Big Bend Community College

The one-year welding certificate of achievement is available for students who do not wish to complete a two-year degree. Local employers indicate that there are jobs available for students who complete either the certificate or the AAS degree. Interested students must work out their individual programs with a department advisor.

The Welding Technology program is designed for persons to acquire the technical knowledge and skills required to obtain a career in welding, fabrication, and related occupations. Graduates may qualify for positions in industries such as machinery fabrication, structural fabrication, pipe fabrication, plant maintenance, and trade occupations which require welding skills. Students who complete the first year of the program will gain sufficient training to obtain entry-level employment. The second year of the program will focus on advanced skills in welding applications in specialty areas.

Describe how children acquire language and creative expression and develop physically, cognitively and socially (Area I: Child Growth and Development).
Plan an environment that provides learning experiences to meet children’s needs, abilities and interests (Area II: Curriculum and Learning Environment).
Observe and assess what children know and can do in order to plan and provide curriculum that meets their developmental needs (Area III: Ongoing Measurement of Child Progress).
Identify resources and develop a plan to work collaboratively with agencies/organizations to meet children’s needs and to encourage the community’s involvement with early care and education (Area IV: Families and Community Partnerships).
Identify components of an environment that ensures children’s safety, health and nourishment (Area V: Health, Safety and Nutrition).
Establish supportive relationships with children and guide them as individuals and as part of a group (Area VI: Interactions).
Evaluate and analyze an early care and education setting (Area VII: Program Planning and Development).
Serve children and families in a professional manner and participate in the community as a representative of early care and education (Area VIII: Professional Development and Leadership).
Students will be able to communicate clearly and effectively within a workplace context.
Students will be able to reason mathematically using methods appropriate to the profession.

Describe how children acquire language and creative expression and develop physically, cognitively and socially (Area I: Child Growth and Development).
Plan an environment that provides learning experiences to meet children’s needs, abilities and interests (Area II: Curriculum and Learning Environment).
Observe and assess what children know and can do in order to plan and provide curriculum that meets their developmental needs (Area III: Ongoing Measurement of Child Progress).
Identify resources and develop a plan to work collaboratively with agencies/organizations to meet children’s needs and to encourage the community’s involvement with early care and education (Area IV: Families and Community Partnerships).
Identify components of an environment that ensures children’s safety, health and nourishment (Area V: Health, Safety and Nutrition).
Establish supportive relationships with children and guide them as individuals and as part of a group (Area VI: Interactions).
Evaluate and analyze an early care and education setting (Area VII: Program Planning and Development).
Serve children and families in a professional manner and participate in the community as a representative of early care and education (Area VIII: Professional Development and Leadership).
Students will be able to communicate clearly and effectively within a workplace context.
Students will be able to reason mathematically using methods appropriate to the profession.

Describe how children acquire language and creative expression and develop physically, cognitively and socially (Area I: Child Growth and Development).
Plan an environment that provides learning experiences to meet children’s needs, abilities and interests (Area II: Curriculum and Learning Environment).
Observe and assess what children know and can do in order to plan and provide curriculum that meets their developmental needs (Area III: Ongoing Measurement of Child Progress).
Identify resources and develop a plan to work collaboratively with agencies/organizations to meet children’s needs and to encourage the community’s involvement with early care and education (Area IV: Families and Community Partnerships).
Identify components of an environment that ensures children’s safety, health and nourishment (Area V: Health, Safety and Nutrition).
Establish supportive relationships with children and guide them as individuals and as part of a group (Area VI: Interactions).
Evaluate and analyze an early care and education setting (Area VII: Program Planning and Development).
Serve children and families in a professional manner and participate in the community as a representative of early care and education (Area VIII: Professional Development and Leadership).
Students will be able to communicate clearly and effectively within a workplace context.
Students will be able to reason mathematically using methods appropriate to the profession.

The Industrial Systems Technology ~ Industrial Electrical program provides a comprehensive two-year curriculum designed to prepare students for career opportunities as industrial electrical technicians. Students receive instruction in safety, electrical and electronic theory, process control, instrumentation, and Programmable Logic Controllers.

Today’s industrial electrician is a multi-faceted technician. Electrical and control system technologies are increasingly sophisticated and complex. The Industrial Electrical Technology program reflects the changing trends in the industrial climate while maintaining a broad-based curriculum blending theory and practical applications.