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GENERAL INFORMATION:
Course title: |
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Campus: |
Initiator: |
Date: |
Course description: |
COURSE HOURS/CREDITS:
Hours per Week |
|
No. of Weeks |
|
Total Hours |
|
Semester Credits |
||||
Lecture |
|
x |
|
x |
/16 |
= |
|
|||
Laboratory |
|
x |
|
x |
/48 |
= |
|
|||
Lecture/Lab |
1.5 |
x |
16 |
x |
24/16 |
= |
1.5 |
|||
Workshop |
|
x |
|
x |
/48 |
= |
|
|||
Total Semester Credits |
1.5 |
PURPOSE OF COURSE:
[ ] Degree requirement (LA)
[ ] Degree elective
[X] Certificate
[ ] Other
PREREQUISITES: VSP 153a Industrial Safety
PSLOs OF OTHER PROGRAMS THIS COURSE MEETS:
PSLO# |
Program |
|
COA Carpentry |
CAC Chair signatures:_________ Date recommended:__________
VPIA signature:___________ Date approved:___________
1. INSTITUTIONAL STUDENT LEARNING OUTCOMES
[ ] | 1. Effective oral communication:capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors. |
[ ] | 2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum. |
[ ] | 3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. |
[ ] | 4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal. |
[ ] | 5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts. |
[X] | 6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand. |
[X] | 7. Foundations and skills for life-long learning:purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence. |
[ ] | 8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats. |
1). PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:
2). COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:
3). COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:
CSLO (General) 1: Plan and document reading from a blueprint drawing; | |||
Student Learning Outcomes (specific) | ISLO | PSLO | Assessment Strategies |
1.1 Define drawing terms | 7,6 | 3 | In a written assignment and quiz, the student will define the drawing terms commonly used in cabinet/ furniture making. Graded with an answer key. |
1.2 Identify and explain symbols and abbreviations commonly used in plans. | 7,6 | 1,3 | The student will identify and explain symbols and abbreviations commonly used in plans. Assessed by direct observation and graded with a checklist. |
1.3 Extract basic information from a given specification. | 7,6 | 3 | The student will sketch working drawings to clarify construction details prior to commencement of work. Assessed by direct observation and graded with a rubric. |
CSLO (General) 2: Use drawings as a means of communication in cabinet/furniture making;. | |||
Student Learning Outcomes (specific) | ISLO | PSLO | Assessment Strategies |
2.1 Describe the various types of drawings used as a means of communication in the cabinet/furniture making. | 7,6 | 1 | In an assignment or quiz the student will describe the various types of drawings used as a means of communication in the cabinet/furniture making. Graded with a rubric. |
2.2 Identify drawing equipment for cabinet/furniture making. | 7,6 | 4 |
In an assignment or quiz the student will identify drawing equipment used for cabinet/furniture making. Graded with a checklist. |
2.3 Produce drawings using appropriate equipment and according to established specifications. | 7,6 | 1 | In group work, students will fabricate drawings according to established specifications using the appropriate equipment. Assessed by oral presentation and written report. Graded with a rubric. |
CSLO (General) 3: Scale drawings using recommended equipment, methods, and techniques. | |||
Student Learning Outcomes (specific) | ISLO | PSLO | Assessment Strategies |
3.1 List the reasons why scaling is an important part of drawing. | 7,6 | 1 | Written test graded with a checklist. |
3.2 Demonstrate the use of scale rule reading. | 7,6 | 1,2 | The student will complete a drawing using scale rule reading. Graded with a checklist. |
3.3 Produce scaled working drawings (3/32:1, 1/8:1) and construction details (1:1, ½:1) using recommended drawing equipment, methods and techniques | 7*,6 | 1,5 | The student will complete drawings using recommended equipment, methods, and techniques. Graded with a rubric. |
CSLO (General) 4: Sketch with freehand simple furniture. | |||
Student Learning Outcomes (specific) | ISLO | PSLO | Assessment Strategies |
4.1 Explain the importance of freehand sketches. | 7,6 | 2,3 |
In a written assignment or quiz, the student will explain the importance of freehand sketching. Graded with a rubric. |
4.2 Produce freehand sketches of joints and simple projects | 7.6 | 2.3 |
The student’s competence will be assessed through direct observation using a checklist |
4.3 Sketch the dimension and prepare detailed drawings of simple furnishings projects | 7 | 2,3 |
The student will complete each drawing in accordance to the standards specified in the assessment rubric. |
CSLO (General) 5: Draw full size setout drawing to specifications. | |||
Student Learning Outcomes (specific) | ISLO | PSLO | Assessment Strategies |
5.1 Explain the importance of a full size setout drawing. | 7 | 2,3 | In a written assignment or quiz, the student will explain the importance of a full-size setout drawing. Graded with a rubric. |
5.2 Produce a full size setout drawing. Within + 1/16” | 7 | 2,3 |
The student will produce a full size set out drawing according to the standards specified in the assessment rubric. |
5). COURSE CONTENTS
6). METHODS OF INSTRUCTION
[X] Lecture [X] Cooperative learning groups
[ ] Laboratory [X] In-class exercises
[ ] Audio visual [X] Demonstration
[ ] Other
7). REQUIRED TEXT(S) AND COURSE MATERIALS:
NCCER, (2001) Wheels of learning Level One Carpentry. New Jersey: Prentice Hall Pearson Education (or the latest edition).
Program requirements: Class project materials Woodshop with proper tools and equipments
8). REFERENCE MATERIALS:
Hardware and manufacturers manuals Freirer, J. L., Freirer, M. D.,& Hutchings, G. R.(1997) Carpentry and Building Construction, 5thEdition. New York: Glencoe, McGraw-Hill (or the latest edition). Ramuz, M. (2001) The Encyclopedia of Woodworking. New Jersey: Chartwell Books (or the latest edition).
9). INSTRUCTIONAL COSTS:
None
10). EVALUATION:
Summative assessment will be based on the midterm exam and final project. The Student must achieve 70% mastery or a "C" grade or better to pass this course.
11). CREDIT BY EXAMINATION
None
VCF 106 Plan Reading and Interpretation | Approved by VPIA: 04/11/22 |
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