This degree emphasizes the knowledge and skills required for entry level success in the architectural, civil, and mechanical engineering professions. These include graphic standards and practices, technical analysis and communication, material sciences, and the design and critique processes. In addition, projects include environmental (sustainable) design, product economics, and legal considerations. Current computer technologies and various design software for three dimensional modeling and two dimensional drafting are used throughout the program. Graphic documentation and a portfolio of work are created for each course.
A student who has earned a degree in design technology is well prepared to enter the architecture or engineering field as a design technician. Design technicians are involved in all phases of the design process and duties may include the preparation of technical and presentation drawings, specifications, reports and cost estimates. Design technicians primarily work with architects, mechanical engineers, structural engineers and civil engineers.

Student Learning Outcomes
✔ solve architectural and engineering technical problems by applying design and engineering process methodologies.
✔ apply the appropriate use of representational media, including study and presentation models (electronic and physical), freehand and conceptual drawing, technical documentation, and diagramming, to convey envisioned ideas at each stage of the design process.
✔ organize a set of documents for land planning and site development, commercial and residential buildings, and product assemblies that include material selections, cross-referencing, code review, checklists, and coordination.
✔ create design solutions that demonstrate knowledge and understanding of historical, cultural, human, aesthetic, environmental (sustainable) and social issues.
✔ communicate architectural and engineering design solutions effectively through individual and cooperative group efforts including speaking, writing, presentation, and the use of various design graphics and technical software.
✔ critique and analyze the success or failure of architectural and engineering design solutions developed through a formal design process.

This program provides a comprehensive foundation for in-depth early childhood teacher preparation both through strong general education and principles and practices in child development and in early childhood curriculum and pedagogy. Topics include an introduction to the profession, observation techniques, age-appropriate curriculum, the child in the context of family and culture, and health and safety practices for early childhood educators.

Note to Transfer Students:

If you are interested in transferring to a four-year college or university to pursue a Bachelor’s degree in this major, it is critical that you meet with a CRC counselor to select and plan the courses for your major. Schools vary widely in terms of the required preparation. The courses that CRC requires for an Associate’s degree in this major may be different from the requirements needed for the Bachelor’s degree.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

🗸 PSLO 1: (Development and Learning) Analyze and synthesize research and theories to support development and learning. Evaluate and implement developmentally appropriate and culturally relevant approaches to teaching and learning which support the whole child including foundational skills and concepts in language and literacy, math, science, art, health and wellness, and social relationships.

🗸 PSLO 2: (Equity and Cultural Sustainability) Construct knowledge based on the principles of anti-bias education in order to design environments that promote justice, equity and inclusion for all children, families, and communities.

🗸 PSLO 3: (Professionalism) Develop competencies, professional skills, and plans for professional growth. Integrate reflective practices to support professional growth as an Early Childhood professional. Understand and integrate the NAEYC Code of Ethics to support children, families, and other educators.

🗸 PSLO 4: (Observation, Documentation and Assessment) Utilize authentic assessment strategies based on observation, reflection, documentation, and interpretation of children’s development to inform teaching practices.

🗸 PSLO 5: (Family Engagement) Incorporate strategies for building respectful and reciprocal relationships with families, children and the community in order to support children's development and learning. Develop knowledge and skills to provide a responsive curriculum and learning environment that reflects the children and the families in the program.

🗸 PSLO 6: (Leadership) Understanding and commitment to leadership development that empowers, encourages, cultivates, and supports self and others to become agents of change and advocate for high-quality early care and education experiences for all children, support for families, and professional stature of educators.

Career Information

Upon completion of the A.A. degree, a student possesses the course work required to work as a teacher in both private and public early care and education settings, serving infants through preschool-age children. Additionally, the individual can work as a teacher in before-and-after school programs, serving school-age children.

The Associate in Arts in Early Childhood Education (ECE) for Transfer Degree (AS-T) provides a clearly articulated curricular pathway for students who wish to pursue a degree option in the California State University (CSU) system. The degree is designed to serve the diverse needs of students interested in the breadth and depth of the field of early childhood education. Additionally, this degree exposes students to the core principles and practices of the field in order to build a foundation for their future personal, academic, or vocational paths.

The Associate in Science in ECE for Transfer Degree provides students with a major that fulfills the general requirements of the California State University for transfer. Upon successful completion of the degree requirements, students will be guaranteed admission to the CSU system with junior status and will not have to repeat lower division coursework. Students are encouraged to meet with a counselor to develop their educational plans as degree options and general education requirements vary for each university.

The Associate in Science in Early Childhood Education (ECE) for Transfer Degree (AS-T) may be obtained by the completion of 60 transferable, semester units with a minimum of a 2.0 GPA, including (a) the major or area of emphasis described in the Required Program outlined below (earning a C or better in these courses), and (b) the Intersegmental General Education Transfer Curriculum (IGETC). The ECE courses required in this program are part of the CA Curriculum Alignment Project.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

🗸 Synthesize child development research with principles and practices for early childhood teaching to create early learning environments that are respectful, supportive, and challenging for all children, from infancy through adolescence. (PSLO 1)

🗸 Design inclusive, culturally and linguistically appropriate learning environments, based on child development, child observations, family information and knowledge of culturally diverse child-rearing practices. (PSLO 2)

🗸 Incorporate strategies for building respectful, reciprocal family and community relationships in order to support families with their children’s development and learning. (PSLO 3)

🗸 Assess children's learning through observation, documentation, and interpretation, using results to guide curriculum and teaching strategies. (PSLO 4)

🗸 Recommend developmentally appropriate and culturally relevant approaches to teaching and learning that include respectful, supportive relationships with children and families, and curriculum that support foundational skills and concepts in language, math, science, art, and social relationships. (PSLO 5)

🗸 Demonstrate practices that maintain standards of health, nutrition, and safety in-group care early childhood settings. (PSLO 6)

🗸 Apply ethical standards of behavior accepted by the profession of early childhood education. (PSLO 7)

🗸 Appraise knowledge of public policy and legislative issues concerning children and their families. (PSLO 8)

This degree provides academic coursework based on a Deaf-centered framework that encourages students to embrace an empowered collaboration with Deaf people. It provides an introductory overview of the Deaf community and American Sign Language in a cultural context, with the psychosocial dynamics of people working in the Deaf community. It also emphasizes the development of skills related to paraprofessional services, in an individual or group setting, in an educational or social services agency which serves Deaf clients.
This degree prepares students for entry-level positions such as paraprofessional services in an individual or group setting, in an educational or social services agency which serves Deaf clients.

Student Learning Outcomes
✔ compare and contrast characteristics that impact a Deaf person’s life in the following areas: the world of work, education, family, language, and social development.
✔ demonstrate ability to carry on American Sign Language conversation consistent with the ability of a 4th semester second language learner with a Deaf individual or groups of Deaf people.
✔ apply entry-level positions working with the Deaf community.
✔ demonstrate characteristics related to personal growth and adjustment in various populations within and outside of the Deaf community.
✔ apply skills in working with various Deaf participants within and outside of the Deaf community.
✔ demonstrate skills in working with school-age Deaf children in an educational setting.
✔ compare and differentiate the Deaf individual to individuals of diverse populations when comparing human development.
✔ demonstrate appropriate cultural interaction within the Deaf community.
✔ demonstrate ability to communicate respectfully in a Deaf-culture setting.

This degree provides an educational and practical foundation for students pursuing a professional career in dance. It is designed to create avenues toward further study and employment in educational dance, choreography, cultural dance, and dance performance. Topics include cultural dance forms, intermediate dance technique, performance studies, and nutrition. Students interested in transferring to a four-year college should meet with a counselor to determine the appropriate coursework.
This degree is designed for those pursuing a career in professional dance. It prepares dancers for entry-level positions and for transfer to four-year colleges and universities.

Student Learning Outcomes
✔ describe the basic structure of the human body and its potential for movement
✔ recount the historical and personal significance of cultural dance
✔ list the educational requirements for employment as a dance educator
✔ compare the standards of class etiquette required for participation in ballroom, urban Hip Hop, modern, and ballet dance courses
✔ discuss the level of training and commitment required for a concentration in dance performance
✔ evaluate current trends, philosophies, and companies in professional dance
✔ examine twelve areas for improvement in performance level
✔ justify the importance of visualization, creativity, and critical feedback in dance education
✔ demonstrate the necessary technique and performance skill for audition into a four-year institution or application to entry level employment in a professional dance setting
✔ notate choreography and transpose from video into movement

This two-year instructional program is designed to provide skills for industry and for degree or transfer. This option can lead to entry-level jobs in television, Cable TV, business or industrial video and graphics, animation, or digital media for broadcast, CD/DVD production and the Internet.

Highlights include:

🗸 Practical experience working with contemporary computer software
🗸 State of the art computer lab for graphics and nonlinear editing, including Final Cut Pro Studio, Photoshop, Illustrator, and After Effects
🗸 Internship opportunities working with local television stations, independent film companies and post-production editing facilities

Note to Transfer Students:

If you are interested in transferring to a four-year college or university to pursue a bachelor’s degree in this major, it is critical that you meet with a CRC counselor to select and plan the courses for your major. Schools vary widely in terms of the required preparation. The courses that CRC requires for an Associate’s degree in this major may be different from the requirements needed for the Bachelor’s degree.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

🗸 Write in clear, concise English. (PSLO-1)

🗸 Create traditional media, print and digital media projects that demonstrate effective use of established design principles for 
typography, color, images, animation, sound and video (PSLO-2)

🗸 Demonstrate a conceptual foundation in new media technology. (PSLO-3)

🗸 Articulate and apply the basic principles and processes used in traditional and digital graphic and multimedia design. (PSLO-4)

🗸 Demonstrate a conceptual foundation in the ethics of new media technology. (PSLO-5)

🗸 Examine and critique media products utilizing general information and concepts in new media. (PSLO-6)

Career Information

Career Options Nonlinear Video Editor, DVD Author, Computer Graphic Artist, Animation Artist, Producer/Director for Broadcast, Personal or Corporate Video and the Internet. Some career options may require more than two years of college study. Classes beyond the associate degree may be required to fulfill some career options or for preparation for transfer to a university program.

The CRC Diagnostic Medical Sonography (DMS) Program includes didactic, laboratory, and practicum components that are structured to facilitate the achievement of educational and career goals. According to the American Registry for Diagnostic Medical Sonographers (ARDMS), sonographers are “highly-skilled professionals who use specialized equipment to create images of structures inside the human body that are used by physicians to make medical diagnoses". Sonographers have extensive, direct patient contact that may include performing some invasive procedures. They must be able to interact compassionately and effectively with people who range from healthy to critically ill.

Organizations such as the American Registry of Diagnostic Medical Sonographers (ARDMS) certify the competency of sonographers through registration.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

🗸 Perform entry-level skills of a diagnostic sonographer in a clinical setting (PSLO #1)

🗸 Demonstrate attainment of knowledge needed for successful completion of the American Registry of Diagnostic Medical Sonographers (ARDMS) certification examination (PSLO #2)

🗸 Acknowledge and adhere to the scope of practice of a Diagnostic Medical Sonographer (PSLO #3)

Career Information

Career Opportunities: According to the ARDMS, Sonography is a dynamic profession that has grown significantly over the past 25 years. With rapidly developing new technologies and increased use of diagnostic ultrasound procedures, growth is projected to continue in the future with employment opportunities for qualified sonographers in both urban and rural areas nationwide. Sonographers and vascular technologists can choose to work in clinics, hospitals, private-practice physician offices, public-health facilities, laboratories, and other medical settings performing examinations in their areas of specialization. According to the Bureau of Labor Statistics’ Occupational Outlook Website, almost two-thirds of all sonographers are employed by hospitals. The rest work in physicians’ offices, medical and diagnostic laboratories/imaging centers and outpatient care centers. Employment of diagnostic medical sonographers is expected to increase by 29.4 percent, or 1,500 jobs between 2014 and 2024. As ultrasound technology evolves, it will become a more common method used to assist in diagnosing medical conditions, favored over more invasive procedures.

This degree provides an introductory overview of the Deaf community and American Sign Language in cultural context. Students completing the Deaf Studies A.A. degree will develops an understanding and respect for the Deaf culture which will enable them to collaborate effectively with Deaf people for the empowerment of the Deaf community. The Deaf Studies A.A. provides students with the psychosocial dynamics necessary to work in educational or social service setting or to pursue an advanced degree at a 4-year institution.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

🗸 Compare and contrast characteristics that impact a Deaf person's life in the following areas: the world of work, education, family, language and social development.

🗸 Demonstrate the ability to carry on an American Sign Language conversation consistent with the ability of a 4th semester second language students with a Deaf individual or groups of Deaf people.

🗸 Demonstrate characteristics related to personal growth and adjustment in various populations within and outside of the Deaf community.

🗸 Apply skills in working with various Deaf participants within and outside of the Deaf community.

🗸 Demonstrate skills in working with school-age Deaf children in an educational setting.

🗸 Compare and differentiate the Deaf individual to individuals of diverse populations when comparing human development.

🗸 Demonstrate appropriate cultural interactions within the Deaf community.

🗸 Demonstrate ability to communicate respectfully in a Deaf-culture setting.

Career Information

This degree prepares students for entry-level positions such as paraprofessional services in an individual or group setting, in an educational or social services agency that serves Deaf consumers.

This program provides training for management track employment in commercial culinary service operations. Courses begin at entry-level training; advanced courses build upon skills acquired in pre-requisite courses.

The program includes coursework in culinary arts, food and equipment use and identification, culinary sanitation, nutrition, marketing, legal control, financial analysis and entrepreneurship. Students will apply those skills with training in lab courses.

Sanitation training is offered as an integral part of each certificate and degree, and is certified by the National Restaurant Association as well as Sacramento County Environmental Health Division.

Student Learning Outcomes

Upon completion of this program, the student will be able to:

🗸 Demonstrate the ability to use professional written and oral communication skills necessary to communicate to a variety of audiences. (PSLO 1)

🗸 Will demonstrate awareness, understanding, and skills necessary to live and work in a diverse world. (PSLO 2)

🗸 Demonstrate necessary mathematical principles for foodservice production and management tasks. (PSLO 3)

🗸 Understand and practice proper sanitation and safety procedures critical to the foodservice industry. (PSLO 4)

🗸 Demonstrate the ability to develop, examine, question, and explore perspectives or alternatives to problems within the foodservice industry. (PSLO 5)

🗸 Demonstrate critical thinking skills needed to assess and correct problems within foodservice operations and food preparation, production, presentation and service. (PSLO 6)

🗸 Demonstrate proficiency in a variety of managerial skills necessary for foodservice managers and entrepreneurs. (PSLO 7)

🗸 Exhibit a basic understanding of nutrition and the relationship between nutrition and food preparation. (PSLO 8)

🗸 Demonstrate basic knowledge of cooking techniques and procedures. (PSLO 9)

🗸 Practice professional ethics, provide leadership, demonstrate personal and global responsibility and work effectively as a team member. (PSLO 10)

🗸 Integrate human, financial and physical resources management into foodservice operations. (PSLO 11)

Career Information

Culinary Manager; Culinary Supervisor; Cook; Kitchen Manager; Waiter/Waitress; Restaurant Manager; Caterer; Food Service Worker; Baker; School Food Service Specialist.

This program offers training of management-level employees for the construction industry, as well as preparation for transfer to a four-year college or university construction program. Graduates may be employed by contractors, business and government agencies for work in project planning, estimating and project coordinating. A student planning to transfer to a four-year college or university should consult the lower division requirements of the anticipated college program.

HIGHLIGHTS

🗸 Current curriculum emphasizes analytical problem-solving and management skills
🗸 Field trips to a variety of construction sites to study construction methods and procedures (instructor option)
🗸 Transfer potential to four-year programs in Construction Technology

Career Information

Plan Checker; Estimator; Superintendent; Project Manager; Contractor; Retail/Wholesale; Office Manager; Developer; Foreman; Laborer. Some career options may require more than two years of college study. Classes beyond the associate degree may be required to fulfill some career options or for preparation for transfer to a university program.