. Develop a plan to evaluate audience participation
g. Examine identified strengths and weaknesses

Explore performance opportunities in public (b)
Identify different practice processes ( c)
Examine the choreography of selected dances (a, c)
Develop a vocabulary to encourage audience participation in discussion of dances (a)
Overview of final decisions of dance performance
Explore the elements of critical response and the role of useful feedback (a, d, e)
Examine the choreography from different multiple intelligences and perspectives (a, c, e)
Identify performance venue
Explore specific dances’ targeted audience (a, f)
Examine different ways of documenting audience response (a, f)
Explore strengths and weaknesses of the performing ensemble (b, c, g)
Identify different processes in evaluating public performances (a, f)
Identify and perform specific dance theories (a, b, c)
Evaluate informal and formal performances with personal assessments (a, b, c, g)
Evaluate knowledge and skills in the performance environment (a, b)
Express an understanding of the dance performance process from beginning to end (a, b, d)
Apply knowledge and skills in a performance environment (b)
IV. EVALUATION
A. Testing Procedures:
1. Public Performances
B. Laboratory Expectations: N/A
C. Field Work: Concert Attendance
D. Other Evaluation methods:
1.Class attendance:Attendance and participation is essential if you are to be
successful in this course. Attendance will be taken at the beginning of each
class. Make-up lessons will only occur when the instructor has to miss a class
session. There will not be make-up lessons for students missing a class period
2. Preparation and Progress.
3. Reading Assignments. All assigned reading is important for classroom
discussions.
E. Percentage of Grade applied in A-D above
A.10%
C. 10%
3
D. 1. 50% 2. 20% 3. 10%
Letter grades will be assigned in keeping with the standards of the college
90-100 A 80-89 B 70-79 C 65-69 D Below
65 F
Children in the Classroom

The safety of children requires that children may not accompany adults into the classrooms,
office, or other workspaces as a babysitting function nor be left unsupervised in the halls or
grounds of the college.
Americans with Disabilities Act: Students who have educational, psychological, and /or
physical disabilities may be eligible for accommodations that provide equal access to educational
programs and activities at Chattanooga State. These students should notify the instructor
immediately, and ideally should contact Disabilities Support Services (S-113, phone 697-4452)
within the first two weeks of the semester in order to discuss individual needs. The student must
provide documentation of the disability so that reasonable accommodations can be requested in a
timely manner. All students are expected to fulfill essential course requirements in order to
receive a passing grade in a class, with or without reasonable accommodations.
Disabilities Support Services

Student Center
Phone (423) 697-4452
Disruptive Students:
The term “classroom disruption” means behavior a reasonable person would view as
substantially or repeatedly interfering with the conduct of the class.
A student who persists in disrupting a class will be directed by the faculty member to leave
the classroom for the remainder of the class period.
The student will be told the reason(s) for such action and given an opportunity to discuss the
matter with the faculty member as soon as practicable.
Prompt consultation will be taken by the faculty member with the Department Dean and the
College Judicial Officer.
If a disruption is serious and other reasonable measures have failed, the class may be
adjourned and the campus police summoned.
Affirmative Action:
If you have any complaints or feel you have not received equal access to educational
programming, please contact Jerome Gober, Affirmative Action Officer, at 697 – 4457.
4
Short Action Form
Summary of Required Hours
Major: _ DENTAL HYGIENE
Concentration: ______________________________________________________________________________
Action Requested:
Revise summary of required hours to reflect addition of summer study between years 1
and 2.
Rationale:
Accreditation standards require that our curriculum include training in all functions
which the dental hygienist can legally perform. As of December 2007 dental hygienists
in Tennessee are allowed to administer local anesthesia and nitrous oxide. We are
required to include training for these functions within our curriculum and it is not
possible to do so without adding in the summer semester. We are thus taking advantage
of this opportunity to restructure the curriculum in a manner as to decompress the number
of courses which the students must take in other semesters, which should aid our efforts
in student retention.
Effective Date:
Approvals
_____
_____
Dean Date
_____
Chair, Curriculum Committee Date
_____
Vice President for Academic Affairs Date
October 9, 2007
Dental Hygiene
Associate of Applied Science Degree
SUMMARY OF REQUIRED HOURS
Course # Course Title Semester Hours
Freshman FALL SPR SUM

BIOL 1430 Nutrition
3
BIOL 2010, 2020 Human Anatomy and
Physiology I, II 4 4
DH132, 135 Dental Hygiene I, II

9 9
DH 142, 145 Dental Hygiene
Applications I, II 4 4
DH 255 Dental Hygiene

Pain Management 4
ENGL 1010 Composition I

3
PY 101 General Psychology
3
17 20 10
Sophomore
BIOL 2230 Microbiology

4
DH 238, 239 Dental Hygiene III, IV
5 3
DH 248, 249 Dental Hygiene
Applications III, IV 4 4
SO 110 Introduction to Sociology

3
Humanities Gen. Ed.
3
Elective
*Mathematics Gen. Ed.
3
Elective
16 13
Total Hours: 76
MATH 1530 recommended

MATH 1410 not acceptable for Nursing/Allied Health programs
Short Action Form
Major: Dance
Concentration: Dance
Action Requested:
New course, DANC 1825 CONTEMPORARY BALLET, 3 credit hours
Rationale:
This course is the introduction course to Contemporary Ballet in the course sequence of
the dance program. This course introduces the language of ballet to students with
emphasis on developing an aesthetic, creative, critical, historical and technical response.
Effective Date: Spring 2009
Approvals
_____
_____
Dean Date
_____
_____
Course number and title: DANC 1825 CONTEMPORARY BALLET Effective: Spring 2009
__X__ *New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course description _____ Delete course
__X__Credit hours:Current Hours ___3_____ *New Hours ______ submit syllabus Course Level _____________________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode _______F_____________
*College Code ______LA____ *Classification Code ______0________ *CIP Classification Code (Records office) _____________
*Schedule Type Code __LLB___ *Instructional Method Code ___CON__ *Contact hours per term ____45____ *Workload _________
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No ____ Yes__X_
Always requires manual attention. If yes, how many repeats__4____; and, what is the maximum number of repeats applicable to graduation: 12

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
____Change course description to: Introduction

to Contemporary Ballet through the
understanding of correct body alignment, ballet terminology, development
of physical technical capacities, and the performance of this dance
technique.[F,S]
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Rationale: This course is the introduction course to Contemporary Ballet in the course sequence of the
dance program. This course introduces the language of ballet to students with emphasis on
developing an aesthetic, creative, critical, historical and technical response. This course is
offered in Spring 2009.
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
DANC 1825: CONTEMPORARY BALLET
Introduction to Contemporary Ballet through the understanding of correct body alignment, ballet
terminology, development of physical technical capacities, and the performance of this dance
technique. (3) F,S

Humanities Division
Theatre Department
DANC 1825: CONTEMPORARY BALLET
Credit hours: 3
Class hours: 3
CATALOG COURSE DESCRIPTION Introduction to Contemporary Ballet through
the understanding of correct body alignment, ballet terminology, development of physical
technical capacities, and the performance of this dance technique.
EXPANDED COURSE DESCRIPTION Contemporary Ballet develops a general

appreciation of this dance technique while exposing the student to basic ballet
terminology, its challenging physical discipline, and artistic endeavors. Through a
combination of the technique and appreciation of the art form, Contemporary Ballet
nurtures the student both mentally, physically, and emotionally. Exposure to many
historical principles of Contemporary Ballet supports application and further theoretical
understandings in this field of study. Concentration on performance fundamentals that
develop self-confidence and critical thinking skills are applied.
ENTRY LEVEL SKILLS Movement flexibility and the ability to think creatively and
critically about making dances in an academic context.
PRE-REQUISITES/CO-REQUISITES
N/A
REQUIRED TEXTBOOKS And ATTIRE

Ballet: Beyond the Basics by Sandra Noll Hammond,
Palo Alto, California: Mayfield Publishing Company, 1982.
(ISBN 0-87484-521-1)
Students must come dressed in clothes appropriate to physical movement.
I. ACTIVITY/UNIT/SUDY SCHEDULE
WEEK UNIT TOPIC
1, 2
Dance Concepts: The basic elements of the ballet barre
Exploration of how the body moves

(positioning of arms, feet)
Exploration of space
(studio and stage directions)
Exploration of time (pulse, rhythm,
phrasing, and metered/nonmetered time)
Exploration of equilibrium, extension,
elevation and endurance
3, 4
Dance Concepts: The basic elements of center floor exercises
Explore locomotor actions (traveling and

turning exercises)
Identify and perform specific ballet
terminology
Examine spatial directions for the body
(diagonal exercises, positions of the
body in space)
Develop a ballet vocabulary to participate in
discussion
5, 6
Dance Concepts: The basic elements of traveling across the floor
with the use of dynamics and speed
Examine the concept of speed in ballet

Connect locomotor steps (allegro steps that
expand into elevation, turns across
space, and steps with beats)
Identify and perform specific ballet
preparatory exercises
Develop a vocabulary to participate in
discussion
7, 8, 9, 10
Combining Elements of Contemporary Ballet
Explore the structures of dynamics

Explore the attibutes of movement
Develop an understanding of how to sustain
an image using facial awareness
Examine interpersonal and intrapersonal
intelligences
Develop the three-dimensional ballet image
11, 12, 13
Learning from History
Examine specific choreography

Explore the impact of social class, race,
ethnicity and gender play in ballet
Identify specific past ballet principles, and
concepts
Continue to develop a vocabulary to
participate in discussion
14, 15 Final Project
Create final dance composition
Apply knowledge and skills in a
performance environment
Integrate into performance an understanding
of contemporary ballet
II CENTRAL COMPETENCIES
a. Develop and apply an active ballet vocabulary.
b. Develop an appreciation for Contemporary Ballet and its principles.
c. Know and understand specific ballets.
d. Develop an informed historical perspective of Contemporary Ballet.
e. Integrate knowledge into classroom discussions.
f. Understand cultural and individual diversity in Contemporary Ballet.

Receive an overview of Contemporary Ballet: Basic elements (a, b, d)
Explore Contemporary Ballets: their cultural orientations and social impact (c, d, f)
Explore how other choreographers are influenced by Contemporary Ballet (c, d)
Identify and perform the basic technical of Contemporary Ballet (a, b)
Develop choreographic concepts and principles for final project (a, c, d)
Identify barre exercises in Contemporary Ballet (a, b, e)
Identify principles of the center floor exercises in Contemporary Ballet (a, b, e)
Develop a vocabulary to participate in discussion of Contemporary Ballet (a, e)
Identify the choreographic principles and styles of selected ballets (c, d)
Perform allegro preparatory exercises (a, b)
Develop elements of how to choreography a Contemporary Ballet (b, c, f)
Create a Contemporary Ballet based on specific dance composition principles (a, b, c)
Apply ballet vocabulary in classroom discussions of final project (e)
Demonstrate a historical perspective of Contemporary Ballet (d, f)
IV. EVALUATION
A. Testing Procedures:
1. Final Contemporary Ballet choreographic project
B. Laboratory Expectations: N/A
C. Field Work: Concert Attendance
D. Other Evaluation methods:
1.Class attendance: Attendance and participation is essential if you are to
be successful in this course. Attendance will be taken at the beginning
of each class. Make-up lessons will only occur when the instructor has
to miss a class session. There will not be make-up lessons for students
missing a class period
2. Preparation and Progress.
3. Reading Assignments. All assigned reading is important for classroom
discussions.
E. Percentage of Grade applied in A-D above
A.10%
C. 10%
D. 1. 50% 2. 20% 3. 10%
Letter grades will be assigned in keeping with the standards of the college
90-100 A 80-89 B 70-79 C 65-69 D Below 65 F
Children in the Classroom

The safety of children requires that children may not accompany adults into the
classrooms, office, or other workspaces as a babysitting function nor be left unsupervised
in the halls or grounds of the college.
Americans with Disabilities Act: Students who have educational, psychological, and
/or physical disabilities may be eligible for accommodations that provide equal access to
educational programs and activities at Chattanooga State. These students should notify
the instructor immediately, and ideally should contact Disabilities Support Services (S-
113, phone 697-4452) within the first two weeks of the semester in order to discuss
individual needs. The student must provide documentation of the disability so that
reasonable accommodations can be requested in a timely manner. All students are
expected to fulfill essential course requirements in order to receive a passing grade in a
class, with or without reasonable accommodations.
Disabilities Support Services

Student Center
Phone (423) 697-4452
Disruptive Students:
substantially or repeatedly interfering with the conduct of the class.
A student who persists in disrupting a class will be directed by the faculty member to
leave the classroom for the remainder of the class period.
The student will be told the reason(s) for such action and given an opportunity to
discuss the matter with the faculty member as soon as practicable.
Prompt consultation will be taken by the faculty member with the Department Dean
and the College Judicial Officer.
If a disruption is serious and other reasonable measures have failed, the class may be
adjourned and the campus police summoned.
Affirmative Action:
programming, please contact Jerome Gober, Affirmative Action Officer, at 697 – 4457.
MEMORANDUM
TO: Jennifer Duncan, Chair, Curriculum Committee
FROM: James Wright, Associate Professor
RE: Criminal Justice CJ 1000 Careers in Criminal Justice
DATE: September 24, 2008
By my signature below, I certify that I have reviewed the attached materials submitted to the college
curriculum committee and concur that it is within the prescribed guidelines for submission to this body:
________________________________________ __________________________
________________________________________ __________________________
Dean Date
________________________________________ ___________________________
________________________________________ ___________________________
1
Short Action Form
Major: Criminal Justice
Concentration: ______________________________________________________________________________
Action Requested:
Add Criminal Justice CJ 1000 Careers in Criminal Justice to the curriculum.
Rationale:
Criminal Justice CJ 1000 Careers in Criminal Justice is a course designed to expose potential students to the
career opportunities/possibilities a degree in Criminal Justice would provide graduates. While not a part of
the general Criminal Justice transfer program, CJ 1000 Careers in Criminal Justice will be marketed as an
entry level course designed to attract those students to the discipline who may not be at college level
academically.
Effective Date: ____Spring 2009___________________________
Approvals
_____
_____
Dean Date
_____
_____
2
Course number and title: Criminal Justice CJ 1000 Careers in Criminal Justice Effective term: Spring 2009
__X__ *New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course
description _____ Delete course
____Change course subject code or number: Current_______ New ____________ provide definition if new subject Repeat? ____Yes ____ No
____Credit hours: Current Hours ________ *New Hours __3__ submit syllabus Course Level _____________________
*Extra or Separate Fee Structure (list ALL if applicable) __None________________ Example: Nursing fee, Private Music fee, etc.
*College Code _____SB________ *Classification Code ______O_____ *CIP Classification Code (Records office) ___________
*Schedule Type Code __LEC___ *Instructional Method Code CON *Contact hours per term 3 *Workload 3
*Repeatable? No Can course be taken multiple times without calculating as a repeated course? No __X__ Yes____

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
____Change term(s) offering __________________________ if affects program Summary of Required Hours, submit Short Action form showing
summary change.
*TRANSITIONAL PRE/CO-REQUISITES: College level in all areas? Yes _____ No __X___ IF, No complete Transitional Studies form
____Change course description to: CJ 1000 CAREERS IN CRIMINAL JUSTICE (3) (F,S)
An overview of career possibilities in the criminal justice profession. Emphasis placed on career training and planning.
____Other ________________________________________________________________________________________________________
Rationale: Criminal Justice CJ 1000 Careers in Criminal Justice is a course designed to expose potential students to the career
opportunities/possibilities a degree in Criminal Justice would provide graduates. While not a part of the general Criminal Justice transfer
program, CJ 1000 Careers in Criminal Justice will also be marketed as an entry level course designed to attract those students to the discipline
who may not be at college level academically.
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

3
Transitional Studies Information
Course Name and Description: as it will appear in the catalog
CJ 1000 CAREERS IN CRIMINAL JUSTICE (3)

An overview of career possibilities in the criminal justice profession. Emphasis placed on career
training and planning. [F,S]
Effective semester and year _Spring 2009___________
1. Is this course appropriate for students in transitional Math courses?
__X___Yes ______No (Please go to question #3)
2. If yes, please indicate the appropriate level
DSPM Concurrent _____0700 _____0800 _____ 0850

Prerequisite _____0700 _____0800 _____ 0850
Corequisite _____0700 _____0800 _____ 0850
_____X_______ No requirement
3. Is this course appropriate for students in transitional English courses?
4. If yes, please indicate the appropriate level.
DSPW Concurrent _____0700 _____0800

Prerequisite _____0700 _____0800
Corequisite _____0700 _____0800
5. Is this course appropriate for students in transitional Reading courses?
6. If yes, please indicate the appropriate level
DSPR Concurrent _____0700 _____0800

Prerequisite _____0700 _____0800
Corequisite _____0700 _____0800
7. Are these guidelines also applicable to “special students” who enroll in this course?
______Yes ___X___No
If “yes” is marked, the computer will be coded to block special students from registering for this course unless
requirements have been met. Courses can have restriction removed by class as well as individually.
4
CJ 1000 CAREERS IN CRIMINAL JUSTICE (3)
training and planning. [F,S]
5
LIBERAL ARTS DIVISION
CJ 1000: CAREERS IN CRIMINAL JUSTICE
CREDITS: 3 CLASS HOURS: 3
CATALOG COURSE DESCRIPTION:

training and planning.
EXPANDED COURSE DESCRIPTION:

This course is designed to explore the many career possibilities found within the field of criminal
justice. This course provides step-by-step instructions on helping students identify and pursue a
career or job in criminal justice from the initial job search to providing interviewing tips. Career
training such as interviewing skills and resume construction will also be provided.
PRE-REQUISITES:
N/A
REQUIRED TEXTBOOKS:
Work in Criminal Justice: An A-Z Guide to Careers by Debbie J. Goodman and Ron Grinning,
Upper Saddle River, NJ: Prentice Hall, 2006.
Your Criminal Justice Career compiled by Frank Schmalleger, Upper Saddle River, NJ: Prentice
Hall, 2002.
CENTRAL COMPETENCIES
1. To explore the many occupations found within the field of criminal justice.
2. Demonstrate critical thinking skills necessary to aid in personal career exploration.
3. Develop computer skills necessary to initiate a job search.
4. To develop and understand a personal career plan and employ steps necessary to
implement the plan.
5. Explore personal skills deemed important to students in their chosen profession.
6. Develop job interviewing skills.
7. Acquire skills necessary to construct an effective job resume.
8. Locate, navigate, and use major criminal justice, government, and academic websites and
databases.
9. Understand ethical and privacy issues surrounding the use of computer, internet
applications, and the criminal justice field.
10. Use eLearn, PowerPoint’s, and academic resource websites.
INSTRUCTIONAL/LEARNING OBJECTIVES:
Week 1 and 2:
• Understand the process by which people use to find and decide on a career in criminal
justice.
• Learn to navigate the class e-Learn site and the internet.
• Construct and send an email to the instructor through the class e-Learn site.
6
• Update personal information on Banner.
• Learn to independently navigate online employment sites at both the local, state, and
federal level.
• Learn to independently navigate local newspaper classified ads to search for criminal justice
employment opportunities.
• Understand the importance in volunteering and internships in the career decision-making
process.
• Explore the many career planning systems available.
• Tour the Chattanooga State Career Planning and Counseling Department.
• Take the Myers-Briggs Career Planning Inventory.
Week 3:
• Learn how to construct a resume and cover letter

• Learn interviewing techniques.
• Explore the “10 Preparation Questions for Job Interviews.”
• Explore the “10 Do’s and Don’ts for Job Interviews.”
• Explore the “10 Questions to Ask Your Future Employer.”
• Learn how to evaluate a job offer
Week 4 and 5:
• Explore the importance of ethics in the Criminal Justice field.
• Understand the role physical fitness plays in criminal justice occupations
Week 6 and 7:
• Explore the various law enforcement databases for employment opportunities.

• Explore employment opportunities in law enforcement at the local, state, and federal level.
• Explore the minimum qualifications necessary to obtain employment in law enforcement at
the local, state, and federal level.
• Explore the differences in salary range of law enforcement officers at the local, state, and
federal level.
• Conduct a mock national law enforcement job search on the web.
• Guest speaker (Chattanooga City PD; Hamilton Co. Sheriff Dept.).
Week 8 and 9:
• Explore the occupations that make up the American Court system (prosecutors and defense
attorneys, judges, court administrator, paralegals, court clerk, etc.).
• Explore the various job databases for employment opportunities in the American court
system.
• Explore employment opportunities in court-related occupations at the local, state, and
federal level.
• Explore the minimum qualifications necessary to obtain employment in court-related
occupations at the local, state, and federal level.
• Explore the differences in salary range of court-related occupations at the local, state, and
federal level.
• Conduct a mock national job search on the web for court-related occupations.
• Guest speaker (Local attorney or judge).
7
Week 10, 11, and 12:
• Explore the occupations that make up the American Corrections system (correctional
officers, probation and parole officers, prison wardens, correctional counselors and pre-
release counselors, etc.).
• Explore the various job databases for employment opportunities in corrections.
• Explore employment opportunities in corrections at the local, state, and federal level.
• Explore the minimum qualifications necessary to obtain employment in corrections at the
local, state, and federal level.
• Explore the differences in salary of correctional occupations at the local, state, and federal
level.
• Conduct a mock national job search on the web in corrections.
• Guest speaker (Correctional Officer, Probation/Parole Officer, Correctional Counselor).
Week 13 and 14:
• Explore the various community service occupations (child protective services, community
counselor, primary prevention advocates, school resource officers, school social workers,
etc.).
• Explore other occupations that require/prefer a degree in criminal justice (private security,
private investigator, airport inspector, port security, etc.).
• Explore the various job databases for employment opportunities in community services and
other related occupations.
• Explore the minimum qualifications necessary to obtain employment in community services
and other related occupations.
• Explore salary options associated with a career in community services and other related
occupations.
• Conduct a mock job search on the web for employment opportunities in community services
and other related occupations.
• Guest speaker (Child Protective Services Case Worker, Private Investigator).
EVALUATION
Portfolio: Ten (10) assignments will be required throughout the semester. The assignments will
be given by the instructor during class periods. The assignments will be designed to demonstrate
competency of instructional objectives. The assignments will be maintained in a portfolio to be
collected at intervals specified by the instructor. Each assignment will be worth a possible 25
points.
Discussions of Assigned Chapters: Students will present information contained in articles –

chapters assigned to the class for discussion. The discussions will necessitate the use of criminal
justice career websites. Students must be prepared to “teach” their classmates about issues
covered in their assigned reading. Grades for participation will be based on the quality of
information presented. In other words, thorough coverage of assigned reading will result in better
grades. Each presentation will be worth a possible 10 points.
Career Research Paper: A five-page (12 pt. font/double-spaced) research paper will be
completed by the final exam date. The paper will cover a career found within the field of criminal
justice. The paper will be researched using at least three references. The topic and references
8
must be approved by the instructor previous to completion. The paper will be worth a possible 50
points.
Presentation: The research paper will be presented through powerpoint to the class during the
last week of class. The presentation will be graded based on the quality of research, oral skills,
and powerpoint proficiency. The presentation will be worth a possible 50 points.
FINAL GRADE COMPUTATION
Portfolio 10 assignments @ 25 points each (250 50%

points)
Research Paper 1 paper @ 50 points (50 points) 20%
Presentation 1 presentation @ 50 points (50 points) 20%
Discussions 4 discussions @ 10 points each (40 points) 10%
Grade Scale:
A 351-390 points 90% - 100%

B 312-350 points 80% - 89%
C 273-311 points 70% - 79%
D 253-272 points 65% - 69%
F Below 252 points 0% - 64%
Policy Statements:
ACADEMIC INTEGRITY
Students are expected to adhere to the policies and procedures outlined in the Chattanooga State
Student Handbook. Unless specifically directed otherwise, students are required to complete their
own work. All assignments turned in for grades must be the original work of the student.
Academic dishonesty is defined in the student handbook. When a situation of academic

dishonesty arises, it will be reviewed by the instructor and department head and discussed with the
persons involved. Persons subsequently identified as being involved in an act of academic
dishonesty will be subject to the following actions:
First Offense
1. A grade of zero on the assignment for all persons involved,
2. A 10 % reduction in the overall course grade for all persons involved,
3. A report filed with Judicial Affairs Officer.
Second Offense
1. A grade of “F” will be assigned in the course for all persons involved,
2. A report filed with the Judicial Affairs Officer.
PREPARATION- Students are expected to prepare for classes by reading in advance the
concepts to be discussed in class and completing the questions found on the website.
Completion and comprehension of these questions are essential.
9
ATTENDANCE
When students enroll in this course, they obligate themselves for all the work that may be
assigned. Punctual and regular attendance is vital to the discharge of this obligation. Students are
responsible for all assigned work in this course, and absences, excused or unexcused, do not
absolve them of this responsibility. Roll will be taken at the beginning of all classes and laboratory
meetings. Students are responsible for all information presented in classes. This includes any
changes the instructor may make to the tentative schedule of class activities including exams.
Regular attendance and participation is crucial for student success in this class. Attendance will
be taken in all classes and made available to administrative offices.
CELLULAR PHONES/BEEPERS
If you carry a cellular phone or beeper to class, you must turn it off during class time (lecture and
lab). If you feel you must be accessible, discuss the situation with your instructor.
TARDINESS
All class and lab activities including exams and quizzes will begin on time. At the discretion of the
instructor, latecomers will either not be allowed to take exams or quizzes or will have only the
remaining time allotted to complete them. Assignments are due at the beginning of class. The
instructor will assess a penalty for late assignments.
MAKEUP
Make-up work is generally not allowed. Please see the policies outlined above for specific
information on components of the course.
DISABILITIES
Students who have educational, psychological, and/or physical disabilities may be eligible for
accommodations that provide equal access to educational programs and activities at Chattanooga
State. These students should notify the instructor immediately, and should contact Disabilities
Support Services (Student Center, phone 697-4452) within the first two weeks of the semester in
order to discuss individual needs. The student must provide documentation of the disability so that
reasonable accommodations can be requested in a timely manner. All students are expected to
fulfill essential course requirements in order to receive a passing grade in a class, with or without
reasonable accommodations.
DISRUPTIVE STUDENTS
The term “classroom disruption” means behavior a reasonable person would view as substantially
or repeatedly interfering with the conduct of the class. A student who persists in disrupting a class
will be directed by the faculty member to leave the classroom for the remainder of the class period.
The student will be told the reason(s) for such action and given an opportunity to discuss the
matter with the faculty member as soon as practicable. Prompt consultation will be taken by the
faculty member with the Department Dean and the College Judicial Officer. If a disruption is
serious and other reasonable measures have failed, the class may be adjourned and the campus
police summoned.
AFFIMATIVE ACTION
programming, please contact the Affirmative Action Officer, at 697 – 4457.
This class is governed by the policies and procedures stated in the current Chattanooga State
Student Handbook. Additional or more specific guidelines may apply. The instructor reserves the
right to modify this syllabus in writing during the course of the semester.
10
Short Action Form
Major: Psychology
Concentration:
Action Requested:
ADD Psychology of Aging PY223
Rationale: The population of the United States, Tennessee, and Chattanooga and
surrounding areas is experiencing a demographic revolution. The largest section of our
society is in the process of reaching old age. It is vitally important that Chattanooga
State recognizes this important change by offering a course addressing the psychology of
aging. It is thought that caregivers, workers in the field, and students wishing to add to
their knowledge would benefit from the class.
Effective Date: Spring 2009
Approvals
_____
_____
Dean Date
_____
_____
October 9, 2007
Course number and title: Psychology of Aging PY223 Effective term: Spring 2009
X*New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course description _____ Delete course
X Credit hours: Current Hours *New Hours 3 submit syllabus Course Level 200
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode ________S____________
*Extra or Separate Fee Structure (list ALL if applicable) N/A Example: Nursing fee, Private Music fee, etc.
*College Code SB *Classification Code 0 *CIP Classification Code (Records office) _____________
*Schedule Type Code LEC *Instructional Method Code CON *Contact hours per term 3 *Workload 3
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No X Yes____

Current title_______________________________________________________________________________________________
New title
*TRANSITIONAL PRE/CO-REQUISITES: College level in all areas? Yes X No _____ IF, No complete Transitional Studies form
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Rationale: The population of the United States, Tennessee, and Chattanooga and surrounding areas is experiencing a demographic revolution. The
largest section of our society is in the process of reaching old age. It is vitally important that Chattanooga State recognizes this important change by
offering a course addressing the psychology of aging. It is thought that caregivers, workers in the field, and students wishing to add to their
knowledge would benefit from the class.
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
PY223: Psychology of Aging:

This course focuses on current research associated with aging by exploring recent changes in
demography and subsequent individual behavior. Emphasis is on positive aging which explores the
psychological factors, individual traits, and social and community resources integral to living and
functioning optimally in old age. [S]

COURSE SYLLABUS
PSYCHOLOGY OF AGING – PY223
Credit Hours: 3 Course Hours: 3

This course focuses on current research associated with aging by exploring recent changes in
demography and subsequent individual behavior. Emphasis is on positive aging which explores the
psychological factors, individual traits, and social and community resources integral to living and
functioning optimally in old age.
PREREQUISITE: None
REQUIRED TEXTBOOKS
Cox, H. (2008). Annual Editions: Aging 08/09, (21st ed.), McGraw-Hill: New York.
Hill, R. D. (2006). Positive Aging. W. W. Norton: New York.
I. COURSE CONTENT
Unit 1-The Phenomenon of Aging/The Quality of Later Life/Societal Attitudes Toward Old Age
Week Chapter
1 1 (Cox) The Phenomenon of Aging
2 2 (Cox) The Quality of Later Life
3 3 (Cox) Societal Attitudes Toward Old Age
Unit 2- Problems of Aging/Retirement/Living Environment in Later Life
Week Chapter
4 4 (Cox) Problems and Potentials of Aging
5 5 (Cox) Retirement
6 7 (Cox) Living Environment in Later Life
Unit 3- Positive Aging/Coping/Barriers to Successful Aging
Week Chapter
7 1 (Hill) Positive Aging
8 2 (Hill) Coping
9 3 (Hill) Barriers to Successful Aging

Unit 4- Age Related Decline/Assessment Strategies and Instruments/Strategies for Resisting
Maladaptive Mechanisms
Week Chapter
10 4 (Hill) Age Related Decline
11 5 (Hill) Assessment Strategies and Instruments
12 6 (Hill) Strategies for Resisting Maladaptive Mechanisms
Unit 5- The Experience of Dying
Week Chapter
13-14 6 (Cox) The Experience of Dying
II. CENTRAL COMPETENCIES
A. Describe recent changes in population demographics as they relate to older people.
B. Recognize how to improve the process of aging well.
C. Identify how societal attitudes toward old age have changed.
D. Explore current problems of aging.
E. Identify changes that have occurred in retirement and the impact on individual behavior.
F. Identify the different living options open to older people.
G. Understand the concept of positive psychology and positive aging.
H. Identify the role coping plays in successful aging.
I. Understand the application of trait theory to successful aging
J. Explore age related declines across the developmental spectrum and determine strategies to
mitigate the declines.
K. Review assessment tools for determining physical, cognitive, and psychosocial functioning.
L. Explore strategies for resisting maladaptive mechanisms.
M. Discuss the fundamental changes that are occurring in the how we die.
Week 1 – Chapter 1 – The Phenomenon of Aging

• Describe how the population has changed over the past 50 years. (A)
• Discuss reasons for the demographic changes. (A)
• Understand the implications that longevity has upon societal expectations and the behavior of
aging populations. (A)
• List physical changes in older people. Identify the effect of the changes upon behavior and quality
of life issues. (A)
• Identify maladaptive and adaptive behaviors that impact physical development. (A)
Week 2 – Chapter 2 – The Quality of Later Life

• Recognize what habits have an effect on the quality of life in later adulthood. (B)
• Identify the health risks older people can experience. (B)
• Discuss what individuals can do to improve their chances of aging well. (B)
Week 3 – Societal Attitudes Toward Old Age

• Describe how younger adults behave toward older adults. (C)
• Describe how older adults can internalize negative stereotypes and how it can negatively alter
their behavior. (C)
• Discuss the nature, extent, and impact of age discrimination. (C)
Week 4 – Problems of Aging

• Identify changes in medical treatment of aging populations. (D)
• Discuss the nature and impact of exploitation and abuse of older people. (D)
• Understand the symptoms, progression, and treatment of Alzheimer’s disease. (D)
• Recognize the extent and scope of elder abuse. (D)
Week 5 – Retirement
• Understand how traditional retirement has changed. (E)
• Describe maladaptive and adaptive preparation for retirement. (E)
• Discuss the behavioral repercussions of retirement. (E)
Week 6 - Living Environment in Later Life

• Recognize current changes in living environments for older people. (F)
• Discuss how different living options affect behavior. (F)
• Determine which factors lead to the best adjustment and greater life satisfaction for older people
in their living arrangements. (F)
Week 7 – Positive Aging

• Understand the meaning of positive psychology. (G)
• Understand the meaning of positive aging. (G)
• Identify the traits that allow individuals to age successfully. (G)
• Discuss the qualitative and quantitative advantages of the positive-aging framework. (G)
Week 8 – Coping
• Identify how older people can mitigate changes through the modification of earlier adaptive
strategies. (H)
• Discuss the impact of assimilative coping on successful aging. (H)
• Discuss the impact of accommodative coping on successful aging. (H)
Week 9 – Barriers to Successful Aging
• Understand the trait theory of personality. (I)
• Identify the role flexibility plays in successful aging. (I)
• Understand how traits can positively and negatively enhance life satisfaction. (I)
Week 10 – Age Related Decline

• Understand the impact of physical decline upon successful aging. (J)
• Understand the impact of cognitive decline upon successful aging. (J)
• Discuss strategies for mitigating decline in order to enhance positive aging. (J)
Week 11 - Assessment Strategies and Instruments

• Review tools for assessing physical functioning in older age. (K)
• Review tools for assessing cognitive functioning in older age. (K)
• Review tools for assessing psychosocial functioning in older age. (K)
Week 12 - Strategies for Resisting Maladaptive Mechanisms

• Summarize maladaptive mechanisms that can hinder successful aging (L)
• Discuss different strategies that challenge or resist these mechanisms. (L)
Week 13 and 14 – The experience of Dying

• Explain how the process of dying has changed dramatically over the past forty years. (M)
• Understand how the impact of palliative care, hospice, and advance directives has altered the
behavior of dying patients. (M)
• Discuss the psychosocial impact of death and dying on the dying and their caregivers. (M)
IV. EVALUATION
There will be five examinations and one optional comprehensive final examination. The examinations are
multiple choice and essay. Arrive on time for each exam since no one will be allowed to take the
examination after the first person turns in their exam.
NO MAKE UP EXAMS WILL BE GIVEN. IF YOU MISS AN EXAM YOU WILL RECEIVE A ZERO.
The optional final exam is a comprehensive exam over the semester material. You can use the
comprehensive final to make-up a missed exam or raise your score on one exam.
Final grades will be determined on the combined average of four exams.
Exam 1 20%
Exam 2 20%
Exam 3 20%
Exam 4 20%
Exam 5 20%
Total 100%
CSTCC Grading System
A: 90 to 100 %
B: 80 to 89
C: 70 to 79
D: 65 to 69
F: 0 to 64
V: POLICIES
Academic Integrity (Cheating/Plagiarism):

Chattanooga State is committed to promoting a mode of individual conduct based on the
principles of honesty, fairness, trust, respect and responsibility. Students must, without
exception, do their own work. Students who plagiarize or cheat in any way will receive a zero
grade on the assignment and may risk other penalties.
Americans with Disabilities Act:

Students who have educational, psychological, and /or physical disabilities may be eligible for
accommodations that provide equal access to educational programs and activities at
Chattanooga State. These students should notify the instructor immediately, and ideally should
contact Disabilities Support Services (S-113, phone 697-4452) within the first two weeks of the
semester in order to discuss individual needs. The student must provide documentation of the
disability so that reasonable accommodations can be requested in a timely manner. All students
are expected to fulfill essential course requirements in order to receive a passing grade in a class,
with or without reasonable accommodations.
Policy Regarding Children on Campus:

The safety of children requires that children may not accompany adults into classrooms, offices,
or other workspaces as a baby-sitting function, nor be left unsupervised in the halls or grounds of
the college.
.
Short Action Form
Engineering Technology
Major: _______________________________________________________________________________________
Non-Destructive Testing Technology
Concentration: ______________________________________________________________________________
Action Requested:
Develop an industry recognized, TAC ABET accredited, and American Society of Non-
Destructive Testing (ASNT) certified concentration in Non-Destructive Testing
Technology under the Associate of Applied Science degree in Engineering Technology in
order to meet the labor needs of the regional electrical power producers and
manufacturers.
Rationale:
The Tennessee Valley Authority, Alstom, and Westinghouse Electric Company have
indicated an acute shortage of Non-Destructive Testing Technology technicians within
their organizations and have expressed a desire for CSTCC to develop and offer an
A.A.S. program to meet their current and future needs for this critical skill set.
Fall 2009
Effective Date: _______________________________
Approvals
_____
_____
Dean Date
_____
_____
October 9, 2007
NE 110 Introduction to Non-Destructive Testing Fall 2009

Course number and title: ___________________________________________________________________Effective term: __________
XX *New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course description _____ Delete course
____Credit hours: Current Hours ________ *New Hours ___3___ submit syllabus Course Level _________UG__________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode _______S_____________
*College Code ____EG_________ *Classification Code _______0________ *CIP Classification Code (Records office) _____________
*Schedule Type Code LEC _____ *Instructional Method Code ____CON *Contact hours per term __________ *Workload _________
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No __X__ Yes____

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________

XX
____Change term(s) offering _____________Fall_________ if affects program Summary of Required Hours, submit Short Action form showing summary change.
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Rationale: ________Required for NDT concentration in Engineering Technology AAS___________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
Catalog Course Description
NE 110 Introduction to Non-Destructive Testing (3) The purpose of this course is to provide
students a synopsis of the six major Non-Destructive evaluation disciplines: radiography,
ultrasonics, eddy current, magnetic particle, liquid penetrant and visual inspection as well as
provide students with an overview of less common Non-Destructive Testing methods. Class 3
hours. [F,S]

NE 110 Introduction to Non-Destructive Testing
Syllabus
INSTRUCTOR: TBA OFFICE: C55A PHONE: 697-2649

E-MAIL: andrea.crooks@chattanoogastate.edu

NE 110 Introduction to Non-Destructive Testing (3) The purpose of this course is to
provide students a synopsis of the six major non-destructive evaluation disciplines:
radiography, ultrasonics, eddy current, magnetic particle, liquid penetrant and visual
inspection as well as provide students with an overview of less common Non-Destructive
Testing methods.
PREREQUISITES: or instructor consent.
TEXT: Introduction to Nondestructive Testing: A Training Guide; Paul, E; Wiley-

Interscience; 2 edition, 2005; ISBN-10: 0471420298.
TOPICS:
Introduction to NDT
Basic Concepts of NDT
General Terms relating to NDT
Purpose of NDT
Areas of application of NDT
Brief outline of the major NDT methods
Liquid penetrant testing
Magnetic particle testing
Radiographic Testing
Electromagnetic Testing
Ultrasonic Testing
Other types of testing
Importance of certification Levels
Record keeping
CENTRAL COMPETENCIES:
This course will introduce the student with the basic theory and practice of common NDT
methods as well as some of the newer technologies. A variety of typical NDT examples
will be discussed and examined.
INSTRUCTIONAL OBJECTIVES:
Upon completion of the course, the student will be able to:

1. List and define defects that occur in manufacturing.
2. List and define defects that occur in service
3. Demonstrate the appropriate NDT method to perform an inspection
4. Demonstrate basic knowledge of the areas of NDT and their applications.
EVALUATION:
Attendance and Participation:

You should treat your courses here at the college as you would any other job. You are
expected to attend all classroom sessions. Even if you are absent, you will be held
responsible for any assignments, activities, materials or announcements made in class as
well as any assignment due that class period or the next. In addition, late arrivals or
early departures are a disruption to the learning environment. Your instructor will
monitor your attendance as well as late arrivals, early departures, and participation.
Tests (final exam):
Grades will be determined in the following manner:
Assignments, misc. = 25%

Tests (final exam) = 75%
100%
Assessment will be conducted by suitable qualified assessors, as required. The candidate
will have access to any equipment, materials and documentation as required for the
assessment. Written and practical exams, laboratory reports, homework and/or special
projects will be given to make up 100% of the grade.
90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F
Use of Computers: Students will have access to the computers in C-24 and C-33. These
computers are connected to the ET server and can be used to access Microsoft office and
other software. There may be times when one of the computer rooms will not be
available; these will be posted with as much advance notice as possible. It is the
student’s responsibility to see that their username and password are working properly and
that their password is protected. It is also the student’s responsibility to backup needed
files. The school will not be responsible for any computer files that may get “lost” or
damaged. Faculty folders are available to the students on the ET server. Copies of the
syllabus, assignments, and other material handed out in class will be available in the
faculty folders. If you misplace and are absent it is the student’s responsibility to get any
handouts from the faculty folders. This course may also require the student to access
information from the internet.
To Log-in C-24 or C-33: Username: ET_last name first initial middle initial (no spaces)
Password: student
Domain (log-in): CSTCC
Be sure to change your password.
Holidays: Semester Break DATE-DATE

MISCELLANEOUS INFORMATION:
Children: It is Tennessee Board of Regents policy that children are not permitted in the
classrooms or laboratories. If you have children who must stay home for some reason
you must make other arrangements for their care than bringing them with you to class.
Beepers and phones:

Activation of these devices represents a distraction and their use during lecture and lab
(including instant messaging, games, and etc.) will be considered extremely disruptive to
the learning environment. Please turn off all such devices (or set to vibrate) before
entering the classroom. If your cell phone goes off during a testing period, five points
will be deducted from your test.
Disability Services and ADA Compliance:

Students who have educational, psychological, and/or physical disabilities may be
eligible for accommodations that provide equal access to educational programs and
activities at Chattanooga State. These students should notify the instructor immediately,
and should contact Disabilities Support Services (S-113, phone 697-4452) within the first
two weeks of the semester in order to discuss individual needs. The student must provide
documentation of the disability so that reasonable accommodations can be requested in a
timely manner. All students are expected to fulfill essential course requirements in order
to receive a passing grade in a class, with or without reasonable accommodations.
Policy Regarding Disruptive Behavior:

The term classroom disruption means—student behavior a reasonable person would view
as substantially or repeatedly interfering with the conduct of a class. A student who
persists in disrupting a class will be directed by the faculty member to leave the
classroom for the remainder of the class period. The student will be told the reason(s) for
such action and given an opportunity to discuss the matter with the faculty member as
soon as practical. The faculty member will undertake prompt consultation with the
Division Dean and the College Judicial Officer. If a disruption is serious, and other
reasonable measures have failed, the class may be adjourned, and the campus police
summoned. Also, if you are concerned about the conduct of another student please see
your teacher, department head, or division dean.
Affirmative Action:
programming, please contact the Affirmative Action Officer, at 697-4457.
This course is governed by the policies and procedures as stated in the current
Chattanooga State Student Handbook. Additional or more specific guidelines may
apply.
The syllabus and related material can be subject to change at the instructor’s discretion.
Semester 2009
By my signature below, I acknowledge that I have received a copy of the tentative

syllabus for this course (NE 110). I further acknowledge that I have read and fully
understand and agree to abide by the course schedule and policies distributed in class.
Print Name: _____________________
Signature: ______________________
Date: __________
NE 126 Visual Inspection (IP) Fall 2009

____Credit hours: Current Hours ________ *New Hours ___3___ submit syllabus Course Level _________UG__________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode _______S_____________
*College Code ____EG_________ *Classification Code _______0________ *CIP Classification Code (Records office) _____________
*Schedule Type Code LEC/LAB_ *Instructional Method Code ____CON *Contact hours per term __________ *Workload _________

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Rationale: ________Required for NDT concentration in Engineering Technology AAS___________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 126 Visual Inspection (IP) (3) The purpose of this course is to introduce students to the
forms of discontinuities formed in the manufacturing and service life of a part. Provide students
with an understanding of how and why a specific Non-Destructive Testing method is chosen and
to acquaint students with visual inspection techniques and their proper use. Class 2 hours, lab 3
hours. [S]

NE 126 Visual Inspection
Syllabus


NE 126 Visual Inspection (IP) (3) The purpose of this course is to introduce students to
the forms of discontinuities formed in the manufacturing and service life of a part.
Provide students with an understanding of how and why a specific Non-Destructive
Testing method is chosen and to acquaint students with visual inspection techniques and
their proper use. Class 2 hours, lab 3 hours.
PREREQUISITIES: or instructor consent.
TEXT:
TOPICS:
Primary processing
Metal forming
Metals processing
Casting
Secondary processing
Heat treating
Plating
Machining
Rolling
Forging
In-service discontinuities
Joining processes
Welding
Brazing
Soldering
Dimensional inspection
Measuring tools
Lighting conditions
Applications of visual inspection equipment
Safety requirements of visual inspection equipment
This course will enable students to describe the principles procedures and applications of
visual inspection techniques and equipment.
Upon completion of this course the student will be able to:
List and define defects that occur in manufacturing

List and define defects that occur in service
Demonstrate the appropriate NDT method to perform an inspection
Show proficient use of visual inspection instruments
State the safety requirements associated with visual inspections
EVALUATION:

90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F
Assignments:
Practice is an important part of learning and developing your skills. To make sure that
you practice these skills, assignments will be given. Many assignments will involve the
use of the computer. These assignments will be collected and graded. Late
assignments will not be accepted. Your lowest assignment grade will be dropped at
the end of the semester. Therefore, if you fail to complete an assignment this will
count as your drop grade. Copying of assignments will not be tolerated. The
instructor will be available to help with unexpected computer issues and/or to
clarify assignments but students are expected to do their own work.

Tests (final exam):

100%
Password: student

Beepers and phones:



Affirmative Action:
apply.
NE 126 Visual Inspection
Semester 2009

Print Name: _____________________
Signature: ______________________
Date: __________
NE 127 NDT Codes, Standards, & Regulations Fall 2009

____Credit hours: Current Hours ________ *New Hours _3_____ submit syllabus Course Level _______UG____________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode _________S__________
*College Code _____EG______ *Classification Code ___0___________ *CIP Classification Code (Records office) _____________
*Schedule Type Code _LEC *Instructional Method Code ___CON___ *Contact hours per term _________ *Workload _________

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
Rationale: ________Required for new concentration in Non-Destructive Testing Technology_____________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 127 NDT Codes, Standards, & Regulations (3) This course is designed to introduce students
to quality control measures/codes and practices commonly used by various industries to ensure
public safety in accordance with appropriate codes and regulations according to the American
Society of Non-Destructive Testing (A.S.N.T.). Class 3 hours. [F,S]

NE 127 NDT Codes, Standards, & Regulations
Syllabus

E-MAIL: TBA@chattanoogastate.edu

NE 127 NDT Codes, Standards, & Regulations (3) This course is designed to introduce
students to quality control measures/codes and practices commonly used by various
industries to ensure public safety in accordance with appropriate codes and regulations
according to the American Society of Non-Destructive Testing (A.S.N.T.).
TEXT: ASNT.
TOPICS TO BE COVERED:
Codes, Standards, and Regulations in accordance American Society of Non-

Destructive Testing (A.S.N.T.)
This course will empower students with the knowledge of relevant codes, standards, and
regulations associated with NDT.
Upon completion of this course, the student will be able to:
1. Understand and describe codes standards and regulations related to NDT.

2. Look up and reference codes standards and regulations related to NDT
3. Justify interpretation of testing results with codes standards and regulations
associated with NDT
4. Understand and describe recording procedures and records retention associated
with NDT.
EVALUATION:

90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F

Use of Computers: Students will have access to the computers in C-24, C-33, . and
- C-54.
Computers are connected to the ET server and can be used to access Microsoft office and
Beepers and phones:



Affirmative Action:
apply.
NE 127 NDT Codes, Standards, and Regulations
Semester 2009

syllabus for this course (NU 127). I further acknowledge that I have read and fully
Print Name: _____________________
Signature: ______________________
Date: __________
NE 128 Radiographic Testing Fall 2009

*Schedule Type Code _LEC/LAB *Instructional Method Code ___CON___ *Contact hours per term _________ *Workload _________

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 128 Radiographic Testing (3) The purpose of this course is to provide an introductory study
of the processes of radiography. It provides the in-depth study and hands-on experience needed
to prepare the student for a position in the field of radiography. Basic radiation safety will also be
incorporated into the class. The course is designed to meet certain NDT requirements in
accordance with A.S.N.T. SNT-TC-1A NAS-410. Class 2 hours, lab 3 hours. [S]

NE 128 Radiographic Testing
Short Syllabus


NE 128 Radiographic Testing (3) The purpose of this course is to provide an introductory
study of the processes of radiography. It provides the in-depth study and hands-on
experience needed to prepare the student for a position in the field of radiography. Basic
radiation safety will also be incorporated into the class. The course is designed to meet
certain NDT requirements in accordance with A.S.N.T. SNT-TC-1A NAS-410. Class 2
hours, lab 3 hours.
TEXT: Radiographic Testing; Staton, Jean; American Society for Non-Destructive

Testing, 2007; ISBN: 978-1-57117-161-0.
TOPICS COVERED:
Xray Equipment
Electron source, beam focusing, electron acceleration
Equipment design, roentgen output, duty cycle, focal spot size, heel effect, tube
efficiency
Mono and bipolar tubes
Rod anode, rotating anode, fine and dual focus tubes
Glass and metal/ceramic tubes
Xray circuits, self rectified, half wave rectified Greinacher, Graetz, Villard,
constant potential
Tube windows – Beryllium and glass window
Control equipment. Effect of voltage and current
Intro to special equipment eg. Linear Accelerators,
Betatron, Van de Graaf
Gamma Ray Sources
Spectra, activities, decay factors, energies of principal lines, advantages,
limitations, applications of If192, Co60, Yb169.
Comparison on Xray and gamma ray sources on basis of energy and intensity
Radio-isotope containers, types, construction, materials, ancillary equipment,
operation, safety.
Shielding Thickness
Shielding theory.
Properties of shield materials
Camera types and design and accessories
Handling isotope cameras
Safe working distance for xray and gamma ray exposures – calculation
Photographic aspects
Principles of image formation
Film types, emulsions, classes, properties
Film selection
Film density, characteristic curves, gradient, film gamma, film contrast, exposure
latitude.
Inherent unsharpness
Intensifying screens – lead, fluorescent, fluorometallic
Processing chemicals
Effect of time and temperature
Need for washing, archival storage
Dark room control and layout
Chemical processes for intensification and reduction of films.
Effects on quality
Film artifacts
Radiographic sensitivity
Radiographic contrast
Geometric factors
Radiographic sensitivity
Radiographic undercut
Assessing sensitivity
Image quality indicators – types, applications
Calculation of IQI sensitivity
Relevance to flaw sensitivity
Undercut comparator shims
Exposure calculations
Set-up procedures
Effect of x-ray & gamma ray energy
Effect of tube current and source activity
Determining exposure geometry
Control of geometric unsharpness
Reciprocity Law
Films screens and cassettes
Preparation and use of exposure charts, equivalence charts
Distance squared law and characteristic curves
Exposure calculations
Preparation of exposure charts and characteristic curves
Exposure techniques
Selection of view
Beam centering
Directional and panoramic exposure
Identification of radiographs
Viewing and interpretation
Equipment types
Brightness
Exposure meter
Operator factors
Preliminary assessment
Recording and reporting
Acceptance codes and standards
Welds
Castings
Aircraft parts
Other materials
Site radiography
Special techniques
This course is to provide the student with knowledge of the principles, procedures and
applications of radiographic testing, to develop the competency to undertake radiographic
testing of materials in accordance with the requirements of national and international
codes and specifications, and to interpret the results of such tests.
INSTRUCTIONAL OUTCOMES:
1. Describe the principle types of x-ray generators and the radioisotopes used,
including aspects produced by each radiation source and the effect these factors
have on radiographic quality.
2. Describe the photographic aspects of radiographic film exposure and
development.
3. Describe the factors that affect radiographic quality and apply principles in
producing optimum quality radiographs.
4. Describe the methods for setting up and producing a satisfactory radiograph using
x-ray and gamma ray sources
5. Describe and set up the conditions necessary to view and interpret radiographs.
6. Discuss describe and perform radiography of welds, castings and assemblies and
non-metallic materials using standard procedures to recognized standards and
interpret the radiographs in accordance with acceptance codes and standards.
7. Discuss and describe specialized techniques and specialized applications
EVALUATION:

90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F
Assignments:
Practice is an important part of learning and developing your skills. To make sure that
you practice these skills, assignments will be given. Many assignments will involve the
use of the computer. These assignments will be collected and graded. Late
assignments will not be accepted. Your lowest assignment grade will be dropped at
the end of the semester. Therefore, if you fail to complete an assignment this will
count as your drop grade. Copying of assignments will not be tolerated. The
instructor will be available to help with unexpected computer issues and/or to
clarify assignments but students are expected to do their own work.

Tests (final exam):

100%
Letter grades by Academic Regulations in CSTCC catalog.
Password: student
Beepers and phones:



Affirmative Action:
apply.
NE 128 NDT Radiographic Testing
Semester 2009

Print Name: _____________________
Signature: ______________________
Date: __________
NE 211 Magnetic Particle and Liquid Penetrant Fall 2009


Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 211 Magnetic Particle and Liquid Penetrant (3) This course is designed to give the student a
complete introduction through hands-on experience in the magnetic particle and liquid penetrant
methods within the field of Non-Destructive testing. This course is designed to meet certain
NDT level II requirements in accordance with A.S.N.T. SNT-TC-1A & NAS-410. Class 2 hours,
lab 3 hours. [F]

NE 211 Magnetic Particle and Liquid Penetrant
Syllabus


NE 211 Magnetic Particle and Liquid Penetrant (3) This course is designed to give the student a
complete introduction through hands-on experience in the magnetic particle and liquid penetrant
methods within the field of Non-Destructive testing. This course is designed to meet certain
NDT level II requirements in accordance with A.S.N.T. SNT-TC-1A & NAS-410. Class 2 hours,
lab 3 hours.
This course has a high practical content. Theory and practice will be taught concurrently. There
will be a range of learning activities including modified lectures, practical work, and project
work.
TEXT: Liquid Penetrant Testing & Magnetic Particle Testing; American Society of Non-
Destructive Testing, 2003; ISBN: 1-57117-156-8 & ISBN: 1-57117-155-X .
Penetrant Testing
Penetrant test principles and media
Historical background
Scope and basic description of test
Capillarity
General properties of penetrants – penetrability, removability, visibility
Classification of penetrants by viewing – color – contrast, fluorescent – and method of
removal of excess penetrant- solvent-removable, water washable, post emulsifiable.
Emulsifier types – hydrophilic, lipophilic
Developer types – dry powder, water-based solvent-based
Use of standard test panels
Compatibility of different brands/systems.
Penetrant test procedures
Precleaning methods and their areas of use
Penetrant application
Dwell times
Penetrant removal
Drying
Developer application
Dry powder
Development time
Inspection
Indication analysis
Post-cleaning methods and areas of use
Recording and reporting of results of simple tests
Safety precautions in testing
Advantages and limitations of various penetrant testing systems.
Penetrant test equipment
Equipment used
Lighting sources
Magnetic particle testing

Historical background
Scope and basic description
Advantages/limitations
Magnetism and Testing principles
Ferromagnetic materials
Magnetic fields, poles, magnetic flux
Permanent magnets
Electrically induced magnetic fields
Material properties
Flux leakage, discontinuities
Principles of demagnetism
Methods of magnetization/demagnetization
Permanent magnets
Electrically induced magnetic fields – current flow, induced current
Demagnetization coils, AC-DC demagnetization
Magnetizing current and test media
Types and properties of magnetization currents – AC, HWAC, FWAC, DC
Comparison of current types
Properties and application of wet, dry, visible, fluorescent particles
Concentration of wet suspension
Magnetic particle test equipment
Types of equipment
Demagnetization equipment
Field meters, flux indicators
Black light sources
Magnetic particle test procedures
Surface preparation
Establishing magnetic field
Circular vs. longitudinal magnetization methods
Surface vs. sub-surface discontinuities
Magnetic particle application
Sustained and residual methods
Inspection for indications
Lighting conditions
Test sensitivity
Non-relevant and false indications
Demagnetization
Situations requiring
Procedures
Tests for

Job records
Routine reports
Codes and standards
Safety precautions in testing
Ultraviolet light
Use of toxic, flammable materials, electrical hazards
This course will enable student to describe the principles and procedures of liquid penetrant and
magnetic particle testing, and apply these techniques to defective components. The student will
develop competence in the use and interpretation of penetrant test methods as well as magnetic
particle test methods.
1. Describe the fundamental principles of the penetrant test and the media used.
2. Describe and apply penetrant testing processes for different applications
3. Apply various penetrant test techniques to simulated and actual test situations and
interpret the test results.
4. Describe and identify test equipment and associated safe operation procedures used in the
penetrant test.
5. Apply codes, standards and quality control procedures and safety precautions relating to
the penetrant test.
6. Explain the principles of the magnetic particle test.
7. Describe test parameters used in magnetic particle testing
8. Describe and apply techniques used in magnetic particle testing
9. Interpret results of magnetic testing.
EVALUATION:
Assessment will be conducted by suitable qualified assessors, as required. The candidate will
have access to any equipment, materials and documentation as required for the assessment.
Written and practical exams, laboratory reports, homework and/or special projects will be given
to make up 100% of the grade.
90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F
Assignments:
Practice is an important part of learning and developing your skills. To make sure that you
practice these skills, assignments will be given. Many assignments will involve the use of the
computer. These assignments will be collected and graded. Late assignments will not be
accepted. Your lowest assignment grade will be dropped at the end of the semester.
Therefore, if you fail to complete an assignment this will count as your drop grade.
Copying of assignments will not be tolerated. The instructor will be available to help with
unexpected computer issues and/or to clarify assignments but students are expected to do
their own work.

You should treat your courses here at the college as you would any other job. You are expected
to attend all classroom sessions. Even if you are absent, you will be held responsible for any
assignments, activities, materials or announcements made in class as well as any assignment
due that class period or the next. In addition, late arrivals or early departures are a disruption
to the learning environment. Your instructor will monitor your attendance as well as late
arrivals, early departures, and participation.
Tests (final exam):

100%
- C-54.
classrooms or laboratories. If you have children who must stay home for some reason you must
make other arrangements for their care than bringing them with you to class.
Beepers and phones:

(including instant messaging, games, and etc.) will be considered extremely disruptive to the
learning environment. Please turn off all such devices (or set to vibrate) before entering the
classroom. If your cell phone goes off during a testing period, five points will be deducted
from your test.

Students who have educational, psychological, and/or physical disabilities may be eligible for
accommodations that provide equal access to educational programs and activities at Chattanooga
State. These students should notify the instructor immediately, and should contact Disabilities
Support Services (S-113, phone 697-4452) within the first two weeks of the semester in order to
discuss individual needs. The student must provide documentation of the disability so that
reasonable accommodations can be requested in a timely manner. All students are expected to
fulfill essential course requirements in order to receive a passing grade in a class, with or without
reasonable accommodations.

The term classroom disruption means—student behavior a reasonable person would view as
substantially or repeatedly interfering with the conduct of a class. A student who persists in
disrupting a class will be directed by the faculty member to leave the classroom for the
remainder of the class period. The student will be told the reason(s) for such action and given an
opportunity to discuss the matter with the faculty member as soon as practical. The faculty
member will undertake prompt consultation with the Division Dean and the College Judicial
Officer. If a disruption is serious, and other reasonable measures have failed, the class may be
adjourned, and the campus police summoned. Also, if you are concerned about the conduct of
another student please see your teacher, department head, or division dean.
Affirmative Action:
Chattanooga State Student Handbook. Additional or more specific guidelines may apply.
Semester 2009

syllabus for this course (NE 211). I further acknowledge that I have read and fully understand
and agree to abide by the course schedule and policies distributed in class.
Print Name: _____________________
Signature: ______________________
Date: __________
NE 212 Ultrasonic Testing Fall 2009


Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 212 Ultrasonic Testing (3) This course is designed to give the student a complete
introduction through hands-on experience in the ultrasonic method within the field of Non-
Destructive Testing. The course is designed to meet certain NDT Level I requirements in
accordance with A.S.N.T. snt-tc-1A & NAS-410. Class 2 hours, lab 3 hours. [S]

NE 212 Ultrasonic Testing
Syllabus


NE 212 Ultrasonic Testing (3) This course is designed to give the student a complete
introduction through hands-on experience in the ultrasonic method within the field of
Non-Destructive Testing. The course is designed to meet certain NDT Level I
requirements in accordance with A.S.N.T. snt-tc-1A & NAS-410. Class 2 hours, lab 3
hours.
This course will be taught by active participation, illustration, demonstration and

description. This course is practical in nature and theoretically integrated to complement
the acquisition of practical skills. Theory and practice will be taught concurrently. There
will be a range of learning activities including modified lectures, practical work and
project work.
TEXT: Nondestructive Testing Handbook, Third Edition: Volume 7, Ultrasonic

Testing; Workman, Gary; American Society of Non-Destructive Testing, 2007;
ISBN: 978-1-57117-105-4.
Properties and behavior of ultrasound

Frequency, velocity, wavelength, amplitude
Continuous and pulsed waves
Modes of vibration
Acoustic impedance pressure, energy, intensity
Reflection, refraction and mode conversion
Critical angle and total reflection
Diffraction, dispersion and attenuation
Generation of ultrasound
Piezoelectricity and types of crystals
Construction of ultrasonic search units
Characteristics of search units- frequency- crystal thickness relationship
Conversion efficiencies of various crystals
Damping and resolutions
Beam intensity characteristics – near field, far field divergence
Normal and angle probes
Flat and contoured probes
Single crystal and twin crystal probes
Fixed and adjustable probes
Care of search units
Ultrasonic testing equipment
Description of basic pulse-echo instrument
Time-base (synchronizer) circuit
Pulser circuits
Receiver or echo-amplifier circuit
A-scan display circuit
Linearity, effect of supersession
Types of displays
A-scan display
B-scan display
C-scan display
Monitors and recording devices
Care of equipment
Types of couplants, desirable characteristics
Testing methods
Contact testing
Straight beam
Angle beam
Surface waves and Lamb waves
Immersion testing
Straight beam
Angle beam
Bubbler technique
Calibration
Types and uses of calibration blocks
Determination of probe characteristics
Water distance for immersion technique
Test application
Selection of test parameters
Frequency
Probe size and shape
Scanning speed and index
Thickness testing
Plate testing
Castings
Forgings
Welds
Interpretation of results
Acceptance standards
Location of discontinuities
Job records
Routine reports
Codes and standards
Variables affecting test results
Instrument performance variables
Transducer performance variables
Inspected part variables
Entry surface conditions
Part size and geometry
Metallurgical structure
Discontinuity variables
Size and geometry
Distance location from entry surface
Orientation to entry surface
Reflecting characteristics of the discontinuity
This course will enable students to describe the principles, procedures and applications of
ultrasonic testing and to undertake ultrasonic testing of materials, during normal
conditions under general supervision.
1. Describe the fundamental properties and behavior of ultrasound.

2. Describe how ultrasonic waves are generated and detected
3. Describe the basic parts of pulse-echo instruments and the functions of various
controls
4. Describe various ultrasonic testing methods.
5. Calibrate ultrasonic test equipment using standard calibration blocks and
determine system parameters using standard blocks.
6. Demonstrate proficiency in carrying out thickness testing of various materials in
the wrought and cast condition.
7. Show awareness of various variables affecting the test results.
EVALUATION:

90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F

- C-54.
Beepers and phones:



Affirmative Action:
apply.
Semester 2009

Print Name: _____________________
Signature: ______________________
Date: __________
NE 213 Eddy Current Testing Fall 2009


Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 213 Eddy Current Testing (3) This course will emphasize basic and intermediate theory of
the production of eddy currents, including electrical concepts. The calibration and operation of
eddy current machines will be covered along with the applications of eddy current testing. Class
2 hours, lab 3 hours. [S]

NE 213 Eddy Current Testing
Syllabus


NE 213 Eddy Current Testing (3) This course will emphasize basic and intermediate
theory of the production of eddy currents, including electrical concepts. The calibration
and operation of eddy current machines will be covered along with the applications of
eddy current testing. Class 2 hours, lab 3 hours.
This course will be taught by active participation, illustration, demonstration and

description. This course is practical in nature and theoretically integrated to complement
the acquisition of practical skills. Theory and practice will be taught concurrently. There
will be a range of learning activities including modified lectures, practical work and
project work.
TEXT: Electromagnetic Testing Classroom Training Book; Sadek, Hussein;

American Society for Non-Destructive Testing, 2006; ISBN: 1-57117-122-3.
Basic principles of eddy current and electromagnetic testing

Electricity
Ohms law & resistance, conductivity & resistivity
Amplitude, phase, impedance, vectorial representation
Inductance
Circuit
Magnetism
Electromagnetism
Amperes law
Lenz law
Induced currents
Skin effects
Reactance
Theory of eddy currents
Distribution of eddy currents
Plane conductors
Amplitude
Phase
Penetration
Defect reaction
Cylindrical bars
Similarity law
Characteristic frequency
Variation of amplitude & currents
Geometric defect characterization
Point defects
Large defects
Characteristics of eddy current probes
Induction and reception functions
Absolute and differential measure
Types of probes
Means of focusing
Effects of coupling
EC distribution related to coil position
Field generated by non-load inductor
EC path
Design technology, manufacturing technology, electric parameters, maintenance
Eddy Current Equipment
Working principles
Equipment controls
Types of equipment
Auxiliary devices
Signal acquisition
Influence of various parameters on eddy current measurement
Defect position and orientation
EC path, depth, zone
Material temperature
Structure and geometry of test piece
Frequency
Phase discrimination
Noise filtering
Magnetic saturation
Coupling influence
Vibrations
Band width
This course will provide the student with an understanding of the principles of eddy
current testing. It will enable the student to operate eddy current equipment and interpret
signals indicated by the equipment, and to use eddy current test procedures in industrial
applications.
1. Describe the basic principles of eddy current testing.

2. Describe the theory of eddy currents
3. Describe the characteristics of eddy current probes
4. Understand the principles and to set up, calibrate and use eddy current test
equipment for the inspection of materials and components.
5. Describe the applications for eddy current testing, including the materials and
products that may be tested by this method and the nature of the defects that may
be detected
6. Discuss and assess the influence of various parameters on the eddy current test.
EVALUATION:

90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F

- C-54.
Beepers and phones:



Affirmative Action:
apply.
Semester 2009

Print Name: _____________________
Signature: ______________________
Date: __________
NE 228 Fundamentals of Metallurgy Fall 2009


Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
____Other ________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
NE 228 Fundamentals of Metallurgy (3) This course provides an overview of metallurgy and its
application in applicable industries. Topics covered include metallographic sample preparation,
hardness and tensile testing, fundamentals of physical metallurgy and heat treating. Class 2
hours, lab 3 hours. [F]

NE 228 Fundamentals of Metallurgy
Syllabus


NE 228 Fundamentals of Metallurgy This course is designed to give the student a
working knowledge of metallurgical procedures and processes, properties and
applications of metals. Class 2 hours, Lab 3 hours.
TEXT: Metallurgy Fundamentals; Brandt & Warner; Goodheart-Wilcox, 2004;

ISBN-10: 1590703456.
Metallic structures
Effects of stress and temperature on simple metal structures
Engineering alloys in general
Non-ferrous alloys
Aluminum
Other alloys
Ferrous alloys
Steel
Superalloys
Cast iron
Ductile iron
Manufacturing processes
Extrusion
Casting
Welding
Brazing
Soldering
Stamping
Other processes
This course will empower students with the knowledge of metallic properties, processes
and other aspects associated with metal components in industrial service.
1. Describe the fundamental properties and behavior of metals

2. Understand and describe how metals are formed and processed
3. Describe the basic methods of joining metals
4. Be able to use different metals in appropriate applications
EVALUATION:

90-100 % A
80-89% B
70-79% C
65-69% D
Below 65% F

- C-54.
Beepers and phones:



Affirmative Action:
apply.
Semester 2009

Print Name: _____________________
Signature: ______________________
Date: __________
MEMORANDUM
TO: Jennifer Duncan, Chair

FROM: Tim McGhee, Department Head, Engineering Technology
RE: Creation of a concentration in Non-Destructive Testing Technology under the

A.A.S. in Engineering Technology Degree
DATE: September 17, 2008
By my signature below, I certify that I have reviewed the attached materials submitted to the
college curriculum committee and concur that it is within the prescribed guidelines for
submission to this body:
________________________________________ __________________________
________________________________________ __________________________
Dean Date
________________________________________ ___________________________
________________________________________ ___________________________
October 9, 2007
FORM - COVER (Required for All Proposals)
Please refer to TBR Policy 2:01:01:00, TBR Guideline A-010, and THEC Policy A1:0
and A1:1 before developing this proposal. A letter of intent must be submitted for any
proposal requiring both TBR and THEC approval as the first step, before a proposal is
developed. Approval to proceed with the development of a proposal will be provided in
writing to the President before a proposal is submitted to TBR for consideration.
Sponsoring Institution(s): Chattanooga State Technical Community College
Proposal: Develop an industry recognized, TAC ABET accredited, and American Society
of Non-Destructive Testing (ASNT) certified concentration in Non-Destructive Testing
Technology under the Associate of Applied Science degree in Engineering Technology in
order to meet the labor needs of the regional electrical power producers and
manufacturers. The Tennessee Valley Authority, Alstom, and Westinghouse Electric
Company have indicated an acute shortage of Non-Destructive Testing Technology
Technicians within their organizations and have expressed a desire for CSTCC to develop
and offer a degree program to meet their current and future needs for this critical skill set.
Degree Designation [or] Type of Certificate:
Associate in Applied Science (AAS) Engineering Technology

_______________________________ in _____________________________________
Formal Degree Abbreviation Title of Proposed Program to be established or impacted
Concentrations: Non-Destructive Testing Technology

(if applicable)
Delivery Site(s): Chattanooga State Technical Community College

4501 Amnicola Highway
Chattanooga, TN 37406
Proposed CIP Code:
Proposed Implementation Date: Fall 2009
Cooperative Partners: Tennessee Valley Authority; Alstom; Westinghouse Electric

Company
For more information contact: Tim McGhee / 697-3174

Name Telephone
Institutional Approval: ____________________________/______

Signature of President Date
THEC Financial Estimate Form
A.A.S. Engineering Technology - Non-Destructive Testing Technology Concentration
Five-year projections are required for baccalaureate and post-baccalaureate programs and certificates.
Three-year projections are required for associate degrees and undergraduate certificates. Projections
should include cost of living increases per year.
Year 1 Year 2 Year 3 Year 4 Year 5

I. Expenditures
A. One-time Expenditures
New/Renovated Space $ - $ - $ - $ - $ -
Equipment - - - - -
Library - - - - -
Consultants - - - - -
Travel - - - - -
Other - - - - -
Sub-Total One-time $ - $ - $ - $ - $ -
B. Recurring Expenditures
Personnel
Administration
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Sub-Total Administration - - - - -
Faculty
Salary $ 10,000 $ 50,000 $ 51,000 $ 52,000 $ 53,000
Benefits 770 14,000 14,280 14,560 14,840
Sub-Total Faculty $ 10,770 $ 64,000 $ 65,280 $ 66,560 $ 67,840
Support Staff
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Sub-Total Support Staff $ - $ - $ - $ - $ -
Operating
Travel $ 1,000 $ 2,000 $ 2,000 $ 2,000 $ 2,000
Printing - - - - -
Equipment 5,000 4,000 4,000 4,000 4,000
Other 1,500 1,500 1,500 1,500 1,500
Sub-Total Operating $ 7,500 $ 7,500 $ 7,500 $ 7,500 $ 7,500
Total Recurring $ 18,270 $ 71,500 $ 72,780 $ 74,060 $ 75,340
TOTAL EXPENDITURES $ 18,270 $ 71,500 $ 72,780 $ 74,060 $ 75,340

(A+B)
1

II. Revenue
Tuition and Fees1 51,600 72,240 79,120 86,000 96,320

Institutional Reallocations2 (33,330) (740) (6,340) (11,940) (20,980)
Federal Grants3 - - - - -
Private Grants or Gifts 4 - - - - -
Other5 - - - - -
TOTAL REVENUES $ 18,270 $ 71,500 $ 72,780 $ 74,060 $ 75,340
FTE calculated at $4300.00

Notes:
1. In what year is tuition and fee revenue expected to be generated and explain any differential fees. Tuition and fees
include maintenance fees, out-of-state tuition, and any applicable earmarked fees for the program.
Year One
2. Please identify the source(s) of the institutional reallocations, and grant matching requirements if applicable.
Based on calculations, no institutional reallocations will be needed.
3. Please provide the source(s) of the Federal Grant including the granting department and CFDA number.
None
4. Please provide the name of the organization(s) or individual(s) providing grant(s) or gift(s).
Tennessee Valley Authority - Chattanooga Division
5. Please provide information regarding other sources of the funding.

NA
2
3
FORM – PJ (Program Performance and Justification)
Institution: Chattanooga State Technical Community College
Program Name: AAS in Engineering Technology, Concentration in Non-Destructive

Testing Technology
Date: Effective Fall 2009
(Although all of the following requirements may not be applicable all proposals. Carefully consider the
elements in each area and respond as completely as possible in the format below. Quantification of
performance goals should be included whenever possible.)
Accreditation
• It is the intention of the department to seek accreditation from the TAC/ABET as
soon as possible. Accreditation will be requested when the program has proven the
success of graduates. That is, graduates have been successfully employed for at least
one year, so the request for accreditation will occur three to four years after the
program starts. The process of gaining accreditation will start immediately with the
development and implementation of a continuous improvement plan of setting goals,
plans of action, assessment, etc
• This proposal should have no implications for SACS.
Evaluation Plans
The following outcomes are expected.
• Placement of 90% of our graduates in a job related to their major is expected.
• After five years, average 10 graduates per year.
• Retain 2/3 of our students semester by semester.
• Score 80% or better on surveys of student and employer satisfaction.
• Approval of the program's advisory committee when evaluating and improving
the program.
• The Engineering Technology Department, Job Placement Department, and
Institutional Research Departments will work together to assess the success of this
concentration.
Evidence of Demand and Need (Refer to THEC Policy A1.0 and A1.1)
• Labor Market Evidence
The US Bureau of Labor Statistics reports that job opportunities for Non-Destructive
Testing Technicians field are growing as employers encounter difficulty hiring enough
trained Non-Destructive Testing technicians. According to the US Bureau of Labor
Statistics, as the existing technician workforce nears retirement age, nuclear facilities,
fabricators, engineering companies, and manufacturers will compete with other segments
of the industry for qualified employees for laboratories, hospitals, and electric utilities.
Seventy percent of the total demand for Non-Destructive Testing technicians will come
from the Department of Energy and the power-producing industry, according to the
"Nuclear Pipeline Analysis" study completed by the Nuclear Energy Institute. These
additional jobs will be the result of retirements of existing professionals and the increase
in electrical power related manufacturing and construction.
Many labor reports show that job opportunities are expected to be numerous for trained
NDT technicians. In just three years, the pool of contractor Non-Destructive Testing
technicians has declined significantly due to retirements, expanded services demand, an
increase in power-related manufacturing, and construction of nuclear power plants.
Shortages of technicians may inspire efforts by prospective employers to attract and
retain new hires. As an example of such efforts, employers may provide more flexible
training programs or improve compensation and working conditions. Hospitals, colleges,
vocational-technical institutes, and the U.S. Armed Forces offer preparation in this
vocation.
There is a need for qualified NDT technicians all across the United States. Career
opportunities exist in the aircraft, construction, nuclear power, and manufacturing
industries. Currently, the United States and Canada are the only countries that train,
educate, and certify NDT technicians. The demand for Level III certified NDT
technicians is a world-wide need and certified technicians may travel extensively to cover
the global demand.
Educational Need
According to the US Department of Labor, most employers prefer to hire someone with
at least a 2-year associate degree in engineering technology. Individuals with college
courses in science, engineering, and mathematics may qualify for some positions as NDT
Technicians, but may need additional specialized training and experience. Prospective
NDT technicians should take as many high school science and math courses as possible
to prepare for programs in engineering technology after high school.
According the US Department of Energy, Non-Destructive Testing technicians normally

will need an associate’s degree and A.S.N.T. Level II certification to immediately enter
the work force. According to the American Nuclear Society, new degree and certificate
programs will attract qualified candidates into the field. Human Resource officials from
TVA also revealed that they will need help from CSTCC recruiting, training, and
maintaining a sufficient pool of qualified candidates to staff near and long-term needs
with the local and regional nuclear power industry (and related support industries) due to
the need for prospective candidates needing a two-year degree (as a minimum) for
employment consideration with TVA.
This concentration was developed through the use of an industry-led advisory committee
who share a vested interest in a successful program of study through the College.
NDT Advisory Committee
Bill Goins Retired TVA Engineer

Dan Mickler NDT Specialist, TVA
Darlene Tinley NDE Level III, ISO, TVA
David Ivey President, Ivey Cooper Services
Kathy Ellis Manager, Westinghouse Electric Company
Kevin Foley Project Manager, Westinghouse Electric
Mike Patch Manager, Westinghouse Electric Company
Mike Turnbow ISO Manager, TVA
Richard Roberts NDE Level III Inspector, InTech Services, LLC
Rick Ramsey Manager, BWR Resource Operations, Westinghouse
Sam Wells Aresyn Energy, Inc.
Tommy Craig Sulzer Pump Company
Tracie Clifford Kenco
Sam Crabtree Alstom
Current NDT Postsecondary Educational Providers

Cowley County Community College Louisiana Technical College
125 S. Second T.H. Harris Campus
Arkansas City, KS 67005 322 East South Street
Opelousas, La 70570
Ridgewater College
Two Century Ave. Salt Lake Community College
Hutchinson, MN 55350 250 West 3900 South
Box 30808
Sinclair Community College Salt Lake City UT 84130-0808
444 West Third Street
Dayton, OH 45402 Southeast Community College
600 State Street
Iowa State University Milford, NE 68405-8498
Center for NDE
Ames, IA 50011-3042
• Societal Need Evidence

This program will help to meet the demand of increasing consumer power consumption
and the expansion of the nuclear power and manufacturing industries (to meet the
demand) in the southeastern United States.
• Other Evidence of Need
CSTCC was approached by representatives from TVA, Alstom, Westinghouse Electric
Company, InTech Services, and Arysen Power to assist with meeting the need of the
nuclear power, construction, and manufacturing industries, respectively, in the region.
• Program Duplication:
There are currently no similar postsecondary institutions in the Tennessee Board of
Regents or University of Tennessee systems respectfully, that offer (TAC/ABET
accredited) Non-Destructive Testing Technology related training or educational
programs. There are only six postsecondary education providers, nationally, who offer a
two-year degree in Non-Destructive Testing.
Human Resource Needs

• Faculty
One adjunct faculty member will be needed during the program start-up. The program
will require one full-time faculty at year two.
• Administrative
None - Provided by the Engineering Technology Department
• Clerical and Support Personnel

None - Provided by the Engineering Technology Department
Other Needs for Support

• Library
None – no additional needs
• Instructional Facilities
• Instructional Equipment
• Other Needs
Discussions have taken place with TVA regarding co-use of their training labs and
equipment donations.
FORM - PS Program Structure
A. Total credits required for graduation: 65
B. Residency requirements (if any): Tennessee
C. General Education: Total credits: 16
Courses (specific courses OR distribution areas) and credits:
Rubric/Number Course Title Credit Hours

ENGL 1010 Composition I 3
MATH 1710 Pre-Calculus I 3
S/BS Elective 3
HUM/FA Elective 3
PHYS 1030 Concepts of Physics 4
D. Major Field Core: Total credits: ______________________________16__________

MD 134 Statics & Strength of Materials I 3
ET 115 Computers in Engineering Technology 3
ENGL 2710 Technical Reports 3
MATH 1720 Pre-Calculus II 4
DD 124 CAD Engineering Drawing II 3
E. Concentrations(s): Total credits: ______________________________16_________

NE 110 Introduction to Non-Destructive Testing 3
NE 126 Visual Inspection (IP) 3
NE 127 NDT Codes, Standards, & Regulations 3
NE 128 Radiographic Testing 3
NE 211 Magnetic Particle and Liquid Penetrant 3
NE 212 Ultrasonic Testing 3
NE 213 Eddy Current Testing 3
NE 228 Fundamentals of Metallurgy 3
MD 104 Blueprint Reading & Analysis 3
MD 254 Elements of Material Science 3
EG 222 Probability & Statistics for Engineering 3
33
F. Electives: Total credits: _____________N/A________________________________
(Include descriptions, directions, or restrictions that may apply.)
G. Other credits: ______________________N/A_______________________________
(If applicable, describe requirements for thesis, dissertation, clinical experience,

internship, or other capstone experience.)
Note: The sum of C, D, E, F, and G should equal A.
H. Admission, Retention, and Graduation Requirements (Provide complete statement

only if requirements are different from standard institutional requirements as stated in the
Catalog.) N/A
I. Describe any unique features such as interdepartmental cooperation, collaboration

with other institutions, articulation, industry partnerships, etc. N/A
J. Description of New Courses: Provide rubric, number, title, credit hours and catalog
description of each new course needed for full implementation of the proposed program.

The purpose of this course is to provide students a synopsis of the six major Non-
Destructive evaluation disciplines: radiography, ultrasonics, eddy current, magnetic
particle, liquid penetrant and visual inspection as well as provide students with an
overview of less common Non-Destructive Testing methods. Class 3 hours. [F,S]
NE 126 Visual Inspection (IP)

The purpose of this course is to introduce students to the forms of discontinuities formed
in the manufacturing and service life of a part. Provide students with an understanding of
how and why a specific Non-Destructive Testing method is chosen and to acquaint
students with visual inspection techniques, and their proper use. Class 2 hours, lab 3
hours. [S]
NE 127 NDT Codes, Standards, & Regulations

This course is designed to introduce students to quality control measures/codes and
practices commonly used by various industries to ensure public safety in accordance with
appropriate codes and regulations according to the American Society of Non-Destructive
Testing (A.S.N.T.). Class 3 hours. [F,S]
NE 128 Radiographic Testing

The purpose of this course is to provide an introductory study of the processes of
radiography. It provides the in-depth study and hands-on experience needed to prepare
the student for a position in the field of radiography. Basic radiation safety will also be
incorporated into the class. The course is designed to meet certain NDT requirements in
accordance with A.S.N.T. SNT-TC-1A NAS-410. Class 2 hours, lab 3 hours. [S]
This course is designed to give the student a complete introduction through hands-on
experience in the magnetic particle and liquid penetrant methods within the field of Non-
Destructive testing. This course is designed to meet certain NDT level II requirements in
accordance with A.S.N.T. SNT-TC-1A & NAS-410. Class 2 hours, lab 3 hours. [F]

This course is designed to give the student a complete introduction through hands-on
experience in the ultrasonic method within the field of Non-Destructive Testing. The
course is designed to meet certain NDT Level I requirements in accordance with
A.S.N.T. snt-tc-1A & NAS-410. Class 2 hours, lab 3 hours. [S]

This course will emphasize basic and intermediate theory of the production of eddy
currents, including electrical concepts. The calibration and operation of eddy current
machines will be covered along with the applications of eddy current testing. Class 2
hours, lab 3 hours. [S]

This course provides an overview of metallurgy and its application in applicable
industries. Topics covered include metallographic sample preparation, hardness and
tensile testing, fundamentals of physical metallurgy and heat treating. Class 2 hours, lab 3
hours. [F]
Program of Study
Non-Destructive Testing Technology
Semester
Hours
Course No. Course Title Fall Spring
Freshman
ENGL 1010 Composition I 3
ET 115 Computers in Engineering Technology 3
MATH 1710 Pre-Calculus I 3
MATH 1720 Pre-Calculus II 4
MD 104 Blueprint Reading & Analysis 3
NE 110 Introduction to Non-Destructive Testing 3
NE 126 Visual Inspection (IP) 3
NE 127 NDT Codes, Standards, & Regulations 3
NE 128 Radiographic Testing 3
1
DD 124 CAD Engineering Drawing II 3
MD 134 Statics & Strength of Materials I 3
18 16
Sophomore Fall Spring
PHYS 1030 Concepts of Physics 4
NE 211 Magnetic Particle and Liquid Penetrant 3
NE 212 Ultrasonic Testing 3
NE 213 Eddy Current Testing 3
NE 228 Fundamentals of Metallurgy 3
ENGL 2710 Technical Reports 3
EG 222 Engineering Statistics 3
MD 254 Elements of Material Science 3
SOC/BEV Social/Behavioral Science Elective 3
HUM ELEC Humanities Elective 3
16 15
Total Hours: 65
1
DD 114 Prerequisite
FORM SE Student Enrollment Projections
Engineering Technology
Non-Destructive Testing Technology Concentration
Estimate the unduplicated headcount and full-time equated enrollment and the number of
graduates for a complete program cycle.
Year Full-Time Part-time Total Year FTE Graduates

Headcount Headcount Headcount
1 12 6 18 12 0
2 18 6 24 16.8 12
3 20 6 26 18.4 14
4 22 6 28 20 16
5 24 8 32 22.4 18
Explain the basic assumptions used in estimating the size of the proposed program.
Assumptions should be related to the evidence of need and to other supportive data.
• The Tennessee Valley Authority, Alstom Power, Westinghouse Electric Company,

Aresyn Energy, and numerous other closely-related industry representatives have
indicated an estimated need of 12-15 new Non-Destructive Testing technicians per
year, locally, over the next 10 years as they expand current and future capabilities
of their nuclear power plants and the related organizations that support the power
production industry (manufacturers and suppliers). There is a need for qualified
NDT technicians all across the United States. Career opportunities exist in the
aircraft, construction, nuclear power, and manufacturing industries. Currently, the
United States and Canada are the only countries that train, educate, and certify
NDT technicians. The demand for Level III certified NDT technicians is a world-
wide need and certified technicians may travel extensively to cover the global
demand. New technicians will be needed to replace retiring technicians, primarily
baby-boomers, at an elevated rate that TVA has determined to be an “extreme
concern.” Currently, there are only six postsecondary education providers,
nationally, who offer a two-year degree in Non-Destructive Testing – none in the
southeast.
• Student assumptions are based on the stated need by the TVA, Alstom Power,
Westinghouse Electric Company, Aresyn Energy, and numerous other closely-
related industry representatives and a market analysis of the southeastern United
States. An additional assumption is that CSTCC will serve as a regional facility for
Non-Destructive Testing Technology training, therefore drawing students from out
of the service area.
• Nomenclature:
o S: Students
HC: Head Count
CH: Credit Hours
SCH: Student Credit Hours
FTE: Full-time Equivalent
• Estimates are based on:

Year One Year Two
Full-time HC: 12S x 12CH=144 SCH Full-time HC: 18S x 12CH=216 SCH
Part-time HC: 6S x 6CH=36 SCH Part-time HC: 6S x 6CH=36 SCH
144SCH+36SCH=180SCH/15=12 FTE 216SCH+36SCH=252SCH/15=16.8 FTE
Year Three Year Four
Full-time HC: 20S x 12CH=240 SCH Full-time HC: 22S x 12CH=264 SCH
Part-Time HC: 6S x 6CH=36 SCH Part-Time HC: 6S x 6CH=36 SCH
240SCH+36SCH=276SCH/15=18.4 FTE 264SCH+36SCH=300SCH/15=20 FTE
Year Five Cost estimates based on $4,300.00 per FTE.
Full-time HC: 24S x 12CH=288 SCH
Part-Time HC: 8S x 6CH=48 SCH
288SCH+48SCH=336SCH/15=22.4 FTE
FORM - SUM (Summary) (No more than 2 pages + attachments)
INSTITUTION: Chattanooga State Technical Community College
PROPOSAL: Develop an industry recognized, TAC ABET accredited, and American

Society of Non-Destructive Testing (ASNT) certified concentration in Non-Destructive
Testing Technology under the Associate of Applied Science degree in Engineering
Technology in order to meet the labor needs of the regional electrical power producers
and manufacturers. The Tennessee Valley Authority, Alstom, and Westinghouse Electric
Company have indicated an acute shortage of Non-Destructive Testing Technology
Technicians within their organizations and have expressed a desire for CSTCC to develop
and offer an A.A.S. program to meet their current and future needs for this critical skill
set.
EFFECTIVE DATE: Fall 2009
PURPOSE (Goals and Objectives):

Non-Destructive Testing (NDT) is testing and evaluation that does not destroy the test
object. NDT is vital for constructing and maintaining all types of components and
structures. Non-Destructive tests are done to detect internal or external imperfections, to
determine structure, composition, or properties, or to measure geometric characteristics
without affecting the form, fit, or function of the test object or material. To detect
different defects such as cracking and corrosion, there are different methods of testing
available, such as X-ray (where cracks show up on the film) and ultrasound (where
cracks show up as an echo blip on the screen).
Upon successful completion of the A.A.S. in Engineering Technology – Non-Destructive

Testing Technology concentration, graduates will possess the knowledge, skills, and
abilities to make an intelligent entry into the power producing, construction, and
manufacturing industries. Outcomes will include the ability and knowledge to detect
defects such as cracking and corrosion, by utilizing the different methods of testing
available, such as X-ray, ultrasound, and liquid penetration. Students will train in the
theory of each NDT method, in addition to spending quality time working in fully-
equipped labs. Training will include hands-on training on X-radiography, isotope
radiography, ultrasonics, computer based eddy current, computerized acoustic emission,
real-time X-ray equipment, and liquid penetration.
Objectives
The objectives and goals of the program are to:
1. Provide technical training in the inspection methods of ultrasonic, radiography,

film interpretation, liquid penetrant, magnetic particle, eddy current and visual
inspection. In addition training will be provided in ancillary classes that
strengthen the knowledge of the NDT technician.
2. Provide an effective training program that meets the employment needs of the
various industries that NDT serves.
3. Provide students with safe working habits so as not to injure themselves, others,
or personal property.
4. Instill in the student a sense of punctuality and time management.
CURRICULUM: The proposed program requires completion of 65

semester credit hours distributed as follows:
Curriculum Component Hours Required

General Education 16
Major Field Core 16
Concentration 33
Electives 0
Other (specify) N/A
TOTAL: 65
No. of new courses: 8 with 24 credit hours
NEED:
Previous meetings have been held with Non-Destructive Testing Technology managers
and leaders from the Tennessee Valley Authority, Westinghouse Electric Company,
Alstom, InTech, Ivy Cooper, Sulzer Pump, and other electrical/nuclear power-related
organizations and manufacturers to address their need to initiate an education plan in
order to ensure an adequate pool of candidates are available to fill positions created by
the expansion of the Bellefonte and Watts Bar Nuclear Power Plants in addition to the
increased manufacturing presence Chattanooga is experiencing.
IMPACT:
Currently, there are no two-year community colleges or technical colleges who offer
Non-Destructive Testing Technology educational degrees or training within the tri-state
area of Tennessee, Georgia, and Alabama. However, the nuclear power industry has in
recent years realized a growing demand for services, and TVA, as well as other southern
nuclear power producers, manufacturers, and suppliers are expanding their capabilities to
meet this increased demand. Chattanooga State has an opportunity to serve both the local
nuclear power and manufacturing industries respectively, but also to be a leader in the
education and training of this unique skill set in the southeastern United States.
PLANS FOR ACCREDITATION:

The CSTCC Engineering Technology Department will seek ABET accreditation for the
A.A.S. in Engineering Technology, Non-Destructive Testing Technology concentration
as well as Electric Power Research Institute (EPRI) certification.
ATTACHMENT(S):
(If Applicable)
Short Action Form
Major: _______Emergency Medical Technician - Basic_______________________________________________
Concentration: ______________________________________________________________________________
Action Requested:
The requested action is to convert the long standing Emergency Medical

Technician-Basic institutional certificate to a technical certificate. Neither new
courses nor additional expenses to the college will result from this proposed change.
Rationale:
The Tennessee Board of Regents has directed that this and other institutional certificates
be converted into technical certificates if we are to continue to offer them. The EMT-
Basic program at Chattanooga State helps to fill a significant demand for emergency
medical services personnel within our service area and beyond. Additional benefits to
this conversion include allowing these students to be eligible for financial aid and to be
counted as graduates for the institution.
Effective Date: ___Fall 2009_________________________
Approvals
_____
_____
Dean Date
_____
_____
October 9, 2007
Proposal: Change the existing 16 semester hour Emergency Medical Technician

Institutional Certificate to a 16 semester hour Technical Certificate
__Technical Certificate________ in _Emergency Medical Technician – Basic ________

Concentrations:
(if applicable)
Proposed CIP Code:
Cooperative Partners: Regional EMS Services and Hospitals
For more information contact: Curtis Aukerman_____________/ (423)697-3332____

Dr. Howard L. Yarbrough_____/ (423)697-4785_____
Name Telephone

Emergency Medical Technician Technical Certificate

I. Expenditures
Equipment - - - - -
Library - - - - -
Travel - - - - -
Other - - - - -
Personnel
Administration
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Faculty
Salary $ 63,117 $ 63,117 $ 63,117 $ - $ -
Benefits 4,828 4,828 4,828 - -
Sub-Total Faculty $ 67,945 $ 67,945 $ 67,945 $ - $ -
Support Staff
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Operating
Travel $ 2,623 $ 2,754 $ 2,892 $ - $ -
Printing 1,556 1,634 1,715 - -
Equipment - - - - -
Other 10,444 10,966 11,515 - -
Sub-Total Operating $ 14,623 $ 15,354 $ 16,122 $ - $ -
Total Recurring $ 82,568 $ 83,299 $ 84,067 $ - $ -
TOTAL EXPENDITURES $ 82,568 $ 83,299 $ 84,067 $ - $ -

(A+B)
1

II. Revenue
Tuition and Fees1 221,770 239,511 258,673 - -

Institutional Reallocations2 (139,202) (156,212) (174,606) - -
Other5 - - - - -
TOTAL REVENUES $ 82,568 $ 83,299 $ 84,067 $ - $ -
Notes:
Tuition and fee revenue will be generated each year. The projection from year 1 to year 3 assumes an annual
increase in tuition and revenue fees of 8% annually.
There are two full time faculty currently employed who are primarily responsible for the operation of the
existing institutional certificates in Emergency Medical Medicine and Paramedic. As they are existing faculty,
they thus do not represent a new cost which would be incurred in the event that this technical certificate is
approved. Thus as shown on this sheet the institutional reallocation is the suplus amount that is generated
in tuition and fees over and above the adjunct faculty cost shown here and operating expenditures.
Not applicable
Not applicable
Not applicable
2
3
Institution: Chattanooga State Technical Community college
Program Name: Emergency Medical Technician
Date: September 13, 2008
Accreditation
● Institutional plans for program accreditation, if applicable, including accrediting

agency and timeline. If there are no plans to seek specialized accreditation, please
provide reasons.
The currently operated Emergency Medical Technician institutional certificate

is fully accredited by the State of TN Department of Health, Division of
Emergency Medical Services. Operation of this program requires that it must
be accredited by the state. This accreditation has already been met by the
program and will not be affected by the change to a technical certificate.
● State whether this proposal has implications for SACS. If so, explain what
actions will be taken.
This proposal should have no impact upon our SACS accreditation status.
The program was offered as an institutional certificate during our last SACS
review, and the current proposal contains no curriculum changes from that
time.
Evaluation Plans
● List the assessment standards that are most appropriate for measuring the
effectiveness and success of the proposed program as related to the stated goals
and objectives.
Student licensure rates and job placement as well as employer satisfaction

surveys are currently being used as measurements of program success.
● Identify the institutional office responsible for conducting the evaluation and
explain how evaluations will be conducted, i.e., alumni surveys, employer
surveys, external review, pass rates on certification/licensure exams, etc.
The Nursing and Allied Health Division office conducts graduate and
employer surveys. These are forwarded to the EMS Program director.
Licensure rates are tracked by the program director.
● Educational Need
Tn regulations require EMS training be conducted at the post secondary level.
● Student Interest/Demand
Interest has been solid over the life of the current program with documented
increase over the last five years.
● Labor Market Evidence
Although we currently have no formal job placement program in place

graduates are having no difficulty finding employment. Current cuts in
several of our border states have caused our program to reach beyond our
normal regional scope.
● Societal Need Evidence
Healthcare for an ever increasing population is daily in the forefront of

society. This program offers ground floor entrance into the healthcare arena.
● Other Evidence of Need
● Program Duplication: Identify similar programs offered by other public or private

institutions in the state. Explain why the primary objective can not be met by
existing programs.
This program is offered by 13 public and one private institution across the
state. However it is important to note that geographic placement and clinical
facilities of the other programs do not allow them to meet our regional need.
Recent closure of several Northern Georgia and Northern Alabama EMS
programs further emphasize our need. The following institutions currently
have active EMT programs in TN.
Northeast State Technical Community College
Walters State Community College
Roane State Community College
Cleveland State Community College
Tennessee Technological University
Middle Tennessee University
Volunteer State Community College
Columbia State Community College
Motlow State Community College
University of The South
Jackson State Community College
Dyersburg State Community College
Southwest State Community College
● Faculty
Current faculty easily supports the program. Two full time faculty members
aided by numerous adjunct instructors are in place to facilitate instruction.
One of the adjunct instructors will serve as the clinical coordinator.
● Administrative
The Program Director also serves as a full time faculty member.
● Clerical and Support Personnel
Clerical and support needs will be met by existing personnel of the Division
of Nursing and Allied Health
● Library
No additional needs are necessary.
● Instructional Facilities
Adequate facilities are available at all CSTCC sites.
● Instructional Equipment
The program equipment is comprised of both expendable and reusable

equipment. Current supplies of reusable equipment are maintained and
replaced as needed. No additional instructional equipment funds will be
required.
● Other Needs
A. Total credits required for graduation: 16 ___________________________________
B. Residency requirements (if any): ________None_____________________________
C. General Education: Total credits: ________0____________________________
D. Major Field Core: Total credits: 16
EA 106 Emergency Medical Technician I 8

EA 116 Emergency Medical Technician II 8
E. Concentrations(s): Total credits: ___________0_____________________________
F. Electives: Total credits: _____________0__________________________________

G. Other credits: ______0__________________________________________________

Within the 16 hour two semester program 80-120 clinical hours are required to
accomplish Tennessee Department of Health, Division of EMS requirements for patient
contacts and skills performance. The academic credit for these clinical hours is included
in the credit awarded for EA 106 and EA 116

Catalog.)

with other institutions, articulation, industry partnerships, etc.
The regional EMS agencies and Hospitals partner with CSTCC to provide
adequate clinical sites and student experiences. It allows positive student
experiences while allowing potential employers the opportunity to see the
individuals in the work environment.
No new courses will be required for implementation of the proposed change.


1 20 100 120 73 105
2 20 100 120 73 105
3 20 100 120 73 105
4 20 100 120 73 105
5 20 100 120 73 105
Enrollment projections are based on an analysis of the most recent enrollments of

the current institutional certificate program as it is currently operating. This is a
conservative estimate, as employer demands are more likely to increase than
decrease.
PROPOSAL: Convert existing Institutional Certificate in Emergency Medical Medicine

to a Technical Certificate
PURPOSE (Goals and Objectives):
It is the intent of CSTCC to convert our existing institutional certificate EMT

program from the current Institutional Certificate status to a state recognized
Technical Certificate. As the profession of Emergency Medical Services
continues to grow and mature a technical certificate will allow easier and more
complete transfer of hours and training to additional programs. Additionally, it
will enable students seeking this training in this field to avail themselves of
financial aid programs currently unavailable to them.
CURRICULUM: The proposed program requires completion of 16


General Education
Major Field Core
Concentration 16
Electives
Other (specify)
TOTAL:
No. of new courses: __0__ with _0__ credit hours
NEED:
The continual growth and maturation of Emergency Medical Services as a

profession calls for a continual supply of professionally trained individuals to
meet these growth demands. The need for allied health professionals is well
documented and competent Emergency Medical Technicians are in demand both
in the traditional EMS role and in ever increasing opportunities in other settings.
IMPACT:
This program will help to meet the need of supplying competent, trained EMTs to
the region.
PLANS FOR ACCREDITATION: (Professional accreditation and SACS notification if

(If Applicable) required.)
The current institutional certificate program is fully accredited through the

Tennessee Department of Health, Division of Emergency Medical Services. This
accreditation will continue with no lapse with the conversion.
ATTACHMENT(S): Regional Articulation Committee Recommendation (s)

(If Applicable)

EMT‐IV COURSE CURRICULUM

Semester Hours
Course No. Course Title FALL SPRING SUM
EA 106, 116 Emergency Medical Technician I, II 8 8

Total Hours: 16

Short Action Form
Major: _______Emergency Medical Technician - Paramedic__________________________________________
Concentration: ______________________________________________________________________________
Action Requested:
The requested action is to convert the long standing Emergency Medical

Technician-Paramedic institutional certificate to a technical certificate. Neither new
courses nor additional expenses to the college will result from this proposed change.
Rationale:
The Tennessee Board of Regents has directed that this and other institutional certificates
be converted into technical certificates if we are to continue to offer them. The EMT-
Paramedic program at Chattanooga State helps to fill a significant demand for emergency
medical services personnel within our service area and beyond. Additional benefits to
this conversion include allowing these students to be eligible for financial aid and to be
counted as graduates for the institution.
Effective Date: ___Fall 2009_________________________
Approvals
_____
_____
Dean Date
_____
_____
October 9, 2007
Proposal: Change the existing institutional certificate in Emergency Medical Technician-

Paramedic to a technical certificate.
___Technical certificate__________ in _Emergency Medical Technician-Paramedic__

Concentrations:
(if applicable)
Proposed CIP Code:
Cooperative Partners:
For more information contact: _Curtis Aukerman ___/_(423)697-3332__________

_Dr. Howard Yarbrough _/_(423)697-4785_________
Name Telephone

Technical Certificate - Paramedic

I. Expenditures
Equipment - - - - -
Library - - - - -
Travel - - - - -
Other - - - - -
Personnel
Administration
Salary
Benefits
Faculty
Salary $ 30,884 $ 30,884 $ 30,884
Benefits 2,363 2,363 2,363 - -
Sub-Total Faculty $ 33,247 $ 33,247 $ 33,247 $ - $ -
Support Staff
Salary
Benefits - - - - -
Operating
Travel $ 1,749 $ 1,836 $ 1,928
Printing 1,038 1,090 1,144
Equipment
Other 6,962 7,310 7,676 - -
Sub-Total Operating $ 9,749 $ 10,236 $ 10,748 $ - $ -
Total Recurring $ 42,996 $ 43,483 $ 43,995 $ - $ -
TOTAL EXPENDITURES $ 42,996 $ 43,483 $ 43,995 $ - $ -

(A+B)
1
Technical Certificate - Paramedic

II. Revenue
Tuition and Fees1 55,940 60,415 65,248

Institutional Reallocations2 (12,944) (16,932) (21,253) - -
Other5 - - - - -
TOTAL REVENUES $ 42,996 $ 43,483 $ 43,995 $ - $ -
Notes:
tuition and fee revenue will be generated each year of program operation. The current institutional certificate
program is averaging 40 students annually, so this figure was used to project revenue. Revenue increases
are based upon an estimated 8 percent annual increase in fees.
The institutional reallocation shown here is the net difference between costs shown and revenues generated.
Not applicable
Not applicable
Not applicable
2
Program Name: Emergency Medical Technician-Paramedic
Date: September 24, 2008
Accreditation
provide reasons.
By TN state regulation all paramedic programs taught within TN borders must

meet state and national accreditation standards. Accreditation on both levels has
been achieved by our current institutional certificate program.
The current institutional certificate was in place at the time of the last SACS
review, we therefore do not anticipate any SACS implications.
Evaluation Plans
and objectives.
Student licensure rates, job placement, as well as employee and student

satisfaction surveys will be used to measure program success.
surveys, external review, pass rates on certification/licensure exams, etc.
The nursing and allied health division office distributes student and employer
surveys. They are forwarded to the program director. Licensure rates are tracked
by the program director.
● Educational Need
Tennessee regulations require EMS training to be conducted at a post secondary
institution. The fact that the current institutional certificate program is producing
approximately 50 graduates annually who are successful in obtaining employment
is evidence of continuing need.
● Student Interest/Demand
Interest has been solid over the life of the current program. Cuts in EMS
programs in several Border States have expanded our student population beyond
our normal area.
● Labor Market Evidence
While we have no formal job placement program, paramedic graduate who

successfully license have no problem finding employment.
● Societal Need Evidence
Healthcare for an ever increasing and aging population has remained at the
forefront of society. EMS as a profession is constantly maturing and new
opportunities for paramedics are developing rapidly.

existing programs.
Eight additional institutions in Tennessee offer paramedic training programs, as

shown below. However none of these programs is attractive to students in the
Chattanooga State service area. The nearest program is at Roane State,
approximately 70 miles from Chattanooga.
Northeast State Technical Community College

Walters State Community College
Roane State Community College
Tennessee Technological University
Volunteer State Community College
Columbia State Community College
Jackson State Community College
Southwest State Community College
● Faculty
Current faculty easily supports the program. There are currently two full time
faculty members in emergency medicine whose primary responsibility is to teach
in the Emergency Medical Technician and Paramedic institutional certificate
programs. Thus approval of this proposal to convert to a technical certificate will
not require the addition of any full time faculty. The faculty expenses shown are
for adjunct instructors only who are needed to facilitate instruction.
● Administrative
This program will be administered by the Division of Nursing and Allied Health.
The program director will also serve as a full time faculty member.
● Clerical and Support Personnel
No additional clerical and support personnel other than those already provided
within the Division of Nursing and Allied Health will be required for this
program.
● Library
● Instructional Facilities –
No additional instructional facilities will be required.
● Instructional Equipment
The program equipment and supplies consist of both expendable and reusable
materials. These materials are maintained and replaced as needed.
● Other Needs
A. Total credits required for graduation: 44___________________________________
B. Residency requirements (if any): _________________________________________
C. General Education: Total credits: ________________________________________
D. Major Field Core: Total credits: 44_______________________________________

EA 226 Paramedic Theories I 14
EA 227 Paramedic Theories II 14
EA 228 Paramedic Theories III 7
EA 240 Clinical Practice I 2
EA 241 Clinical Practice II 3
EA 242 Clinical Practice III 4
E. Concentrations(s): Total credits: _________________________________________
F. Electives: Total credits: ________________________________________________

G. Other credits: ________________________________________________________

Clinical Practice I, II, III are clinical experiences in a variety of settings; ambulance,
emergency department, intensive car units, operating room, labor and delivery,
psychiatric center. These are designed to give the student multiple opportunities for
hands on care and experience. Students will complete between 450 and 600 hours in
these combined sections.

Catalog.)

with other institutions, articulation, industry partnerships, etc.
We currently have clinical agreements with over twenty clinical affiliates. They provide
us an opportunity to send students to a variety of settings and sites. It allows the clinical
affiliate to get to know the students and evaluate their work habits and abilities. These
same clinical affiliates are the potential employers for many of our students.

1 40 40 42.6 36
2 40 40 42.6 36
3 40 40 42.6 36
4 40 40 42.6 36
5 40 40 42.6 36
__Assumptions are based on the most recent five year enrollment figures.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
PROPOSAL: Convert institutional certificate to technical certificate.
PURPOSE (Goals and Objectives): While Continuing to teach the most current US DOT
curriculum and standards in emergency medical services it is our intent to convert our
existing institutional certificate in EMT-P to a technical certificate. The profession of
EMS continues to grow and mature and a technical certificate will allow easier and more
complete transfer of hours/training to a degree or other allied health programs.
CURRICULUM: The proposed program requires completion of 44_


General Education
Major Field Core 44
Concentration
Electives
Other (specify)
TOTAL:
No. of new courses: __0__ with _0__ credit hours
NEED: The continual growth and maturation of EMS as a profession places a continual
need for trained, competent paramedics to meet the needs, expectations, and demands of
the public. While the need for health care professionals in general is well documented
the need for licensed paramedics is near the top of the allied health professionals list.
IMPACT: This program will meet the need of supplying trained, competent paramedics
to the region.
PLANS FOR ACCREDITATION: (Professional accreditation and SACS notification if
(If Applicable) required.)
The State of Tennessee Department of Health, Division of Emergency Medical Services

regulations requires state and national accreditation for all paramedic programs. Our
current institutional certificate program has achieved these accreditations, and the
proposed change will not impact upon that accreditation. The existing institutional
certificate was present during the last SACS reaccreditation, and we do not expect that
the proposed change will have any SACS implications.
ATTACHMENT(S): Regional Articulation Committee Recommendation (s)

(If Applicable)

PARAMEDIC COURSE CURRICULUM

Semester Hours
Course No. Course Title FALL SPRING SUM
EA 226, 227, 228 Paramedic Theories I, II, III 14 14 7
EA 240, 241, 242 Clinical Practice I, II, III 2 3 4
16 17 11

Total Hours: 44
Short Action Form
Major: _____Dental Assisting___________________________________________________________________
Concentration: ______________________________________________________________________________
Action Requested:
Establish new associates of applied science degree in dental assisting by allowing

students to add an additional general education component to the courses which
they complete in association with the technical certificate in dental assisting.
Rationale:
• To provide an opportunity for dental assisting students who have earned a certificate
to continue their education to achieve a degree
• To provide an opportunity for those undecided degree students who have
accumulated general education and elective credit hours and have subsequently
changed their major to dental assisting, to apply those general education hours toward
a degree.
• To make our graduates more competitive with the graduates of other programs.
• To create more qualified employees for the Dental Community.
• To enable students to participate in the Baccalaureate degree completion programs
offered by local 4-year colleges to students who have completed 60 hours of study.
• To increase and diversify opportunities for employment outside of the dental office,
i.e., dental manufacturers and sales representatives, dental insurance claims
supervisors, trainers for new products and materials, educational facilities.
Effective Date: __Fall 2009_____________________________

Approvals
_____
_____
Dean Date
_____
_____
October 9, 2007
Proposal: Optional Associate of Applied Science, Dental Assisting
A.S.S._________________________ in __Dental Assisting_______________________

Concentrations:
(if applicable)
Delivery Site(s): Main Campus
Proposed CIP Code:
Proposed Implementation Date Fall 2009:
Cooperative Partners:
For more information contact: _Karen Castleberry________/423-697-4474__________

_Dr. Howard Yarbrough____/423-697-4785__________
Name Telephone

Associate of Applied Science in Dental Assisting

I. Expenditures
Equipment - - - - -
Library - - - - -
Travel - - - - -
Other - - - - -
Personnel
Administration
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Faculty
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Sub-Total Faculty $ - $ - $ - $ - $ -
Support Staff
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Graduate Assistants
Salary $ - $ - $ - $ - $ -
Benefits - - - - -
Tuition and Fees* (See Below) - - - - -
Sub-Total Graduate Assistants $ - $ - $ - $ - $ -
Operating
Travel $ - $ - $ - $ - $ -
Printing - - - - -
Equipment - - - - -
Other - - - - -
Sub-Total Operating $ - $ - $ - $ - $ -
Total Recurring $ - $ - $ - $ - $ -
TOTAL EXPENDITURES $ - $ - $ - $ - $ -
(A+B)
*If tuition and fees for Graduate Assistants are included, please provide the following information.
Base Tuition and Fees Rate $ - $ - $ - $ - $ -
• Provide an opportunity for dental assisting students who have earned a certificate to continue their
education to achieve a degree
• Provide an opportunity for those undecided degree students who have accumulated general
education and elective credit hours and have subsequently changed their major to dental assisting,
to apply those hours toward a degree.
• Make our graduates more competitive with the graduates of other programs.
• Create more qualified employees for the Dental Community.Enable students to participate in the
Baccalaureate degree completion programs offered by local 4-year colleges to students who have
completed 60 hours of study.Increase and diversify opportunities for employment outside of the
dental office, i.e., dental manufacturers and sales representatives, dental insurance claims
supervisors, trainers for new products and materials, educational facilities.
• Enable students to participate in the Baccalaureate degree completion programs offered by local
four year colleges to students who have completed 60 hours of study.
• Increase and diversify opportunities for employment beyond the dental office, manufacturing,
sales, dental insurance claims, educational institutions.
2
1. Appendix A
Dental Assisting Technical Certificate

SUMMARY OF REQUIRED HOURS:
Course. No Course Title Fall Spring Summer
CS 101 Computer Literacy 3
DAST1120, Basic Sciences I, II 3 2
1121
DAST1130, Clinical Skills I, II 4 3
1131
DAST1140 Dental Radiology 4
DAST1150 Dental Materials 4
DAST1160 Dental Office Management 3
DAST1170, Clinical Practice I, II 7 6
1171
ENGL1010 Composition I 3
PY 101 General Psychology 3
SP 110 Fundamentals of Public Speaking ___ ___ _3_
18 18 12
Total Hours: 48
Dental Assisting - Associate of Applied Science Degree option

Natural Natural Science Elective 4
Science
HUM Humanities/Fine Arts elective 3
MATH Math elective 3
Total Hours: 58
3
Program Name: Dental Assisting
Date: February 25, 2008
Accreditation
provide reasons.
The program is accredited by the ADA Commission on Dental Accreditation.

That status is not expected to change as a result of this proposal.
This proposal will have no negative impact on our SACS accreditation status.
Evaluation Plans
and objectives.
1) graduate surveys 2) employer surveys 3) advisory committee recommendations

4) state licensing exam results 5) accreditation review
surveys, external review, pass rates on certification/licensure exams, etc
the division office conducts and tallies the survey data; the program faculty
collects data
● Educational Need:
The president of the local Third District Dental Society has advised the dean of
nursing and allied health that it would be advantageous for dental assistants to
have an associates degree.
● Student Interest/Demand:
Students show high interest in attaining a degree. Two thirds of the currently
enrolled class will choose to pursue the AAS degree when it becomes an option.
● Labor Market Evidence:
Having a degree will allow students to be more competitive in the work force.
The degree program will provide the dentists/employers with a high quality
employee and will provide the graduate with more opportunities for employment
● Societal Need Evidence:
The Chattanooga State Technical Certificate program in dental assisting is the

only program in Chattanooga that is accredited by the American Dental
Association’s Commission on Dental Accreditation. Prospective students
perceive degree programs as being better than certificate programs. We want that
perception to extend to Chattanooga State by offering a degree option for dental
assisting majors.

existing programs.
A local proprietary college offers an Associate Degree in Dental Assisting.

However unlike the Chattanooga State program, the proprietary program is NOT
accredited by the American Dental Association. We are concerned that students
who perceive that an associate’s degree would give them a competitive edge over
a technical certificate are being led to enroll in the proprietary program which as
stated previously is not accredited.

● Faculty: 0
● Administrative: 0
● Clerical and Support Personnel: 0

● Library: 0
● Instructional Facilities: 0
● Instructional Equipment: 0
● Other Needs: 0

1
0 25 25 17 25
2
0 25 25 17 25
3
0 25 25 17 25
4
0 25 25 17 25
5
0 25 25 17 25
The purpose of this proposal is merely to allow individuals who are currently enrolled in
the technical dental assisting certificate program, or who have already completed this
program, to attain an associates degree. This would be accomplished by simply the
addition of a required general education component. Therefore, no new courses, nor
additional faculty, nor additional sections of courses are required. It is anticipated that the
additional needs of these students could be met with existing college resources.
Short Action Form
Major: ___Management____________________________________________________________________
Concentration: __
Action Requested: Approval of 2 New Courses

1.) FUND 1010 Principles of Charitable Giving
2.) FUND 1020 Mechanics of Charitable Giving
Rationale:
Course created to fulfill Fast Track Certification in non-profit fundraising concentration.
Effective Date: ___Spring 2009______________________
Approvals
_____
_____
Dean Date
_____
_____
October 9, 2007
Course number and title: __FUND 1010 Principles of Charitable Giving _______________________Effective term: _Spring 2009_
_X_ *New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course description _____ Delete course
____Change course subject code or number: Current_______ New ________________ provide definition if new subject Repeat? ___Yes __X__ No
__3__Credit hours: Current Hours ________ *New Hours __3___ submit syllabus Course Level _______UG____________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode _______S____________
*College Code ____BI_______ *Classification Code ______O________ *CIP Classification Code (Records office) _____________
*Schedule Type Code __LEC___ *Instructional Method Code __CON__ *Contact hours per term __75______ *Workload _________
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No _X__ Yes____

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
____Change course description to: __Intro to principles and practices of effective fund‐raising for non‐profits: focus on

techniques of fund development through specialized reading, discussion and a class project.
Not designed for transfer. (F,S)
____Other ________________________________________________________________________________________________________
Rationale: Course created to fulfill fast track certification in non-profit fundraising concentration.
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
FUND 1010 Principles of Charitable Giving: Intro to principles and practices of effective fund‐raising
for non‐profits: focus on techniques of fund development through specialized reading,
discussion and a class project. Not designed for transfer. [F,S]
FUND1010 PRINCIPLES OF CHARITABLE GIVING

INSTRUCTOR: Holly Reeve Office: CBIH 210B Telephone: 697‐2630

EMAIL: Holly.Reeve@ChattanoogaState.edu

OFFICE HOURS: As posted on Office door and online, or by special arrangement

Class Hours: 3 Credit Hours: 3

Intro to principles and practices of effective fund‐raising for non‐profits: focus on
techniques of fund development through specialized reading, discussion and a class project.
Not designed for transfer.

COURSE DESCRIPTION
This course is an introduction to the principles and practices involved in effective fund‐
raising for non‐profit organizations. Fundraising techniques for Annual Funds, Capital
Campaigns and Special Events are introduced as they relate to a Total Development
Program within the culture of philanthropy through specialized reading, discussions and a
class project. The principles of giving are emphasized throughout the course. Not designed
for transfer.

PREREQUISITES
N/A

CONCURRENT
N/A

COREQUISITES
N/A

TEXTBOOK and OTHER MATERIALS
Textbook: Seymour, Harold J. Designs for Fund‐Raising: Principles, Patterns, Techniques.
Michigan: Taft Group, 2nd Edition.
Website:
N/A
A.) Identify and evaluate prospective donors
B.) Demonstrate an understanding of the reasons people give to charity and the role in
motivating people to give
C.) Recognize the components of a total development program and the types of fundraising
techniques used in Annual Funds, Special Events, Major Gifts, Capital Campaigns and
Deferred Gifts
D.) Understand the relationship between volunteers and staff and the types of people
involved in philanthropy
E.) Identify trends in the industry and characteristics in constituency groups
F.) Build an annual donor base
G.) Demonstrate the ability to solicit with professional skill
H.) Create gift acceptance and acknowledgment policies
INSTRUCTIONAL OBJECTIVES
1.) Develop a prospect list (A)
2.) Analyze the prospect list (A)
3.) Implement and utilize a data management system (F)
4.) Rate prospects (A) (C) (E)
5.) Design and conduct training programs for volunteers (C) (D)
6.) Ask for and secure gifts from prospects (G)
7.) Engage volunteers in prospect identification, cultivation and solicitation activities (B)
8.) Delineate the roles of volunteer board members and staff (B) (C) (D)
9.) Develop a mission statement (class project) (B)
10.) Develop gift acceptance policies and donor recognition groups (B) (H)
11.) Ensure that the solicitation of gifts is conducted in accordance with the regulatory
environment (H)
12) Comply with reporting requirements and regulations (H)

EVALUATION
The grade for this course will be based upon the following components and scale.
Components: Grading Scale:
Exercises 20% A = 90% ‐ 100%
Project 20% B = 80% ‐ 89%
Tests (Two) 40% C = 70% ‐ 79%
Final Examination 20% D = 65% ‐ 69%
F = below 65%
Exercises are included in almost every topic and are designed to reinforce concepts through
application. Exercises are graded based on completeness, quality, and timeliness.

The project is to write a mission statement for a non‐profit of your choice. Details for the
course project are provided in Week 8.

Tests and the final examination consist primarily of short, essay type questions, but mat
also contain matching, multiple choice and/or true/false type questions. These questions
cover the material discussed in the course, textbook reading, and information from
projects, exercises, and extra readings as assigned. If, for any reason, you are unable to take
a test by the scheduled test date, you must notify the instructor in advance to make other
arrangements.

All course work is due as indicated on the Semester Calendar.

COURSE OUTLINE

UNIT I: Course Operations
UNIT II: History and Scope
Week 1: Definition and History of Philanthropy
Week 2: Definition and History of Organized Fund‐raising
Week 3: Governance
UNIT III: Volunteers and Staff
Week 4: Organizational Structure
Week 5: Motivations and Incentives for giving
UNIT IV: The Foundation for Fund Development
Week 6: Procedures and Best Practices
Week 7: Distinctive Characteristics of Successful Campaigns
UNIT V: The Mission Statement (Course Project)
Week 8: The Makings of a Cause
UNIT VI: Policies and Procedures
Week 9: Methods, Techniques, Accounting, Reporting and Types of Gifts
Week 10: Annual Fund
Week 11: Special Events
Week 12: Major Gifts, Capital Campaigns and Deferred Gifts
Week 13: Post campaign / event work
Week 14: Ethical Practices, Resource Management, Tax Advantages

POLICIES
The instructor reserves the right to modify this syllabus in writing during the course of
the semester.

This class is governed by the policies and procedures stated in the current Chattanooga
State Student Handbook. Additional or more specific guidelines may apply.

All assignments are due as specified on the Semester Calendar. No late assignments will
be allowed unless approval of the instructor is obtained prior to the due date. You may
turn in assignments in advance of the due date. Tests must be completed by the date
specified on the Semester Calendar, no late testing will be allowed unless approval of
the instructor is obtained prior to the due date.

If your email address changes at any time during the semester, it is your responsibility to
notify me of this change.

DISABILITIES

and should contact Disabilities Support Services (Student Center, phone 697-4452)
within the first two weeks of the semester in order to discuss individual needs. The
student must provide documentation of the disability so that reasonable accommodations
can be requested in a timely manner. All students are expected to fulfill essential course
requirements in order to receive a passing grade in a class, with or without reasonable
accommodations.
DISRUPTIVE STUDENTS
substantially or repeatedly interfering with the conduct of the class. A student who
classroom for the remainder of the class period. The student will be told the reason(s)
for such action and given an opportunity to discuss the matter with the faculty member
as soon as practicable. Prompt consultation will be taken by the faculty member with
the Department Dean and the College Judicial Officer. If a disruption is serious and
other reasonable measures have failed, the class may be adjourned and the campus
police summoned.
AFFIMATIVE ACTION
programming, please contact the Affirmative Action Officer, at 697‐ 4457.
Course number and title: __FUND 1020 Mechanics of Charitable Giving _______________________Effective term: Fall 2009
_X_ *New course, Short Action form required including syllabus & course description ____Reactivate course, submit syllabus & course description _____ Delete course
____Change course subject code or number: Current_______ New ________________ provide definition if new subject Repeat? ___Yes _X__ No
__3__Credit hours: Current Hours ________ *New Hours __3___ submit syllabus Course Level _______UG____________
____Change to variable credit: Current Hours _______to ______ New Hours ______to ______ Grading Mode _______S____________
*College Code ____BI_______ *Classification Code ______O________ *CIP Classification Code (Records office) _____________
*Schedule Type Code __LEC___ *Instructional Method Code __CON__ *Contact hours per term __75______ *Workload _________
*Repeatable? Can course be taken multiple times without calculating as a repeated course? No _X__ Yes____

Current title_______________________________________________________________________________________________
New title _________________________________________________________________________________________________
____Change course description to: An overview of effective and efficient management of fund‐raising tools for

non‐profits including Annual Giving, Capital Giving and Special Events. Not designed for transfer..(F, S)
____Other ________________________________________________________________________________________________________
Rationale: Course created to fulfill fast track certification in non-profit fundraising concentration.
Approvals
___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

October 9, 2007
FUND 1020: Mechanics of Charitable Giving: An overview of effective and efficient management of

fund‐raising tools for non‐profits including Annual Giving, Capital Giving and Special Events. Not
designed for transfer [F, S]

FUND1020 MECHANICS OF CHARITABLE GIVING

INSTRUCTOR: Holly Reeve Office: CBIH 210B Telephone: 697‐2630

EMAIL: Holly.Reeve@ChattanoogaState.edu

OFFICE HOURS: As posted on Office door and online, or by special arrangement

Class Hours: 3 Credit Hours: 3

An overview of effective and efficient management of fund‐raising tools for non‐profits
including Annual Giving, Capital Giving and Special Events. Not designed for transfer.

COURSE DESCRIPTION
This course utilizes readings, discussion, case studies and class projects to expand student
awareness of the tools of fundraising for Annual Giving, Capital Giving and Special Event
fundraising. Students will examine the inner workings of nonprofit organizations and learn
how to plan, implement and manage an Annual Fund, a Special Event and a Capital
Campaign. Included in the discussion will be a review of records and research, publicity and
public relations, accounting and collections, checklists, cultivation of donors, standards of
measurement, case statements, and development of a calendar. Not designed for transfer.

TEXTBOOK and OTHER MATERIALS
Textbook: The Fund Raising School: A Program of The Center on Philanthropy at
Indiana University’s “Big Red” Principles and Techniques.

Note: Holly to call Indiana University on September 3, 2008, to inquire about
utilizing “Big Red.”

A.) Demonstrate an understanding of role of fund‐raising in a non‐profit
B.) Recognize various sources of financial support and demonstrate the ability to perform
needed research
C.) Evaluate basic needs of a non‐profit organization
D.) Understand the effective use of Annual Funds, Special Events and Capital Campaigns
E.) Explain the Fund‐raising Cycle
F.) Understand the components of a successful fund‐raising campaign
G.) Analyze a prospect list in order to select potential donors for particular projects
H.) Recognize the importance of the tools needed for an effective fund‐raising effort
I.) Demonstrate the ability to recruit with professional skill

INSTRUCTIONAL OBJECTIVES
1.) Define the goal of fund‐raising (A)
2.) Research sources of financial support (B)
3.) Assess the readiness of an institution for a fund‐raising effort (C)
4.) Define the goal of an Annual Fund, a Capital Campaign and a Special Event (D)
5.) Design a fund‐raising program (E) (F) (G)
6.) Utilize job descriptions in recruiting and managing volunteers (C) (F) (I)
7.) Develop a compelling case for support (class project) (H)
8.) Utilize a standards of giving chart (H)
10) Manage the fund‐raising process (E) (F)
11) Demonstrate an understanding of the design of surveys (H)
12) Describe the workings of a collection system (H)
EVALUATION
The grade for this course will be based upon the following components and scale.
Components: Grading Scale:
Exercises 20% A = 90% ‐ 100%
Project 20% B = 80% ‐ 89%
Tests (Two) 40% C = 70% ‐ 79%
Final Examination 20% D = 65% ‐ 69%
F = below 65%
Exercises are included in almost every topic and are designed to reinforce concepts through
application. Exercises are graded based on completeness, quality, and timeliness.

The project is to write a statement of the case for support for a non‐profit of your choice.
Details for the course project are provided in Week 8.

Tests and the final examination consist primarily of short, essay type questions, but mat
also contain matching, multiple choice and/or true/false type questions. These questions
cover the material discussed in the course, textbook reading, and information from
projects, exercises, and extra readings as assigned. If, for any reason, you are unable to take
a test by the scheduled test date, you must notify the instructor in advance to make other
arrangements.

All course work is due as indicated on the Semester Calendar.

COURSE OUTLINE
UNIT I: Course Operations
UNIT II: Essential Definition and Design
Week 1: Definition
Week 2: Design
Week 3: Institutional Readiness
UNIT III: Annual Fund‐raising
Week 4: The Annual Fund
Week 5: A Special Event
UNIT IV: The four‐legged stool of fund‐raising
Week 6: Capital Campaign
Week 7: Total Development Program
UNIT V: The Case for Support (Course Project)
Week 8: The Makings of a Cause (part 1)
Week 9: The Makings of a Cause (part 2)
UNIT VI: Patterns for Giving and Gifts
Week 10: Leadership
Week 11: Statistics
Week 12: Management
Week 13: Information
Week 14: Recommended Collection System

POLICIES
The instructor reserves the right to modify this syllabus in writing during the course of
the semester.

This class is governed by the policies and procedures stated in the current Chattanooga
State Student Handbook. Additional or more specific guidelines may apply.

All assignments are due as specified on the Semester Calendar. No late assignments will
be allowed unless approval of the instructor is obtained prior to the due date. You may
turn in assignments in advance of the due date. Tests must be completed by the date
specified on the Semester Calendar, no late testing will be allowed unless approval of
the instructor is obtained prior to the due date.

If your email address changes at any time during the semester, it is your responsibility to
notify me of this change.

DISABILITIES

and should contact Disabilities Support Services (Student Center, phone 697-4452)
within the first two weeks of the semester in order to discuss individual needs. The
student must provide documentation of the disability so that reasonable accommodations
can be requested in a timely manner. All students are expected to fulfill essential course
requirements in order to receive a passing grade in a class, with or without reasonable
accommodations.
DISRUPTIVE STUDENTS
substantially or repeatedly interfering with the conduct of the class. A student who
classroom for the remainder of the class period. The student will be told the reason(s)
for such action and given an opportunity to discuss the matter with the faculty member
as soon as practicable. Prompt consultation will be taken by the faculty member with
the Department Dean and the College Judicial Officer. If a disruption is serious and
other reasonable measures have failed, the class may be adjourned and the campus
police summoned.
AFFIMATIVE ACTION
programming, please contact the Affirmative Action Officer, at 697‐4457.
This class is governed by the policies and procedures stated in the current
Chattanooga State Student Handbook. Additional or more specific guidelines
may apply. The instructor reserves the right to modify this syllabus in
writing during the course of the semester.

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CURRICULUM COMMITTEE AGENDA

I. Consideration of September 2008 Curriculum Committee Minutes

II. Information Items

III. Action Items

IV. Miscellaneous/Follow-Up Items

MEETING CALLED TO ORDER BY Jennifer Duncan

TYPE OF MEETING Curriculum Committee Monthly Meeting

NOTE TRANSCRIBER Deanna Swiney

ACTION TAKEN Item approved as submitted.

INFORMATION ITEM B PC 104 Chemistry for Pharmacy Technicians

ACTION REQUESTED Delete PC 104. Effective fall 2008.

ACTION TAKEN Item approved as submitted.

INFORMATION ITEM C PC 201 Pharmacology & Therapeutics II

ACTION REQUESTED Change title, effective spring 09.

ACTION ITEM A PC 107 Pharmacology & Therapeutics I

SUBMITTED BY Dr. Nancy Watts

ACTION TAKEN Motion carried.

TO: Jennifer Duncan , Chair

FROM: Dr. Hartly Varnell

RE: Dental Hygiene Curriculum Changes

DATE: August 18, 2008

_X___Change course title:

New title ___DH 255 DENTAL HYGIENE PAIN MANAGEMENT_________________________________________________

____Add prerequisite(s):_______________________________ ____Delete prerequisite(s):__________________________________

____Add corequisite(s):________________________________ ____Delete corequisite(s):___________________________________

____Add concurrent(s):________________________________ ____Delete concurrent(s):___________________________________

____Change course description to: _____________________________________________________________________________________

___________________________________________________ __________________________ cc: Bursar _________

___________________________________________________ __________________________ ___________________

___________________________________________________ ___________________________ __________________

___________________________________________________ ___________________________ ___________________

Course Description Change

Currently listed as:

DH 255 Dental Hygiene Clinical Enhancement 2 credit hours

Requesting listing as:

DH 255 Dental Hygiene Pain Management 4 credit hours

CHATTANOOGA STATE TECHNICAL COMMUNITY COLLEGE

DH 255: Dental Hygiene Pain Management

Michelle R. Mould, RDH, BSDH

CATALOG COURSE DESCRIPTION

EXPANDED COURSE DESCRIPTION

PREREQUISITES DH 132, 135, 142, 145

TEXTBOOK AND OTHER REFERENCE MATERIAL BASIC TO THE COURSE

Week/Day Lecture Topic Assignments Clinic/Lab

Wednesday Read: Malamed Assemble:

Wednesday Pharmacology of LA Read: Malamed, Observe: instructor

Wednesday Read: Malamed, Observe: instructor

Wednesday Read: Malamed, Observe: instructor

Exposure, scavenging, and

Wednesday Print and Make up session

WEEK 6 Final clinical

II. CENTRAL COMPETENCIES

III. INSTRUCTIONAL OBJECTIVES

The student will be able to:

Assessment and Emergencies

2. Compare the physiological and psychological aspects of pain. (4.3)

Nitrous Oxide Sedation

Laws and Practice Act

IV. SPECIFIC EVALUATION PROCESS WHEREBY THE ACHIEVEMENT WILL BE MEASURED:

2. Comprehensive written final examination of 80 questions. NO MAKE-UP EXAMS WILL BE GIVEN.

5. Clinical Progress Evaluation for the administration of nitrous oxide

6. Clinical final examination (demonstrate 2 injections randomly selected)

Classroom Participation and Assignments

New title _DH 255 DENTAL HYGIENE PAIN MANAGEMENT_______________________________________________

Add prerequisite(s):_ Delete prerequisite(s):________

Add corequisite(s): Delete corequisite(s):_______

Add concurrent(s): Delete concurrent(s):_______

Change course description to: _________________________________________________________________________________

_________________________________ cc: Bursar _

_______________________________ _

_____________________________________ _ ______

_____________________________________ _ _______

XAdd prerequisite(s):DANC 1821 and/or DANC 1201 or permission of instructor

Add concurrent(s): Delete concurrent(s):_______

Change course description to: _________________________________________________________________________________

_________________________________ cc: Bursar _

_______________________________ _

_____________________________________ _ ______

_____________________________________ _ _______

Add prerequisite(s):_ Delete prerequisite(s):________

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Effective Date: Spring 2009_______________________

Add prerequisite(s):_ Delete prerequisite(s):________

Add corequisite(s): Delete corequisite(s):_______

Add concurrent(s): Delete concurrent(s):_______

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