College of Education, Engineering, & Professional Studies

Academic Departments

Automotive Industry Management and Facilities Management and Technology Studies

Major:

Automotive Industry Management (BS)

Minor:

Automotive Industry Management

Computer Information Systems

Major:

Computer Information Systems (BS)

Minors:

Computer Information Systems
Computer Security

Engineering

Majors:

Engineering (BSE)
Industrial Engineering (BSIE)
Industrial and Systems Engineering (MS)

Minors:

Engineering
Industrial Engineering

Engineering Technology

Major:

Civil Engineering Technology (BSCET)

Exercise Science, Health Promotion, and Recreation

Major:

Exercise Science, Health Promotion
and Recreation (BS)

 

    Emphasis Areas:
                Athletic Training
                Community/Commercial Recreation
                General Exercise Science
                Health Promotion/ Wellness
                K-12 Physical Education Teacher
                   Preparation
                Outdoor Adventure Leadership

Minors:

Coaching
Exercise Science and Health Promotion
Recreation

Nursing

Major:

Nursing (BSN)
Nursing (MS)

Teacher Education

Licensure Areas:

Elementary
Secondary
K-12


 

Minors:

Education
Reading

Mission

The College of Education, Engineering, and Professional Studies degree programs reflect Colorado State University-Pueblo’s professional focus and are designed to prepare graduates for positions in industry, education, business, and governmental agencies.

The mission of the College is to offer a career-oriented education that efficiently and effectively prepares students to excel as professionals.

Mission objectives:

  • To be the premier educational institution in Southern Colorado that provides professional programs.

  • To be the preferred source in Southern Colorado for consulting services, research effort, service learning, and other linkages to the public schools, industry, and the community.

  • To be recognized for effectiveness in the professional development of faculty, staff, and students.

The College embraces the model of continuous improvement through the use of assessment in evaluating and improving student learning.

DEPARTMENT OF AUTOMOTIVE INDUSTRY MANAGEMENT AND FACILITIES MANAGEMENT AND TECHNOLOGY STUDIES

Department Chair: Ronald Darby

AUTOMOTIVE INDUSTRY MANAGEMENT PROGRAM

Faculty: Darby, Robbe, Sefcovic

The major in automotive industry management leads to a Bachelor of Science (BS) Degree and is designed to prepare its students for automotive industry management careers by providing automotive management skills, supported by the business and technical background requisite for success in the automotive industry. The curriculum emphasizes personnel supervision, financial analysis, customer relations, warranty administration, sales promotions, techniques of technical problem-solving, service management, marketing, merchandising and distribution methods used by the automotive aftermarket, automotive manufacturer and import industries.

Program Goals

  • Prepare students with the appropriate knowledge and skills to enter the workforce as productive, accountable and responsible employees.

  • To provide students with theoretical and hands-on laboratory experiences designed to develop the knowledge and skills for success in automotive management careers.

  • To utilize an advisory committee of automotive business leaders to advise and support the AIM program on a range of issues, which includes keeping the curriculum current with industry needs.


Expected Student Outcomes

Upon successful completion of the AIM curriculum, the graduate should:

  • Possess technical knowledge and understanding of various automotive systems-engines, suspension and brakes, power trains and drive lines, fuel and emissions, electrical and electronic…

  • Possess knowledge and understanding of the operation and management of the automotive parts business—financial systems, computerized management and inventory control systems, customer relations, environmental regulations…

  • Possess knowledge and understanding of general business operations—courses taken within the Hasan School of Business that comprise a minor in Business Administration, plus additional selected courses.


General Requirements for the AIM Program

AIM majors are required to complete an approved curriculum with a minimum grade of C earned in all major courses.

AIM majors are required to demonstrate intellectual skills and knowledge in related business courses to satisfy the minor and institutional requirements.

AIM minors are required to complete the approved curriculum with a minimum grade of C earned in all minor courses.


Specific Requirements for the AIM Major

AIM

Courses

Titles

Credits

AIM

105

Intro to the Parts & Serv Indus

1

AIM

115

Automotive Engine Design & Operation

5

AIM

125/L

Automotive Susp & Brake Systems/Lab

4

AIM

155

Automotive Parts Operations

4

AIM

165/L

Automotive Power Trains & Dr Lines/Lab

4

AIM

235/L

Automotive Fuel Systems & Exhaust/Lab

4

AIM

245/L

Automotive Electrical Systems I/Lab

4

AIM

255/L

Automotive Electrical Systems II/Lab

4

AIM

265

Automotive Parts Management Systems

4

AIM

305

Automotive Customer Service Regulatory Issues

.3

AIM

325

Fuels & Lube Production, Mktg & Conservation

3

AIM

335

Automotive Shop Practices

5

AIM

345

Advanced Automotive Systems

5

AIM

405

Personal Selling Methods & Techniques

4

AIM

425

Automotive Financial Mgmt

5

 

________

TOTAL 59


 

Other Required Courses

ACCTG

201

Principles of Financial Acctg

3

ACCTG

202

Principles of Managerial Acctg

3

BUSAD

302

Ethical Issues

3

CIS Course(s) as per advisement

2

ECON

201

Principles of Macroeconomics

3

ECON

202

Principles of Microeconomics

3

FIN

330

Principles of Finance

3

MGMT

201

Principles of Management

3

MGMT

311

Operations and Quality Management

3

MGMT

318

Human Resource Management

3

MKTG

340

Principles of Marketing

3

MATH

156

Intro to Statistics

3

SPCOM

103

Speaking and Listening

3

 

________

TOTAL 38

Institutional and General Education

Please refer to the General Education Requirements in the Undergraduate Programs section of this catalog or refer to your individual program’s curriculum sheet.

Specific Requirements for the AIM Minor

AIM 115 Automotive Engine Design 5
AIM 235/L Automotive Fuel Systems and Exhaust Emissions Systems/Lab 4
AIM 245/L Automotive Electrical Systems I/Lab 4
Approved AIM Electives (min) 7
  ________
TOTAL 20

Outcomes Assessment Activities

  • The program will keep a portfolio for each AIM major and minor containing a record of achievement, showing improvement in intellectual skills, knowledge and capacities between entrance and graduation.

  • Required courses are monitored to assure that quality of content and delivery is maintained to a high standard.

  • A National Advisory Committee meets to assess and offer advice to the program faculty and students regarding the quality of the AIM program.

  • Enrollment and retention are monitored as a gauge of program effectiveness.

  • Graduate placement within the area of study is monitored.



FACILITIES MANAGEMENT AND TECHNOLOGY STUDIES

Program Coordinator: Ron Darby
Faculty: TBA

A Bachelor of Science in Facilities Management and Technology Studies (FMTS) is currently offered; but no new students will be admitted to the program after February 2005.

Students currently enrolled in this program have until May 2008 to complete their major courses (courses with an FMTS prefix).

Facilities Management Emphasis Area

This emphasis area prepares students to serve in administration and supervisory positions. Graduates will be prepared to plan, program, and supervise operation, maintenance, and construction in major physical facilities, such as schools, industrial plants, malls, resorts/casinos, sports and hotel/motel complexes, hospitals, office buildings, etc.

Facilities Technology Emphasis Area

This emphasis area prepares students to serve in technical positions related to traditionally non-managerial facilities operations. Graduates will be prepared to apply general, facilities technology skills from the FMTS core curriculum as well as specific, technological skills gained from a degree and/or course work from an approved, transferable institution. These specialized skills may include fields such as occupational safety and health, architecture, building and grounds maintenance, construction, environmental technology, building systems and other areas related to facilities operations.

Program Goals

To graduate students who possess career oriented knowledge and skills necessary to become productive, accountable, and responsible managers, administrators and technicians upon entering the work force.

To provide students a total quality learning experience utilizing the best faculty, facilities, equipment and material possible.

To continuously insure that curriculums are rigorous, relevant and current with industry needs.

The Facilities Management graduate will:

Be able to supervise facilities operations, maintenance, design and construction;

Understand and have working knowledge of commercial real estate;

Have knowledge and appreciation of human and environmental factors;

Be able to do planning and project management;

Analyze and solve problems relative to facilities functions;

Understand the procedures and processes of corporate finance;

Be able to develop and manage a quality assessment and innovation program; and

Communicate and do critical thinking and problem-solving in industrial science;

Be able to successfully acquire and utilize knowledge management systems.


The Facilities Technology graduate will:

Be able to perform the same operational tasks as the facilities management graduate without the managerial and supervisory components.

General Requirements for the FMTS Program

Graduates of this program are required to complete an approved curriculum with a cumulative GPA of 2.000 or better.

Students in the minor are required to complete the approved curriculum with a minimum grade of C earned in all minor courses.


Specific Requirements for the FMTS Major Facilities Management Emphasis Area

FACILITIES COMPONENT REQUIREMENTS

Courses

Titles

Credits

CET

115

Civil Drafting I

3

CET

304

Construction Cost Estimating I

3

CET

313

Architectural Drafting I

3

CET

314

Architectural Drafting II

3

EN

440

Safety Engineering

3

FMTS

103

Introduction to Facilities Mgmt. & Technology Studies

2

FMTS

140

Office & Furniture Design

3

FMTS

206

Commercial & Residential Construction

3

FMTS

230

Environmental Issues in Facilities

3

FMTS

306

Building Mechanical Systems

3

FMTS

309

Building Electrical Systems

3

FMTS

341

Facilities Planning and Layout

3

FMTS

350

Facilities Management: Administration

3

FMTS

351

Facilities Management: Operations

3

FMTS

431

The Facilities Supervisor

3

FMTS

442

Computer Aided Facility Mgmt

3

FMTS

493

Seminar (1-5 var)

3

FMTS

496

Cooperative Education Internship (1-5 var)

3

 

________

TOTAL 53

BUSINESS MANAGEMENT EMPHASIS
REQUIREMENTS

Courses

Titles

Credits

ACCTG

201

Principles of Financial Accounting

3

ACCTG

202

Principles of Managerial Acctg

3

BUSAD

302

Ethics in Business

3

CIS

100

Intro to Word and Windows

1

CIS

103

PowerPoint and Web Publishing

1

CIS

104

Excel Spreadsheets

1

CIS

105

MS Access DBMS

1

ECON

201

Principles of Macroeconomics

3

ECON

202

Principles of Microeconomics

3

FIN

330

Finance Concepts

3

MATH

156

Introduction to Statistics

3

MGMT

201

Principles of Management

3

MGMT

311

Operations & Quality Mgmt

3

MGMT

368

Project Management

3

 

________

TOTAL 34

GENERAL EDUCATION REQUIREMENTS

Courses

Titles

Credits

BIOL

121/L

Environmental Conservation/Lab

4

CHEM

101/L

Chemistry and Society

4

MATH

121

College Algebra

4

PSYCH

100

General Psychology

3

SPCOM

103

Speaking and Listening

3

Other General Education Electives

15

 

________

TOTAL 33

Specific Requirements for the FMTS Major Facilities Technology Emphasis Area

FACILITIES COMPONENT REQUIREMENTS

Courses

Titles

Credits

CET

115

Civil Drafting I

3

CET

304

Construction Cost Estimating I

3

CET

313

Architectural Drafting I

3

CET

314

Architectural Drafting II

3

EN

440

Safety Engineering

3

FMTS

103

Intro to Facilities Management & Technology Studies

2

FMTS

140

Office & Furniture Design

3

FMTS

206

Commercial & Residential Construction

3

FMTS

230

Environmental Issues in Facilities

3

FMTS

306

Building Mechanical Systems

3

FMTS

309

Building Electrical Systems

3

FMTS

341

Facilities Planning and Layout

3

FMTS

350

Facilities Management Administration

3

FMTS

351

Facilities Management Operations

3

FMTS

431

The Facilities Supervisor

3

FMTS

442

Computer Aided Facility Management

3

FMTS

493

Seminar (1-5 var)

3

FMTS

496

Cooperative Education Internship (1-5 var)

3

Approved Facilities Technology Electives

5

 

________

TOTAL 58

FACILITIES TRANSFER REQUIREMENTS

Not less than 27 credit hours from an approved in state institution with a transferable, technology program, core curriculum directly related to facilities operations.

____________

TOTAL 27-30

Institutional and General Education

Please refer to the General Education Requirements in the Undergraduate Programs section of this catalog or refer to each individual option’s curriculum sheet.

Co-curricular Requirements

In all options, the faculty support and encourage students to engage in co-curricular experiences that complement and reinforce the curricular experiences including participation in student organizations, clubs, employment or other activities related to these options.

The program hosts a student chapter of the International Facility Management Association, 1 E. Greenway Plaza, Suite 1100, Houston, TX 77046, telephone (713) 623-4362. Students travel to conferences, plan activities, network with professionals and compete for scholarships.

Outcomes Assessment Activities

Students enrolled in the baccalaureate degree programs of the program are expected to meet the following requirements:

Students are required to develop and maintain a portfolio containing a record of achievement showing improvement in intellectual skills, knowledge and capacities between entrance and graduation. During the semester of graduation, the faculty shall evaluate each graduate portfolio. The program will keep a copy of each portfolio on file to be used as a summarization assessment to assist in program evaluation.

In addition to the portfolio, survey information from both the graduate and his/her employer will be collected during the first, third and fifth year following graduation.


COMPUTER INFORMATION
SYSTEMS DEPARTMENT


Department Chair: Kathy Faggiani

Faculty: Borton, Faggiani, Howell, Huff, Huffine,
Spencer, Suscheck

The Bachelor of Science (BS) degree in Computer Information Systems (CIS) degree prepares graduates for successful careers in the computer information systems and information technology (IT) fields. Students complete a comprehensive, relevant, computer information systems curriculum that delivers high-demand knowledge, skills, and abilities in: software and web application development, system analysis and design, network design and administration, database design and development, and IT security and operating systems.

The CIS program also includes three options for gaining proficiency in the field of computer security, which has been identified as one of the fastest growing occupations over the next 10 years. These include: a Computer Security option within the CIS major, a minor in Computer Security for non-CIS majors, and a Computer Security certificate for non-degree seeking students awarded by the CIS department.

PROGRAM OBJECTIVES

The key objectives of the CIS degree are:

To prepare the graduate for an entry level position in the information systems (IS) field.

To provide the graduate with a foundation for continued career growth as an IS professional.

Learning Outcomes for Graduates

To function effectively as IS professionals, graduates must achieve proficiency in each of the following areas:

Technology

Information Systems

Analytical and Critical Thinking

Interpersonal, Communication, and Team Skills

Business Environment


The general learning outcomes in each area are summarized below.

In the area of technology, the graduate will be able to:

Design and develop desktop and web-based applications using modern programming tools, techniques, and architectures.

Design and develop internet-based systems using sound web design principles and multi-tiered architectures.

Model, design, and develop database systems, including administrative processes and procedures for database management.

Develop and configure safe and secure systems infrastructure incorporating hardware, telecommunications, systems software, operating system, and systems configuration components.


The program seeks to develop a deeper understanding of the role of information systems within organizations, and the processes that support technology-enabled business development. The graduate will be able to:

Perform all facets of a modern systems analysis and design methodology, including systems implementation.

Plan, schedule and coordinate all tasks and activities involved in IT project management.


From the standpoint of analytical and critical thinking, the graduate will be able to:

Apply appropriate problem solving models and techniques to decision making processes.

Utilize a variety of methods to collect, summarize, and interpret data using statistical and mathematical models.

Demonstrate a high standard of professionalism through commitment to and completion of work, time management, and self-direction.

Understand and uphold ethical codes of conduct while working in a professional environment.

Using a systems approach to problem-solving, apply creative concepts and techniques.


With respect to interpersonal, communication, and team skills, the graduate will be able to:

Demonstrate effective interpersonal skills in the areas of: listening, encouraging, motivating, and operating within a culturally diverse environment.

Work effectively as a part of a team, applying skills in negotiation, facilitation, and compromise.

Demonstrate effective communication skills in the areas of: listening, observing, interviewing, documenting, and speaking.


Understanding the context in which computer information systems function is integral to the preparation of the IT professional. From a business environment perspective, the graduate will be able to:

Identify and describe contemporary and emerging business models and systems concepts applied to business organizations.

Understand key business functional areas and their interrelationships.

Demonstrate an understanding of business performance evaluation techniques and processes that ensure quality, effectiveness, and efficiency within organizations.


Learning Outcome Assessment

The CIS program is committed to continuous improvement through a rigorous assessment program focused on measuring learning outcomes and implementing measures to enhance students’ chances of success. Within each individual course, faculty members utilize a variety of assessment techniques, including: student presentations, projects, peer evaluations, examinations, and student surveys.

To assess the success of the overall program, the CIS department conducts periodic surveys with a CIS industry advisory board, CIS alumni, employers, graduating seniors, and other interested groups. Information gathered from these sources is developed into specific actions that are implemented to improve the quality of education provided by the CIS program.

EVENING PROGRAM

The CIS degree may be completed in traditional day classes or in an evening format. All evening classes begin after 5:30 Monday - Thursday. Several classes may require Saturday or Friday evening attendance, or may be delivered online in a distance learning mode. All required related courses, general education, and a select group of minors are also available in the evening.

GENERAL REQUIREMENTS FOR THE CIS PROGRAM

Students majoring in computer information systems must maintain grades of C or higher in all CIS courses. In addition, all required CIS prerequisites must be completed with a grade of C or higher.

Students must complete at least 120 semester hours in an approved program of study, including 52 hours in the major.

Students must complete a minimum of 21 credits of CIS upper-division course work. At least 16 upper-division CIS credits must be taken in residence.

Students must complete a course planning worksheet and participate in the advisement process with a member of the CIS faculty.


SPECIFIC REQUIREMENTS FOR THE CIS MAJOR

CIS majors complete a total of 120 credits. Thirty-six credit hours of general education requirements are included, and specific instructions for CIS majors are provided below. In addition, CIS majors are required to complete 10 credits in quantitative analysis, 52 credits in CIS major courses, 9 credits of required related courses, and 13 additional credits in an information systems environment.

General Education

Please refer to the General Education Requirements in the Undergraduate Programs section of this catalog. In meeting CSU-Pueblo’s general education requirement, CIS majors must include the following:

Humanities:

Must include 3 credits of SPCOM 103 or equivalent

Social Science:

Must include ECON 201 and ECON 202 if Business minor

Mathematics:

Skills requirement is MATH 121

Quantitative Analysis:

    CIS majors must complete all of the following:
            MATH 221 Applied Calculus
            MATH 156 Introduction to Statistics
            BUSAD 360 Advanced Statistics

CIS Major Courses:

CIS Courses

Titles

Credits

CIS

100

Intro to Word & Windows

1

CIS

103

PowerPoint & Web Publishing

1

CIS

104

Excel Spreadsheets

1

CIS

105

MS Access DBMS

1

CIS

150

Computer Information Systems

3

CIS

171

Intro to Java Programming

4

CIS

185

PC Architecture

3

CIS

215

UNIX Operating System

3

CIS

240

Object-Oriented Analysis & Design

3

CIS

271

Adv. Program Design with Java

4

CIS

289

Network Concepts

3

CIS

311

Introduction to Web Development

3

CIS

350

Data Base Systems

3

CIS

432

Senior Professional Project

6

CIS

493

Senior Seminar

1

CIS Electives

12

 

________

TOTAL 52

Students may select from the wide range of CIS electives listed below. By choosing different combinations of elective courses, students may elect to focus their CIS major in one of the following areas: computer security, software and web application development, systems analysis and design, database design and development, and network design and administration.

CIS Courses

Titles

Credits

CIS

316

Operating Systems Design

3

CIS

356

XML Programming

3

CIS

359

Advanced Programming with C#

3

CIS

360

IT Security

3

CIS

401

Network Systems Admin

3

CIS

402

Linux Networks & Routing

3

CIS

411

Internet Server-Side Programming

4

CIS

450

Database Systems II

3

CIS

461

IT Security Management

3

CIS

462

Computer Forensics

3

CIS

481

IT Implementation

3

CIS

482

IT Strategy

3

CIS

490

Special Projects

1-5

CIS

491

Special Topics

1-5

CIS

496

Cooperative Education

1-5


 

Required Related Courses

ENG

305

Tech and Scientific Report Writing

3

MGMT

201

Principles of Management

3

MGMT

368

Project Management

3

Information Systems Environment

CIS majors may select one of two options to complete 13 credits in an information systems environment. Students may elect a Business Administration minor or select 13 credits of business electives. Students are required to consult with a CIS faculty advisor to select the option most appropriate to their needs.


Computer Security Option for CIS Majors

CIS majors may choose the Computer Security option by completing the following 12 CIS elective credits:

CIS Courses Titles Credits
CIS 360 IT Security 3
CIS 461 IT Security Management 3
CIS 462 Computer Forensics 3
CIS 401 Network Systems Administration 3
  OR  
CIS 402 Linux Networks and Routing 3

CIS MINORS

Non-CIS majors who wish to minor in CIS have several options. They may select a minor in Computer Security, or they may build their own minor based on the completion of seven core courses and one of four separate tracks. Students must complete a minimum of six credits of upper-division CIS courses.

Computer Security Minor

The computer security minor prepares the graduate for positions in the IT security field, including IT security specialist and IT security administrator. A minor extends training in the profession to majors in a variety of fields. Course requirements (21 credits) are:
 

CIS Courses Titles Credits
CIS 185 PC Architecture 3
CIS 215 Unix Operating Systems 3
CIS 289 Network Concepts 3
CIS 360 IT Security 3
CIS 461 IT Security Management 3
CIS 462 Computer Forensics 3
CIS 401 Network Systems Administration 3
  OR  
CIS 402 Linux Networks and Routing 3
  ______________
SUB-TOTAL 21

CIS Minor Core

Students who prefer a minor other than Computer Security complete the following core and one of the tracks listed below.

CIS Courses Titles Credits
CIS 100 Introduction to Word and Windows 1
CIS 103 PowerPoint & Web Publishing 1
CIS 104 Excel Spreadsheets 1
CIS 105 MS Access DBMS 1
CIS 150 Computer Information Systems 3
CIS 171 Introduction to Java Programming 4
CIS 240 Objected Oriented Analysis and Design 3
  ____________
SUB-TOTAL14

Personal Computers/Local Area Network Support
  

CIS Courses Titles Credits
CIS Minor Core   14
CIS 185 PC Architecture 3
CIS 289 Network Concepts 3
  ________
TOTAL 20

Information Analyst
  

CIS Courses Titles Credits
CIS Minor Core 14
CIS 311 Introduction to Web Development 3
CIS 350 Database Systems 3
      ________
      TOTAL 20

Web Development Specialist

CIS Courses Titles Credits
CIS Minor Core 14
CIS 271 Advanced Program Design with Java 4
CIS 311 Introduction to Web Development 3
CIS 411 Internet Server-Side Programming 4
      ________
      TOTAL 25

Software Engineer/Programmer

CIS Courses Titles Credits
CIS Minor Core 14
CIS 271 Adv. Program Design with Java 4
Any two courses from the following list 6
CIS 356 XML Programming 3
CIS 359 Advanced Programming with C# 3
CIS 403 Advanced Visual Programming 3
  ________
TOTAL 24

COMPUTER SECURITY CERTIFICATE

Non-degree seeking students may earn a Computer Security certificate from the CSU-Pueblo CIS program by completing the course requirements for the CIS minor. Students interested in the certificate program should contact the CIS department for further information.

CO-CURRICULAR REQUIREMENTS

The CIS faculty support and encourage students to have co-curricular experiences that complement and reinforce the curricular experiences by participation in student organizations, clubs employment or other related activities. The CIS department sponsors a student chapter of a nationwide IT professional organization.


DEPARTMENT OF ENGINEERING

Department Chair: Jane M. Fraser

Faculty: Carrasco, DePalma, Fraser, Jaksic, Sarper,
Sinkhorn

The industrial engineering major leads to a Bachelor of Science in Industrial Engineering (BSIE) Degree. This program is accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology, 111 Market Place, Suite 1050, Baltimore, MD 21202, Telephone: (410) 347-7700.

The department also provides courses for the first two years of other engineering disciplines for potential transfer students, engineering and industrial engineering minors, and a Master of Science in Industrial and Systems Engineering (MSISE) Degree. For more information on the MSISE degree, see the Graduate Studies section of this catalog.

As defined by the Institute of Industrial Engineers, Industrial Engineering is concerned with the design, improvement and installation of integrated systems of people, materials, information, equipment, and energy.

Industrial engineering is a major branch of engineering with applications in manufacturing, service, governmental, and non-profit organizations. It draws upon specialized knowledge and skill in the mathematical and physical sciences, together with the principles and methods of engineering analysis and design, to specify, predict and evaluate the results to be obtained from such integrated systems.

Industrial engineers design, improve, and manage the factories and facilities that produce the goods and services at reasonable prices that everyone enjoys every day. Industrial engineers are productivity and quality specialists who deal with the human aspects of work in addition to the advanced technologies of computer software and production-related hardware.

Starting in Fall 2005, the Department of Engineering will be offering a new degree program, the Bachelor of Science in Engineering with a specialization in Mechatronics.

Mechatronics combines mechanical and electrical engineering with computers to create devices that make our lives better. Electrical and mechanical systems, controlled by computers, are at the core of a wide range of processes and products. Robots, the Mars Rover, a heart-lung machine, a computer controlled telescope, and a nano-scale microscope are all examples of mechatronics. The BS in Engineering with a specialization in Mechatroncs is a flexible, broad degree that prepares graduates to work in many industries.

Students who are interested in the degree should contact the Department of Engineering for more information. Sophomore level courses will be offered in the 2005-2006 academic year.

Educational Outcomes

The BSIE program is designed so that students graduate from the program with the following abilities and knowledge:

  • An ability to apply knowledge of mathematics, science, and engineering,

  • An ability to design and conduct experiments, as well as to analyze and interpret data,

  • An ability to design a system, component, or process to meet desired needs,

  • An ability to function on and lead multi-disciplinary teams,

  • An ability to identify, formulate, and solve engineering problems,

  • An understanding of professional and ethical responsibility,

  • An ability to communicate effectively,

  • The broad education necessary to understand the impact of engineering solutions in a global and societal context,

  • A recognition of the need for, and an ability to engage in life-long learning,

  • A knowledge of contemporary issues,

  • An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice,

  • An ability to design systems (such as production, supply chain, quality control, and manufacturing systems) to achieve high efficiency, quality, and safety and,

  • An ability to identify and implement improvements to methods, procedures, equipment, and workflow to increase efficiency, quality, and safety.


Educational Objectives

During the first few years after graduation, BSIE graduates should be able

  • To identify root causes of symptoms and fix problems in situations where data and resources may be lacking and multiple problems may exist,

  • To function well on teams of engineers with different skill levels,

  • To obtain jobs of increasing responsibility applying industrial engineering skills and knowledge to a wide range of problems in a wide range of industries,

  • To continue their education, for example, in MS, PhD, and MBA programs,

  • To obtain additional certifications, such as Professional Engineer, Six Sigma Black Belt, or Certified Manufacturing Engineer, and

  • To achieve management positions.

    Specific Requirements for the Industrial Engineering Major
       

EN

Courses

Titles

Credits

EN

101

Problem Solving for Engineers

4

EN

103

Introduction to Engineering

2

EN

107

Engineering Graphics

 2

EN

211

Engineering Mechanics I

3

EN

212

Engineering Mechanics II

3

EN

215

Intro to Indus & Sys Engineering

3

EN

231/L

Circuit Analysis/Lab

5

EN

321

Thermodynamics

3

EN

324/L

Materials Science & Engr/Lab

 4

EN

343

Engineering Economy

3

EN

365

Stochastic Systems Engineering

4

EN

420

Simulation Experiments

4

EN

430

Project Planning

3

EN

439

Human Performance Engineering

2

EN

440

Safety Engineering

3

EN

441

Manufacturing Processes

4

EN

443

Quality Control and Reliability

3

EN

471

Operations Research

3

EN

473

Computer Integrated Manufacturing

3

EN

475

Facilities Planning and Design

3

EN

477

Operations Planning and Control

3

EN

488

Engineering Design Projects

3

EN

493

Senior Seminar

2

EN

Technical Electives

6

 

________

TOTAL 78


 

Other Required Courses

MATH

126

Calculus and Analytic Geometry I

5

MATH

224

Calculus and Analytic Geometry II

5

MATH

337

Differential Equations I

3

PHYS

221/L

General Physics I/Lab

5

PHYS

222/L

General Physics II/Lab

5

SPCOM

103

Speaking and Listening

3

 

__________

TOTAL 26

General Education

Please refer to the General Education Requirements in the Undergraduate Programs section of this catalog or refer to your individual program’s curriculum sheet. BSIE students must show depth in General Education courses.


Typical Schedule of Courses for the Industrial Engineering Major

Freshman Year

Course   Titles Credits
EN 101 Problem Solving for Engineers 4
EN 103 Introduction to Engineering 2
EN 107 Engineering Graphics 2
ENG 101 Composition I 3
ENG 102 Composition II 3
MATH 124 Pre-calculus Math 5
MATH 126 Calculus & Analytic Geometry I 5
PHYS 221/L General Physics I/Lab 5
General Education 3
  __________
TOTAL 32

Sophomore Year

Courses   Titles Credits
EN 211 Engineering Mechanics I 3
EN 212 Engineering Mechanics II 3
EN 215 Intro to Indus & Sys Engineering 3
EN 231/L Circuit Analysis/Lab 5
EN 324/L Materials Science & Engr/Lab 4
MATH 337 Differential Equations I 3
PHYS 222/L General Physics II/Lab 5
SPCOM 103 Speaking & Listening 3
General Education 3
  ________
TOTAL 32

Junior Year

Courses Titles Credits
EN 321 Thermodynamics I 3
EN 343 Engineering Economy 3
EN 365 Stochastic Systems Engineering 4
EN 420 Simulation Experiments 4
EN 430 Project Planning 3
EN 439 Human Performance Engr. 2
EN 441 Manufacturing Processes 4
EN 443 Quality Control and Reliability 3
EN 471 Operations Research 3
General Education 3
  ________
TOTAL 32

Senior Year

Course Titles Credits
EN 440 Safety Engineering 3
EN 473 Computer Integrated Manufacturing 3
EN 475 Facilities Planning and Design 3
EN 477 Operations Planning and Control 3
EN 488 Engineering Design Projects 3
EN 493 Senior Seminar 2
Technical Electives 6
General Education 6
  ________
TOTAL 29

Minors in the Department of Engineering

The Department of Engineering offers two minors. The Industrial Engineering Minor is appropriate for students who want to add considerations of efficiency, quality and safety to their study of a technical field such as mathematics, chemistry, or physics. The Engineering Minor is appropriate for students who want to add knowledge of engineering, but not specifically industrial engineering, to their study of a technical field. Courses in both minors have prerequisites that are not listed below, including Calculus I and II and College Physics I and II.

Specific Requirements for the Industrial Engineering Minor

EN Courses Titles Credits
EN 101 Problem Solving for Engineers 4
EN 103 Introduction to Engineering 2
EN 107 Engineering Graphics 2
EN 215 Intro to Indus & Sys Engineering 3
EN 343 Engineering Economy 3

PLUS three of the following:

EN 420 Simulation Experiments 4
EN 439 Human Performance Engineering 2
EN 440 Safety Engineering 3
EN 441 Manufacturing Processes 4
EN 443 Quality Control and Reliability 3
EN 471 Operations Research 3
EN 473 Computer Integrated
Manufacturing
3
EN 475 Facilities Planning and Design 3
EN 477 Operations Planning and Control 3
  ___________
TOTAL 22-25

Specific Requirements for the Engineering Minor

EN Courses Titles Credits
EN 101 Problem Solving for Engineers 4
EN 103 Introduction to Engineering 2
EN 107 Engineering Graphics 2
EN 211 Engineering Mechanics I 3
EN 212 Engineering Mechanics II 3
EN 213/L Circuit Analysis I/Lab 5
EN 321 Thermodynamics 3
EN 343 Engineering Economy 3
  ________
TOTAL 25

Co-curricular Requirements

Engineering graduates should be introduced to the professional world and encouraged to develop a sense of obligation to the development and ethical practice of engineering. Consequently, the faculty support the activities of the local chapters of the Institute of Industrial Engineers (IIE), the Society of Women Engineers (SWE), the institute of Electrical and Electronics Engineers (IEEE) and the Society of Mexican American Engineers and Scientists (MAES), encourage student participation and promote the operation of student chapters.

Outcomes Assessment Activities

  • During the final semester of study and after successfully completing necessary prerequisite courses, all industrial engineering students are required to demonstrate their ability to apply and integrate the skills learned in the IE program by producing a capstone engineering design project. This project must incorporate subject material covered in two or more of the major courses, illustrate the student’s ability to do independent project work, and include written and oral reports to demonstrate the student’s communication skills.
    All senior industrial engineering students are required to take the Fundamentals of Engineering (Engineer-In-Training or EIT) Exam administered by the Colorado State Board of Registration for Professional Engineers, on a regularly scheduled examination date. Students must take the exam to be eligible to graduate, although the results of the exam will not affect GPA or graduation.

  • Employment, progress toward profession registration, and enrollment in graduate degree programs will be tracked to the extent possible.



Engineering Transfer Program

Students seeking to major in some area of engineering other than industrial engineering (civil, electrical, mechanical, etc.) can complete at least 60 credits (two years of work) that will transfer to other engineering schools. Most accredited engineering programs require students to complete at least one semester of college chemistry (CHEM 121 and 121L), a two semester sequence in calculus based physics (PHYS 221, 221L, 222, 222L), three semesters of calculus (MATH 126, 224, 325), one semester of differential equations (MATH 337), and one course in computer applications and programming. Courses in engineering technology are not accepted for transfer to engineering programs.

Recommended courses for a student planning to transfer to another engineering school include:

Courses

Titles

Credits

CHEM

121/L

General Chemistry/Lab

5

MATH

126/224

Calculus I & II

10

MATH

207

Vector and Matrix Algebra

2

MATH

325

Intermediate Calculus

3

MATH

337

Differential Equations

3

PHYS

221/L

General Physics I & II/Lab

10

 

222/L

 

 

Humanities and Social Sciences

9-15

Engineering Courses and/or Additional Science Courses

12-18

The engineering or additional science courses taken would depend on the major chosen.

A one or two year program should be planned in consultation with an advisor at CSU-Pueblo and the university to which the student is planning to transfer. During the first semester, a typical engineering program would include a course in chemistry, (CHEM 111, 111L for a student who did not complete a year of chemistry in high school or CHEM 121, 121L for those who did), a course in mathematics (college algebra MATH 121, precalculus MATH 124, or calculus MATH 126 depending on the high school background), an introduction to engineering course (EN 103), and a computer programming class (EN 101 or CIS 121).

To transfer to another engineering school will require a good grade point average. Eighteen credits per semester is the maximum number of credits a student would be allowed to take as a freshman. A student working part-time should not enroll in more than 12 to 15 credits depending on the number of hours worked.


DEPARTMENT OF ENGINEERING TECHNOLOGY

Department Chair: Wolfgang Sauer

CIVIL ENGINEERING TECHNOLOGY PROGRAM

Program Coordinator: Sylvester Kalevela

Faculty: Cheng, Hirth, Kalevela

The major in civil engineering technology leads to a Bachelor of Science in Civil Engineering Technology (BSCET) Degree.

The major is designed to produce competent field engineering technologists, surveyors, soil and concrete technologists, construction estimators, project managers and engineering design technologists, who have supervisory capabilities. The curriculum places emphasis on surveying, construction, design and estimating. The upper-division courses provide a broader and more detailed understanding in areas such as land surveying, water supply systems, architectural drafting and civil design projects. Managerial and supervisory capabilities are developed in the estimating and project management classes.

Students seeking a degree in civil engineering technology should have a mathematics/science background including algebra, geometry and trigonometry.

Program Goals

  • To prepare graduates in civil engineering technology to function effectively in the engineering, surveying or construction teams.

  • To provide our students with a broad based curriculum and quality instruction.

  • To maintain accreditation as defined by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology.

Expected Student Outcomes

General Requirements

  • Graduates are required to complete an approved program of study with a cumulative GPA of 2.000 or better in their major courses.

  • Graduates are required to demonstrate skill and knowledge in the areas of quantitative analysis and science by having a cumulative GPA of 2.000 or better in the mathematics and physics courses common to all ET programs.

  • Civil engineering technology majors are required to demonstrate the ability to solve problems appropriate to their discipline, acquire computer skills, and to complete a final senior-year technical project requiring an oral and written presentation.


Specific Requirements for the CET Major

It is expected that CET graduates should have the appropriate skills and knowledge regarding surveying and drafting. In addition, they should have a knowledge of basic construction materials along with the fundamentals of statics, strength of materials, hydraulics, structural analysis and design.

This program is accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology, 111 Market Place, Suite 050, Baltimore, MD 21202, Telephone: (410) 347-7700.

Engineering Technology Core Courses

Courses

Titles

Credits

ET

101

Introduction to Engineering Technology

2

ET

202

Statics

3

ET

206

Strengths of Materials

4

ET

300

Project Planning, Scheduling and Management

3

 

 

 

________

 

 

 

TOTAL 12

Civil Engineering Technology Courses

Courses

Titles

Credits

CET

102

Surveying I

3

CET

103

Surveying II

3

CET

115

Civil Drafting I

3

CET

116

Civil Drafting II

3

CET

203

Dynamics

1

CET

207

Construction Materials & Methods

3

CET

208

Concrete & Asphalt Materials

3

CET

215

Advanced Surveying I

3

CET

304

Construction Cost Estimating I

3

CET

305

Construction Cost Estimating II

3

CET

315

Soil Mechanics Technology

3

CET

316

Structural Analysis

3

CET

404

Structural Steel Design

3

CET

405

Reinforced Concrete Design

3

CET

411

Hydraulics

3

CET

455

Design Seminar

1

CET

456

Senior Project

3

Approved CET Electives

6

Approved Technical Electives

6

 

________

TOTAL 56

Math, Science and Computer Courses

Courses Titles Credits
CIS 100 Intro to Word & Windows 1
CIS 104 Excel Spreadsheets 1
ET 226 Intro to Programming 2
CHEM 111 Principles of Chemistry  
  OR
GEOL 101 Earth Science 3
MATH 121 College Algebra 4
MATH 124 Pre-Calculus Math 5
MATH 126 Calculus & Analytic Geometry I 5
PHYS 201/L Principles of Physics I/Lab 4
PHYS 202/L Principles of Physics II/Lab 4
  ________
TOTAL 29

Institutional and General Education

Please refer to the General Education Requirements in the undergraduate section of this catalog. For the knowledge component, CET majors need to take nine credits (three courses) each in the areas of Humanities (including SPCOM 103) and Social Sciences (including History). No additional courses are needed for Science and Technology.


Co-curricular Requirements

The faculty supports and encourages the involvement of engineering technology majors in at least one technical organization specific to each discipline and actively encourages student participation in such organizations.

Outcomes Assessment Activities

  • To be eligible for graduation, all civil engineering technology majors are required to take an examination. The results of the examination will be used in the evaluation of the program. Test results will have no effect on student’s GPA.

  • Graduates and their employers will be surveyed as to program satisfaction and job performance following their graduation.



Civil Engineering Technology Typical Schedule of Courses

Freshman - Fall

Courses

Titles

Credits

CET

102

Surveying I

3

CET

115

Civil Drafting I

3

CIS

100

Intro to Word & Windows

1

CIS

104

Excel Spreadsheets

1

ET

101

Introduction to Engineering Tech

2

MATH

121

College Algebra

4

 

________

TOTAL 14

Freshman - Spring

Courses

Titles

Credits

CET

103

Surveying II

 

CET

116

Civil Drafting II

 

ENG

101

Composition I

 

MATH

124

Pre-Calculus Math

 

General Education, Knowledge Component

3

 

________

TOTAL 17

Sophomore - Fall

Courses

Titles

Credits

CET

203

Dynamics

1

CET

207

Construction Materials & Methods

3

CET

215/216

Advanced Surveying I or II

3

ET

202

Statics

3

MATH

126

Calculus and Analytic Geometry I

5

 

________

TOTAL 15

Sophomore - Spring

Courses

Titles

Credits

CET

208

Concrete and Asphalt Materials

3

ET

206

Strength of Materials

4

ENG

102

Composition II

3

SPCOM

103

Speaking and Listening

3

General Education, Knowledge Component

3

 

________

TOTAL 16

Junior - Fall

Courses

Titles

Credits

CET

304

Construction Cost Estimating I

3

CET

316

Structural Analysis

3

CHEM

111

Principles of Chemistry

 

 

OR

GEOL

101

Earth Sciences

3

PHYS

201/L

Physics I w/Lab

4

General Education, Knowledge Component

3

 

________

TOTAL 16

Junior - Spring

Courses

Titles

Credits

CET

305

Construction Cost Estimating II

3

CET

404

Structural Steel Design

3

ET

300

Project Planning, Scheduling & Management

3

PHYS

202/L

Physics II w/Lab

4

General Education, Knowledge Component

3

 

________

TOTAL 16

Senior - Fall

Courses

Titles

Credits

ET

226

Introduction to Programming

2

CET

405

Reinforced Concrete Design

3

CET

411

Hydraulics

3

CET

455

Design Seminar

1

CET Elective

 

3

General Education, Knowledge Component

3

 

________

TOTAL 15

Senior - Spring

Courses

Titles

Credits

CET

315

Soil Mechanics Technology

3

CET

456

Senior Project

3

CET Elective

 

3

Technical Elective

 

3

Technical Elective

 

3

 

________

TOTAL 15

Total required credit hours

124

MECHANICAL ENGINEERING
TECHNOLOGY PROGRAM


Department Chair: Wolfgang Sauer

Faculty: Bailey, Chen, Sauer

A Bachelor of Science Degree in Mechanical Engineering Technology (BSMET) and a minor in MET are currently offered; but no new students will be admitted to the program major or minor.

Students currently enrolled in the MET major or minor program have four years to complete their program.


Program Goals

  • To prepare graduates in mechanical engineering technology to function effectively throughout the engineering spectrum.

  • To graduate students who can apply to theoretical foundations and skills of their discipline to solve practical engineering problems by using existing technology.

  • To maintain accreditation for all programs as defined by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology.


Expected Student Outcomes

General Requirements

  • Graduates are required to complete an approved program of study with a cumulative GPA of 2.000 or better in their major courses.

  • Graduates are required to demonstrate skill and knowledge in the areas of quantitative analysis and science by having a cumulative GPA of 2.000 or better in the mathematics/physics, and chemistry courses.

  • All mechanical engineering technology majors are required to demonstrate the ability to solve problems appropriate to their discipline, to use computer skills and to complete a final senior-year technical project requiring design and fabrication of a working model followed by written and oral presentations.

  • All mechanical engineering technology majors are required to study at least one computer language and to demonstrate their knowledge by applying computer programs to their daily class problems.


Specific Requirements for the MET Major

MET majors will obtain a knowledge of drafting, computer-aided design, materials, fluids, thermodynamics, all phases of manufacturing, robotics, and the design process. This program is accredited by the Technology Accreditation Commission of the Accreditation Board for Engineering and Technology, 111 Market Place, Suite 050, Baltimore, MD 21202, Telephone: (410) 347-7700.


Engineering Technology Core Courses

Courses

Titles

Credits

ET

101

Introduction to Engineering Technology

2

ET

202

Statics

3

ET

206

Strengths of Materials

4

ET

300

Project Planning, Scheduling and Management

3

 

_____________

SUB-TOTAL 12

Mechanical Engineering Technology Courses

Courses

Titles

Credits

MET

105

It’s a Material World

4

MET

112

Mechanical Drafting (CAD)

3

MET

203

Manufacturing Processes I

4

MET

204

Manufacturing Processes II

3

MET

311

Quality Control

3

MET

322

Dynamics of Machinery

3

MET

341

Thermal and Fluid Principles I

3

MET

352

Design of Machine Elements

3

MET

356

Design Seminar

1

MET

361

Computer Integrated Manufacturing

3

MET

441

Thermal and Fluid Principles II

3

MET

442

Design of Energy Systems

3

MET

456

Senior Project

3

MET

460

Instrumentation and Control

3

Approved MET Electives

6

Approved Technical Electives

6

 

____________

SUB-TOTAL 54

Math, Science and Computer Courses

Courses

Titles

Credits

CHEM

111/L

Principles of Chemistry/Lab

4

CIS

100

Intro to Word & Windows

1

CIS

104

Excel Spreadsheets

1

EET

250

Electrical Fundamentals and Applications

4

ET

226

Introduction to Programming

2

MATH

121

College Algebra

4

MATH

124

Pre-Calculus Math

5

MATH

126

Calculus & Analytic Geometry I

5

PHYS

201/L

Principles of Physics I/Lab

4

PHYS

202/L

Principle of Physics II/Lab

4

 

_____________

SUB-TOTAL 34

Institutional and General Education

Please refer to the General Education Requirements in the undergraduate section of this catalog. For the knowledge component, MET majors need to take nine credits (three courses) each in the areas of Humanities (includes SPCOM 103) and Social Sciences (includes History). No additional courses are needed in Science and Technology.

Outcomes Assessment Activities

  • To be eligible for graduation, all mechanical engineering technology majors are required to take an examination. The results of the examination will be used in the evaluation of the program. The results for individual students will be kept in strict confidence; however, any individual student can obtain her/his results for advisory purposes. Test results will have no effect on student’s GPA.

  • Graduates and their employers will be surveyed as to program satisfaction and job performance during the first, third and fifth years following graduation.


Mechanical Engineering Technology Typical Schedule of Courses

Freshman - Fall

Courses

Titles

Credits

CIS

100

Intro to Word & Windows

1

CIS

104

Excel Spreadsheets

1

ENG

101

Composition I

3

ET

101

Introduction to Engineering Tech

2

MATH

121

College Algebra

4

MET

105

It’s a Material World

4

 

________

TOTAL 15

Freshman - Spring

Courses

Titles

Credits

CHEM

111/L

Principles of Chemistry

4

ENG

102

Composition II

3

MATH

124

Pre-Calculus Math

5

MET

112

Computer-Aided Drafting

3

SPCOM

103

Speaking and Listening

3

 

________

TOTAL 18

Sophomore - Fall

Courses

Titles

Credits

ET

202

Statics

3

ET

226

Introduction to Programming

2

MATH

126

Calculus & Analytic Geometry I

5

MET

203

Manufacturing Processes I

4

PHYS

201/L

Physics I w/Lab

4

 

________

TOTAL 18

Sophomore - Spring

Courses

Titles

Credits

ET

206

Strength of Materials

4

MATH

232

Calculus for Engineering Tech. II

3

MET

204

Manufacturing Processes II

3

PHYS

202/L

Physics II w/Lab

4

General Education, Knowledge Component

3

 

________

TOTAL 17

Junior - Fall

Courses

Titles

Credits

EET

250

Electrical Fundamentals

4

MET

322

Dynamics of Machinery

3

MET

341

Thermal and Fluids Principles I

3

MET

352

Design of Machine Elements

3

General Education, Knowledge Component

3

 

________

TOTAL 16

Junior - Spring

Courses

Titles

Credits

ET

300

Project Planning, Scheduling and Management

3

MET

311

Quality Control

3

MET

356

Basic Design Principles

2

MET

441

Thermal and Fluids Principles II

3

Technical Elective

3

General Education, Knowledge Component

3

 

________

TOTAL 17

Senior - Fall

Courses

Titles

Credits

MET

442

Design of Energy Systems

2

MET

456

Senior Project

3

MET

460

Instrumentation and Control

3

MET Elective

 

3

General Education, Knowledge Component

3

 

________

TOTAL 14

Senior - Spring

Courses

Titles

Credits

MET

361

Computer Integrated Manufacturing

3

MET Elective

3

Technical Elective

3

General Education, Knowledge Component

3

 

________

TOTAL 12

 

 

Total required credit hours

124

 MET MINOR

A minor in MET is currently offered; but no new students are being accepted into the minor program.

The MET minor is designed for students in the math, science, and technical areas of study. Their background in math and physics is essential to understanding the technical courses. Students from other areas of study may have to take additional courses in math and physics.
Mechanical Engineering Technology Core:

Courses

Titles

Credits

ET

202

Statics

3

ET

206

Strength of Materials

4

MET

105

It’s a Material World

4

MET

112

Computer-aided Drafting

3

MET

203

Manufacturing Processes I

4

MET Elective

3

 

_____________

SUB-TOTAL 21

This curriculum gives the student a background in materials, structures, manufacturing, and one course to fit the student’s interest and aspirations.


EXERCISE SCIENCE, HEALTH PROMOTION, AND RECREATION DEPARTMENT

Department Chair: Foust
Faculty: L. Clark, R. Clark, Conroy, Dallam,
Rochester, Smith, Stuyt

The mission of the Department of Exercise Science, Health Promotion, and Recreation is to prepare students for professional positions and leadership roles in Exercise Science, Health Promotion, and Recreation through experiential educational opportunities that promote wellness and healthy lifestyles. Graduates earn a Bachelor of Science degree in Exercise Science, Health Promotion, and Recreation (EXHPR).

The BS in Exercise Science, Health Promotion, and Recreation (EXHPR) program currently includes six emphases of study:

Athletic Training
General Exercise Science
Health Promotion Wellness
Physical Education K-12 Teacher Preparation
Community/Commercial Recreation
Outdoor Adventure Leadership

Department Goals

Provide students with a broad-based theoretical foundation supported by laboratory and field experiences that allow individual observations, inferences, and hands-on mastery of skills related to the promotion of wellness and healthy lifestyles.

Provide effective professional learning opportunities based on the following concepts: Information Retrieval, Conceptual Understanding, Information Analysis, Critical Thinking, Development of Relevant Skill, and Practical Application of Ideas.

Prepare students to be life-long learners and to enhance the well-being of the community they dwell in.

Prepare students to become productive, accountable, ethical, and responsible professionals.

Prepare students to enter graduate or professional schools.

Expected Student Outcomes

General Requirements:

All departmental Majors are required to:

Complete an emphasis of study with a cumulative GPA of 2.50 or higher;

Earn a minimum grade of a “C-” in all prerequisite and major courses;

Repeat prerequisite and major courses with a grade of “D” or lower until a grade of “C-” or higher is achieved;

Earn a cumulative GPA of 2.0 or higher in required English and speech communication courses.


Exercise Science and Health Promotion graduates are expected to:

Demonstrate understanding of the philosophy and historical basis of the disciplines of exercise science and health promotion;

Exhibit the ability to read and interpret scientific journal articles in exercise science and health promotion with an understanding of the scientific methods, statistics, and design of the studies;

Exhibit knowledge of the structure and function of the human organism both at rest and during movement;

Display knowledge and skill related to first aid and the care/prevention of injuries occurring during physical activity;

Demonstrate skills and knowledge germane to exercise assessment, programming and leadership;

Exhibit knowledge in the basic principles of health with emphasis on the application of nutrition and personal fitness concepts in attaining personal wellness.

Exhibit knowledge of the underlying kinesiological principles governing human movement.

Upon completion of the EXHP core program requirements, a student will be eligible to sit for a variety of nationally recognized certification exams including those offered by the American College of Sports Medicine ("Health/Fitness Instructor", "Personal Trainer", and Exercise Leader"), the American Council on Exercise ("Personal Trainer", and "Aerobics Instructor"), the Aerobics and Fitness Association of America ("Personal Trainer", and "Aerobics Instructor"), the National Strength and Conditioning Association ("Certified Strength and Conditioning Specialist").

The BS degree in EXHPR prepares program graduates for professional positions in worksite, clinical, school, fitness government and community settings.

Graduates of the Athletic Training emphasis who also complete appropriate clinical experience can sit for the National Athletic Trainers’ Association Board of Certification (NATABOC) exam to become a certified Athletic Trainer. Athletic Trainers are employed in high school, university/college, clinical, corporate, professional sports, and military settings.

Graduates of the General Exercise Science coursework are prepared for exercise and fitness related professional positions. This emphasis is an excellent selection for students preparing for advanced study in fields such as exercise physiology, allied health, or sport administration.

Graduates of the Health Promotion/Wellness emphasis are eligible to sit for the National Commission for Health Education Credentialing exam to become a Certified Health Education Specialist. Health Promotion/Wellness graduates can find employment in employee wellness, community health, government and volunteer health agencies, clinical and managed care settings.

Graduates of the Physical Education K-12 Teacher Preparation emphasis who also complete the Teacher Education program, and receive a passing score on the Colorado Department of Education P.L.A.C.E. test are eligible to receive Teacher Licensure in the State of Colorado. Licensed graduates can find physical education teaching positions in both the public and private school settings.

Two minors are currently available in Exercise Science and Health Promotion.

The Exercise Science and Health Promotion minor is available to non-EXHP majors. This minor is ideal for Biology majors in the pre-physical therapy, pre-medicine, or pre-chiropractic options of study or any student interested in Exercise Science and Health Promotion.

The Coaching minor is also available to all students and is a great choice for students aspiring to coach.


Specific Requirements for the Exercise Science, Health Promotion Emphases:

Athletic Training
General Exercise Science
Health Promotion/Wellness
Physical Education K-12 Teacher Preparation

Core Course Requirements for EXHP Emphasis Areas

Course

Titles

Credits

EXHP

101

Introduction to EXHPR

3

BIOL

112

Nutrition

3

EXHP

162

Personal Health

3

EXHP

162L

Personal Health Lab

1

EXHP

222

Behavior Facilitation

3

EXHP

343

Measurement and Evaluation

3

EXHP

344

Exercise Physiology

3

EXHP

344L

Exercise Physiology Lab

1

EXHP

364

Kinesiology

3

EXHP

461

Managing Programs in EXHPR

3

Emphasis Area Course Requirements

Athletic Training Education Program
http://ceeps.colostate-pueblo.edu/exhpr/athletic_training.htm
     

Courses

Titles

Credits

EXHP

232

First Aid

3

EXHP

260

Care and Prevention of Athletic Injuries

3

EXHP

279

Practicum in Athletic Training I

1

EXHP

289

Practicum in Athletic Training II

1

EXHP

323

Functional Exercise Training

2

EXHP

330

Lower Extremity Evaluation

3

EXHP

331

Upper Extremity Evaluation

3

EXHP

332

Head, Neck and Spine Evaluation

3

EXHP

339

Clinical Pathology & Assessment

3

EXHP

379

Practicum in Athletic Training III

1

EXHP

389

Practicum in Athletic Training IV

1

EXHP

430

Therapeutic Modalities

3

EXHP

431

Therapeutic Exercise

3

EXHP

436

Exercise Assessment & Leadership

3

EXHP

443

Administration in Athletic Training

3

EXHP

479

Practicum in Athletic Training V

1

EXHP

489

Senior Practicum in Athletic Training

1

EXHP

419

Athletic Training Field Experience

4

BIOL

223

Anatomy and Physiology I

3

BIOL

223L

Anatomy and Physiology I Lab

1

BIOL

224

Anatomy and Physiology II

3

BIOL

224L

Anatomy and Physiology II Lab

1

CIS

101

Intro to Word and Windows

1

CIS

103

Power Point and the Web

1

CIS

104

Excel Spreadsheets

 

MATH

121

College Algebra

4

PSYCH

151

Intro to Human Development

3

SPCOM

103

Speaking and Listening

3

Accreditation

The Colorado State University-Pueblo Athletic Training Education Program is accredited by the Commission on the Accreditation of Allied-Health Education Programs (C.A.A.H.E.P.)

Competitive Admission Policy

The athletic training education program is highly competitive. Entry into the curriculum is not guaranteed upon completion of the pre-professional phase (the first two years of coursework). The determining factors include the success of the pre-professional experience, meeting all academic prerequisites, and number of students enrolled in the program. The number of students admitted into the program varies from year to year.

Application Criteria/Procedure

The following criteria must be met to be considered for admission into the Colorado State University-Pueblo Athletic Training Education Program (ATEP)

Completion of the Colorado State University-Pueblo Athletic Training Education Application. The student can obtain the application form from the program director. Completed applications are due to the program director by November 1st;

Completion of EXHP 189, 279, 232, 260, and BIOL 223, 223L, 224, 224L. (EXHP 232 and 260 with a B or higher, all others with a C or higher grade);

An overall grade point average of 2.6 or higher;

A declared Exercise Science, Health Promotion, and Recreation major;

Proof of current First Aid and CPR for Professional Rescuer Certification;

Documentation of observation hours and appropriate evaluation forms (from off-campus observation and EXHP 279);

Complete interview with ATEP Director and Clinical Instructors;

NATA membership is highly recommended but not required.

The Athletic Training Education Program faculty/staff will make the final decisions regarding acceptance into the program based upon the student’s total rankings on the admission criteria and available slots in the program. All applying students will receive written notification from the program director indicating their acceptance or denial into the Athletic Training Education Program.

Transfer Students

Students wishing to transfer to the Colorado State University-Pueblo Athletic Training Education Program must satisfy the above criteria. According to accreditation guidelines any courses containing competency or proficiency evaluation can not be accepted as transfer credits, unless an affiliate site agreement exists between the institution and CSU-Pueblo. Presently, no such agreements exist. Transfer students must understand that application to the athletic training education program occurs once a year during the fall semester only. Once accepted in the program students must complete 5 semesters in order to be eligible for graduation.

Requirements Upon Program Acceptance

The following are required:

Completion of program approved Physical Exam

Completion of the program’s Technical Standards Form

Completion of a Tuberculosis skin test

Purchase of athletic training student liability insurance

Retention Criteria

In order to remain in the Athletic Training Education Program the student must:

Maintain a 2.6 or higher overall GPA

Maintain 3.0 GPA in all athletic training courses, including grades of no less than a B in EXHP 289, 379, 389, 479, and 489

Maintain athletic training student liability insurance

Maintain Professional Rescuer First Aid and CPR with AED certification


Outcome Assessment Activities for Athletic Training Emphasis

In addition to assessment, which is inherent in the core/emphasis requirements, prior to receiving clearance for graduation, each General Exercise Science major must complete:

Departmental exit survey

Successful completion of all NATABOC competencies and proficiencies

An exit comprehensive examination


General Exercise Science

Courses

 

Titles

Credits

EXHP

201

Drugs and Healthy Lifestyles

3

EXHP

232

First Aid

2

EXHP

260

Care and Prevention of Injuries

3

EXHP

436

Exercise Assessment & Leadership

3

BIOL

223

Anatomy and Physiology I

3

BIOL

223L

Anatomy and Physiology I Lab

1

BIOL

224

Anatomy and Physiology II

3

BIOL

224L

Anatomy and Physiology II Lab

1

CIS

101

Intro to Work and Windows

1

CIS

103

Power Point and the Web

1

CIS

104

Excel Spreadsheets

1

MATH

121

College Algebra

4

PSYCH

151

Intro to Human Development

3

SPCOM

103

Speaking and Listening

3

24 credits from the following with a minimum of 16 upper division:

REC

102

Mountain Orientation

2

REC

103

Winter Orientation

2

REC

104

Desert Orientation

2

REC

105

Canyon Orientation

2

EXHP

106L

Martial Arts and Self-Defense

1

EXHP

109L

Volleyball

1

EXHP

110L

Weight Training

1

EXHP

111

Commitment to Academic Excellence

1

EXHP

113L

Whiteboard Boating

1

EXHP

115L

Skiing

1

EXHP

116L

Camping

1

EXHP

117L

Backpacking

1

EXHP

119L

Walking for Fitness

1

EXHP

120L

Aerobics

1

EXHP

143L

Folk, Square, and Ballroom Dance

1

EXHP

175L

Racquetball

1

EXHP

176L

Lifeguard Training

1

EXHP

189

Practicum in Athletic Training I

1

PSYCH

205

Intro to Sports Psychology

3

EXHP

233

History and Principles of PE and Recreation

2

EXHP

243

Methods of Rhythmic Activities

2

EXHP

245

Motor Learning and Development

3

REC

249

Challenge Course Leadership

2

EXHP

288

Health Promotion Practicum

3

EXHP

323

Functional Exercise Training

2

EXHP

345

Methods/Physical Act. & Games I

2

EXHP

346

Methods/Physical Act. & Games II

2

EXHP

388

Individual and Duel Activities

3

REC

350

Leadership and Ethics

3

REC

375

Research & Eval of Recreation

3

EXHP

382

Lifestyle Disease Risk Reduction

3

EXHP

464

Adapted Physical Education

3

EXHP

470

Methods of Coaching and Officiating

3

EXHP

473

Coaching Certification Clinic

1

EXHP

485

Methods in Health Promotion

3

EXHP

494

Field Experience

1-5

EXHP

498

Internship

12

Outcome Assessment Activities for General Exercise Science Emphasis

In addition to assessment, which is inherent in the core/emphasis requirements, prior to receiving clearance for graduation, each General Exercise Science major must complete:

Comprehensive exit exam

Departmental exit survey

Prepare a portfolio which includes:

A current copy of academic transcripts

Cover letter and resume

Career vision, mission, goal and/or philosophy statement

Self-evaluation of proficiency including strengths and weaknesses

At least 4 samples of classroom and practical work from EXHPR an other relevant courses such as: research papers, statistical analysis, course projects, literature reviews, etc.

Evidence of participation in on- and/or off-campus interpersonal and leadership skill building co-curricular activities

Letters of recommendation from professionals on- and off-campus

Health Promotion/Wellness
http://ceeps.colostate-pueblo.edu/exhpr/health_promotion.htm
 

Courses

Titles

Credits

EXHP

201

Drugs and Healthy Lifestyles

3

EXHP

232

First Aid

2

EXHP

288

Health Promotion Practicum

3

EXHP

323

Functional Exercise Training

2

EXHP

336

Community Health

3

EXHP

382

Lifestyle Disease Risk Reduction

3

EXHP

436

Exercise Assessment & Leadership

3

EXHP

485

Methods in Health Promotion

3

EXHP

487

HP Program Planning/Evaluation

4

EXHP

498

Internship

12

BIOL

223

Anatomy and Physiology I

3

BIOL

223L

Anatomy and Physiology I Lab

1

BIOL

224

Anatomy and Physiology II

3

BIOL

224L

Anatomy and Physiology II Lab

1

CIS

101

Intro to Word and Windows

1

CIS

103

Power Point and the Web

1

CIS

104

Excel Spreadsheets

1

MATH

121

College Algebra

4

MKTG

340

Principles of Marketing

3

PSYCH

151

Intro to Human Development

3

SPCOM

103

Speaking and Listening

3

Outcomes Assessment Activities for Health Promotion/Wellness Emphasis

In addition to assessment, which is inherent in the core/emphasis requirements, prior to receiving clearance for graduation, each Health Promotion/Wellness major must complete:

Comprehensive exit exam

Departmental exit survey

Prepare a portfolio which includes:

A current copy of academic transcripts

Cover letter and resume

Career vision, mission, goal and/or philosophy statement

Self-evaluation of proficiency including strengths and weaknesses

At least four samples of classroom and practical work from EXHPR and other relevant courses such as: research papers, statistical analysis, course projects, literature reviews, etc.

Evidence of participation in on- and/or off-campus interpersonal and leadership skill building co-curricular activities

Letters of recommendation from professionals and on-and off-campus

Physical Education K-12 Teacher Preparation
http://ceeps.colostate-pueblo.edu/exhpr/k_12_physical_ed.htm

Courses

Titles

Credits

EXHP

232

First Aid

2

EXHP

233

History and Principles of PE

2

EXHP

243

Methods of Rhythmic Activities

2

EXHP

245

Motor Learning and Development

3

EXHP

260

Care & Prevention of Athletic Injuries

3

EXHP

345

Methods of Physical Activities And Games I

2

EXHP

346

Methods of Physical Activities And Games II

2

EXHP

348

Methods of Individual/Dual Activities

3

EXHP

351

Methods of Teaching Elementary Physical Education

3

EXHP

465

Adapted Physical Education

3

EXHP

478

Methods of Teaching Secondary Physical Education

3


 

Two credits from the following:

EXHP

113L

Whitewater Boating

1

EXHP

114L

Basic Mountaineering Tech

1

EXHP

115L

Skiing

1

EXHP

116L

Camping

1

EXHP

117L

Backpacking

1

REC

102

Mountain Orientation

1

REC

103

Winter Orientation

2

REC

104

Desert Orientation

2

REC

105

Canyon Orientation

2

REC

249

Challenge Course Leadership

2


 

One credit from the following:

EXHP

106L

Martial Arts and Self-Defense

1

EXHP

109L

Volleyball

1

EXHP

110L

Weight Training

1

EXHP

119L

Walking for Fitness

1

EXHP

120L

Aerobics

1

EXHP

143L

Folk, Square, and Ballroom Dance

1

EXHP

174L

Tennis

1

EXHP

175L

Racquetball

1

EXHP

473

Coaching Certification Clinic

1


 

One Credit from the following:

EXHP

146L

Beginning Swimming

1

EXHP

176L

Lifeguard Training

1

EXHP

276L

Water Safety Instructor Certification

2

For teaching endorsement requirements, see the Teacher Education Program section of this catalog.


Outcome Assessment Activities for Physical Education K-12 Teacher Preparation Emphasis

In addition to assessment, which is inherent in the core/emphasis requirements, prior to receiving clearance for graduation, each K-12 Teacher Preparation major must complete:

Departmental exit survey

Proficiency in all Colorado and CSU-Pueblo Teacher Education Standards

A high quality teacher work sample

A high quality student teaching portfolio

A passing grade on the Physical Education P.L.A.C.E. Certification Exam



Exercise Science and Health Promotion Minors Program Goals

Provide coursework that complements a major course of study.

Enhance the student’s employment market-ability and acceptance into graduate/professional school.


Expected Student Outcomes

Exercise Science and Health Promotion minors will:

Complete the credit hour requirement of the minor;

Complete all required coursework with a cumulative GPA of 2.5 or higher;

Earn a minimum grade of “C-” in all minor courses; and

Repeat minor courses with a grade of “D” or lower until a grade of “C-” or higher is achieved.


Specific Requirements for Exercise Science and Health Promotion Minors:

Coaching

Courses

 

Titles

Credits

BIOL

112

Nutrition

3

EXHP

260

Care and Prevention of Athletic Injuries

3

EXHP

364

Kinesiology

3

EXHP

470

Methods of Coaching &Officiating

3

EXHP

473

Coaching Certification Clinic

1

EXHP

 

Methods of coaching courses

4

 

and/or

EXHP

494

Field Experience

(1-5 VAR)

PSYCH

205

Intro to Sports Psych

3

 

________

TOTAL 20

Exercise Science and Health Promotion
(for Non-EXHPR Majors)

Courses

Titles

Credits

EXHP

101

Introduction to Exercise Science and Health Promotion

3

BIOL

112

Nutrition

3

EXHP

162

Personal Health

3

Two credits from the following list

2

REC

102

Mountain Orientation

2

REC

103

Winter Orientation

2

REC

104

Desert Orientation

2

EXHP

106L

Martial Arts and Self-Defense

1

EXHP

109L

Volleyball

1

EXHP

110L

Weight Training

1

EXHP

113L

Whiteboard Boating

1

EXHP

115L

Skiing

1

EXHP

116L

Camping

1

EXHP

117L

Backpacking

1

EXHP

119L

Walking for Fitness

1

EXHP

120L

Aerobics

1

EXHP

174L

Tennis

1

EXHP

175L

Racquetball

1

EXHP

176L

Lifeguard Training

1

EXHP

300 or higher level student electives

9

 

________

TOTAL 20

RECREATION

The Recreation program consists of two emphases of study:

Community/Commercial

Outdoor Adventure Leadership


Completion of both emphases of study prepares graduates to work in positions of leadership in a variety of recreational service agencies. Prospective employers include parks and recreation departments at the city, county, district, and state levels as well as voluntary youth agencies such as the YWCA/YMCA, boys’ and girls’ clubs and scouting. Other areas of employment include recreation programs in the military, hospital, commercial, and worksite settings. Students completing the Community/Commercial emphasis are eligible to sit for the Certified Park and Recreation Professional (CPRP) and after completing two additional courses, the Certified Therapeutic Recreation Specialist (CTRS) Certification Exams.

A minor in Recreation is available to all students. The minor is ideal for those majoring in EXHPR, social work, sociology, and biology as well as for students aspiring to teach in public/private schools.


Recreation Emphasis Goals

Provide students with a broad-based theoretical foundation supported by field experiences that facilitate individual observations, inferences, and hands-on mastery of skills related to the field of recreation.

Prepare students to be life-long learners.

Prepare students to become productive, accountable, ethical and responsible professionals.

Prepare students to enter graduate or professional schools.


Recreation graduates are expected to:

Demonstrate knowledge of the history and philosophy of leisure, recreation, and parks in western society;

Exhibit awareness of the scope of the leisure services delivery spectrum, including public, private, and non-profit sector service providers in major specializations of leisure, recreation, and parks;

Demonstrate an understanding of and ability to conduct various recreation program planning phases including client assessment, goal setting, activity analysis/selection, program management and evaluation;

Demonstrate knowledge and the skills involved in a recreation leadership function including interpersonal communication, trust building, power and influence, interpersonal conflict and its resolution, teaching and transference, and decision making;

Exhibit an awareness of the special populations that recreation programs and resources must accommodate, the implications of programming for each population, and specific agencies/legislation currently providing services for each population;

Demonstrate knowledge of the principal federal and state agencies providing parks and resource-based recreation opportunities in the United States including the primary management policies and challenges;

Demonstrate competencies in applying principles of management to recreation services and resources, including the organization of agencies, personnel, fiscal/risk management, and marketing;

Exhibit an understanding of philosophies, history, curricular elements, and settings for outdoor education in the United States;

Exhibit an awareness of key professional organizations and current trends/issues in the field of recreation and how to obtain matching employment;

Demonstrate the ability to read and interpret professional journal articles relevant to recreation and to carry out and report on new, original research;

Understand the principles of recreation facility design, construction and management.


Specific Requirements for the Recreation Emphasis:

Core Course Requirements for the Recreation Emphasis

Courses

Titles

Credits

EXHP

101

Introduction to EXHPR

3

REC

240

Recreation Program Design

3

REC

280

Foundations of TR

3

REC

350

Leadership & Ethics

3

REC

360

Teaching Exp Ed in Outdoors

3

REC

375

Research & Eval of REC

3

REC

389

Practicum

3

EXHP

461

Managing Program in EXHPR

3

REC

493

Seminar

2

REC

498

Internship

12

Emphasis Course Requirements

Outdoor Adventure Leadership
http://ceeps.colostate-pueblo.edu/exhpr/outdoor_adventure_education.htm

Courses

Titles

Credits

EXHP

113L-
117L

Outdoor Skills (select 4 of 5)

4

REC

102-
105

Orientations (select 3 of 4)

6

REC

249

Challenge Course Leadership

2

REC

270

Outdoor Leadership I

2

REC

370

Outdoor Leadership II

2

REC

470

Wilderness First Responder

2

REC

484

Outdoor Resources & Management

3

Community/Commercial Recreation
http://ceeps.colostate-pueblo.edu/exhpr/community_commercial_rec.htm

Courses

Titles

Credits

REC

250

Commercial Recreation and Tourism

3

REC

485

Recreation Facility Design and Management

3

MCCNM

216

Advertising

3

MCCNM

240

Public Relations

3

MGMT

201

Principles of Management

3

MGMT

318

Human Resource Management

3

MKTG

340

Principles of Marketing

3

Outcomes Assessment Activities

In addition to assessment, which is inherent in the core/allied/methods coursework requirements, prior to receiving clearance for graduation, each Recreation major must complete:

A departmental exit survey

A comprehensive exit examination

A portfolio that includes:

A current copy of academic transcripts and resume;

Samples of research/term papers, projects, etc., from Recreation and other relevant courses;

Evidence of participation in on- and/or off-campus interpersonal and leadership skill building co-curricular activities; and

Letters of recommendation from professionals on-and-off campus.

Recreation Minor Program Goals

Provide coursework that complements a major course of study.

Enhance the student’s employment marketability and acceptance into graduate/professional school.


Expected Student Outcomes

Recreation minors will:

Complete the credit hour requirement of the minor;

Complete all required coursework with a cumulative GPA of 2.5 or higher;

Earn a minimum grade of a “C-” in all minor courses;

Repeat minor courses with a grade of “D” or lower until a grade of “C-” or higher is achieved;


Recreation Minor: Specific Requirements

Courses

Titles

Credits

EXHP

101

Introduction to EXHPR

3

EXHP

461

Managing Programs in EXHPR

3

REC

240

Recreation Program Design

3

REC

280

Foundations of TR

3

REC

360

Teaching Exp Ed in Outdoors

3

REC

375

Research & Eval of REC

3

REC

389

Practicum

3

 

________

TOTAL 21

NURSING DEPARTMENT

Department Chair: Johnston
Undergraduate Coordinator: Rodriguez
Faculty: Briggs-Mead, Chase, DePalma, Glaubensklee, Gomez, Janos, Martinez, Miller, Nebl, Nichols,
Rice, Stueve, Whetzel


Department Mission

As the Southeastern Colorado Center for Nursing, the Department of Nursing’s mission is to prepare today’s nursing student to be tomorrow’s competent and caring professional nurse.

Department Goals

Provide quality-learning experiences for nursing students that prepare graduates for practice as competent, caring, ethical and accountable professional nurses.

Maintain approval of the Colorado Board of Nursing and national accrediting agencies.

Facilitate achievement of baccalaureate or graduate education consistent with the Colorado Nursing Articulation Model.

Serve as the regional nursing education center for Southern Colorado, collaborating with local and regional health care agencies by maintaining a program curriculum congruent with the expectations of the agencies, University, and students.


Our Accreditation

The CSU-Pueblo Department of Nursing educational program is fully approved by the Colorado Board of Nursing and is accredited by the National League for Nursing Accrediting Commission (NLNAC), 61 Broadway, New York, NY 10006.

The Baccalaureate of Science in Nursing Program

The Colorado State University-Pueblo Department of nursing offers a Baccalaureate of Science in Nursing. The program offers several tracks for the basic nursing student (Basic BSN), the registered nurse (RN-BSN), licensed practical nurse (LPN/HP-BSN), second degree students (BA/BS-BSN) and other health care professions (LPN/HP-BSN) to obtain their Baccalaureate of Science in Nursing degree (BSN). The Basic BSN is a track developed for the student who has completed prerequisite courses and has no degree, certificate or license. The RN-BSN track is developed for an associate degree or diploma nurse with a license (or license eligible) to complete their BSN. The student with another baccalaureate or masters degree may apply to the BA/BS-BSN track or the Basic BSN. Licensed practical nurses that have a nursing license or completed an accredited program may apply for the LPN/HP-BSN or Basic BSN track. Other health care professionals, such as the respiratory technologist, psychiatric technician, paramedics, may elect to apply for the LPN/HP-BSN or Basic BSN track. The BSN program also offers an elective concentrated clinical practicum in nursing. The elective practicum allows the student to explore their passion in clinical practice.

BSN Expected Student Outcomes

The BSN graduate will be able to:

Practice nursing using a human needs framework incorporating multi-disciplinary theories.

Demonstrate entry level competence in providing nursing care to individuals, families, groups and communities.

Employ critical thinking utilizing the nursing process and results of research to manage client care.

Incorporate caring (commitment, compassion, conscience, competence, confidence) into professional nursing practice.

Integrate nursing roles for professional nurses as defined in the Colorado Nursing Articulation Model.

Facilitate effective, purposeful communication between self and others (peers, clients and other professionals) to promote common goals in diverse health care settings.

Evaluate the influence of the complex interactions of multiple environmental factors on the formulation of a plan to meet the health and safety needs of individuals, families and communities.

Demonstrate behaviors that reflect professional ethics and accountability congruent with the American Nurses’ Association (ANA) Code of Ethics and the State Nurse Practice Acts in the provision of non-discriminatory nursing care to clients.


Outcome Assessments

The program will meet several outcomes. The outcomes will be evaluated through or by:

Assessment of clinical competencies.

Individual and class scores in the department; standardized testing program.

An end of program evaluation survey and a graduate follow up survey of nursing graduates and their employers one year and five years after graduation.

National Certification and/or Licensure Examination (NCLEX) required of graduates prior to professional nursing practice as a registered nurse.


After Admission Requirements

Before a student may enroll in nursing courses they must complete the following:

Colorado law requires all persons who have direct contact with vulnerable persons, including patients in health care facilities, to submit a criminal background check and drug screen. All students admitted to the CSU-Pueblo Nursing program must have a drug screen and fingerprint background check by the Pueblo County Sheriff's Office located at CSU-Pueblo prior to beginning the nursing major (House bill 97-1084).

All students must be currently certified in CPR (Health Care Provider-C).

Carry Professional liability insurance.

Must have a student health physical form filed with the Student Health Services and must have all immunizations current, including the Hepatitis B series and a 2 step TB test.

The Basic Baccalaureate of Science in Nursing Track (Basic BSN)

The Basic BSN program assists the new student who has completed their prerequisite courses to enter a dynamic ever-changing profession of nursing by completing their BSN degree requirements. The program is based on a philosophical approach to nursing that includes the holistic synthesis of person, health and environment. The Colorado State University-Pueblo offers the ideal foundation for the development of the professional nurse.

Basic BSN Track Admission Requirements

Admission to the University does not imply acceptance to the nursing program. Applications to the nursing program may be obtained at www.ceeps.colostate-pueblo.edu/nursing or in the nursing department by calling 549-2401 or email at nursing@colostate-pueblo.edu. The completed applications must be submitted to the nursing department prior to the scheduled deadline.

For the basic nursing student admission, requirements are a minimum cumulative GPA of 2.75 and completion of all required prerequisites. All prerequisites and general education courses must be passed with a C or better.

Students for whom English is a second language must have a TOFEL of 550 or have completed the University requirements of English and Speech skills.

For the basic student admission, the student needs to be admitted to CSU-Pueblo first, and then submit a separate application to the nursing program by May 1 the year prior to the spring semester they plan to start the program.


Program of Study

The student must develop a program of study with the pre-nursing advisor. The pre-nursing advisor is notified once the student has declared their major. The student must contact their pre-nursing advisor to develop their program plan as soon as possible. The plan will include 46 credit hours of required prerequisite courses and 74 credit hours of nursing courses for a total of 120 credit hours. All nursing courses must be passed with a C or better. Students enrolled in the program must maintain a 2.75 GPA in order to progress. Students seeking LPN Licensure after the completion of their junior year must take NSG 284 LPN Bridge course.

Prerequisite Courses

Credits

ENG

101

Composition I

3

ENG

102

Composition II

3

SPCOM

103

Speaking and Listening

3

BIOL

206/L

Introduction to Microbiology/Lab

4

BIOL

223/L

Anatomy & Physiology I/Lab

4

BIOL

224/L

Anatomy & Physiology II/Lab

4

BIOL

112

Nutrition

3

CHEM

111/L

Principles of Chemistry/Lab

4

MATH

156

Statistics

3

PSYCH

151

Intro to Human Development

3

History

Per Gen. Ed. Requirement

3

Humanities

Per Gen. Ed. Requirement

6

Social

Science Per Gen. Ed. Requirement

3

 

________

TOTAL 46

 

NSG Courses

Titles

Credits

NSG

207

Nursing Pathophysiology

3

NSG

208

Basic Pharmacology

3

NSG

231

Introduction to Professional Nursing

2

NSG

232/L

Fundamentals of Nursing/Lab

7

NSG

302/L

Health Assessment/Lab

4

NSG

312/L

Nursing Care of Childbearing Families/Lab

6

NSG

322/L

Nursing Care of the Adult I/Lab

7

NSG

332/L

Pediatric Nursing/Lab

6

NSG

351

Research in Nursing

3

NSG

382/L

Psychiatric Nursing/Lab

6

NSG

420/L

Nursing Care of the Adult II/Lab

7

NSG

431

Gerontological Nursing

3

NSG

442/L

Public Health Nursing/Lab

6

NSG

451

Nursing Management

3

NSG

452/L

Nursing Process: Synthesis/Lab

6

NSG

461

Health Care Issues and Trends

2

 

________

TOTAL 74

Elective Concentrated Clinical Practicum

The elective concentrated clinical practicum allows the student enrolled in any of the BSN tracks to choose an area of clinical concentration during their progression through the program. The student will meet with their advisor to develop their plan. The plan will be approved by the SAFA committee.

Summer - Junior

NSG

372

Clinical Practicum I

3

 

Spring - Senior

NSG

472

Clinical Practicum II

3

Basic BSN Track Program Plan

Freshman - Fall

Courses

 

Titles

Credits

ENG

101

Composition I

3

BIOL

223/L

Anatomy & Physiology I/Lab

4

SPCOM

103

Speaking and Listening

3

Humanities

3

 

________

TOTAL 13


Freshman - Spring

Courses

Titles

Credits

ENG

102

Composition II

3

BIOL

224/L

Anatomy & Physiology II/Lab

4

CHEM

111/L

Principles of Chemistry/Lab

4

PSYCH

151

Intro to Human Development

3

History

Per Gen. Ed. Requirement

3

 

________

TOTAL 17


Sophomore - Fall

Courses

Titles

Credits

BIOL

206/L

Introduction to Microbiology/Lab

4

BIOL

112

Nutrition

3

MATH

156

Statistics

3

Humanities Per Gen. Ed. Requirement

3

SOC Per Gen. Ed. Requirement

3

 

________

TOTAL 16


Sophomore - Spring

Courses

Titles

Credits

NSG

231

Introduction to Professional Nursing

2

NSG

207

Nursing Pathophysiology

3

NSG

208

Basic Pharmacology

3

NSG

232/L

Fundamentals of Nursing/Lab

7

 

________

TOTAL 15


Junior - Fall

Courses

Titles

Credits

NSG

302/L

Health Assessment/Lab

4

NSG

312/L

Nursing Care of Childbearing Families/Lab

6

NSG

322/L

Nursing Care of the Adult I/Lab

7

 

________

TOTAL 17


Junior - Spring

Courses

Titles

Credits

NSG

332/L

Pediatric Nursing/Lab

6

NSG

351

Research in Nursing

3

NSG

382/L

Psychiatric Nursing/Lab

6

 

________

TOTAL 15


Senior - Fall

Courses

Titles

Credits

NSG

420/L

Nursing Care of the Adult II/Lab

7

NSG

431

Gerontological Nursing

3

NSG

442/L

Public Health Nursing/Lab

6

 

________

TOTAL 16


Senior - Spring

Courses

Titles

Credits

NSG

451

Nursing Management

3

NSG

452/L

Nursing Process: Synthesis/Lab

6

NSG

461

Health Care Issues and Trends

2

 

________

TOTAL 11


Licensed Practical Nurses or Health Professional Baccalaureate of Science in Nursing Track (LPN/HP-BSN)

Licensed practical nurses, and other health professionals such as paramedics, psychiatric technicians, respiratory technologists, and radiology technicians who wish to obtain their Bachelor of Science in Nursing degree may do so through the LPN/HP-BSN track.


LPN/HP-BSN Track Admission Requirements

In addition to the Basic BSN admission requirements the applicant for this track must also:

Submit a copy of the current license or certificate (e.g. LPN, EMT, RT, RD). Bring the actual license of certificate to the Department of Nursing for faculty visualization and photocopying prior to the start of the first nursing class.

Completion of the Nurse Entrance Test (NET).

Completion of the ERI Fundamentals I & II Exam at the national passing level for non-LPN’s.

At anytime during the student’s progression through the LPN/HP-BSN track, the student may choose to take credit by examination or proficiency testing as stated in the CSU-Pueblo Catalog. Prior to testing for credit the student must seek approval from the CSU-Pueblo Nursing Department Student Advisory and Faculty Advocacy committee. Applications are taken year round.

Program of Study

The pre-nursing advisor will meet with the student to plan a program of study for the LPN/HP-BSN track. The course sequencing may change based on student’s program of study developed prior to admission. The program of study will include 46 credit hours of prerequisite courses (see Basic BSN track), and 74 credit hours of nursing courses. The prerequisite course requirements and nursing requirements are based on previous courses, work experiences and credit by examination. The licensed practical nurse may transfer in seven nursing escrow credit hours per the articulation agreement. Students must pass all courses with a C or better and maintain a 2.75 GPA.


LPN/HP-BSN Track Program Track

Prerequisite Courses
(See Basic BSN)

Spring or Summer

Courses

Titles

Credits

NSG

207

Nursing Pathophysiology

3

NSG

208

Basic Pharmacology

3

NSG

282

LPN Bridge to Professional Nsg

2

 

_______

TOTAL 8


 

Junior - Fall

Courses

Titles

Credits

NSG

302/L

Health Assessment/Lab

4

NSG

312/L

Nursing Care of Childbearing Families/Lab

6

NSG

322/L

Nursing Care of the Adult I/Lab

7

 

________

TOTAL 17


 

Junior - Spring

Courses

 

Titles

Credits

NSG

332/L

Pediatric Nursing/Lab

6

NSG

351

Research in Nursing

3

NSG

382/L

Psychiatric Nursing/Lab

6

 

________

TOTAL 15


 

Senior - Fall

(Graduation Planning Due)

Courses

Titles

Credits

NSG

420/L

Nursing Care of the Adult II/Lab

7

NSG

431

Gerontological Nursing

3

NSG

442/L

Public Health Nursing/Lab

6

 

_________

TOTAL 16


 

Senior - Spring

Courses

Titles

Credits

NSG

451

Nursing Management

3

NSG

452/L

Nursing Process: Synthesis/Lab

6

NSG

461

Health Care Issues and Trends

2

 

________

TOTAL 11

Elective Concentrated Clinical Practicum

The elective concentrated clinical practicum allows the student enrolled in any of the BSN tracks to choose an area of clinical concentration during their progression through the program. The student will meet with their advisor to develop their plan. The plan will be approved by the SAFA committee.

Summer - Junior

NSG

372

Clinical Practicum I

3


Spring - Senior

NSG

472

Clinical Practicum II

3


Registered Nurse to Baccalaureate of Science in Nursing Track (RN-BSN Track)

RN-BSN Admissions Requirements

Students must meet basic nursing program admission requirements and for the RN-BSN track which is governed by the “Colorado Articulation Model.” The student will have a/an:

Associate Degree or Diploma from a Colorado nursing program.

Colorado nursing license in good standing.

Minimum cumulative GPA of 2.750 in prerequisite courses.

See Basic BSN for after admission requirements.


The RN-BSN student applications are taken year round.

Program of Study

The student must meet with the RN-BSN advisor to develop a program of study. The program of study is individualized to meet the student’s needs. The program of study may include an accelerated, full-time or part-time sequence. The program of study is designed to assist the working RN in returning to school to complete their BSN. The student may choose from several program plans to meet their busy schedules. The courses are offered one day per week. The RN-BSN degree plan will include 33 credit hours of transfer/escrow credits through the articulation agreement, 46 credit hours of prerequisite or co-requisite courses (see Basic BSN) and 41 credit hours of nursing credit for a total of 120 credit hours. Students must pass all courses with a C or better and maintain a 2.75 GPA. RN’s transferring from community colleges can only transfer in 27 prerequisite credits along with 33 RN credits.

Nursing Transfer/Escrow

33

 

 

 

Prerequisite Courses

46

(See Basic BSN or Program Plan

 

 

 

 

Courses

Titles

Credits

NSG 302/L

Health Assessment/Lab

4

NSG 307

Health and Disease Systems

3

NSG 309

Professional Nursing Practice

4

NSG 311

Concepts for Professional Nsg

4

NSG 351

Research in Nursing

3

NSG 431

Gerontolocical Nursing

3

NSG 442/L

Public Health Nursing/Lab

6

NSG 451

Nursing Management

3

NSG 452/L

Nursing Process: Synthesis/Lab

6

NSG 461

Health Care Issues and Trends

2

Upper division elective

3

 

 

__________

 

TOTAL  

41

 

 

 

RN-BSN Track Program Plan

 

 

 

 

Prerequisite Courses

 

(See Basic BSN)

 

 

 

 

Fall - Junior

 

 

 

 

 

Courses

Titles

Credits

NSG 302/L

Health Assessment/Lab

4

NSG 309

Professional Nursing Practice

4

 

 

_________

 

TOTAL   

8

 

 

 

Spring - Junior

 

 

 

 

Courses

Titles

Credits

NSG 307

Health and Disease Systems

3

NSG 311

Concepts for Professional Nsg.

4

NSG 351

Research in Nursing

3

 

 

__________

 

TOTAL  

10

 

 

 

Fall - Senior

 

Courses

Titles

Credits

NSG 431

Gerontological Nursing

3

NSG 442/L

Public Health Nursing/Lab

6

Upper division elective

3

 

 

__________

 

TOTAL  

12

 

 

 

Spring - Senior

 

 

 

 

Courses

Titles

Credits

NSG 451

Nursing Management

3

NSG 452/L

Nursing Process: Synthesis/Lab

6

NSG 461

Health Care Issues and Trends

2

 

 

__________

 

TOTAL  

11

The Accelerated Track for Registered Nurse to Bachelor of Science in Nursing (RN-BSN)

The RN-to-BSN program enables registered nurses to make the transition to professional nursing with a baccalaureate degree in three consecutive semesters. The associate degree nurse can complete their bachelor’s degree starting in the summer and finishing their nursing courses by the next spring. Prerequisite courses must be completed prior to admission to this track. Courses are delivered in a hybrid fashion allowing the student to take part of the course through the web, and part of the course through on-site instruction. Clinical components of this track allow the student to essentially complete their clinical experiences in their hometown.
 

Summer

 

 

 

 

 

Courses

Titles

Credits

NSG 302/L

Health Assessment/Lab

4

NSG 307

Health and Disease Systems

3

NSG 309

Professional Nursing Practice

4

NSG 311

Concepts for Professional Nsg.

4

NSG 351

Research in Nursing

3

 

 

__________

 

TOTAL  

18

 

 

 

Fall

 

 

 

 

 

Courses

Titles

Credits

NSG 431

Gerontology

3

NSG 442/L

Public Health Nursing/Lab

6

Upper division elective

3

 

 

__________

 

TOTAL  

12

 

 

 

Spring

 

 

 

 

 

Courses

Titles

Credits

NSG 451

Nursing Management

3

NSG 452/L

Nursing Process: Synthesis/Lab

6

NSG 461

Health Care Issues and Trends

2

 

 

__________

 

TOTAL  

11

 

 

 

Elective Concentrated Clinical Practicum

 

 

 

 

The elective concentrated clinical practicum allows the student enrolled in any of the BSN tracks to choose an area of clinical concentration during their progression through the program, The student will meet with their advisor to develop their plan, The plan will be approved by the SAFA committee.

 

 

 

Summer - Junior

 

NSG 372

Practicum I

3

 

 

 

Spring - Senior

 

NSG 472

Clinical Practicum II

3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Degree Plus to Baccalaureate of Science in Nursing Track (BA/BS/-BSN) Non-Accelerated Track)

The Nursing Department’s mission of creating a generalist able to function as a professional nurse in today’s workforce enables the department to individually assess the student with a degree other than nursing in order to grant credit for courses taken. The student with a baccalaureate degree or master’s degree has already demonstrated moving from simple to more complex use of theories. They also have experiences either in the educational and/or work environments. This use of multi theoretical frameworks is congruent with the Nursing Department’s philosophy. Applications are accepted year round.

Admission Requirements

The student must have cumulative GPA of 3.0 and follow all admission requirements set forth in the Basic BSN track. The student must have an academic degree (BA, BS, MA, MS) granted from an accredited university. A minimum of 30 credit hours must be taken at CSU-Pueblo or more based on the students program of study. Other options available to the BA/BS/-BSN student are credit by examination (up to 30 credit hours) or credit by life experiences (six credit hours). Students must pass all courses with a C or better and maintain a 3.0 GPA.

Program of Study

The student wishing to be admitted to the program is expected to meet with the pre-nursing advisor to develop an individualized program of study. The student will then be assigned an advisor.
 

Prerequisites

 

 

 

Prerequisite Courses

Credits

BIOL 112

Nutrition

3

BIOL 206/L

Introduction to Microbiology/Lab

4

BIOL 223/L

Anatomy & Physiology I/Lab

4

BIOL 224/L

Anatomy & Physiology II/Lab

4

CHEM 111/L

Principles of Chemistry/Lab

4

MATH 156

Statistics

3

PSYCH 151

Intro to Human Development

3

 

 

__________

 

TOTAL  

25

Nursing Courses (See Basic BSN)

Elective Concentrated Clinical Practicum

The elective concentrated clinical practicum allows the student enrolled in any of the BSN tracks to choose an area of clinical concentration during their progression through the program, The student will meet with their advisor to develop their plan, The plan will be approved by the SAFA committee.
 

Summer - Junior

 

NSG 372

Practicum I

3

 

 

 

Spring - Senior

 

NSG 472

Clinical Practicum II

3

Degree Plus to BSN Nursing Accelerated Track

The Nursing Department’s belief of creating a generalist able to function as a professional in today’s workforce enables the department to individually assess the student with a degree other than nursing in order to grant credit for courses taken.

The Degree Plus Accelerated Option is for students with a previous non-nursing baccalaureate degree. The applicant must have completed the necessary prerequisites prior to starting the program. The Accelerated Option offers students an intense, challenging approach that enables students to complete the Bachelor of Science in Nursing degree in 14 months.

Previous coursework necessary for admission to the Accelerated Option includes the natural, social and behavioral sciences. Most students in their previous degree may have completed most of the prerequisites required. Students may also elect to test out of prerequisite courses using the ERI nationally normed challenge tests or CLEP. During the Accelerated year, students participate in a reality based curriculum that includes classroom, Internet and real life clinical experiences in state-of-the-art facilities.

The belief is that a student with a previous degree has moved from simple to more complex use of theories/experiences either in their educational and/or work environments. This and use of multi theoretical frameworks is congruent with the Nursing Department’s philosophy.

The degree plus student is expected to meet with the pre-nursing advisor for advisement and plan development. The student must have a cumulative GPA of 3.0 and follow all admission requirements set forth in the Basic Nursing Track. A minimum of 30 credit hours must be taken at CSU-Pueblo or more based on the students plan. Due to the intensity of the curriculum it is advised that the student not work and be able to attend to their studies full-time. Students must maintain a 3.0 GPA throughout their nursing courses.
 

Prerequisite Courses

Credits

BIOL 112

Nutrition

3

BIOL 206/L

Introduction to Microbiology/Lab

4

BIOL 223/L

Anatomy & Physiology I/Lab

4

BIOL 224/L

Anatomy & Physiology II/Lab

4

CHEM 111/L

Principles of Chemistry/Lab

4

MATH 156

Statistics

3

PSYCH 151

Intro to Human Development

3

 

 

__________

 

TOTAL  

25

 

 

 

Degree Plus to BSN Nursing Accelerated Track Program Plan

 

 

 

Summer

 

 

 

 

 

Courses

Titles

Credits

NSG 208

Basic Pharmacology

3

NSG 231

Introduction to Nursing

2

NSG 232/L

Fundamentals of Nursing/Lab

7

NSG 302/L

Health Assessment/Lab

4

NSG 307

Health & Disease Systems

3

 

 

__________

 

TOTAL  

19

 

 

 

Fall

 

 

 

 

 

Courses

Titles

Credits

NSG 322/L

Nursing Care of the Adult I/Lab

7

NSG 332/L

Pediatric Nursing/Lab

6

NSG 420/L

Nursing Care of the Adult II/Lab

7

 

 

__________

 

TOTAL  

20

 

 

 

Spring

 

 

 

 

 

Courses

Titles

Credits

NSG 312/L

Nursing Care of Childbearing
Families/Lab

6

NSG 351

Research in Nursing

3

NSG 382/L

Psychiatric Nursing/Lab

6

NSG 451

Nursing Management

3

 

 

__________

 

TOTAL  

18

 

 

 

Summer

 

 

 

 

 

Courses

Titles

Credits

NSG 431

Gerontological Nursing

3

NSG 442/L

Public Health Nursing/Lab

6

NSG 452/L

Nursing Process: Synthesis/Lab

6

NSG 461

Health Care Issues and Trends

2

 

 

__________

 

TOTAL  

17

 

 

 

Total Nursing Credits

74

TEACHER EDUCATION PROGRAM

Dr. Victoria Marquesen: Associate Dean

Faculty: Piazza, Ramirez, Ryan,

Mission of the Teacher Education

The Teacher Education Program has a primary mission of preparing teachers of quality and distinction. At Colorado State University-Pueblo, preparing teachers is a campus-wide responsibility, with faculty and administrators involved in support of the program’s mission. An integral component of the program is its formal partnership with 17 school districts and four community colleges in southern and southeastern Colorado. The joint efforts of students, faculty, and administrators across all partners focus on improving the quality of learning in classrooms in elementary, secondary, and higher education.

Conceptual Framework—Building and Bridging Communities of Learners

A Conceptual Framework is a guide for how a teacher education program is planned and organized, summarizing its philosophical views of the roles of teaching and learning and its essential understandings of how students become teachers. The conceptual framework of teacher education at Colorado State University-Pueblo is Building and Bridging Communities of Learners. The organizing theme of learning communities focuses the attention of faculty and students on the essential nature of teaching and learning: How does community shape learning and achievement? What are the roles of successful learners and teachers? What social interactions are necessary for both learning and community? How is the definition of a learning community changing in an increasingly technological age? What is the relationship between the concept of learning community and the democratic ideal of American education?

For faculty at CSU-Pueblo, the vision of quality education requires a learner-centered environment in which learning (not teaching) is at the core. All learners will achieve in communities in which learning is publicly and constructively discussed, a positive climate surrounds all members, and support exists for all learners’ individual growth and development.

Inclusive, equitable communities require constant attention to the nature of relationships among teachers and students. CSU-Pueblo students will be prepared to participate as learners and teachers in overlapping and expanding learning communities–from the University classroom to K-12 settings, the professional education community, distributed communities created by technology, and cultural, economic, and political communities of students and their families.

To become beginning teachers, students must change their perceptions of themselves as learners and as students of teaching. As students progress through the program, they will skillfully assume a variety of roles, including those of master learners, instructors, collaborators, apprentices, models, coaches, colleagues, and mentors. It is the mission of the teacher education program to prepare teachers and learners of quality and distinction by exposing students to quality communities of teaching and learning.

Program Goals

Prepare teachers of quality and distinction with broad-based liberal arts education, depth of knowledge in the areas in which they teach, and the ability to skillfully translate theory and practice to ensure student learning.

Create a learner-centered community designed to achieve program goals and expected student results.

Provide systematic advising and evaluation activities which assure student success and program quality.

Serve the region and state of Colorado through partnerships with school districts and institutions of higher education.


Student Outcomes

The Teacher Education Program is a standards-based model of education. Student outcomes are the foundation of the program, upon which the curriculum, instruction, and assessment are aligned and implemented. Based on its mission to produce teachers of quality and distinction, the program has adopted goals in eight areas. Each goal has been articulated into a series of performance-based standards or outcomes that all students must achieve before completing the program. Benchmarks, or more specific outcomes, for each standard have been developed as course objectives throughout the program, and faculty across campus have organized course requirements and assignments to assure that students can meet these standards at high levels.

Standards are aligned with the Performance-based Standards for Colorado Teachers (2000) and requirements of the Colorado Department of Education and Colorado Commission on Higher Education. Proficiency in all standards is required for successful completion of teacher education and recommendation for state licensure.

Teacher Education Goals

CSU-Pueblo teacher education graduates will:

Use democratic principles to create communities of learners that assure positive social interactions, collaboration, and cooperation.

Create learning experiences that make content knowledge accessible, exciting, and meaningful for all students.

Create a learning community in which individual differences are respected, appreciated, and celebrated.

Ensure, through the use of standards and informal and formal assessment activities, the continuous development of all learners.

Construct and use pedagogy to maximize the intellectual, social, physical, and moral development of all students.

Be reflective decision-makers, incorporating understandings of educational history, philosophy, and inquiry, as will as the values of the democratic ideal.

Create communities of learning by working collaboratively with colleagues, families, and other members.

Model the professional and ethical responsibilities of the education profession.

Teaching Endorsement Areas
The Teacher Education Program collaborates with other academic units to offer programs leading to Colorado teacher licensure in the following endorsement areas:

Art (K-12)

Elementary Education (K-6)

English (7-12)

Foreign Languages (7-12) –Spanish

Mathematics (7-12)

Music (K-12)

Physical Education (K-12)

Science (7-12)

Social Studies (7-12)

Selective Entry and Retention in Teacher
Education Admission


Many education courses require the prerequisite of admission to education (see description of courses). Students complete the admission to education process during ED 301: Frameworks of Teaching. The entire process for gathering information and submitting it to faculty is completed during the course.

The following are the requirements that must be met to be admitted to teacher education. No exceptions can occur to these requirements:

Complete Health Clearance Form

Cumulative grade point of 2.600 or greater.

Completion of ENG 101 and 102 with grades of C- or better.

Completion of MATH 109 or math course required by major field. A grade of B or better is required in MATH 109 or MATH 360; a grade of C or better is required in MATH 121, 124, 126, or 221. Students who complete both MATH 109 and MATH 156 or MATH 360 and MATH 361 prior to admission may be admitted with grades of C or better in both courses.

Completion of SPCOM 103 with a grade of B- or better, or, students completing SPCOM 103 with a C- or degree plus students may complete this competency through the Oral Proficiency Exam.

Completion of ED 301 with a grade of C- or better.

Completion of a formal, standardized test such as the Academic Profile and a writing sample.

Completion of satisfactory background check with the Colorado Bureau of Investigation. Background check is sent to the Colorado Department of Education and report must meet the criteria required for obtaining a teaching license in Colorado.

Completion of an education portfolio. Six types of materials will be submitted with the portfolio: 1) transcripts and official documents demonstrating students performance in University classes, 2) materials developed in University classes which demonstrate proficiency on specific education standards, 3) recommendations and evaluations from teachers, 4) materials used in field experiences and videos of teaching, 5) personal reflections and summaries about progress, and 6) results of formal tests. Specific portfolio requirements and manner of evaluation are included in the appendices to the Teacher Education Handbook. All portfolios will be submitted in electronic format (website).

Retention

Students must maintain a cumulative GPA of 2.600 and must continue to make progress towards proficiency on program standards to remain in the teacher education program. Additional details related to program retention are included in the Teacher Education Handbook.

Student Teaching

Student teaching provides opportunities to integrate theory with practice. Prior to being approved for a student teaching assignment, the following requirements must be met:

Completion of all course work including courses in the content area and education.

Cumulative GPA of 2.600.

GPA of 2.500 in the academic major.

Grades of C- or higher in all courses required for licensure.

Passing score on the content exam in the student’s licensure area, required by the State of Colorado.

Completion of an education portfolio. Six types of materials will be submitted with the portfolio: 1) transcripts and official documents demonstrating students performance in University classes, 2) materials developed in University classes which demonstrate proficiency on specific education standards. 3) recommendations and evaluations from teachers, 4) materials used in field experience and videos of teaching, and 5) personal reflections and summaries about progress. Specific portfolio requirements and manner of evaluation are included in the appendices to the Teacher Education Handbook. All portfolios will be submitted in electronic format (website).

Applications must be submitted a semester in advance: First Friday in October for a spring semester assignment; first Friday in March for a fall semester assignment.

Student teaching requires full time effort, therefore students may not enroll in University courses other than Student Teaching and Capstone Seminar.

Teacher Licensure

Applications for licensure are forwarded to the Colorado Department of Education (CDE) with the institutional recommendation only after official transcripts have been received and the Teacher Education Program has conducted a final review.

Specific Requirements for the Elementary Teaching Endorsement

CSU-Pueblo requires the student interested in Elementary Education to complete a Liberal Studies major in addition to the courses in Education listed below.
 

Courses

Titles

Credits

ED 202

Foundations of Education

3

 

PREREQUISITES- None

 

 

 

 

ED 280

Educational Media and Technology

3

 

PREREQUISITES- None

 

 

 

 

ED 301

Frameworks of Teaching

3

 

PREREQUISITES- Completion of 45 college hours and a cumulative GPA of 2.6 (Admission to Education is
completed in this course)

 

 

 

 

ED 380

Integrated Methods in Elem. School

3

 

PREREQUISITES- Admission to Education; GPA of 2.6; Completion of Liberal Studies Arts block

 

 

 

 

RDG 410

Teaching Elementary Language Arts

4

 

PREREQUISITES- Admission to Education; GPA of 2.6

 

 

 

 

ED 412

Teaching Diverse Learners

3

 

PREREQUISITES- Admission to Education; GPA of 2.6

 

 

 

 

ED 413

Teaching Social Studies

3

 

PREREQUISITES-Admission to Education; GPA of 2.6

 

 

 

 

ED 414

Teaching Elementary Science & Health

2

 

PREREQUISITES-Admission to Education; GPA of 2.6

 

 

 

 

ED 417

Teaching Mathematics in the
Elementary School

2

 

PREREQUISITES- Admission to Education: GPA of 2.6; Completion of Liberal Studies Math Block.

 

 

 

 

ED 485

Capstone Seminar

2

 

PREREQUISITES-Admission to Student Teaching. Must be taken with student teaching

 

 

 

 

ED 487

Student Teaching in the Elementary
School

12

 

PREREQUISITES- Admission to Student Teaching

 

 

 

 

Specific Requirements for the Secondary and
K-12 Teaching Endorsements

 

 

 

The student must complete an appropriate major and the following Education courses:

 

 

 

Courses

Titles

Credits

PSYCH 151

Human Development

3

 

PREREQUISITES-None

 

 

 

 

ED 202

Foundations of Education

3

 

PREREQUISITES-None

 

 

 

 

ED 280

Educational Media and Technology

3

 

PREREQUISITES-None

 

 

 

 

ED 301

Frameworks of Teaching

3

 

(Admission to Education is
completed in this course
PREREQUISITES-Completion of 45
college hours and a cumulative
GPA of 2.6

 

 

 

 

PSYCH 342

Educational Psychology

3

 

PREREQUISITES-PSYCH 151

 

 

 

 

RDG 435

Content Area Literacy

4

 

PREREQUISITES-Admission to Education; GPA of 2.6

 

 

 

 

 

Special Methods in Endorsement
Areas

4-9

 

PREREQUISITES-Admission to Education; GPA of 2.6

 

 

 

 

ED 412

Teaching Diverse Learners*

3

 

PREREQUISITES-Admission to Education: GPA of 2.6

 

 

 

 

ED 485

Capstone Seminar

2

 

PREREQUISITES-Admission to
Student Teaching. Must be taken
with student teaching.

 

 

 

 

ED 488/489

Secondary Student Teaching/Student
Teaching K-12 12

 

 

PREREQUISITES-Admission to
Student Teaching

 

 

 

 

 

 

______

 

TOTAL  

37-42

*Physical Education students complete EXHP 465, Adaptive Physical Education.

Performance Assessment Activities

In the Teacher Education Program, performance assessment is a process that documents the relationship between the stated mission, goals, program standards, and actual student outcomes. Assessment is multidimensional and comprehensive, utilizing a variety of quantitative and qualitative measures.

Assessment of student progress is frequent and ongoing throughout the program. At three points in the student’s program, faculty completes a multidimensional assessment of progress on teacher education program standards: at admission to education, admission to student teaching, and during student teaching. These assessments include a review of progress in all courses, evaluation of student performance through a student-constructed portfolio, and review of K-12 teachers’ evaluation of student performance in field experiences.

Evaluation of progress occurs at the end of each semester after admission to education through a review of student performance in University classes and field experiences.

Student records are maintained in the Teacher Education Office.


READING PROGRAM

Reading Minor

The reading minor is intended for elementary, secondary, or K-12 teacher certification candidates who wish to have a recognized area of strength in the teaching of reading and other language arts.

Expected Student Outcomes

As a result of successfully completing the reading minor, the student must be able to:

Recognize, describe, diagnose, and teach all the generally accepted concepts, strategies and skills in the areas of oral language, reading readiness, emergent literacy, word recognition, comprehension, interpretation, literary appreciation, reading for information, critical reading and thinking, reference skills, study skills, oral reading, listening, speaking, English language usage, syntax, grammar, punctuation, capitalization, creative and informative writing, spelling and penmanship;

Describe the role and importance of the child’s self-concept, experience and culture, home language and dialect, stages of growth and development, and success and familiarity with literature as factors in motivating growth in reading and the language arts;

Plan lessons and teach effectively using a variety of grouping techniques, including whole class, individual, ability, and cooperative;

Locate and use a variety of materials to teach reading and the other language arts. The materials include textbooks, basal readers, trade and library books, teacher-made materials, computer programs, student-generated texts, centers, newspapers, and children’s literature;

Diagnose student reading levels and specific strengths and weaknesses, organize instruction to provide for the needs of the class and individual special students, adapt instruction in content areas to promote content learning, and develop reading and writing growth for all students;

Recognize common causes of reading and writing difficulties and administer and interpret the scores of a variety of informal assessment techniques such as reading miscue inventories and norm-referenced standardized tests;

Assess writing samples for diagnosis and prescription in expression, organization, fluency, sentence and paragraph development, theme, spelling, penmanship and fluency in work processing; and

Explain the need to collaborate with parents, librarians, drama and other teachers to provide an effective language arts program.


Specific Requirements

Students must complete the reading core with a GPA of 3.00 or better and complete the reading electives with a cumulative GPA of 2.60 or better. RDG 301 or 425 are prerequisites for other reading courses. The minor requires completion of a minimum of 22 hours, 14 from core courses and 8 hours chosen from available electives with consultation with an education advisor. Many electives are available only in summer sessions.

Core Course Requirements
 

Courses

Titles

Credit

ENG 351/

Children’s Literature/Adolescent
 Literature

2

 

412

RDG 301*

Teaching Reading and Language
Arts in the Elementary School

3

RDG 310

Current Approaches to Reading and
Writing Instruction

3

RDG 425**

Teaching Reading in the Content
Areas

3

RDG 450

Diagnosis and Remediation of
Reading Problems

3

 

 

_______________

 

CORE TOTAL  

14

 

 

 

Eight credits of Electives from the following list:

8

 

 

 

Courses

Titles

Credits

RDG 360

Practicum

1-3

RDG 431

Developing Creative Centers

1

RDG 436

New Directions in Reading
Comprehension

2

RDG 437

Teaching with Newspapers as a
Resource

1

RDG 442

Reading Across Cultures

2

RDG 491

Topics in Reading

1-2

ED 412/

Teaching Diverse Learners/Atypical
Students in the Secondary School

3

 

461

 

 

 

 

Core Total  

14

 

Electives Required  

8

 

 

______________

 

Total Required  

22

* RDG 410 Teaching Reading and Language Arts
(4 hours) may replace RDG 301

**RDG 435 Area Content Literacy (4 hours) may replace RDG 425

Higher Education Act (HEA) Reporting Requirements

In October 1998, Congress enacted Title II of the Higher Education Act (HEA), requiring new reporting requirements for institutions and states on teacher preparation and licensing. Section 207 of Title II requires the annual preparation and submission of a report by each university that prepares teachers on how well individuals who complete its teacher preparation program perform on initial state licensing and certification assessments in their areas of specialization. Universities are also required to publish information on basic aspects of their programs, such as number of students, amount of required supervised practice teaching, and the student-faculty ratio in supervised practice teaching. On the next page is information on students who completed CSU-Pueblo’s teacher education program during 2003-2004.

Required Program/Supplementary
Material

 

S.1 Total number of students admitted into teacher preparation, all specializations, in Academic year 2003-2004

383

S.6A The average number of student teaching hours per week required

40

S.2 Number of students in supervised student teaching in academic year 2003-2004

88

S.6B The total number of weeks of supervised student teaching required

15

Number of faculty members who supervised student teachers:

 

S.7 Average total number of hours required

600

S.3A Full-time faculty in professional education

4

S.8. Is your teacher preparation program currently approved or accredited by the state?
__X__ Yes _____ No
 

S.3B Part-time faculty in professional education but full-time in the institution

3

S.9. Is your teacher preparation program currently under a designation as “low-performing” by the state)?
_____ Yes __X__ No

S.3C Part-time faculty in professional education, not otherwise employed by the institution

12

S.4 Total faculty student teaching supervisors

19

 

S.5 Student teacher/faculty ratio

4.63

Colorado State University-Pueblo

Pass rates for students on both the PLACE and PRAXIS Exams, 2003 - 2004. All numbers and pass rates reflect PLACE pass rates, except numbers and pass rates in parentheses. Numbers in parentheses reflect the overall pass rates when PRAXIS tests are considered.
 

Academic Year: 2003-2004

Testing Period: 9/03-8/04

Number of Program Completers: 88

 

 

 

Type of Assessment

Assessment Code Number

#Taking Assessment

# Passing Assessment

Institution Pass Rate

Statewide
    Pass Rate
(NES)

 

 

 

 

 

 

Academic Content Areas

 

 

 

 

 

 

 

 

 

 

 

Elementary Education

001

50 (59)

47 (59)

94% (100%)

94%

Mathematics

004

3

--

--

96%

Science

005

1 (2)

--

--

90%

Social Studies

006

2 (4)

--

--

88%

English

007

3 (5)

--

--

95%

Spanish

009

3

--

--

98%

Art

028

1

--

--

99%

Music

029

1

--

--

98%

Physical Education

032

10

10

100%

96%

Aggregate

 

74 (88)

69 (87)

93% (99%)

94%

 

 

 

 

 

 

Summary of Individual

 

 

 

 

 

Assessments

 

74 (88)

69 (87)

93% (99%)

94%

 

 

 

 

 

 

Note: Pass rates for content areas with fewer than 10 students taking the test are not included per the “Rule of 10” described in the Reference and Reporting Guide, page 11.