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Agriculture, Environment & Public Service · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by a licensed professional in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Aquaculture & Marine Science Tech

9 courses · 1,800 clock hours · 9–12 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$18,420~~ COMPLIMENTARYprogram tuition

9courses

79lessons

1,800hours

31assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons79 of 79 lesson pages writtenPractice631 practice questionsResources117 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 79 lesson pages are open (lesson titles below are links).

AGR-AQUA50-01 Universal core

Universal Core: Safety, Math, Communication & Career for Aquaculture & Marine Science Technology

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course builds the safety, numeracy, literacy, digital, and professional skills every aquaculture and marine science technician needs before entering any production, water-quality, or diving environment. Students earn OSHA 10-Hour General Industry recognition and First Aid/CPR certification, apply trade math to real aquaculture problems, and develop the workplace communication and career tools required throughout the program and on the job.

Outcomes

Pass the OSHA 10-Hour General Industry course and demonstrate hazard identification, lockout/tagout, and PPE selection for aquaculture and commercial diving worksites
Perform and document First Aid and CPR/AED response to aquatic and worksite emergencies to current American Heart Association or Red Cross standards
Solve aquaculture trade math problems involving unit conversion, concentration, flow rate, stocking density, and basic statistics to at least 80% accuracy
Read and interpret Material Safety Data Sheets, equipment manuals, federal regulatory documents, and scientific abstracts relevant to aquaculture and marine science
Use standard digital tools—spreadsheets, water-quality databases, email, and video-conferencing—to record, analyze, and present aquaculture data professionally
Construct a career portfolio including a resume, cover letter, professional references, and a completed mock job application targeted to aquaculture or marine science employers

Course text

How the course runs. 7 blocks: Aquaculture Worksite Hazard Recognition and OSHA 10-Hour General Industry; Lockout/Tagout, PPE Selection, and Emergency Action Plans; First Aid, CPR/AED, and Aquatic Emergency Response; Aquaculture Trade Math and Measurement; Technical Reading: SDS, Regulations, Manuals, and Scientific Literature; Digital Tools for Aquaculture Data and Professional Communication; Career Readiness and Professional Portfolio for Aquaculture and Marine Science.

What competent looks like. Pass the OSHA 10-Hour General Industry course and demonstrate hazard identification, lockout/tagout, and PPE selection for aquaculture and commercial diving worksites. Perform and document First Aid and CPR/AED response to aquatic and worksite emergencies to current American Heart Association or Red Cross standards. Solve aquaculture trade math problems involving unit conversion, concentration, flow rate, stocking density, and basic statistics to at least 80% accuracy. Read and interpret Material Safety Data Sheets, equipment manuals, federal regulatory documents, and scientific abstracts relevant to aquaculture and marine science. Use standard digital tools—spreadsheets, water-quality databases, email, and video-conferencing—to record, analyze, and present aquaculture data professionally. Construct a career portfolio including a resume, cover letter, professional references, and a completed mock job application targeted to aquaculture or marine science employers.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Aquaculture Worksite Hazard Recognition and OSHA 10-Hour General Industry	24	theory	Students will identify and classify the primary physical, chemical, biological, and electrical hazards found in aquaculture facilities and commercial dive operations and explain the OSHA General Industry standards that control each hazard class.	Complete all ten modules of the OSHA 10-Hour General Industry curriculum, with class discussion after each module connecting OSHA standards to specific aquaculture scenarios such as confined-space entry in tanks, working around electrical panels near water, and chemical storage of aquaculture treatments Conduct a guided photo-based virtual walkthrough of a finfish hatchery and a shellfish nursery, identifying at least fifteen distinct hazards and matching each to the relevant OSHA standard or control method (elimination, substitution, engineering control, administrative control, PPE) Perform a written Job Hazard Analysis (JHA) for a single aquaculture task—such as cleaning a recirculating aquaculture system (RAS) biofilter—using the OSHA JHA template, then peer-review a classmate's JHA against a provided rubric	OSHA 10-Hour General Industry student materials (Outreach Training Program authorized provider packet), OSHA 29 CFR 1910 reference summary, facility hazard photo set, JHA blank forms, PPE selection guide from NIOSH, whiteboard	Students must score 70% or higher on the OSHA 10-Hour end-of-course knowledge check administered by the authorized OSHA trainer; completion of the JHA must receive a passing rubric score (meets or exceeds on at least 4 of 5 criteria) from the instructor
2	Lockout/Tagout, PPE Selection, and Emergency Action Plans	18	demo	Students will correctly execute a lockout/tagout (LOTO) procedure on a simulated aquaculture pump system and select appropriate PPE for at least four distinct aquaculture and diving-related hazard scenarios.	Instructor demonstrates a full six-step LOTO sequence on a training pump panel; students then each perform the sequence independently on the same panel while the instructor observes, using the OSHA 29 CFR 1910.147 procedure checklist as the standard Work through four scenario cards (electrical panel near a saltwater tank, ammonia-based cleaner spill in a hatchery, entry into a low-oxygen fish transport tank, and surface-supplied diving equipment setup) and, using a PPE selection matrix, justify in writing the correct gloves, eye protection, respiratory protection, and body protection for each Develop a one-page Emergency Action Plan (EAP) for a small aquaculture facility covering evacuation routes, emergency contacts, first-aid station locations, and spill response roles; present the plan to a small group and receive structured feedback	Training lockout/tagout station with hasp, locks, and tags, OSHA 29 CFR 1910.147 procedure checklist, PPE selection matrix (NIOSH/OSHA), scenario cards, sample aquaculture facility floor plan, EAP template	LOTO performance is evaluated on a pass/fail skills checklist; all six steps must be executed in correct order with zero skips to pass; PPE scenario responses must correctly justify all required PPE items for at least 3 of 4 scenarios to pass
3	First Aid, CPR/AED, and Aquatic Emergency Response	20	lab	Students will demonstrate adult CPR with AED and standard First Aid skills to the current American Heart Association (AHA) or American Red Cross certification standard, and apply those skills to aquatic and worksite emergency scenarios specific to aquaculture.	Complete a full AHA Heartsaver or Red Cross First Aid/CPR/AED course delivered by a certified instructor, including hands-on practice of adult, child, and infant CPR, two-rescuer CPR, AED operation, choking response, and bleeding control using scenario manikins and training AED units Participate in two aquaculture-specific emergency scenario drills: (1) a diver-down surface emergency where a classmate simulates an unresponsive diver being brought to a boat deck, requiring in-water rescue breathing and CPR on deck, and (2) a chemical splash scenario in a hatchery requiring eye-wash station activation, first aid, and EMS notification Complete a written emergency response documentation exercise—fill in a mock incident report form for each scenario, recording time of incident, nature of injury, interventions performed, and outcome—then discuss as a class the legal and regulatory reasons accurate documentation matters	CPR manikins (adult and infant), AED trainer units, First Aid supply kit, eye-wash station trainer, incident report blank forms, AHA Heartsaver or Red Cross First Aid/CPR/AED student manual, scenario scripts	Students must pass the AHA or Red Cross skills station and written test to receive the certification card; scenario drills are evaluated on a pass/fail checklist—students must perform chest compressions at correct depth and rate, use the AED within the required time window, and complete the incident report accurately to pass
4	Aquaculture Trade Math and Measurement	30	theory	Students will solve aquaculture-specific math problems involving unit conversion, percentage and ratio calculations, water volume and flow rate, chemical concentration and dosing setup, stocking density, feed conversion ratio, and basic descriptive statistics, achieving at least 80% accuracy.	Work through a structured problem set in four modules—(1) unit conversions between US customary and metric for volume, weight, temperature, and salinity; (2) percent, ratio, and proportion problems applied to mixing salt water to target salinity and calculating oxygen saturation; (3) geometric volume calculations for circular tanks, raceways, and net pens, plus flow-rate problems using Q = A × V; (4) stocking density (animals per cubic meter or liter), feed conversion ratio, and survival rate—each module followed by a timed quiz Use a spreadsheet (Google Sheets or Excel) to build a working stocking-density and feed-budget calculator: students enter tank dimensions, target density, average fish weight, and desired feed conversion ratio, and the spreadsheet computes required feed per day and per week; instructor verifies formulas are correct before students save the file to their course portfolio Complete a descriptive statistics mini-lab using a real published aquaculture dataset (e.g., shrimp growth data from an open-access journal article): calculate mean, median, range, and standard deviation by hand and verify with a spreadsheet; interpret whether the variation in the dataset is acceptable for a commercial operation	Scientific calculators, rulers and calipers, graduated cylinders and scales for measurement practice, graph paper, computer with spreadsheet software, printed problem sets, published open-access aquaculture dataset, whiteboard	Four timed module quizzes, each scored out of 100%; students must average at least 80% across all four quizzes; the stocking-density spreadsheet is checked by the instructor for formula accuracy—all key formulas must be correct to pass
5	Technical Reading: SDS, Regulations, Manuals, and Scientific Literature	18	theory	Students will accurately extract critical information from Safety Data Sheets, equipment operation manuals, federal aquaculture and fisheries regulatory documents, and peer-reviewed scientific abstracts and apply that information to realistic decision-making tasks.	Given three Safety Data Sheets for chemicals commonly used in aquaculture (such as sodium chloride, formalin, and hydrogen peroxide), answer a structured question set requiring students to locate first-aid measures, storage requirements, PPE requirements, and environmental disposal precautions; then write a one-paragraph summary for a fictitious new co-worker who has never handled the chemical Read a two-page excerpt from a recirculating aquaculture system pump manual and a one-page excerpt from a NOAA or USDA aquaculture regulatory guidance document; answer comprehension questions that require students to distinguish equipment specifications from maintenance schedules, and to identify which regulatory agency has jurisdiction over which aquaculture activities Retrieve one peer-reviewed journal article abstract from an open-access aquaculture journal (such as Aquaculture or North American Journal of Aquaculture), complete a structured abstract analysis form identifying the research question, methods, key findings, and practical implications for a hatchery operator, then share findings with the class in a two-minute verbal summary	Printed SDS for three aquaculture chemicals, aquaculture equipment manual excerpts, NOAA or USDA regulatory guidance excerpts, computers with internet access, abstract analysis form template, scientific calculators	SDS question set and regulatory reading comprehension questions are scored; students must answer at least 80% of questions correctly; abstract analysis form is evaluated on a rubric—must correctly identify all four required elements (question, methods, findings, implications) to pass
6	Digital Tools for Aquaculture Data and Professional Communication	18	practice	Students will use spreadsheet software, a water-quality data entry platform or logbook, and standard professional communication tools to record aquaculture data accurately and communicate findings clearly to a supervisor or client.	Enter a week's worth of simulated morning water-quality readings (temperature, dissolved oxygen, pH, salinity, ammonia) into a provided spreadsheet template, create a properly labeled line graph of dissolved oxygen over seven days, and write a three-sentence professional email to a fictitious hatchery manager summarizing whether the readings fell within acceptable ranges and recommending any corrective action Participate in a structured 15-minute video-conference mock meeting with the instructor playing the role of a site supervisor: students must share their screen to display the water-quality graph, respond to two questions about the data, and take notes in a meeting log template—notes are submitted after the session Complete a digital file-management exercise: organize a folder of mixed aquaculture documents (SDS, daily logs, a spawning record, an equipment calibration certificate) using a naming and folder convention provided by the instructor, then demonstrate to the instructor that any requested document can be located within 30 seconds	Computers with spreadsheet software and video-conferencing application, simulated water-quality dataset, spreadsheet template, email client or course messaging platform, meeting log template, mixed aquaculture document set for filing exercise	The graph and email are evaluated on a rubric: graph must have correct title, labeled axes with units, and accurate plotted values; email must use professional greeting, correct data interpretation, and an actionable recommendation—both must earn 'meets standard' or higher on all rubric criteria to pass; meeting log must contain accurate notes for both questions to pass
7	Career Readiness and Professional Portfolio for Aquaculture and Marine Science	20	practice	Students will produce a complete professional portfolio—resume, cover letter, reference list, and mock job application—targeted to entry-level aquaculture or marine science technician positions, and demonstrate professional workplace conduct expectations.	Research two real, currently posted aquaculture or marine science technician job listings (from state workforce websites, NOAA, aquaculture industry associations, or similar sources) and complete a job-analysis worksheet identifying required skills, certifications, and duties; then draft a one-page chronological resume and a tailored cover letter for one of the positions, incorporating the OSHA 10, First Aid/CPR, and trade math skills built in this course Participate in a structured mock interview: the instructor or a guest from a local aquaculture employer asks five standard industry interview questions (such as questions about safety protocol experience, ability to work early morning feeding schedules, physical readiness for outdoor water work, and teamwork in confined quarters on a vessel); students record the session for self-review and receive written feedback from the instructor Complete a workplace professionalism reflection exercise: read two short case studies describing real aquaculture worksite situations involving attendance, social media conduct on a fish farm, and reporting a safety near-miss; for each, write a paragraph explaining the correct professional response and the potential consequences of an unprofessional choice, referencing OSHA reporting obligations where applicable	Computers with internet access and word-processing software, printed job listing examples as backup, resume and cover letter templates, mock interview question cards, video recording capability (phone or webcam), workplace professionalism case study handouts	Resume and cover letter are evaluated on a rubric covering format, accuracy, relevance to the target job, and absence of errors—must earn 'meets standard' on all four criteria to pass; mock interview written feedback must note 'satisfactory' or better on professional demeanor, relevance of answers, and clarity of communication

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 and Workplace Safety Knowledge Exam	Written exam	25%	70% correct on the OSHA 10-Hour authorized provider end-of-course assessment; 80% correct on the instructor-developed aquaculture safety quiz covering LOTO, PPE selection, and emergency action planning	A two-part written assessment: the first part is the OSHA 10-Hour General Industry end-of-course knowledge check administered by the authorized OSHA trainer; the second part is a 25-question instructor-developed multiple-choice and short-answer quiz applying OSHA standards, LOTO procedures, PPE selection, and EAP concepts specifically to aquaculture and marine diving worksite scenarios. Accuracy · Safety · Communication · Professionalism
Aquaculture Math and Technical Reading Exam	Written exam	25%	80% correct overall, with no module sub-score below 70%	A 40-question written examination combining aquaculture trade math problems (unit conversion, volume, flow rate, stocking density, feed conversion ratio, descriptive statistics) and technical reading comprehension questions drawn from SDS, regulatory, manual, and scientific abstract passages similar to those practiced in class; students may use a scientific calculator but no notes. Accuracy · Safety · Communication · Professionalism
Digital Portfolio Project	Project	25%	Earn 'meets standard' or higher on all five rubric criteria; any criterion rated 'does not meet standard' requires revision and resubmission within one week	Students submit a complete professional portfolio package including: a correctly formatted and error-free resume and cover letter targeting a real aquaculture or marine science position, a professional reference list, a completed mock job application, and a water-quality data spreadsheet with graph and accompanying professional email—all organized in a digital folder using the naming convention taught in class; the portfolio is evaluated on accuracy, completeness, professional presentation, relevance to the trade, and file organization. Accuracy · Safety · Communication · Professionalism
Career and Safety Oral Defense	Oral / panel	25%	Satisfactory rating on all three evaluated dimensions (content accuracy, professional communication, and response to follow-up questions); unsatisfactory on any one dimension requires a second attempt within one week	In a 10-to-15-minute individual oral session, the student presents their portfolio to the instructor and one guest evaluator (ideally an industry representative), answers three to five questions probing their understanding of at least one safety topic from the course (such as why LOTO is required near aquaculture pump systems), one math or data interpretation topic, and their career goals and readiness for the vocational program; responses are evaluated for factual accuracy, clarity, and professional demeanor. Accuracy · Safety · Communication · Professionalism

AGR-AQUA50-02 Trade course

Fish and Shellfish Culture

205 hr · ~~$2,585~~ COMPLIMENTARY

Students learn the biology, husbandry, and production systems used to raise finfish and shellfish from egg or seed through marketable size in both freshwater and marine settings. Emphasis is placed on species-specific life history, feed management, disease recognition, and the daily operational routines of a working aquaculture facility. Lessons integrate hands-on tank and pond work with technical record-keeping and safety practices aligned with ADCI and PADI commercial-diving credential competency areas where applicable.

Outcomes

Identify the major life stages of at least three commercially cultured finfish species and two shellfish species and describe the husbandry requirements for each stage.
Set up, operate, and adjust a recirculating aquaculture system (RAS) or flow-through tank system to maintain species-appropriate stocking densities and feeding regimes.
Execute a daily feeding and growth-monitoring protocol, calculate feed conversion ratios, and adjust ration based on biomass estimates.
Recognize the external clinical signs of common bacterial, viral, parasitic, and nutritional diseases in cultured fish and shellfish, and follow facility biosecurity and reporting procedures.
Perform mollusk and crustacean seed-setting, grading, and density management operations using standard hatchery and grow-out techniques.
Maintain complete, accurate production records using paper logs and a digital spreadsheet, and interpret data to make evidence-based stocking or feeding decisions.

Course text

How the course runs. 12 blocks: Aquaculture Species Overview and Life Cycles; Aquaculture Facility Safety and PPE; Tank and Pond Systems: Design and Components; Stocking Density and Biomass Calculations; Feed Types, Feeding Strategies, and Feed Conversion; Hands-On Feeding and Growth Monitoring; Mollusk Culture: Oysters, Clams, and Mussels; Crustacean Culture: Shrimp and Crab Basics; Disease Recognition, Biosecurity, and Reporting; Nutrition, Water Quality Interactions, and Waste Management; Production Record-Keeping and Data Analysis; Integrated Production Systems and Harvest Procedures.

What competent looks like. Identify the major life stages of at least three commercially cultured finfish species and two shellfish species and describe the husbandry requirements for each stage. Set up, operate, and adjust a recirculating aquaculture system (RAS) or flow-through tank system to maintain species-appropriate stocking densities and feeding regimes. Execute a daily feeding and growth-monitoring protocol, calculate feed conversion ratios, and adjust ration based on biomass estimates. Recognize the external clinical signs of common bacterial, viral, parasitic, and nutritional diseases in cultured fish and shellfish, and follow facility biosecurity and reporting procedures. Perform mollusk and crustacean seed-setting, grading, and density management operations using standard hatchery and grow-out techniques. Maintain complete, accurate production records using paper logs and a digital spreadsheet, and interpret data to make evidence-based stocking or feeding decisions.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Aquaculture Species Overview and Life Cycles	15	theory	Students will correctly classify at least five commercially significant finfish and four shellfish species by taxonomic group, typical culture environment, and primary life-stage milestones.	Lecture and guided note-taking using species fact sheets covering salmon, tilapia, catfish, oysters, clams, and shrimp; students annotate diagrams of each species' life cycle. Small-group card-sort activity: students match species cards to correct culture environment (marine, freshwater, brackish), temperature range, and salinity tolerance bands. Individual written comparison of two assigned species on a provided template, including wild vs. farmed production context and market form (live, fresh, frozen).	Species identification field guides (regional NOAA/USDA extension references), life-cycle diagram handouts, whiteboard, projector, index cards for sort activity.	Exit quiz of 20 multiple-choice and matching questions covering species names, environments, and life-stage vocabulary; pass = 70% or higher.
2	Aquaculture Facility Safety and PPE	14	theory	Students will identify the major physical, chemical, and biological hazards present in an aquaculture facility and demonstrate correct selection and use of required PPE for each hazard class.	Instructor-led walkthrough of the facility (or photo tour if remote) with a hazard-identification checklist; students label hazard zones on a facility floor plan. PPE station rotation: students handle and don/doff chemical-splash goggles, nitrile gloves, rubber aprons, steel-toed boots, and hearing protection, and explain when each is required. Group scenario cards: each group receives a realistic task description (mixing feed, handling medications, operating net lifts) and writes the PPE and safe-work procedure required, then presents to class for peer critique.	OSHA General Industry standards summary (29 CFR Part 1910, general reference), facility safety data sheets (SDS binder), PPE sample sets, hazard-identification checklist, scenario cards.	Instructor observational checklist: student correctly identifies all six major hazard types and selects and dons correct PPE without prompting for two assigned scenarios; pass = all critical items (gloves, eye protection, footwear) correct on both scenarios.
3	Tank and Pond Systems: Design and Components	18	demo	Students will explain the function of each major component in a recirculating aquaculture system (RAS) and a flow-through pond or raceway system, and trace water flow from intake through discharge.	Instructor-led demonstration of the facility RAS with live narration of each component (pump, biofilter, degasser, UV sterilizer, drum filter, sump); students label a blank system schematic in real time. Students walk a raceway or pond system and identify intake screens, paddlewheel aerators, standpipes, and emergency overflow structures, recording observations on a component-identification form. Paired troubleshooting exercise using a 'broken system' scenario card (e.g., pump alarm, low dissolved oxygen alarm); pairs trace the probable cause using their schematic and explain the isolation and corrective steps.	Working RAS unit, raceway or pond access, blank system schematic worksheet, component identification form, manufacturer's component manuals, marker flags for field identification.	Labeled schematic submitted; instructor verifies all major RAS components correctly identified and water-flow path accurately drawn; pass = 8 of 10 components labeled correctly with flow direction indicated.
4	Stocking Density and Biomass Calculations	16	lab	Students will calculate appropriate stocking density, estimate standing biomass using sampling methods, and determine required tank volume for a given production target using trade-standard formulas.	Instructor reviews stocking density formulas (kg/m³ or lb/gal) for at least two species using published extension guidelines; students work practice problems in a structured worksheet. Lab exercise: students dip-net a sample from a live tank, weigh the sample, count individuals, calculate mean weight, and extrapolate to estimate total tank biomass; results recorded in a lab log. Scenario-based production planning worksheet: given a target harvest weight, species, and system volume, students back-calculate initial stocking number accounting for projected mortality rate; work checked by a partner before submission.	Dip nets, spring or digital scale (kg/g resolution), tally counters, aerated sampling bucket, calculators, stocking density reference tables from SRAC (Southern Regional Aquaculture Center) publications, lab log notebooks.	Lab log entry and calculation worksheet reviewed; biomass estimate within ±15% of instructor-measured value; calculation worksheet 80% correct; pass = both criteria met.
5	Feed Types, Feeding Strategies, and Feed Conversion	18	theory	Students will select an appropriate commercial diet for an assigned species and life stage, calculate daily ration as a percentage of biomass, and compute feed conversion ratio (FCR) from a provided dataset.	Lecture covering feed categories (starter, grower, finisher; pelleted, extruded, crumble), nutrient requirements by species stage, and the relationship between water temperature and feeding rate; students complete a guided outline. Feed-label analysis activity: students read three commercial feed labels and identify crude protein, lipid, moisture, and ash content, then rank suitability for an assigned species and stage using a decision rubric. FCR calculation lab using a provided 30-day production dataset (feed fed, beginning and ending biomass); students compute FCR, graph feed consumed vs. growth, and write a two-sentence management recommendation.	Commercial feed samples (at least three types), feed-label handouts, SRAC feeding-rate tables, calculators, graph paper or spreadsheet template, whiteboard.	FCR worksheet and graph reviewed; FCR value matches instructor calculation within ±0.05; management recommendation is biologically logical; pass = correct FCR and a defensible recommendation.
6	Hands-On Feeding and Growth Monitoring	20	practice	Students will execute a complete daily feeding cycle for an assigned tank group, record feed amounts, observe fish behavior during feeding, and measure and record individual and mean body weight and length.	Students are assigned tank groups; instructor demonstrates the full feeding cycle (weighing ration, distributing feed, observing appetite response, recording refusal); students then perform the cycle independently on their assigned tanks for three consecutive lab days. Growth-measurement technique station: instructor demonstrates the use of a fish board (measuring board), digital scale, and anesthetic procedures per facility protocol; students practice measuring and recording length and weight for 10 fish, returning each to the tank. Students enter feeding and growth data into the facility's digital spreadsheet template, check for data-entry errors using a validation checklist, and calculate the week's FCR for their tank group.	Measured feed, feed scale, feed scoops, fish measuring board, digital scale (g resolution), logbooks, spreadsheet template (Excel or Google Sheets), aerated sampling bucket, facility-approved fish anesthetic per SOP.	Instructor observes one complete independent feeding cycle per student using a behavioral checklist (correct ration, observation recorded, refusal noted); growth data entry verified for accuracy; pass = all four checklist items completed correctly and data entry error-free.
7	Mollusk Culture: Oysters, Clams, and Mussels	18	lab	Students will perform seed-setting, grading, and density management operations for at least one bivalve species using standard commercial techniques, and explain the biological rationale for each step.	Lecture and video on bivalve reproductive biology, larval settlement cues, and the difference between wild spat collection and hatchery-produced seed; students annotate a larval development diagram. Hands-on seed-handling exercise: students sieve and count oyster or clam seed on standard mesh sizes, grade by size class into separate containers, calculate survival from an initial count sheet, and record results. Density-management scenario: given a grow-out tray or bag stocked at an initial density, students measure shell height of a random sample, look up density-at-size guideline from a regional extension publication, calculate whether thinning is required, and document the decision.	Oyster or clam seed (hatchery-supplied or classroom culture), grading sieves (multiple mesh sizes), tally counters, calipers, grow-out trays or mesh bags, regional shellfish extension guidelines (e.g., Sea Grant publications), lab log.	Lab log entry reviewed; grading counts and survival percentage calculated correctly within ±5%; density management decision is justified with a cited guideline; pass = calculations correct and decision documented with a reference.
8	Crustacean Culture: Shrimp and Crab Basics	14	theory	Students will describe the production cycle of at least one commercially cultured penaeid shrimp species from nauplii through post-larval stocking, and identify the critical husbandry parameters for each stage.	Lecture covering shrimp production stages (nauplii, zoea, mysis, post-larvae, juvenile, market), water-quality requirements at each stage, and the role of algae and Artemia in larval nutrition; students complete a stage-parameter table. Case-study reading: students read a published SRAC or extension fact sheet on Pacific white shrimp (Litopenaeus vannamei) intensive culture, identify three key management decisions discussed, and write a short summary. Comparison worksheet: students contrast open-pond extensive culture vs. biofloc technology (BFT) RAS shrimp production by listing advantages, risks, and water-management requirements for each system.	SRAC fact sheets on shrimp culture, Artemia and microalgae culture references, whiteboard, projector, comparison worksheet template.	Stage-parameter table and comparison worksheet reviewed; table must include correct salinity, temperature, and feed type for at least four life stages; worksheet must list at least three accurate contrasts; pass = both criteria met.
9	Disease Recognition, Biosecurity, and Reporting	20	demo	Students will identify the external clinical signs of at least six common aquaculture diseases or conditions in live or preserved specimens and correctly execute the facility's biosecurity and disease-reporting protocol.	Instructor-led demonstration of external fish examination: students observe and practice observing fin condition, scale integrity, eye clarity, gill color and mucus, skin lesions, and abnormal behavior in live fish, recording observations on a clinical-signs worksheet. Photographic case-study review: instructor presents at least eight clinical-sign photographs (fin rot, columnaris lesions, ich/white spot, gas-bubble disease, soft-shell syndrome in shellfish, etc.); students attempt identification and propose probable cause using a disease reference card. Tabletop biosecurity drill: students receive a scenario (unexpected mortality event), walk through the facility biosecurity protocol step by step (isolate tank, notify supervisor, document mortality count, complete the facility's disease-reporting form), and identify what state or federal agency notification might be required in general terms.	Live display fish of varying health status (or preserved specimens), clinical-signs worksheet, disease-reference card (USDA APHIS or regional extension), facility biosecurity SOP, blank disease-reporting form, photographic case-study slides.	Clinical-signs worksheet and case-study identification reviewed; student correctly identifies at least five of eight photo cases; biosecurity drill checklist completed without skipping isolation or documentation steps; pass = 5/8 photo ID and complete drill checklist.
10	Nutrition, Water Quality Interactions, and Waste Management	16	theory	Students will explain how feed type, feeding rate, and uneaten feed affect ammonia production and dissolved oxygen demand in a culture system, and describe at least two waste-management strategies used in commercial aquaculture.	Lecture on nitrogen cycling in aquaculture: protein digestion → ammonia excretion → nitrification; students label a nitrogen-cycle diagram and identify where waste enters and exits the system. Calculation exercise: given feed protein content, feeding rate, and a protein-to-nitrogen conversion factor (Kjeldahl reference method, general concept), students estimate daily ammonia nitrogen load for a model tank and compare it to a safe total ammonia nitrogen threshold from a published table. Group research and discussion on waste-management options (solids removal via drum filter or settling basin, constructed wetlands, aquaponics integration, land application); each group presents one method's benefits and regulatory considerations in general terms.	Nitrogen-cycle diagram worksheet, feed composition tables, ammonia toxicity reference table (species-specific at two pH and temperature conditions), whiteboard, projector.	Nitrogen-cycle diagram and ammonia-load calculation reviewed; calculation within ±10% of instructor value; waste-management presentation includes at least two accurate benefits and one genuine constraint; pass = both criteria met.
11	Production Record-Keeping and Data Analysis	18	practice	Students will maintain a complete 10-day production log using both paper and digital formats, then use the data to identify a trend and write a concise management memo.	Instructor demonstrates the facility's paper log format (date, tank ID, feeding amount, mortality count, water-quality readings, observations) and the corresponding digital spreadsheet; students enter three days of provided historical data as a formatting exercise. Over the following lab sessions, students record their own tank group's daily production data (feeding, mortality, growth checks) in both paper log and spreadsheet for 10 cumulative days, with instructor spot-checks. Data-analysis exercise: students use their completed spreadsheet to create one graph (FCR trend or mortality rate trend over time), interpret the graph in two to three sentences, and write a one-page management memo recommending a feeding or stocking adjustment with data-based justification.	Paper log templates, spreadsheet template (Excel or Google Sheets), laptop or tablet, calculator, printer for memo submission.	Lab log (paper and digital) reviewed for completeness and accuracy on all 10 days; graph is correctly labeled and interpreted; memo recommendation is data-justified; pass = log 90% complete with no unexplained blank days, graph correctly labeled, memo contains at least one specific data reference.
12	Integrated Production Systems and Harvest Procedures	18	field	Students will participate in a complete harvest sequence for at least one species, from pre-harvest feed withdrawal through grading, counting, weighing, and transfer or sale preparation, and document the process accurately.	Pre-harvest planning session: instructor reviews feed-withdrawal requirements (species and market-form dependent), harvest equipment inspection (seines, dip nets, graders, ice chest, live-haul tank), and food-safety handling basics (temperature chain, water contacts); students complete a pre-harvest checklist. Supervised field harvest: students rotate through seine or net deployment, crowding, dip-netting into a counting/weighing station, grading by size, recording final harvest weight and count, and loading into the designated storage or transport container. Post-harvest documentation: students complete a harvest record sheet (species, tank ID, final biomass, mortality during harvest, grade distribution, disposition), compare the harvest yield to their earlier biomass estimates, and calculate the variance as a percentage.	Seines, dip nets, fish grader (bar or trommel style), digital scale, ice or live-haul tank, harvest record sheet, PPE (rubber aprons, boots, gloves), facility harvest SOP.	Harvest record sheet reviewed for completeness; instructor observational checklist confirms student performed at least two harvest tasks safely and correctly; yield variance from earlier estimate documented and calculated; pass = record sheet 100% complete and two observed tasks rated satisfactory.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Fish and Shellfish Culture Knowledge Exam	Written exam	25%	70% or higher (at least 49 of 70 points)	A written exam of 70 questions covering species biology and life cycles, feed management, disease signs, stocking-density and FCR calculations, and waste-management concepts drawn from all 12 lessons. Questions include multiple-choice, matching, labeled diagrams, and two short-answer calculation problems requiring students to show their work. Standard met · Safety · Time · Quality/finish · Documentation
Husbandry Skills Demonstration	Skills demonstration	45%	All critical items marked satisfactory; overall checklist score 80% or higher	The instructor observes each student independently perform a complete husbandry routine: calculating and measuring a daily ration, feeding an assigned tank, collecting a biomass sample (dip-net, count, weigh), recording results in both paper log and spreadsheet, and describing one observable clinical sign on the fish. A 20-item observational checklist is used; items flagged as critical (PPE, feed-scale accuracy, live-animal handling) must each be rated satisfactory. Standard met · Safety · Time · Quality/finish · Documentation
Production Lab Log Portfolio	Log	15%	90% of required daily entries present and accurate; FCR and biomass calculations within acceptable error range as defined in Lessons 4 and 11	Students submit their complete 10-day paper log and the corresponding digital spreadsheet from Lesson 11, plus the harvest record from Lesson 12. The portfolio is evaluated for completeness, internal consistency (paper and digital data match), calculation accuracy, and the quality of the management memo, using a scoring rubric provided at the start of the course. Standard met · Safety · Time · Quality/finish · Documentation
Facility Safety and Biosecurity Check	Safety audit	15%	All critical safety behaviors observed correctly; no critical items missed	A practical safety walkthrough in which the instructor presents the student with two unannounced scenarios — one chemical-splash PPE selection task and one disease-mortality biosecurity drill — and evaluates performance on a pass/fail checklist. Critical items include donning correct PPE before contact with any chemical or animal, isolating the affected tank before any other action, and completing the required documentation form; any critical item missed requires a remediation and recheck before the student may continue in the program. Standard met · Safety · Time · Quality/finish · Documentation

AGR-AQUA50-03 Trade course

Water Quality Monitoring and Management for Aquaculture

205 hr · ~~$2,585~~ COMPLIMENTARY

Students learn to measure, interpret, and manage the critical water quality parameters that govern fish and shellfish health in recirculating, pond, and marine aquaculture systems. Emphasis is placed on hands-on use of field and laboratory instruments, data logging, corrective action protocols, and regulatory reporting. Lesson content maps to ADCI Commercial Diver knowledge areas related to underwater environmental assessment and PADI Rescue-level emergency recognition in aquatic environments.

Outcomes

Measure dissolved oxygen, pH, temperature, salinity, ammonia, nitrite, nitrate, alkalinity, turbidity, and carbon dioxide using electronic meters and wet-chemistry kits to manufacturer-specified accuracy.
Interpret water quality data against published species-specific tolerance thresholds and identify conditions requiring immediate corrective action.
Calculate and apply aeration rates, water exchange volumes, chemical amendment doses (lime, sodium bicarbonate, salt, dechlorinator), and biofilter loading limits using trade-standard formulas.
Design and maintain a water quality monitoring schedule, record data in a compliant log, and generate a written corrective-action report for an out-of-range parameter.
Operate, calibrate, and troubleshoot common water quality instruments including multiparameter sondes, spectrophotometers, and titration kits following manufacturer SOPs.
Apply relevant OSHA chemical handling requirements and emergency response procedures when working with compressed gases, acids, and treatment chemicals used in aquaculture water management.

Course text

How the course runs. 12 blocks: Water Quality Fundamentals and the Aquaculture System Water Cycle; Safety: Chemical Handling, GHS, and OSHA Requirements for Water Treatment Chemicals; Dissolved Oxygen: Measurement, Interpretation, and Aeration Systems; pH, Alkalinity, and Carbon Dioxide: Chemistry and Correction; Nitrogenous Wastes: Ammonia, Nitrite, and Nitrate Testing and Management; Salinity, Temperature, and Their Interactions with Fish Physiology; Turbidity, Solids, and Filtration Management; Multiparameter Sondes and Continuous Data Logging; Water Quality in Marine and Estuarine Systems: Field Measurement; Regulatory Compliance: Discharge Permits, Recordkeeping, and Reporting; Water Treatment Chemistry: Aeration, Ozone, UV, and Chemical Amendments; Integrated Water Quality Management: Case Studies, Troubleshooting, and Practical Assessment.

What competent looks like. Measure dissolved oxygen, pH, temperature, salinity, ammonia, nitrite, nitrate, alkalinity, turbidity, and carbon dioxide using electronic meters and wet-chemistry kits to manufacturer-specified accuracy. Interpret water quality data against published species-specific tolerance thresholds and identify conditions requiring immediate corrective action. Calculate and apply aeration rates, water exchange volumes, chemical amendment doses (lime, sodium bicarbonate, salt, dechlorinator), and biofilter loading limits using trade-standard formulas. Design and maintain a water quality monitoring schedule, record data in a compliant log, and generate a written corrective-action report for an out-of-range parameter. Operate, calibrate, and troubleshoot common water quality instruments including multiparameter sondes, spectrophotometers, and titration kits following manufacturer SOPs. Apply relevant OSHA chemical handling requirements and emergency response procedures when working with compressed gases, acids, and treatment chemicals used in aquaculture water management.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Water Quality Fundamentals and the Aquaculture System Water Cycle	14	theory	Students explain how the nitrogen cycle, oxygen demand, and carbonate chemistry interact within a recirculating or pond aquaculture system and identify the key parameters that must be monitored.	Annotate a printed diagram of a recirculating aquaculture system (RAS) showing where each parameter rises or falls and why, then pair-share explanations with a classmate. Read and summarize two pages from the FAO Fisheries Technical Paper on water quality for freshwater fish culture, extracting the five parameters considered most critical for salmonid production. Complete a guided worksheet tracing the fate of nitrogen from fish feed through ammonia excretion, nitrification, denitrification, and water exchange, calculating the approximate mass balance for a 100 kg fish load.	FAO Fisheries Technical Paper No. 458 (Water Quality for Pond Fish Culture), RAS system diagrams, nitrogen cycle worksheet, whiteboard	Exit quiz of 10 multiple-choice questions on parameter definitions and system interactions; pass = 70% or higher.
2	Safety: Chemical Handling, GHS, and OSHA Requirements for Water Treatment Chemicals	14	theory	Students identify hazardous chemicals used in aquaculture water treatment, locate and interpret Safety Data Sheets, and apply OSHA Hazard Communication and PPE selection requirements before handling any treatment chemical.	Locate the SDS for calcium hydroxide (hydrated lime), sodium bicarbonate, and liquid chlorine bleach; complete a structured SDS review form identifying signal word, PPE required, first aid, and spill response for each. Match PPE (nitrile gloves, chemical splash goggles, face shield, chemical-resistant apron, respiratory protection) to specific chemical hazard scenarios using a decision-tree handout, then justify choices in writing. Role-play a simulated minor acid spill using water and baking soda as stand-ins: don appropriate PPE, neutralize the spill, complete an incident report form, and debrief on what could have been done faster.	Printed SDS sheets for lime, sodium bicarbonate, sodium hypochlorite, and sodium thiosulfate; PPE inventory (gloves, goggles, aprons, N95 and half-face APF respirator for demonstration); OSHA Hazard Communication Standard summary (29 CFR 1910.1200 overview); incident report forms	Instructor observation checklist: student correctly selects and dons full PPE before touching any chemical container and scores 100% on the PPE matching worksheet; no student moves to chemical lab work without passing this lesson.
3	Dissolved Oxygen: Measurement, Interpretation, and Aeration Systems	20	lab	Students measure dissolved oxygen (DO) with a polarographic or optical DO meter, interpret readings against species tolerance tables, and adjust an aerator or pure-oxygen injection rate to achieve a target DO level.	Calibrate a DO meter using the air-saturation method and a zero-oxygen sodium sulfite solution per manufacturer SOP; record calibration data in a log with date, tech initials, and meter serial number. Collect DO readings from three tank systems (warm freshwater, cool freshwater, and marine) at multiple depths; plot a vertical DO profile and identify any stratified zones where fish would experience hypoxic stress. Adjust a paddlewheel aerator speed and a pure-oxygen diffuser flow rate in a demonstration tank to raise a purposely lowered DO from approximately 4 mg/L to above 7 mg/L within a set time; document the response curve.	YSI Pro20 or equivalent optical DO meter, sodium sulfite zero solution, paddlewheel aerator with variable-speed controller, pure-oxygen cylinder with regulator and diffuser (instructor-operated, students observe pressurized gas handling), log sheets, species DO tolerance reference table (Timmons & Ebeling RAS textbook)	Calibration log entry reviewed by instructor; DO reading within ±0.3 mg/L of instructor reference meter; written interpretation of one profile correctly identifies the hypoxic zone; pass = all three criteria met.
4	pH, Alkalinity, and Carbon Dioxide: Chemistry and Correction	18	lab	Students measure pH with a calibrated electrode and alkalinity by titration, calculate the bicarbonate buffering capacity of a water sample, and determine the correct lime or sodium bicarbonate amendment to restore target alkalinity.	Buffer-calibrate a pH meter using pH 4.0, 7.0, and 10.0 standards; measure pH in three water samples and record temperature-corrected readings, then compare with a colorimetric test kit result to evaluate kit accuracy. Perform a standard total alkalinity titration using sulfuric acid titrant and bromocresol green indicator on a 100 mL water sample; calculate alkalinity in mg/L as CaCO3 using the provided formula and compare with a commercial test kit result. Given a scenario with pH 6.3 and alkalinity of 30 mg/L CaCO3 in a 10,000-liter pond, calculate the mass of agricultural limestone required to raise alkalinity to 100 mg/L, justify the choice of amendment, and write a corrective-action note for the facility log.	pH meter with temperature probe, pH 4/7/10 buffer standards, 50 mL burette, 0.02 N sulfuric acid titrant, bromocresol green indicator, 100 mL volumetric flasks, colorimetric alkalinity kit, agricultural limestone sample, calculator, Timmons & Ebeling RAS textbook	Titration result within ±10 mg/L of instructor standard solution of known alkalinity; amendment calculation checked against instructor answer key with no arithmetic error greater than 5%; pass = both criteria met.
5	Nitrogenous Wastes: Ammonia, Nitrite, and Nitrate Testing and Management	20	lab	Students use spectrophotometric and colorimetric methods to measure total ammonia nitrogen (TAN), nitrite, and nitrate, calculate un-ionized ammonia fraction from pH and temperature, and recommend a corrective strategy for an elevated ammonia reading.	Prepare reagent-grade standards at known concentrations of TAN and nitrite; run them through a colorimetric test kit and a benchtop spectrophotometer, plot a standard curve, and evaluate whether kit sensitivity is adequate for the target species threshold. Using a published un-ionized ammonia fraction table (Boyd & Tucker or equivalent), calculate the un-ionized NH3 concentration from a TAN of 2.5 mg/L at pH 8.0 and 28°C and determine whether the value exceeds the threshold for tilapia and for salmon. Diagnose a simulated RAS failure scenario (elevated TAN, rising nitrite, stable nitrate): propose water exchange volume, biofilter troubleshooting steps, and a feeding reduction, then write a one-page corrective-action report using a standard facility template.	HACH DR 900 or equivalent portable spectrophotometer, ammonia nitrogen reagent set, nitrite reagent set, nitrate reagent set, volumetric glassware for standards preparation, un-ionized ammonia fraction table, facility corrective-action report template, Boyd & Tucker Pond Aquaculture Water Quality Management	Spectrophotometer readings on prepared standards within ±10% of known concentration; un-ionized ammonia calculation correct within ±0.05 mg/L; corrective-action report includes water exchange volume calculation and biofilter assessment; pass = all three criteria met.
6	Salinity, Temperature, and Their Interactions with Fish Physiology	16	demo	Students measure salinity and temperature with a refractometer, conductivity meter, and multiparameter sonde, explain how temperature affects metabolic rate and chemical toxicity, and adjust a recirculating system's salinity to a prescribed target.	Measure the same seawater sample with an optical refractometer, a conductivity-based salinity probe, and a multiparameter sonde; record all three values, calculate the difference, and discuss which method is most appropriate for high-precision marine RAS work. Plot a graph of fish oxygen consumption rate versus temperature using a published table from the Stickney Aquaculture textbook and explain why summer aeration requirements are higher than winter requirements for the same fish biomass. Incrementally adjust the salinity of a 200-liter demonstration tank from 20 ppt to 30 ppt by adding synthetic sea salt in calculated increments, measuring salinity after each addition, and verifying the fish (or invertebrates) show no acute stress behaviors.	Optical refractometer, YSI multiparameter sonde or equivalent, conductivity/salinity bench meter, synthetic sea salt mix, 200-liter demonstration tank, graph paper or spreadsheet, Stickney Aquaculture: An Introductory Text	Student correctly reads all three instruments and records values within stated instrument accuracy; salinity adjustment calculation and step-by-step addition plan reviewed by instructor before salt is added; pass = readings within instrument spec and no overshoot of target salinity.
7	Turbidity, Solids, and Filtration Management	16	lab	Students measure turbidity in NTU and total suspended solids (TSS) gravimetrically, interpret results against discharge permit benchmarks and fish health thresholds, and evaluate the effectiveness of a mechanical filter in a RAS or pond setting.	Collect effluent samples before and after a drum filter or settling basin; measure turbidity with a turbidimeter and compare with a Secchi disk reading in an outdoor pond tank, documenting both methods and their limitations. Filter a measured volume of turbid tank water through a pre-weighed glass fiber filter, dry at 105°C in a laboratory oven for one hour, reweigh, and calculate TSS in mg/L following Standard Methods for the Examination of Water and Wastewater procedure. Graph filter backwash intervals against TSS readings over a simulated 24-hour data set; identify the point at which filter performance is degrading and write a maintenance recommendation.	Turbidimeter (HACH 2100Q or equivalent), Secchi disk, vacuum filtration apparatus, glass fiber filters (47 mm, 0.45 µm), drying oven, analytical balance (0.1 mg resolution), Standard Methods for the Examination of Water and Wastewater (APHA), graph paper or spreadsheet	TSS result within ±5 mg/L of instructor-prepared sample of known concentration; turbidity reading within turbidimeter's stated accuracy; written filter maintenance recommendation includes specific TSS trigger value; pass = all three criteria met.
8	Multiparameter Sondes and Continuous Data Logging	16	practice	Students deploy, calibrate, and retrieve a multiparameter water quality sonde, download the data to a computer, and produce a graphed 24-hour water quality report identifying any out-of-range events.	Follow the manufacturer calibration SOP for a YSI EXO or equivalent sonde, calibrating DO, pH, conductivity/salinity, and turbidity sensors; record calibration values, enter sonde ID and calibration date in the lab log, and have the instructor initial the entry. Deploy the sonde in a pond or large tank set to log at 15-minute intervals for a minimum of two hours (or use a pre-collected 24-hour dataset); download data to PC using manufacturer software, export to a spreadsheet, and plot all parameters on time-series graphs. Write a one-page data interpretation memo to a hypothetical farm manager: identify any values that exceeded species thresholds, explain likely causes (overnight respiration, morning photosynthesis, feeding events), and recommend one operational change.	YSI EXO2 or equivalent multiparameter sonde with calibration standards (DO, pH 7.0 and 10.0 buffers, conductivity standard, turbidity standard), laptop with manufacturer data software, USB cable, spreadsheet software, species threshold reference sheet	Calibration log complete and initialed; all parameter graphs correctly labeled with units and time axis; memo identifies at least one out-of-range event and proposes a plausible operational response; pass = instructor signs off on all three deliverables.
9	Water Quality in Marine and Estuarine Systems: Field Measurement	18	field	Students collect water samples and in-situ measurements at a marine or estuarine site, apply field safety protocols, and compare site parameters with published baseline data for that water body.	Don appropriate field PPE (PFD, closed-toe footwear, sun protection), conduct a buddy-system safety briefing before entering the water or boarding a vessel, and complete a pre-field hazard assessment form covering weather, currents, boat safety, and sting/bite hazards relevant to PADI Rescue awareness skills. At the field site, deploy the multiparameter sonde at surface and at depth (if applicable), collect a grab sample in a labeled amber bottle for laboratory turbidity and alkalinity testing, and photograph the site with GPS coordinates noted in the field log. Back in the classroom, compare field DO, salinity, pH, and temperature measurements with published historical data for that water body (from NOAA or state agency monitoring reports) and write a half-page summary of how current conditions compare to seasonal norms and what that means for shellfish or finfish culture suitability.	Multiparameter sonde, PFDs, field safety checklist, amber sample bottles (500 mL), cooler with ice, field log forms, GPS device or smartphone with GPS app, NOAA or state water quality monitoring data printout, vehicle transport (instructor-driven)	Completed and signed hazard assessment form before departure; field log contains all required entries (location, time, personnel, parameter readings, sample ID); written comparison memo submitted within two days; pass = all three criteria met.
10	Regulatory Compliance: Discharge Permits, Recordkeeping, and Reporting	15	theory	Students identify the water quality parameters typically regulated in a state or federal aquaculture discharge permit, complete a sample monthly monitoring report, and explain the consequences of non-compliance.	Read excerpts from a real or representative NPDES aquaculture general permit (selected by instructor from a publicly available state permit) and list the parameters monitored, monitoring frequency, and reporting deadlines required; discuss how these relate to the measurements practiced in earlier lessons. Complete a blank monthly discharge monitoring report (DMR) form using a dataset provided by the instructor; ensure all units, signatures, and date fields are correct, and identify which sample would trigger a violation notice. Participate in a case-study discussion of a publicized aquaculture facility permit violation: identify the root cause (monitoring failure, equipment malfunction, or storm event), the regulatory consequence, and what corrective procedures should have prevented it.	Sample state NPDES aquaculture general permit text (publicly available, e.g., from state environmental agency website), blank DMR form, violation case study handout, Clean Water Act overview factsheet (EPA)	DMR form completed accurately with all fields filled and correct unit conversions; written list of five regulated parameters with correct monitoring frequency as required by the sample permit; pass = instructor review with no missing critical fields and no unit errors.
11	Water Treatment Chemistry: Aeration, Ozone, UV, and Chemical Amendments	22	demo	Students describe the operating principles of aeration, ozone, ultraviolet sterilization, and chemical treatment systems used in aquaculture, calculate treatment doses or flow rates for a given system volume, and explain the safety hazards of each technology.	Tour and sketch the water treatment train of the school's RAS or a partnering facility, labeling each treatment stage (mechanical filtration, biofiltration, UV sterilizer, aeration/oxygenation) and explaining what parameter each stage controls; identify any lockout/tagout points on electrical components. Calculate the UV dose (mJ/cm²) required for a 3-log reduction of a target pathogen using a provided formula and a published UV intensity table; then calculate ozone demand for a given flow rate and residual target, and identify the OSHA PEL for ambient ozone in the work area. Watch an instructor demonstration of sodium thiosulfate dechlorination of municipal water before system use: observe the dose calculation, addition, and confirmation with a chlorine test kit; then calculate the dechlorination dose for a 5,000-liter tank independently and have it checked before any chemical is handled.	UV sterilizer unit (demonstration, powered off during close inspection, LOTO demonstrated), ozone generator specification sheet, sodium thiosulfate, chlorine test kit (DPD method), calculator, OSHA PEL reference card for ozone, LOTO demonstration lock and tag set, Timmons & Ebeling RAS textbook	UV dose and dechlorination calculations checked by instructor for accuracy within 5%; LOTO identification exercise: student correctly identifies and tags one designated energy isolation point on a non-operational pump; pass = both calculations correct and LOTO point correctly identified.
12	Integrated Water Quality Management: Case Studies, Troubleshooting, and Practical Assessment	16	practice	Students integrate measurement, interpretation, and corrective-action skills by diagnosing and resolving a multi-parameter water quality problem in a simulated or live aquaculture system, producing a complete water quality management report.	Work in pairs to respond to a staged system alarm: measure all key parameters (DO, pH, TAN, temperature, turbidity) in a tank with intentionally altered conditions, rank parameters by urgency, and implement the first corrective action within 15 minutes. Compile all lab log entries from the course into a personal water quality portfolio; review for completeness, correct units, and legibility; peer-review a classmate's log against a provided checklist and provide written feedback. Present a five-minute verbal summary of the staged system diagnosis, corrective actions taken, and recommended long-term management changes to the instructor and two peers acting as facility managers; respond to at least two questions.	Full water quality instrument set from previous lessons, staged system with adjusted parameters (DO lowered, ammonia elevated), lab log portfolio, peer-review checklist, corrective-action report template	First corrective action initiated within 15 minutes of alarm; written report includes measured values, comparison to thresholds, corrective actions, and follow-up monitoring plan; oral summary rated by instructor rubric with pass = 70% or higher on all four rubric categories.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Water Quality Knowledge Examination	Written exam	25%	70% or higher (28 of 40 questions correct)	A 40-question closed-book examination covering water chemistry concepts, parameter interactions, species tolerance thresholds, amendment calculations, regulatory reporting requirements, and chemical safety (GHS/SDS interpretation). Questions reflect the environmental assessment and hazard awareness knowledge areas tested in the ADCI Commercial Diver written examination. Standard met · Safety · Time · Quality/finish · Documentation
Instrument Calibration and Measurement Skills Demonstration	Skills demonstration	45%	Student must meet all four criteria: correct calibration procedure with log entry, readings within instrument-stated accuracy, correct calculation, and proper PPE worn throughout	The instructor assigns the student an unknown water sample; the student must calibrate a DO meter and a pH meter from scratch, measure both parameters, calculate un-ionized ammonia from provided TAN and temperature values, and enter all data in a compliant log — all within 30 minutes and in correct PPE. Standard met · Safety · Time · Quality/finish · Documentation
Water Quality Lab Log Portfolio	Log	15%	Minimum 90% of required entries present, all values include correct units, all calibration entries are initialed, no fabricated data	Students submit the complete lab log maintained throughout the course, spanning all instrument calibrations, field measurements, titrations, and corrective-action notes from Lessons 3 through 12. The instructor evaluates completeness, unit accuracy, legibility, and the presence of required signatures and dates against a 20-point rubric. Standard met · Safety · Time · Quality/finish · Documentation
Chemical Safety and Emergency Response Check	Safety audit	15%	100% on PPE selection and donning; no unsafe action observed; incident report completed correctly — any critical failure requires immediate remediation before the student may continue	The instructor presents two scenario cards (one acid spill, one chlorine gas release from overchlorinated water): the student must select correct PPE, don it in the right sequence, state the initial emergency response steps from the relevant SDS, and complete an incident report form. This assessment is a gateway: no student advances to the Hatchery Operations course without passing. Standard met · Safety · Time · Quality/finish · Documentation

AGR-AQUA50-04 Trade course

Hatchery Operations: Broodstock to Juvenile Production

204 hr · ~~$2,570~~ COMPLIMENTARY

Students learn the complete operational cycle of a marine and freshwater hatchery, from broodstock conditioning and spawning induction through larval rearing, weaning, and juvenile grow-out. Emphasis is placed on biosecurity protocols, water system management, live-feed culture, and the record-keeping practices required by commercial hatchery employers. Lessons map directly to the water-quality and biological-systems knowledge tested in ADCI Commercial Diver examinations and to the organismal biology content underlying PADI Rescue-level environmental awareness.

Outcomes

Condition and spawn at least two commercially relevant species using standard hatchery protocols while maintaining accurate broodstock health records.
Operate recirculating aquaculture system (RAS) and flow-through water delivery equipment, performing routine maintenance and troubleshooting within acceptable downtime limits.
Culture live feeds—including microalgae and rotifers—to target densities sufficient to meet larval feeding schedules.
Apply hatchery biosecurity and disease-prevention procedures, including quarantine protocols, disinfection of equipment, and basic gross-pathology assessment.
Maintain a complete production log meeting commercial hatchery documentation standards, including daily water-quality entries, mortality counts, and feed records.
Identify and respond to common hatchery emergencies—power failure, oxygen crash, disease outbreak—following written standard operating procedures (SOPs) and OSHA general-industry hazard protocols.

Course text

How the course runs. 12 blocks: Hatchery Systems Overview and Facility Safety; Water Delivery and Recirculating Aquaculture Systems (RAS); Water Quality Parameters in Hatchery Contexts; Broodstock Management and Conditioning; Spawning Induction and Egg Collection; Larval Rearing: Tank Setup and Early-Stage Management; Live Feed Culture: Microalgae Production; Live Feed Culture: Rotifer and Artemia Production; Weaning, Nursery Phase, and Feed Transition; Biosecurity, Disease Recognition, and Hatchery Sanitation; Hatchery Record-Keeping, Production Planning, and Regulatory Awareness; Integrated Hatchery Operations: Full Production Cycle Lab.

What competent looks like. Condition and spawn at least two commercially relevant species using standard hatchery protocols while maintaining accurate broodstock health records. Operate recirculating aquaculture system (RAS) and flow-through water delivery equipment, performing routine maintenance and troubleshooting within acceptable downtime limits. Culture live feeds—including microalgae and rotifers—to target densities sufficient to meet larval feeding schedules. Apply hatchery biosecurity and disease-prevention procedures, including quarantine protocols, disinfection of equipment, and basic gross-pathology assessment. Maintain a complete production log meeting commercial hatchery documentation standards, including daily water-quality entries, mortality counts, and feed records. Identify and respond to common hatchery emergencies—power failure, oxygen crash, disease outbreak—following written standard operating procedures (SOPs) and OSHA general-industry hazard protocols.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Hatchery Systems Overview and Facility Safety	14	theory	Students will identify the major components of flow-through and recirculating hatchery systems, explain the function of each, and apply facility-specific safety rules including chemical handling, electrical hazards near water, and lockout/tagout for pumps and aeration equipment.	Guided facility walk-through: students sketch a floor-plan diagram labeling sump tanks, header tanks, UV sterilizers, biofilters, pumps, aeration blowers, and emergency oxygen manifolds, then compare with an instructor-provided reference diagram. Tabletop hazard hunt: pairs of students review a hatchery photo set and list every visible or implied hazard (open electrical panels near water, unlabeled chemical containers, missing drain covers), then rank by severity using the OSHA hierarchy of controls. Lockout/tagout drill: using a training-tagged pump assembly, each student demonstrates applying an energy-isolation lock and tag, verifying zero-energy state, and completing the log entry before the instructor validates and signs off.	Facility floor-plan blanks, OSHA 29 CFR 1910.147 lockout/tagout reference card, personal lock sets, training pump assembly, PPE (chemical-splash goggles, nitrile gloves, rubber boots), hatchery operations manual excerpt	Student-drawn floor plan must correctly label at least 12 of 15 components; hazard list must include all five instructor-key hazards; lockout/tagout drill scored on a 10-step checklist — pass requires 9/10 steps performed correctly without prompting.
2	Water Delivery and Recirculating Aquaculture Systems (RAS)	20	lab	Students will operate pumps, valves, and biofilter units in a functioning RAS, adjust flow rates to target specifications, and perform routine mechanical checks including impeller inspection and airline clearing.	Flow-rate calibration exercise: students use a graduated bucket and stopwatch to measure actual flow at six standpipes in the larval room, then adjust gate valves to bring each within 10% of the posted target flow, recording before-and-after measurements. Biofilter backwash: students follow the written SOP to isolate a bead or drum biofilter, perform a backwash cycle, collect a pre- and post-backwash water sample for turbidity comparison, and record findings in the lab log. Simulated pump failure response: instructor cuts power to a header pump; students execute the emergency response SOP—switching to backup pump, checking alarm panel, notifying the hatchery manager, and documenting the event—within a five-minute window.	RAS training unit or operational hatchery RAS, graduated 5-gallon buckets, stopwatches, turbidity meter, gate valves, pump curve charts, Pentair or equivalent pump manuals, emergency response SOP cards, lab log notebooks	All six standpipe flows adjusted to within 10% of target; backwash SOP completed in correct sequence with zero skipped steps; emergency response completed within five minutes — all three criteria must be met to pass.
3	Water Quality Parameters in Hatchery Contexts	18	lab	Students will measure dissolved oxygen, temperature, salinity, pH, total ammonia nitrogen (TAN), nitrite, nitrate, and alkalinity using both electronic meters and colorimetric test kits, and interpret results against species-specific tolerance tables.	Daily parameter sweep: each student independently samples three tanks (larval, broodstock, live-feed algae) using a multi-parameter meter and a colorimetric ammonia kit, then enters all values in the production log within 30 minutes of sampling. Spike-and-correct scenario: instructor adds ammonium chloride to a demonstration tank to elevate TAN above the alarm threshold; students diagnose the problem using their data, propose corrective actions (water exchange, feeding reduction, aeration increase), and calculate the volume of fresh seawater exchange needed to dilute TAN to a safe level. Meter maintenance lab: students calibrate a DO meter with air-saturation method, a pH meter with two-point buffer calibration, and a refractometer with distilled-water zero, recording calibration data and noting any out-of-range sensor readings.	YSI or equivalent multi-parameter meter, API or Salifert colorimetric test kits for ammonia/nitrite/nitrate/alkalinity, refractometer, thermometer, ammonium chloride (for spike demo), species water-quality tolerance reference table, distilled water, calibration buffers pH 4/7/10, lab log	All parameter readings recorded within tolerance of instructor-measured reference values (±0.2 mg/L DO, ±0.2 pH unit, ±1 ppt salinity); spike scenario corrective calculation within 10% of instructor answer; all three meter calibrations completed correctly — 100% of calibration steps must match SOP.
4	Broodstock Management and Conditioning	16	theory	Students will describe the nutritional, photoperiod, and temperature conditioning protocols used to bring broodstock of at least two species to reproductive readiness, and complete a broodstock health and feeding record for a four-week conditioning cycle.	Case-study reading: students read two peer-reviewed or industry extension articles on broodstock conditioning (one finfish, one bivalve or shrimp) and produce a one-page summary table comparing key parameters—temperature ramp schedule, photoperiod, feed type and ration, and target fecundity outcome. Broodstock record construction: using a data set of mock fish weights, condition scores, and observed behaviors provided by the instructor, students build a four-week conditioning log spreadsheet with calculated feed-ration values and flag any entry that falls outside protocol thresholds. Comparative species discussion: small groups each research a different commercially relevant species (e.g., red drum, Pacific oyster, white shrimp, Atlantic salmon) and present a five-minute overview of its broodstock requirements to the class, followed by class Q&A.	Broodstock conditioning articles (NOAA Fisheries extension or equivalent), species data sheets, spreadsheet software, mock conditioning data sets, whiteboard, Stickney's 'Aquaculture: An Introductory Text' or equivalent text	Comparison table must accurately represent all key parameters from both articles with no factual errors; broodstock log must have correct feed-ration calculations (within 5%) and all threshold flags correctly identified — pass requires 80% accuracy across both tasks.
5	Spawning Induction and Egg Collection	18	demo	Students will observe and assist with at least one spawning event—using natural photoperiod cuing, temperature manipulation, or strip spawning depending on species availability—and correctly collect, rinse, and count eggs or assess fertilization rate.	Instructor-led spawning demonstration: instructor performs or directs a spawning procedure (e.g., temperature shock induction for oysters or gentle strip-spawning of a finfish), narrating each step while students complete a structured observation checklist noting timing, equipment, and outcomes. Fertilization rate assessment: students take a subsample of fertilized eggs at 15 minutes post-fertilization, prepare a wet mount, examine under a stereo microscope, count fertilized versus unfertilized eggs in five fields of view, and calculate percent fertilization. Egg density estimation: students use a volumetric-sample method to estimate total egg count in the spawning vessel, recording the calculation in the lab log and comparing their estimate to the instructor's reference count.	Broodstock animals (species per facility availability), spawning tanks, temperature control unit, sterile seawater, plankton sieves (various mesh sizes), glass petri dishes, stereo microscope, hand-held tally counter, lab log, PPE (gloves, eye protection)	Observation checklist completed with all 12 required fields; fertilization rate within ±5 percentage points of instructor reference count; egg density estimate within 20% of instructor count — all three within tolerance to pass.
6	Larval Rearing: Tank Setup and Early-Stage Management	18	lab	Students will set up a larval rearing tank to species-appropriate specifications—salinity, temperature, light intensity, and aeration level—and manage first-feeding and daily density assessments for a minimum five-day rearing period.	Tank commissioning checklist: students sterilize a larval tank with an approved disinfectant at posted dilution, rinse with filtered seawater, fill to target volume, adjust all parameters to species specification using the multi-parameter meter, and verify conditions before receiving larvae. Larval density sampling: each day for five days, students take a 1-liter volumetric sample, count larvae under a stereo microscope, extrapolate to total tank density, record in the production log, and calculate daily percent survival relative to stocking density. First-feeding observation and record: on the appropriate developmental day, students add live feed at the prescribed density, observe larvae feeding behavior under a light microscope, note gut-fullness score on a standardized scale, and record feed addition in the log.	Fiberglass or polyethylene larval tanks, approved hatchery disinfectant (e.g., sodium hypochlorite at posted concentration), multi-parameter meter, aeration stones, light meter (lux), stereo microscope, compound microscope, volumetric pipettes, plankton counting chambers, production log forms	Tank commissioning checklist signed off by instructor before larvae are added; five-day density log complete with daily survival calculations within 5% of instructor verification counts; gut-fullness scores recorded on the correct scale — all three required.
7	Live Feed Culture: Microalgae Production	16	lab	Students will maintain a continuous microalgae culture of at least one species (e.g., Nannochloropsis, Tetraselmis, or Isochrysis), scale up from a flask to a carboy, and use a hemocytometer or spectrophotometer to estimate cell density against a target harvest density.	Culture transfer and scale-up: following aseptic technique, students transfer a flask culture into a two-liter carboy with f/2 or equivalent medium, set aeration and lighting parameters, label with species, transfer date, and their initials, and record in the live-feed log. Cell density assessment: students prepare a hemocytometer slide, count cells in five grid squares, calculate cells-per-mL using the hemocytometer formula, and compare to the target harvest density; or use a spectrophotometer and a species-specific OD-to-cell-density calibration curve to estimate density. Contamination identification exercise: instructor provides three flasks—one clean culture, one with bacterial contamination, one with protist contamination—and students examine each under a microscope, document observations, and recommend corrective action (autoclave and restart, or UV treatment) for the contaminated flasks.	Starter microalgae cultures, f/2 or equivalent liquid medium, 125 mL and 2 L carboys, aeration tubing, cool-white fluorescent or LED grow lights, autoclave or pressure cooker, hemocytometer with cover slips, compound microscope, spectrophotometer (optional), live-feed log, aseptic transfer hood or laminar-flow if available	Culture transfer completed using aseptic technique with no cross-contamination (verified by instructor observation at transfer); cell density estimate within 20% of instructor reference count; contamination identification correct for all three flasks — 100% correct on contamination IDs required.
8	Live Feed Culture: Rotifer and Artemia Production	16	lab	Students will culture and enrich rotifers to a target density and hatch and harvest Artemia nauplii at the correct instar stage, confirming quality by density count and gut enrichment color check.	Rotifer batch culture: students inoculate a five-liter vessel with a rotifer starter culture, feed with microalgae at the posted ration, aerate, maintain temperature, and harvest a 500 mL sample every 24 hours over three days, counting rotifers per mL using a volumetric sample and a stereo microscope. Enrichment protocol: on harvest day, students add a commercial lipid-enrichment product (e.g., algae-based HUFA enrichment) to the rotifer vessel at the manufacturer-stated dose and duration, then verify enrichment by examining rotifers under a microscope for orange-yellow gut coloration. Artemia hatching and harvest: students hydrate and hatch a measured dose of Artemia cysts in a cone separator under continuous aeration and light, harvest nauplii at 24 hours by draining into a fine-mesh sieve, count nauplii per mL in a subsample, and record hatch efficiency as a percentage of cyst dose.	Rotifer starter culture, live microalgae or commercial algae paste, commercial HUFA enrichment product, Artemia cysts (Great Salt Lake or equivalent), cone separators, aeration, heater, fine-mesh plankton sieves (90–150 µm), stereo microscope, volumetric pipettes, live-feed log	Rotifer density at harvest within 20% of target posted by instructor; enrichment color check documented with microscope observation note; Artemia hatch efficiency calculated correctly within 10% of instructor reference — all three criteria met to pass.
9	Weaning, Nursery Phase, and Feed Transition	16	demo	Students will execute a structured weaning protocol transitioning larvae from live feed to a commercial microparticulate diet, recording intake, growth, and survival data across a minimum three-step co-feeding schedule.	Co-feeding schedule design: using a species data sheet and the instructor's weaning template, students calculate the daily ration of live feed and dry feed for each step of a five-day weaning protocol, expressing both as percent body weight and as a volume or mass per tank. Feed delivery and observation: students deliver the day's ration at the prescribed frequency, observe and record feeding behavior (schooling near surface, individual strikes on pellets), note any uneaten feed accumulation, and siphon waste from tank bottoms. Growth sampling: every other day students anesthetize a subsample of larvae with MS-222 (instructor-supervised) at the posted concentration, measure total length of ten individuals with a calibrated ocular micrometer or digital calipers, record data in the log, and calculate mean daily growth rate (mm/day).	Larvae at weaning stage, commercial microparticulate diet (species-appropriate particle size), MS-222 (tricaine methanesulfonate) and sodium bicarbonate buffer, digital calipers or calibrated ocular micrometer, stereo microscope, siphon hose, weaning schedule templates, production log	Weaning schedule calculations correct within 5% of instructor answer key; feeding observations recorded daily with no missing entries; growth rate calculated correctly for each sampling event — 80% of calculations correct across all entries to pass.
10	Biosecurity, Disease Recognition, and Hatchery Sanitation	18	theory	Students will implement a hatchery biosecurity plan including quarantine procedures for incoming stock, equipment disinfection protocols, and basic gross-pathology examination to distinguish between three common hatchery disease presentations.	Biosecurity plan review and gap analysis: students read a sample hatchery biosecurity plan and a list of ten recent facility events (e.g., new broodstock delivered with no quarantine, shared nets between tanks, visitor entry without boot dip), then identify which events violate the plan and propose corrective procedures in writing. Equipment disinfection stations: students rotate through three stations—net and basket disinfection with sodium hypochlorite dip, UV-pass of water, and quaternary ammonium spray of hard surfaces—following posted dilution SOPs, measuring concentration with a test strip or titration kit, and documenting in the sanitation log. Disease recognition case studies: using laminated reference cards with photographs and descriptions of bacterial fin rot, VHS (viral hemorrhagic septicemia), and fungal saprolegniosis, students examine three sets of gross-pathology photographs and written clinical signs, identify the most likely condition for each, and list the immediate isolation and notification steps required.	Sample hatchery biosecurity plan, sodium hypochlorite solution, quaternary ammonium disinfectant, test strips (chlorine) or titration kit, UV lamp (demonstration unit), disease reference cards (USDA APHIS or state aquatic animal health authority source), sanitation log forms, PPE (gloves, eye protection, apron)	Gap analysis identifies at least 8 of 10 biosecurity violations correctly; all three disinfection stations completed at correct concentrations verified by test strip or instructor measurement; all three disease case studies correctly identified — 80% overall accuracy required to pass.
11	Hatchery Record-Keeping, Production Planning, and Regulatory Awareness	16	theory	Students will construct a complete hatchery production record for a simulated 30-day cohort run, apply basic production-planning math to project stocking numbers and feed costs, and identify the categories of permits and regulatory requirements that commonly govern hatchery operations.	Production record reconstruction: using a data set of daily water quality, mortality, feeding, and growth entries with ten deliberate errors, students find and correct all errors, calculate 30-day survival rate and feed conversion ratio (FCR), and summarize results in a one-page cohort report. Feed cost and stocking projection: given a price list for live feeds and dry pellets, current tank inventory, and a target number of juveniles for sale in 60 days, students calculate total feed cost, space requirements, and the minimum stocking density needed to meet the sales target after applying an estimated survival rate. Regulatory mapping exercise: using publicly available guidance from NOAA, the U.S. Army Corps of Engineers, and the relevant state fish and wildlife agency, students complete a table identifying which of five common hatchery activities (water intake, effluent discharge, interstate transport of live fish, chemical treatment, use of genetically modified organisms) typically requires a permit and which agency issues it.	Simulated 30-day data set (instructor-prepared), feed price list, cohort report template, spreadsheet software, NOAA aquaculture permit guidance pages, state aquatic invasive species transport regulations (state-specific current document), regulatory mapping table	All ten data-set errors identified and corrected; FCR and survival rate correct within 5%; feed cost and stocking projection within 5% of instructor answer; regulatory table at least 80% accurate — pass requires 80% total accuracy across all tasks.
12	Integrated Hatchery Operations: Full Production Cycle Lab	18	lab	Students will independently manage an assigned hatchery tank system for a minimum 10-day integrated production run, executing all daily tasks—water quality, feeding, sampling, live-feed preparation, and record-keeping—and presenting a final cohort report.	Daily operations rotation: each student independently completes the full morning task list for their assigned tank—water quality sweep, mortality count and removal, feeding, and log entry—within the posted two-hour morning window, without instructor prompting, for ten consecutive weekdays. Problem response documentation: when any parameter exceeds threshold (as it will, by instructor design at least once), students identify the deviation in their log, list three possible causes, select and implement a corrective action, and record outcome within four hours. Cohort report presentation: at the end of the run, each student prepares and orally presents a five-minute cohort summary including survival curve, growth data, FCR, notable events, and one recommendation for improving the protocol, to the class and instructor.	Operational hatchery tank assigned per student, full complement of water quality meters and test kits, live-feed cultures, species-appropriate dry feed, production log (blank), siphon equipment, stereo microscope, cohort report template, presentation materials	Log complete for all 10 days with no missing entries; at least one deviation correctly identified, documented, and corrected with outcome recorded; cohort report contains accurate survival rate, growth rate, and FCR with supporting data — all three requirements must be met to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Hatchery Operations Knowledge Exam	Written exam	25%	75% correct (38/50 questions)	A 50-question written exam covering RAS component functions, water quality parameters and species tolerances, broodstock conditioning principles, live-feed biology, biosecurity protocols, disease recognition, and regulatory categories. Questions are multiple choice and short answer; students have 90 minutes to complete it. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Hatchery Skills Demonstration	Skills demonstration	45%	Pass on all five task stations with no safety violations	Students rotate through five timed stations: (1) pump lockout/tagout, (2) multi-parameter water quality measurement and data entry, (3) live-feed density count using hemocytometer, (4) larval sampling and survival calculation, and (5) equipment disinfection with concentration verification. Each station is scored on a 10-point rubric by the instructor; a score below 7/10 on any station or any safety violation requires remediation before re-attempt. Standard met · Safety · Time · Quality/finish · Documentation
Production Log Portfolio	Log	15%	Complete entries for all assigned days; calculated values within 5% accuracy; narrative summaries for all threshold deviations	Students submit the full production log maintained during Lesson 12's integrated lab run, including daily water quality, mortality, feeding, density, and growth entries, plus written deviation reports. The instructor audits every entry against reference data; missing entries, calculation errors exceeding 5%, or unsigned safety events each count as deficiencies, and more than two deficiencies requires the student to redo the affected sections. Standard met · Safety · Time · Quality/finish · Documentation
Hatchery Safety Walk and Audit	Safety audit	15%	Identifies at least 90% of planted hazards; demonstrates correct PPE selection for all three chemical scenarios; completes lockout/tagout without error	The instructor plants ten specific hazards throughout the hatchery facility (unlabeled chemical containers, missing drain cover, energized pump without a tag, etc.) and presents three chemical-handling scenarios requiring PPE selection. Students conduct a 20-minute walk-through, document each hazard with its location and recommended control, then perform a lockout/tagout on a designated piece of equipment while the instructor scores on a step-by-step checklist; any missed hazard involving an immediately dangerous condition (IDLH) is an automatic fail requiring immediate remediation. Standard met · Safety · Time · Quality/finish · Documentation

AGR-AQUA50-05 Trade course

Reef Restoration: Coral Propagation, Substrate Engineering, and Monitoring

204 hr · ~~$2,570~~ COMPLIMENTARY

Students learn the science and practical skills of coral reef restoration, including coral fragmentation, nursery culture, outplanting, and reef substrate engineering. The course integrates ecological assessment, water quality management, and underwater survey techniques directly applicable to working restoration programs. Lessons map to PADI rescue and ADCI commercial diver competencies wherever underwater work, emergency response, and dive safety are involved.

Outcomes

Identify major reef-building coral species, document colony health using standard reef survey protocols, and classify stressors including bleaching, disease, and physical damage.
Propagate coral fragments using fragmentation and microfragmentation techniques, maintain a land-based or in-water coral nursery, and achieve acceptable fragment survival rates through the grow-out phase.
Design, install, and inspect artificial reef substrates and coral outplanting structures using appropriate materials and anchoring methods that minimize additional reef damage.
Conduct standardized underwater belt-transect and point-intercept surveys, record data on waterproof slates, and enter findings into a reef monitoring database.
Apply dive safety procedures—including emergency ascent, diver rescue, and controlled underwater habitat work—consistent with PADI Rescue Diver standards and ADCI safe-diving practices.
Produce a complete restoration site plan including baseline assessment data, species selection rationale, outplanting layout, and a six-month monitoring schedule.

Course text

How the course runs. 12 blocks: Coral Reef Ecology and Global Stressors; Reef Survey Methods and Data Collection; Coral Health Assessment and Disease Identification; Coral Fragmentation and Microfragmentation Techniques; Land-Based and In-Water Coral Nursery Operations; Artificial Reef Substrate Design and Materials; Underwater Substrate Installation and Outplanting; Dive Safety, Emergency Response, and PADI Rescue Diver Skills; Water Quality Monitoring for Reef Restoration Sites; Genetic and Assisted-Evolution Concepts in Coral Restoration; Regulatory Compliance, Permitting, and Stakeholder Communication; Integrated Restoration Project Planning and Reporting.

What competent looks like. Identify major reef-building coral species, document colony health using standard reef survey protocols, and classify stressors including bleaching, disease, and physical damage. Propagate coral fragments using fragmentation and microfragmentation techniques, maintain a land-based or in-water coral nursery, and achieve acceptable fragment survival rates through the grow-out phase. Design, install, and inspect artificial reef substrates and coral outplanting structures using appropriate materials and anchoring methods that minimize additional reef damage. Conduct standardized underwater belt-transect and point-intercept surveys, record data on waterproof slates, and enter findings into a reef monitoring database. Apply dive safety procedures—including emergency ascent, diver rescue, and controlled underwater habitat work—consistent with PADI Rescue Diver standards and ADCI safe-diving practices. Produce a complete restoration site plan including baseline assessment data, species selection rationale, outplanting layout, and a six-month monitoring schedule.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Coral Reef Ecology and Global Stressors	14	theory	Students will identify the dominant reef-building coral genera of the Atlantic and Indo-Pacific, explain symbiosis with Symbiodiniaceae, and describe at least five major anthropogenic and climate-related stressors that drive reef decline.	Annotated diagram exercise: label a cross-section of a coral polyp including zooxanthellae, coenosarc, and skeleton, using a standard invertebrate zoology reference. Case-study analysis: students read published NOAA or peer-reviewed summaries of two coral bleaching events and complete a structured cause-effect worksheet connecting sea surface temperature anomalies to bleaching and mortality. Class mapping activity: using printed or digital regional charts, students plot known reef systems in the Caribbean and Pacific and annotate each with the primary stressors documented for that region.	Coral reef ecology textbook (e.g., Birkeland ed., 'Life and Death of Coral Reefs' or equivalent), NOAA Coral Reef Watch fact sheets, printed polyp diagrams, regional nautical charts, markers.	10-question written quiz on coral anatomy, symbiosis, and stressor categories; pass mark 75%.
2	Reef Survey Methods and Data Collection	18	lab	Students will lay out a 25-meter belt transect, record coral cover using point-intercept technique, and enter survey data into a standardized spreadsheet with fewer than five recording errors per transect.	Classroom simulation: students practice reading and recording benthic categories (live coral, turf algae, crustose coralline algae, bare substrate, sponge) from projected reef photographs using a standard point-intercept tally sheet. Pool or shallow-water field drill: teams of two lay out a 25-meter tape, record point-intercept hits every 50 cm on waterproof slates, then resurface and transcribe data to a reef monitoring data sheet. Data entry and basic analysis: students enter their transect data into a reef monitoring spreadsheet template, calculate percent coral cover, and compare their result to the class mean, noting sources of observer error.	25-meter fiberglass measuring tape, waterproof slates and pencils, point-intercept tally sheets, reef ID laminate cards (Atlantic or Pacific species set), laptop with spreadsheet software, snorkel or SCUBA gear per facility access.	Instructor reviews completed data sheet and spreadsheet entry; fewer than 5 recording or transcription errors per transect constitutes a pass.
3	Coral Health Assessment and Disease Identification	14	theory	Students will distinguish healthy tissue from at least six documented coral disease or condition categories—including white band, stony coral tissue loss disease, black band, growth anomalies, bleaching, and predator damage—using photographic references and a field identification key.	Photo-ID station rotation: students move through eight photo stations, each showing a diseased or stressed colony; they record the suspected condition and supporting evidence on an identification form. Disease transmission and spread lecture with Q&A: instructor presents current understanding of coral disease vectors, the role of water quality, and the importance of tool disinfection protocols in preventing iatrogenic spread during restoration work. Written scenario exercise: given a written description of field observations (tissue recession pattern, color, location on colony), students select the most likely condition and propose an initial field response.	Printed coral disease field guide or NOAA/SERC coral disease photo reference, disease ID worksheets, disinfection solution information sheets (e.g., dilute sodium hypochlorite protocols used in the field).	Photo-ID exercise scored; students must correctly identify at least 5 of 8 conditions, pass mark 63%.
4	Coral Fragmentation and Microfragmentation Techniques	20	demo	Students will demonstrate safe, aseptic fragmentation of coral nubbins from donor colonies using tile saw or bone saw, mount fragments on substrate plugs, and label specimens with collection metadata to program nursery standards.	Instructor demonstration: full fragmentation workflow from donor colony handling through cutting, dipping in iodine solution, mounting on ceramic plugs with underwater epoxy, and placing in a flow-through raceway—students observe and take notes on a provided step-by-step checklist. Supervised practice: each student cuts and mounts a minimum of four coral fragments (using aquaculture-grade corals or practice material as available), following the disinfection and handling protocol; instructor provides immediate corrective feedback. Documentation drill: students complete fragment tracking tags recording species, donor colony ID, date, technician initials, and placement location, matching the format used by a real restoration program (e.g., Reef Renewal Foundation Bonaire or Coral Restoration Foundation protocol sheets as reference).	Tile saw or reciprocating saw with diamond blade, bone saw, ceramic or cement plugs, underwater epoxy putty, iodine or lugol's solution dip container, flow-through raceway or aquarium, fragment tracking tags, PPE: nitrile gloves, safety glasses, hearing protection.	Instructor evaluates each student's mounted fragments: correct cut angle, no excess tissue damage, proper epoxy cure, accurate label—pass requires all four criteria met on at least three of four fragments.
5	Land-Based and In-Water Coral Nursery Operations	18	lab	Students will operate a coral nursery system—maintaining target water temperature, salinity, flow rate, and lighting—conduct weekly fragment health assessments, and record survival and growth data according to a nursery management protocol.	Nursery setup and calibration: students install or inspect a recirculating aquaculture or flow-through system, verify pumps, heaters, and chillers are functioning, calibrate a refractometer and thermometer against standards, and document baseline parameters. Weekly husbandry rotation: over multiple lab sessions, student teams alternate responsibility for feeding (if applicable), removing algal overgrowth with a soft brush, checking for disease signs, and recording fragment status on nursery log sheets. Growth measurement exercise: students use digital calipers or photographic buoyant weight proxy to record fragment size at two time points, calculate percent growth, and graph results.	Recirculating or flow-through aquarium system, refractometer, thermometer, salinity and temperature log sheets, soft brushes, digital calipers, reference: SECORE International or Coral Restoration Foundation nursery protocols.	Nursery log reviewed at end of module; all required parameters recorded for each session with values within target range or deviation noted and corrected—pass requires complete log with no unexplained gaps.
6	Artificial Reef Substrate Design and Materials	14	theory	Students will compare at least four artificial reef substrate materials—including concrete, limestone, recycled glass aggregate, and metal structures—evaluating each for surface chemistry, longevity, ecological suitability, and regulatory compliance under US Army Corps of Engineers general permit frameworks.	Materials comparison matrix: students complete a provided table rating four substrate types across five criteria (pH compatibility, surface texture, cost, longevity, permit status) using assigned readings and manufacturer data sheets. Guest speaker or recorded industry presentation from a reef restoration organization on their substrate selection process—students submit three written questions beforehand and a one-page summary afterward. Regulatory research exercise: students locate the US Army Corps of Engineers nationwide permit or regional equivalents that apply to artificial reef deployment in a given coastal state, identify key conditions, and present findings to the group in a five-minute oral summary.	US Army Corps of Engineers permit summaries, material data sheets for concrete mix and reef ball specifications, NOAA Artificial Reef Guidelines document, printed matrix worksheet.	Completed comparison matrix and one-page speaker summary reviewed; matrix must have all cells populated with accurate information—pass requires 80% of cells accurate per instructor key.
7	Underwater Substrate Installation and Outplanting	22	field	Students will safely deploy a small artificial reef module and outplant coral fragments to a prepared substrate in a controlled underwater environment, using hand tools and underwater epoxy, while maintaining neutral buoyancy and buddy-system dive protocols consistent with ADCI safe-diving practices.	Pre-dive safety briefing and equipment check: students conduct a full BWRAF buddy check, review the dive plan including maximum depth, bottom time, and emergency procedures, and confirm communication signals—maps to ADCI pre-dive safety requirements. Underwater outplanting: buddy pairs descend to the work site, position a concrete plug module using a mesh bag and drop line, then attach pre-grown coral fragments to the substrate using underwater epoxy, checking fragment orientation and adhesion before ascending. Post-dive debrief and fragment placement map: students surface, record GPS coordinates or site marker reference, sketch a placement map on a waterproof slate, and photograph the site for the project file.	SCUBA equipment (BCD, regulator, wetsuit, fins, mask, dive computer), underwater epoxy, mesh deployment bags, pre-grown coral fragments on plugs, concrete plug modules or equivalent, waterproof slates, underwater camera or GoPro, first aid kit and O2 unit on surface (required).	Instructor underwater observation checklist: neutral buoyancy maintained, all fragments adhered with no visible gaps, buddy system maintained throughout, post-dive map completed—all four criteria must be met to pass.
8	Dive Safety, Emergency Response, and PADI Rescue Diver Skills	22	practice	Students will demonstrate PADI Rescue Diver emergency response skills—including panicked diver management, unconscious diver rescue from depth, and in-water CPR setup—and articulate how these skills apply to underwater reef restoration work sites.	Scenario 1 — Tired diver assist: in pool or confined water, student rescuer responds to a simulated tired diver, establishes positive communication, and tows the diver 25 meters to the exit point using a correct tow technique. Scenario 2 — Unresponsive diver recovery: student locates a submerged unresponsive mannequin or role-play diver at depth, establishes positive buoyancy, surfaces the victim, removes the mask, and begins rescue breathing while moving to the exit—consistent with PADI Rescue Diver scenario requirements. Emergency action plan (EAP) drill: student teams develop a written Emergency Action Plan for a hypothetical reef restoration dive site, including DAN emergency contact, O2 administration protocol, nearest hyperbaric chamber location, and role assignments, then present it to the class for peer critique.	Pool or confined-water access, SCUBA and snorkel equipment, rescue mannequin, pocket mask, bag-valve mask, supplemental O2 unit, DAN contact reference card, EAP template, PADI Rescue Diver manual.	Instructor evaluates each rescue scenario against PADI Rescue Diver performance requirements; both scenarios must be performed correctly on first or second attempt. EAP document must include all five required elements.
9	Water Quality Monitoring for Reef Restoration Sites	14	lab	Students will collect water samples at multiple depths from a restoration site, measure temperature, salinity, dissolved oxygen, pH, and turbidity using field instruments, and interpret results relative to coral physiological thresholds.	Instrument calibration station: students calibrate a YSI multiparameter sonde or equivalent instrument against certified standards for pH and dissolved oxygen, document calibration in a field logbook, and flag any instrument drift. Depth-profile data collection: from a boat or dock, students collect water quality data at surface, mid-water, and bottom using the sonde on a deployment line, record all parameters on a waterproof field data sheet, and compute the mean for each parameter. Data interpretation exercise: students compare their field readings against published coral physiological thresholds (e.g., temperature range for bleaching onset, minimum dissolved oxygen for coral respiration) and write a one-paragraph site suitability assessment.	YSI multiparameter sonde or equivalent, calibration standards, deployment line, waterproof field data sheets, published coral physiology reference table, field logbooks.	Instructor reviews calibration log and data sheet; all parameters recorded at all three depths, calibration documented correctly, and suitability assessment includes specific threshold comparisons—pass requires all elements present and accurate.
10	Genetic and Assisted-Evolution Concepts in Coral Restoration	12	theory	Students will explain the rationale for genetic diversity in restoration programs, describe the concept of assisted gene flow and selective breeding for thermal tolerance, and evaluate the ethical considerations of manipulating wild coral populations.	Assigned reading and structured discussion: students read a published summary article on assisted evolution in coral (e.g., from Australian Institute of Marine Science or SECORE International) and participate in a Socratic discussion on risks and benefits. Genotype tracking exercise: using a simplified mock dataset of coral colony genotypes and survival rates from a fictional restoration program, students calculate the representation of each genotype in the outplanted population and assess whether genetic diversity targets were met. Ethics debate: class divides into two teams and debates the proposition 'Restoration programs should preferentially use heat-tolerant genotypes even if it reduces genetic diversity'—each student submits a half-page written position statement afterward.	Printed or digital summary articles on coral assisted evolution, mock genotype dataset, debate rubric, position statement prompt.	Written position statement graded on inclusion of genetic diversity argument, thermal tolerance argument, and ethical consideration—must address all three points to pass.
11	Regulatory Compliance, Permitting, and Stakeholder Communication	14	theory	Students will identify the federal and state agencies with jurisdiction over reef restoration activities in US waters, describe the general permit requirements for coral collection, fragment collection, and artificial reef deployment, and draft a one-page stakeholder communication summarizing a restoration project for a non-technical audience.	Regulatory mapping exercise: students create an annotated diagram showing jurisdictional layers—NOAA, EPA, US Army Corps of Engineers, state fish and wildlife, and local marine protected area managers—and list the primary permit or consultation requirement from each for a reef restoration project. Case study review: instructor provides a redacted real permit application or environmental assessment from a published restoration program; students identify the project purpose, biological opinion requirements, and mitigation conditions. Stakeholder communication draft: each student writes a one-page plain-language project summary for a fictional community meeting, including project goals, expected benefits, timeline, and one anticipated community concern with a response.	NOAA coral permit information (ESA Section 7 consultation overview), US Army Corps Nationwide Permit summaries, redacted sample permit application, stakeholder summary template.	Regulatory diagram and stakeholder summary reviewed; diagram must correctly place all five agencies, summary must address all four required elements—pass requires both documents complete and accurate.
12	Integrated Restoration Project Planning and Reporting	22	field	Students will produce a complete reef restoration site plan—including baseline ecological assessment data, species and genotype selection rationale, substrate and outplanting layout diagram, permit checklist, and a six-month monitoring schedule—and present it in a formal oral defense.	Site plan development: over multiple sessions, each student assembles their plan document incorporating data and work products from Lessons 1 through 11, using a provided site plan template modeled on formats used by working restoration organizations. Peer review workshop: students exchange draft plans and complete a structured peer review checklist covering scientific accuracy, completeness of monitoring schedule, and clarity of outplanting layout—reviewers provide written feedback and authors revise. Oral defense: each student presents their site plan to the instructor and at least one peer panel in a 15-minute presentation followed by 10 minutes of Q&A; the presentation must address baseline conditions, species rationale, safety and dive plan, regulatory checklist, and monitoring protocol.	Site plan template, peer review checklist, rubric for oral defense, compilation of all prior lab logs and data sheets, presentation software or printed poster materials.	Oral defense rubric: plan must include all six required sections with accurate data and defensible rationale; presentation must answer at least three of five Q&A questions correctly—overall pass requires rubric score of 75% or higher.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Reef Ecology and Restoration Science Written Exam	Written exam	25%	75% correct (38 of 50 questions)	A 50-question written examination covering coral biology, major stressors, disease identification, water quality thresholds, substrate materials, regulatory frameworks, and genetic diversity concepts drawn from Lessons 1, 3, 6, 9, 10, and 11. Questions include multiple choice, matching, and short-answer items; this assessment maps to PADI knowledge review areas on marine environment awareness and to ADCI academic knowledge standards for commercial divers working in sensitive marine habitats. Standard met · Safety · Time · Quality/finish · Documentation
Underwater Outplanting and Rescue Skills Demonstration	Skills demonstration	45%	All four performance criteria met: correct buddy procedures, successful fragment attachment, neutral buoyancy maintained, and one rescue scenario completed to PADI Rescue Diver standard	Students complete a timed in-water skills demonstration in which they outplant at least three coral fragments using underwater epoxy on a prepared substrate module while maintaining ADCI-aligned buddy and dive safety protocols, then immediately transition to a rescue scenario requiring surface tow of a simulated incapacitated diver to the exit point. This assessment directly maps to PADI Rescue Diver skill performance requirements and to ADCI commercial diver underwater task competency standards. Standard met · Safety · Time · Quality/finish · Documentation
Nursery and Field Lab Log Portfolio	Log	15%	Complete entries for all 12 lessons with no unexplained data gaps; data values within acceptable range or deviations documented with corrective action; overall portfolio score of 80% on completeness and accuracy rubric	Students submit a compiled portfolio of all nursery management logs, water quality field data sheets, transect records, fragment tracking tags, and outplanting placement maps produced across the course. The portfolio demonstrates sustained competence in data collection and documentation—a core professional practice for reef monitoring programs and a supporting record for ADCI dive log requirements. Standard met · Safety · Time · Quality/finish · Documentation
Dive Site Safety and PPE Check	Safety audit	15%	100% compliance: all required safety items present and functional, no critical errors on pre-dive checklist	Before the final field outplanting session, the instructor conducts an unannounced inspection of each student's dive equipment and site safety kit, using a standardized checklist that includes BWRAF buddy check completion, supplemental O2 unit availability and pressure, first aid kit contents, Emergency Action Plan posted at the site, and proper PPE for the water temperature. This zero-tolerance assessment maps to ADCI mandatory pre-dive safety requirements and PADI Rescue Diver site-safety standards; any critical deficiency requires correction before the student may enter the water. Standard met · Safety · Time · Quality/finish · Documentation

AGR-AQUA50-06 Trade course

Commercial Diving Introduction for Aquaculture and Marine Science

204 hr · ~~$2,570~~ COMPLIMENTARY

This course introduces students to the principles, equipment, and procedures of commercial diving as applied to aquaculture operations, reef restoration support, and marine science fieldwork. Students progress from dive physics and physiology through surface-supplied and scuba equipment operations, underwater work tasks, and emergency response, building toward the PADI Rescue Diver credential and foundational competency required for the ADCI Commercial Diver pathway. Safety, regulatory compliance with OSHA 29 CFR 1910 Subpart T (commercial diving operations), and documented dive procedures are emphasized throughout.

Outcomes

Explain the physiological effects of pressure on the human body and calculate no-decompression limits and surface intervals using dive tables and dive computers.
Don, doff, and inspect open-circuit scuba and surface-supplied air (SSA) equipment to manufacturer and ADCI standards, identifying and correcting faults before any dive.
Demonstrate rescue diver skills including tired-diver tows, panicked-diver approaches, underwater search patterns, and in-water CPR to PADI Rescue Diver performance requirements.
Perform productive underwater work tasks — including transect surveys, specimen collection, line handling, and basic tool use — while maintaining buoyancy control and dive team communications.
Complete a pre-dive safety check, dive plan, and post-dive documentation package meeting ADCI written-record standards.
Describe OSHA commercial diving regulations, required surface support roles, and emergency action procedures including DCS recognition and hyperbaric chamber referral.

Course text

How the course runs. 12 blocks: Dive Physics, Physiology, and OSHA Regulatory Framework; Decompression Theory and Dive Table / Computer Use; Diving Equipment: Scuba Systems — Assembly, Inspection, and Maintenance; Surface-Supplied Air (SSA) Equipment and Topside Support Roles; Confined Water Skills 1 — Buoyancy, Trim, and Basic Underwater Navigation; Confined Water Skills 2 — Emergency Procedures and Air Management; PADI Rescue Diver — Recognizing and Managing Dive Emergencies; PADI Rescue Diver — In-Water Rescue Skills Practice; DCS, Barotrauma, and Hyperbaric Emergency Management; Underwater Work Tasks for Aquaculture and Marine Science; Dive Logging, Record-Keeping, and ADCI Documentation Standards; Integrated Open-Water Dive Assessment and Commercial Dive Simulation.

What competent looks like. Explain the physiological effects of pressure on the human body and calculate no-decompression limits and surface intervals using dive tables and dive computers. Don, doff, and inspect open-circuit scuba and surface-supplied air (SSA) equipment to manufacturer and ADCI standards, identifying and correcting faults before any dive. Demonstrate rescue diver skills including tired-diver tows, panicked-diver approaches, underwater search patterns, and in-water CPR to PADI Rescue Diver performance requirements. Perform productive underwater work tasks — including transect surveys, specimen collection, line handling, and basic tool use — while maintaining buoyancy control and dive team communications. Complete a pre-dive safety check, dive plan, and post-dive documentation package meeting ADCI written-record standards. Describe OSHA commercial diving regulations, required surface support roles, and emergency action procedures including DCS recognition and hyperbaric chamber referral.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Dive Physics, Physiology, and OSHA Regulatory Framework	16	theory	Students will correctly apply Boyle's, Dalton's, and Henry's Laws to dive scenarios and summarize OSHA 29 CFR 1910 Subpart T requirements for scuba and surface-supplied diving.	Work through a set of pressure-volume calculation problems using Boyle's Law at various depths, comparing answers with a partner before whole-class review. Read selected sections of OSHA 29 CFR 1910 Subpart T and complete a structured note-taking guide identifying required surface support personnel, equipment minimums, and record-keeping obligations. Case-study analysis of three real commercial diving incidents (sourced from OSHA inspection summaries) to identify which regulatory requirements were violated and what corrective actions were mandated.	OSHA 29 CFR 1910 Subpart T text, PADI Open Water Diver and Rescue Diver manuals, ADCI Consensus Standards for Commercial Diving (current edition), scientific calculators, whiteboard	Ten-question written quiz covering gas law calculations and Subpart T personnel/equipment requirements; pass mark 75%.
2	Decompression Theory and Dive Table / Computer Use	14	theory	Students will plan single and repetitive air dives to recreational no-decompression limits using PADI Recreational Dive Planner tables and a recreational dive computer, identifying pressure groups and required surface intervals.	Instructor-led walkthrough of the PADI RDP table structure; students plan five progressive dive scenarios (increasing depth and repetitive exposure) on paper, recording pressure groups and surface intervals. Pair exercise: one student plans a two-dive day using RDP tables while the partner programs the same profile into a dive computer (Suunto or equivalent), then both compare results and reconcile any differences. Small-group scenario: plan a dive day for an aquaculture net-pen inspection at 18 m (60 ft), accounting for surface interval between a morning and afternoon dive, and present the plan to class with safety justification.	PADI Recreational Dive Planner wheel and eRDPml, recreational dive computers (one per pair), PADI Open Water Diver Manual, dive planning worksheet templates	Five dive-planning problems completed on paper without errors in pressure group or surface interval determination; 100% accuracy required on any problem involving nitrogen loading (retest permitted once).
3	Diving Equipment: Scuba Systems — Assembly, Inspection, and Maintenance	18	demo	Students will assemble, perform a pre-dive BWRAF safety check, and correctly identify three simulated faults on a scuba unit before any in-water use.	Instructor demonstration of cylinder valve inspection, regulator first-stage and second-stage assembly, BCD inflation/deflation systems, and mask/fin/wetsuit selection; students follow along step-by-step with their own unit. Fault-finding exercise: instructor pre-loads each station's scuba unit with one concealed fault (e.g., O-ring missing, SPG reading zero, low-pressure inflator free-flowing); students rotate stations and document findings on an inspection checklist. Students practice the PADI BWRAF (BCD, Weights, Releases, Air, Final check) buddy check procedure in pairs until each student completes the full sequence correctly from memory in under three minutes.	Open-circuit scuba units (BCDs, regulators with SPGs, cylinders, masks, fins, wetsuits), equipment inspection checklists, fault-insertion kit, cylinder fill station or pre-filled cylinders, manufacturer service manuals	Practical checklist: student identifies all three pre-loaded faults and completes BWRAF check without prompting; any missed safety fault is an automatic recheck before pool entry.
4	Surface-Supplied Air (SSA) Equipment and Topside Support Roles	16	demo	Students will set up an SSA dive station, correctly don and communicate through a band-mask or full-face mask, and describe the duties of the dive supervisor and standby diver per ADCI standards.	Instructor-led setup of a commercial SSA panel: students connect umbilical, verify gas supply pressure, test communications, and check bailout cylinder following an ADCI-format pre-dive checklist. Role rotation exercise: students take turns as dive supervisor, standby diver, and umbilical tender while a classmate performs a simulated dive (in shallow confined water), using standardized line-pull signals and radio/hardwire communications. Students draft a written dive plan for a net-pen inspection using SSA, specifying gas supply calculations (volume needed at depth for planned bottom time plus reserve), communication method, and emergency action steps.	SSA panel trainer or operational SSA system, umbilical, band mask and full-face mask (Kirby Morgan or equivalent), bailout cylinder, ADCI Consensus Standards, communication headsets or hard-wire system, pre-dive checklist forms	Instructor-observed role performance: student correctly executes topside supervisor role (gas checks, communications, log entries) without critical omissions; competency checklist must have zero safety-critical gaps.
5	Confined Water Skills 1 — Buoyancy, Trim, and Basic Underwater Navigation	20	lab	Students will achieve neutral buoyancy within one meter of a target depth and navigate a 30 m rectangular pattern using compass and natural references with less than 3 m error on return.	Buoyancy-weighting exercise in shallow confined water: students add or remove weight until hovering motionless in mid-water for 30 seconds at the end of a dive with a nearly empty cylinder. Trim and finning drills: instructor demonstrates frog kick, modified flutter kick, and backward kick to avoid silt disturbance; students practice each kick style and receive feedback via hand signals before moving to finning along a transect line. Compass navigation: students swim a 15 m heading on a reciprocal compass course, then complete a rectangular navigation pattern (four 90° turns) using compass bearings, surfacing within 3 m of the starting point to pass.	Confined water facility (pool, minimum 2 m depth), scuba units, weight systems, underwater compasses, transect lines, measuring tape, underwater slates	Skill performance rubric: neutral buoyancy hover 30 seconds (pass/fail) and rectangular navigation return within 3 m (measured by instructor); both criteria must be met to advance to open-water lessons.
6	Confined Water Skills 2 — Emergency Procedures and Air Management	18	lab	Students will correctly perform out-of-air ascent procedures, alternate air source donation, and controlled emergency swimming ascent (CESA) to PADI standards in confined water.	Simulated out-of-air scenario: buddy pairs practice octopus (alternate second stage) donation and two-person controlled ascent, maintaining contact and ascending at approximately 9 m per minute as per PADI standards. CESA drill: each student performs a controlled emergency swimming ascent from the bottom (maximum 9 m) while continuously exhaling and maintaining a slow, controlled rise without exceeding ascent rate guidelines. Air management exercise: students are given a starting pressure and a target task; they track air consumption rate (surface air consumption rate calculation) on an underwater slate and must surface with a minimum reserve as specified in the dive plan.	Scuba units with SPGs, octopus regulators, underwater slates, stopwatch, depth gauge or computer, pool with minimum 3 m section, PADI performance standards reference card	Instructor-observed performance: CESA and octopus donation each completed without panicking, surfacing, or breath-holding based on PADI skill performance requirements; retest permitted once per skill with additional coaching.
7	PADI Rescue Diver — Recognizing and Managing Dive Emergencies	20	theory	Students will identify the behavioral signs of a stressed, tired, panicked, or unresponsive diver and select the correct rescue approach for each scenario, referencing the PADI Rescue Diver manual.	Scenario card exercise: each student draws a diver-emergency card (e.g., 'diver signals OK from surface but is not moving toward boat'), identifies the problem type, selects an initial approach, and defends the choice to a small group. Video analysis: instructor plays three short clips of diver stress escalation; students annotate observation worksheets identifying early warning signs, moment of panic onset, and missed intervention points. Group development of a dive emergency response flowchart for an aquaculture worksite, incorporating surface recognition, in-water rescue options, removal from water, oxygen administration, and EMS activation — submitted as a one-page reference card.	PADI Rescue Diver manual (current edition), scenario cards, projector/screen, oxygen unit (for familiarization), emergency response flowchart template	Written scenario quiz: five emergency scenarios answered with correct problem identification and response sequence; pass mark 80%; maps to PADI Rescue Diver knowledge review standard.
8	PADI Rescue Diver — In-Water Rescue Skills Practice	22	practice	Students will execute tired-diver tow, panicked-diver approach and control, and submerged unresponsive diver search and surface rescue to PADI Rescue Diver performance standards in confined and open water.	Tired-diver tow drill: in pairs, one student acts as an exhausted diver at the surface; the rescuer approaches from behind, secures the diver, and tows to a designated exit point using a two-minute tow minimum without releasing contact. Panicked-diver scenario: rescuer approaches from a safe angle, calms a simulated panicking diver (played by classmate using scripted behavior), and assists them to safety while protecting themselves from being submerged by the victim. Submerged unresponsive diver drill: rescuer locates a weighted mannequin placed at the bottom in a confined water area, brings it to the surface, establishes airway, and initiates two rescue breaths before the pair removes the victim to the pool edge for further care.	Open-circuit scuba units, rescue mannequin (weighted), throw bag, tow line, rescue breathing mask, PADI Rescue Diver manual, confined water pool and adjacent open water if available	Instructor-evaluated skill checklist per PADI Rescue Diver standards: each of the three rescue skills marked satisfactory; unsatisfactory on any critical step (e.g., airway not established, rescuer submerged) requires a full repeat of that skill.
9	DCS, Barotrauma, and Hyperbaric Emergency Management	14	theory	Students will differentiate decompression sickness Type I and Type II symptoms from arterial gas embolism and describe the correct first-aid protocol and referral pathway for each condition.	Symptom identification matching exercise: students receive a set of patient vignette cards (joint pain, skin mottling, loss of consciousness, visual disturbance, etc.) and sort them into DCS Type I, DCS Type II, and AGE categories, then check against an answer key and discuss borderline cases. Guest speaker or recorded presentation from a hyperbaric medicine professional (or use DAN recorded materials) covering chamber referral procedures, oxygen first aid, and the DAN emergency hotline process. Group tabletop exercise: a diver surfaces unresponsive after a deep repetitive dive at a remote aquaculture site; students work through the emergency action sequence — oxygen, positioning, EMS call, documentation — using the scenario to complete a DAN Accident Report form template.	DAN Diving Accident Management Flowchart, symptom vignette cards, DAN oxygen first-aid provider guide, DAN Accident Report form template, oxygen unit (demand valve and non-rebreather mask), projector	Written quiz: ten symptom-identification and action-sequence questions; pass mark 80%; maps to ADCI safety and emergency management knowledge area.
10	Underwater Work Tasks for Aquaculture and Marine Science	20	field	Students will complete a simulated net-pen inspection transect, collect a biological specimen into a sample bag, and use an underwater slate to record data to a specified protocol without surfacing prematurely.	Net inspection simulation: students swim along a suspended mesh panel in the pool or open-water site, using a systematic top-to-bottom, left-to-right search pattern, marking simulated damage locations on an underwater slate using a standardized code. Specimen collection drill: students locate and bag three tagged objects (representing invertebrate specimens) placed at various depths, labeling each bag with collection depth and compass bearing recorded on slate before surfacing. Transect survey practice: students lay a 10 m measuring tape along the bottom and record all 'organisms' (tagged objects placed by instructor) within 1 m on each side, counting and categorizing them; data is transferred to a topside data sheet immediately after surfacing.	Scuba units, underwater slates and pencils, mesh panel or net section, sample collection bags, measuring tape, numbered identification tags (simulated specimens), topside data recording sheets	Instructor-reviewed underwater slate and topside data sheet: data completeness at 90% or above (all items within transect recorded); any premature unplanned surfacing during task results in task repeat.
11	Dive Logging, Record-Keeping, and ADCI Documentation Standards	18	practice	Students will complete a full ADCI-format dive record package — pre-dive plan, dive log, equipment inspection record, and post-dive incident report — for a simulated commercial dive operation.	Review of ADCI Consensus Standards record-keeping requirements; students annotate a blank ADCI dive record form identifying each mandatory field and the consequence (regulatory violation) of leaving it incomplete. Simulated dive day: using data from a preceding pool session, each student completes a pre-dive plan, dive log (depth, bottom time, gas used, tasks completed), and equipment inspection record as if preparing an ADCI-compliant file. Peer review exercise: students exchange completed packages and audit each other's documentation using an ADCI compliance checklist, flagging missing fields or inconsistencies and providing written feedback before instructor final review.	ADCI Consensus Standards (current edition), ADCI dive record forms, PADI dive log books, equipment inspection checklists, peer audit checklist, pens	Instructor-graded documentation package: all mandatory ADCI fields complete and internally consistent; pass mark 90% of required fields correctly populated; maps directly to ADCI written-record requirement.
12	Integrated Open-Water Dive Assessment and Commercial Dive Simulation	8	field	Students will execute a complete commercial-style dive evolution — pre-dive documentation, in-water work tasks, emergency response scenario, and post-dive debriefing — demonstrating competency across all course skill areas.	Students rotate through three roles (diver, standby diver, dive supervisor) during a two-tank open-water session; each role is evaluated against an ADCI role-performance checklist for a minimum of one full dive evolution per role. Mid-dive emergency injection: instructor signals a simulated diver distress at the surface; standby diver and supervisor must execute the emergency response sequence from Lesson 8 while the logging student documents the incident on an accident report form. Post-dive debrief: each student completes a self-evaluation rubric rating their own buoyancy, task completion, communication, and documentation quality, then compares it against instructor ratings during a structured 20-minute debrief.	Scuba units, SSA panel (if available), ADCI role-performance checklists, underwater slates, rescue mannequin, oxygen unit, post-dive debrief rubrics, dive logs	All three role checklists rated satisfactory by instructor (no critical safety omissions); self-evaluation debrief submitted; this session serves as the terminal practical competency gate for the course.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Dive Physics, Physiology, and Regulations Written Exam	Written exam	25%	75% correct (38 of 50 questions)	A 50-question closed-book written examination covering gas laws, decompression theory, dive table and computer use, DCS and barotrauma recognition, and OSHA 29 CFR 1910 Subpart T regulatory requirements. Questions are drawn from PADI Rescue Diver knowledge review areas and ADCI written-record knowledge domains to provide credential-aligned practice. Standard met · Safety · Time · Quality/finish · Documentation
Rescue Diver and Commercial Dive Skills Practical Demonstration	Skills demonstration	45%	All critical steps on each skill checklist rated satisfactory; no unsafe act permitted	Students perform the full PADI Rescue Diver skill set (tired-diver tow, panicked-diver approach, unresponsive submerged diver rescue with rescue breathing) and a commercial dive work task (transect survey or net inspection) under instructor evaluation. Each skill is rated on a pass/fail checklist aligned to PADI Rescue Diver performance requirements and ADCI entry-level competencies; any critical safety failure requires a full skill repeat before the course grade is awarded. Standard met · Safety · Time · Quality/finish · Documentation
Dive Log and Documentation Portfolio	Log	15%	90% of required ADCI fields correctly populated across the full portfolio; no falsified entries	Students submit a portfolio containing a minimum of eight completed dive log entries from course pool and field sessions, plus one full ADCI-format documentation package (pre-dive plan, equipment inspection record, dive log, and post-dive report) for the Lesson 12 assessment dive. The portfolio is reviewed for completeness, internal consistency, and compliance with ADCI Consensus Standards written-record requirements. Standard met · Safety · Time · Quality/finish · Documentation
Pre-Dive Safety Check and PPE Inspection Safety Check	Safety audit	15%	100% on all safety-critical items; any missed critical fault is an automatic fail with mandatory recheck	A structured practical safety check in which the instructor pre-loads a scuba unit and an SSA station each with two concealed safety faults; students must identify all four faults, correct them, and complete the BWRAF buddy check and ADCI pre-dive checklist before the evaluator signs off. This assessment must be passed before the student may participate in the Lesson 12 open-water assessment dive, functioning as the course safety gate. Standard met · Safety · Time · Quality/finish · Documentation

AGR-AQUA50-07 Capstone

Capstone Project: Integrated Aquaculture & Marine Science Field Study

216 hr · ~~$2,160~~ COMPLIMENTARY

Students design, execute, document, and defend an original applied project that integrates skills from fish/shellfish culture, water quality monitoring, hatchery operations, reef restoration, and commercial diving safety into a single coherent field or facility-based investigation. The capstone mirrors real industry deliverables—a written technical report, a project logbook, and an oral defense before an evaluation panel—preparing students for employer expectations and credential interviews. Lessons scaffold from project design through fieldwork execution, documentation, and final defense.

Outcomes

Design a feasible aquaculture or marine science project that identifies a real operational problem, states measurable objectives, and selects appropriate methods drawn from at least three program content areas.
Collect, record, and analyze quantitative water quality, biological, or ecological data using calibrated instruments and standard field protocols, maintaining a compliant chain-of-custody logbook throughout.
Apply all required personal protective equipment, dive safety protocols, and OSHA hazard controls appropriate to the project site, with zero safety violations recorded during supervised fieldwork.
Produce a professional technical report—including introduction, methods, results, discussion, and references—that meets industry formatting standards and accurately presents project findings.
Compile a portfolio of project documentation (logbook, data sheets, photographs, equipment checklists, and dive records where applicable) that demonstrates progressive competence across program outcomes.
Defend project design, methodology, results, and conclusions clearly and accurately before a panel of instructors and at least one industry evaluator, responding to technical questions at a professional level.

Course text

How the course runs. 4 blocks: Project Design and Safety Planning; Fieldwork Execution and Data Collection; Data Analysis, Report Writing, and Portfolio Assembly; Oral Defense and Professional Presentation.

What competent looks like. Design a feasible aquaculture or marine science project that identifies a real operational problem, states measurable objectives, and selects appropriate methods drawn from at least three program content areas. Collect, record, and analyze quantitative water quality, biological, or ecological data using calibrated instruments and standard field protocols, maintaining a compliant chain-of-custody logbook throughout. Apply all required personal protective equipment, dive safety protocols, and OSHA hazard controls appropriate to the project site, with zero safety violations recorded during supervised fieldwork. Produce a professional technical report—including introduction, methods, results, discussion, and references—that meets industry formatting standards and accurately presents project findings. Compile a portfolio of project documentation (logbook, data sheets, photographs, equipment checklists, and dive records where applicable) that demonstrates progressive competence across program outcomes. Defend project design, methodology, results, and conclusions clearly and accurately before a panel of instructors and at least one industry evaluator, responding to technical questions at a professional level.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Design and Safety Planning	48	theory	Students produce a complete written project proposal—including a SMART-objective problem statement, site risk assessment, PPE and dive safety plan, materials list, and data-collection methodology—that is approved by the instructor before any fieldwork begins.	Students analyze three sample industry project reports (hatchery improvement study, reef transect survey, shellfish density assessment) using an annotated reading guide to identify how each section maps to a professional deliverable, then list the elements they must replicate. Each student drafts a one-page problem statement and methodology outline for their chosen project topic, receives structured peer critique using a provided rubric, and revises until the instructor signs off on scope and feasibility. Students complete a site-specific Job Hazard Analysis (JHA) form—identifying physical, chemical, biological, and diving hazards—and pair it with a written PPE selection rationale and emergency action plan, presenting both to the class for group critique before submitting for instructor approval.	Sample industry technical reports, SMART-objectives reference card, OSHA Job Hazard Analysis blank form, ADCI surface-supply and scuba safety checklists, PADI dive planning tables, program style guide for technical writing, project proposal template, peer-review rubric	Instructor approves the written proposal only when all of the following are present and correct: SMART objectives, site risk assessment with controls for every identified hazard, an approved dive plan or documented rationale for no diving, a methodology that references at least three program content areas, and a realistic materials and timeline list. Approval = pass; proposals not meeting all criteria are returned for revision within one week.
2	Fieldwork Execution and Data Collection	72	field	Students carry out their approved project in the field or facility setting, collecting all planned data using calibrated instruments and standard protocols while maintaining a compliant daily logbook and operating under continuous instructor or designee safety supervision with zero recorded safety violations.	At the start of each fieldwork session, students conduct and document a pre-dive or pre-entry safety check (equipment inspection, buddy/supervisor confirmation, site hazard reassessment) using the program safety checklist; any deficiency must be corrected before work proceeds, and the checklist is signed by the supervising instructor. Students collect biological and water quality data—dissolved oxygen, temperature, salinity, pH, turbidity, and biological counts or transect measurements as appropriate to their project—using multiparameter meters, refractometers, Secchi disks, or transect tapes, and enter all raw readings into a formatted, date-signed field data sheet the same day they are collected. At the close of each session, students photograph key observations, calibrate or rinse and store instruments per manufacturer protocol, and write a minimum 150-word field journal entry summarizing what was observed, what deviated from the plan, and what will be adjusted next session; the instructor initials each entry.	Multiparameter water quality meter (YSI or equivalent), refractometer, Secchi disk, pH meter and buffer solutions, dissolved-oxygen meter, field transect tapes and quadrats, waders or exposure suits as site requires, full PPE per approved JHA, PADI/ADCI dive equipment where applicable, pre-printed field data sheets, bound waterproof field logbook, digital camera or smartphone in protective housing, instrument calibration logs	Instructor evaluates logbook and data sheets weekly against a 10-point field-log rubric: entries present for every session, raw data legible and signed, calibration records complete, field journal narrative present, safety checklist signed. Score of 8/10 or higher each week = satisfactory progress. Any week below 8/10 triggers a corrective conference; two consecutive unsatisfactory weeks require an instructor-approved remediation plan. Zero safety violations is a non-negotiable threshold—any uncontrolled safety breach stops fieldwork pending review.
3	Data Analysis, Report Writing, and Portfolio Assembly	60	practice	Students analyze their collected data using appropriate descriptive statistics and graphing, write a complete technical report following the program style guide, and assemble a final project portfolio containing all documentation produced from proposal through fieldwork.	Students enter all raw field data into a spreadsheet (Microsoft Excel or Google Sheets), calculate descriptive statistics (mean, range, and where appropriate, percent change or simple trend analysis), and produce at least two publication-quality figures (labeled axes, units, captions) that directly answer their project objectives; the instructor reviews a draft figure set before students proceed to writing. Students write each section of the technical report in sequence—abstract, introduction, methods, results, discussion, conclusions, references—using the program style guide and an industry report checklist; each section is submitted as a draft, returned with instructor comments within 48 hours, and revised before the next section is begun, ensuring iterative improvement rather than a single last-minute submission. Students organize their complete project portfolio in a professional binder or digital folder with a table of contents, including: approved proposal, all signed field data sheets, calibration logs, logbook (photocopied or printed), figure drafts, PPE and safety documentation, any dive records, and the final technical report; they conduct a self-audit against the portfolio checklist and certify completeness before submission.	Laptop with spreadsheet software and word processor, program style guide, industry technical report checklist, portfolio assembly checklist, graph paper as backup, scientific calculator, reference materials from courses 2–6 (water quality standards, hatchery SOP references, reef transect protocol guides), APA or industry citation guide as specified by program	Technical report is scored on a 100-point rubric: completeness of all required sections (30 pts), accuracy and clarity of data presentation (25 pts), logical discussion tied to results (20 pts), correct citations and professional formatting (15 pts), grammar and clarity (10 pts). Passing score is 75/100. Portfolio completeness is assessed as pass/fail against the checklist—all 10 required document categories must be present to pass. Students below 75 on the report have one opportunity to revise within one week.
4	Oral Defense and Professional Presentation	36	demo	Students deliver a structured 15-minute oral presentation of their project followed by a minimum 10-minute panel question period, demonstrating accurate technical knowledge, professional communication, and the ability to respond to critical questions about methods, results, and real-world applications.	Students prepare and rehearse a presentation using slides or poster format that covers: project rationale, objectives, site and safety plan, methods, results with figures, discussion of findings relative to industry practice, and two or more specific recommendations for an aquaculture facility or restoration program; a peer practice defense is held before the formal panel, with peers scoring each other using the defense rubric so presenters receive actionable feedback. Each student presents before a panel of at least two instructors and, where possible, one external industry evaluator (aquaculture farm operator, hatchery manager, or reef restoration project lead); the panel scores content accuracy, clarity of data explanation, and professional demeanor using the 50-point defense rubric during the live presentation. After the scored presentation, the panel conducts a minimum 10-minute technical question session drawing from any area of the student's project and from the broader program content—including water quality interpretation, species husbandry decisions, dive safety rationale, or restoration ecology—and scores the quality and accuracy of responses on the remaining 50 points of the rubric.	Projector or display screen, laptop, presentation slides or printed poster, pointer, defense rubric (printed copies for each panelist), peer practice rubric, student technical report and portfolio available to panel during defense, timer	Defense is scored on a 100-point rubric split equally between presentation (50 pts: content accuracy 20, data explanation 15, clarity and organization 10, professional demeanor 5) and Q&A (50 pts: accuracy of responses 30, depth of reasoning 15, acknowledgment of uncertainty without fabrication 5). Passing score is 75/100 overall with no section score below 30/50. Students scoring below 75 overall or below 30 in either section are offered one re-defense opportunity within two weeks using revised materials.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Capstone Technical Report and Field Logbook	Project	60%	Technical report score of 75/100 on the section rubric; portfolio checklist 100% complete (all 10 document categories present and signed).	The student submits the complete written technical report—covering proposal, methods, data, analysis, discussion, and conclusions—alongside a bound field logbook with daily signed entries and all supporting data sheets, calibration logs, safety checklists, and dive records. The report is scored on a 100-point rubric and the portfolio is assessed as a pass/fail checklist; both must pass independently. Meets specification · Within estimate · Workmanship · Safety · Documentation
Project Portfolio	Portfolio	20%	All 10 required portfolio document categories present, correctly organized, and self-audited; no missing signatures, dates, or calibration records; instructor-verified completeness before defense date.	The portfolio demonstrates the full arc of the student's competence from initial project design through safe fieldwork execution and final reporting, compiling every deliverable produced across all four lessons into a single professional binder or verified digital folder. The portfolio is reviewed by the instructor against a published checklist; any missing or unsigned document must be corrected before the student is cleared to defend. Completeness · Organization · Evidence quality
Oral Defense Before Panel	Oral / panel	20%	Score of 75/100 overall, with no section (presentation or Q&A) scoring below 30/50; one re-defense permitted within two weeks if not met on first attempt.	The student presents project findings in a structured 15-minute presentation followed by at least 10 minutes of technical questions from a panel that includes at least one external industry evaluator, demonstrating professional communication, accurate interpretation of their own data, and command of program content from courses one through six. Scores are recorded independently by each panelist and averaged for the final result. Explains decisions · Answers technical questions · Professional communication

AGR-AQUA50-08 Externship / clinical

Externship / Worksite Placement in Aquaculture & Marine Science

324 hr · ~~$1,295~~ COMPLIMENTARY

Students complete 324 supervised hours at an approved aquaculture facility, marine science station, commercial dive operation, or reef-restoration site, applying classroom knowledge in a real production or field environment. A credentialed industry mentor evaluates technical skills, professionalism, and safety compliance at defined checkpoints. Documented work logs and a final employer evaluation form the basis for program completion.

Outcomes

Perform assigned aquaculture or marine-science production tasks—including water-quality monitoring, feeding, grading, or hatchery maintenance—to employer quality standards without direct prompting.
Demonstrate safe work practices consistent with OSHA General Industry and Maritime standards, including correct PPE selection, hazard communication, and emergency response procedures, on every shift.
Complete accurate daily work logs recording tasks performed, equipment used, water-quality parameters collected, and any safety incidents or near-misses.
Receive a passing composite score on the employer mid-term and final evaluation rubrics, showing satisfactory or above ratings in technical skill, communication, reliability, and safety.
Identify at least two site-specific improvements or professional development goals in a written reflection submitted at the conclusion of the placement.
Articulate how site experience maps to PADI Rescue Diver and ADCI Commercial Diver credential competency areas in a structured exit interview with the program coordinator.

Course text

How the course runs. 4 blocks: Pre-Placement Orientation and Site Safety Integration; Supervised Production and Field Operations; Professional Skill Development and Credential Connection; Final Evaluation, Exit Interview, and Placement Closeout.

What competent looks like. Perform assigned aquaculture or marine-science production tasks—including water-quality monitoring, feeding, grading, or hatchery maintenance—to employer quality standards without direct prompting. Demonstrate safe work practices consistent with OSHA General Industry and Maritime standards, including correct PPE selection, hazard communication, and emergency response procedures, on every shift. Complete accurate daily work logs recording tasks performed, equipment used, water-quality parameters collected, and any safety incidents or near-misses. Receive a passing composite score on the employer mid-term and final evaluation rubrics, showing satisfactory or above ratings in technical skill, communication, reliability, and safety. Identify at least two site-specific improvements or professional development goals in a written reflection submitted at the conclusion of the placement. Articulate how site experience maps to PADI Rescue Diver and ADCI Commercial Diver credential competency areas in a structured exit interview with the program coordinator.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Pre-Placement Orientation and Site Safety Integration	24	field	Before beginning independent duties, the student will complete the host-site safety orientation, identify site-specific hazards, and demonstrate correct use of all required PPE and emergency protocols to the satisfaction of the site supervisor.	Attend the employer's new-worker safety orientation; complete and sign the site-specific hazard-communication, lockout/tagout, and emergency-action-plan acknowledgment forms. Conduct a guided walk-through of the facility with the assigned mentor, locating first-aid kits, eyewash stations, fire extinguishers, emergency shutoffs, muster points, and overboard-recovery equipment; sketch a labeled site safety map and submit it to the program coordinator. Demonstrate donning and doffing of all site-required PPE (waders, immersion suit, PFD, nitrile/chemical gloves, safety glasses as applicable) and verbally state the trigger conditions for each item; mentor signs off on the PPE competency checklist.	Site-specific SDS binders, OSHA 29 CFR 1910 Hazard Communication standard, employer new-hire safety packet, PPE inventory checklist, site map template, student externship binder	Mentor-signed PPE and site-safety checklist; student safety map reviewed by program coordinator for completeness; all acknowledgment forms on file before student begins production duties — 100% of checklist items signed off required to proceed.
2	Supervised Production and Field Operations	196	practice	Over the core placement period, the student will perform assigned production, monitoring, or field tasks—such as water-quality testing, feeding, grading, net maintenance, hatchery husbandry, coral fragment care, or dive-support operations—consistently meeting site quality and safety standards as recorded in daily logs.	Complete daily work logs each shift: record date, hours, tasks performed, equipment operated, water-quality or biological data collected (temperature, dissolved oxygen, salinity, pH, mortality counts, etc.), any anomalies noted, and corrective actions taken; logs are reviewed and initialed by the mentor weekly. Rotate through at least two distinct operational areas of the site (e.g., nursery tanks and grow-out pens; water-quality lab and feeding operations; dive-support deck and coral nursery) to broaden skill exposure; document each rotation area in the externship binder with a brief task summary. Participate in one site-level problem-solving event (equipment failure, water-quality excursion, weather hold, or similar) under mentor guidance; document the event, the response steps taken, and the outcome in a structured incident-response entry in the log.	Site production equipment (feeders, nets, graders, culture tanks, water-quality meters, dive-support gear as applicable), daily log templates, externship binder, site SOPs, ADCI standards reference (for dive-support sites), PADI Rescue Diver reference card	Mentor initials each weekly log bundle; mid-placement employer evaluation rubric completed at approximately the halfway point (around hour 100); student must score Satisfactory or above in Technical Skill, Safety Compliance, and Reliability to continue without a remediation plan — any Unsatisfactory rating triggers a coordinator–mentor–student meeting within five business days.
3	Professional Skill Development and Credential Connection	64	field	The student will apply and document at least three skills directly linked to PADI Open Water–Rescue or ADCI Commercial Diver competency areas during placement activities and record the connection explicitly in the externship binder.	With mentor guidance, perform and log at least one in-water or dive-adjacent task relevant to the site (e.g., underwater net inspection, coral fragment handling, overboard-rescue drill, dive-tender duties, or surface-supply equipment checks); annotate the log entry with the specific ADCI or PADI competency area it addresses. Attend or assist with at least one site safety drill (man-overboard, fire, chemical spill, or diver-emergency scenario) and write a one-page after-action summary describing the procedures used, the student's role, and any gaps observed — submitted to the program coordinator. Interview the site mentor or another experienced worker for 20–30 minutes about career pathways, credential requirements encountered in the field, and advice for new technicians; summarize key takeaways in a one-page professional reflection filed in the externship binder.	Externship binder, credential competency mapping worksheet (provided by program), PADI Rescue Diver performance requirements summary, ADCI consensus standards summary, audio recorder or written notes for interview, after-action report template	Program coordinator reviews credential-connection annotations in the log for accuracy and specificity; after-action summary and professional reflection reviewed for completeness; at least three credential-linked entries must be present and approved by the coordinator — incomplete entries require revision before the final evaluation meeting.
4	Final Evaluation, Exit Interview, and Placement Closeout	40	field	The student will complete the final employer evaluation, submit a polished externship binder, and participate in an exit interview with the program coordinator in which they articulate skill gains, safety practices applied, and connections to credential exam areas.	Employer/mentor completes the final evaluation rubric covering Technical Skill, Safety Compliance, Communication, Reliability, and Professional Conduct; student and mentor review the completed rubric together and the student signs the acknowledgment line; original is submitted to the program coordinator. Student assembles and submits the complete externship binder: signed safety checklists, all daily logs (mentor-initialed), mid-placement evaluation, after-action summary, professional reflection, credential-connection worksheet, and the two-page written reflection identifying at least two site-specific improvement observations or personal professional development goals. Participate in a 30-minute exit interview with the program coordinator: verbally describe three tasks performed, explain the safety measures applied, and map two specific experiences to named PADI Rescue Diver or ADCI Commercial Diver competency areas; coordinator scores the interview on a provided rubric.	Final employer evaluation rubric, complete externship binder, exit interview rubric, program coordinator	Employer final evaluation: composite score of Satisfactory or above in all five rubric domains; externship binder: all required documents present and logs covering the full 324 hours; exit interview rubric: student must score a passing mark (meeting expectations) on technical articulation and credential mapping — any failing domain requires a documented remediation and follow-up meeting with the coordinator within ten business days.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer Skills Demonstration Evaluation	Skills demonstration	70%	Composite rating of Satisfactory or above across all five domains (Technical Skill, Safety Compliance, Communication, Reliability, Professional Conduct) on both the mid-placement and final employer rubrics; an Unsatisfactory in any single domain on the final evaluation requires a written remediation plan and coordinator approval before program completion is granted.	The assigned industry mentor observes and rates the student's hands-on performance across the full placement using a structured rubric completed at the midpoint and at the end of the externship. Ratings reflect real production conditions and are documented on forms co-signed by the student, mentor, and program coordinator. Competency · Safety · Attendance · Conduct · Initiative
Externship Work Log and Binder	Log	30%	All daily logs present, mentor-initialed, and accounting for the full 324 placement hours; at least three credential-linked entries approved by the coordinator; after-action summary, professional reflection, and two-page goal-identification reflection each meet the provided rubric standard (meets expectations or above); exit interview rubric score of meets expectations or above on all criteria.	The complete externship binder—including daily work logs, safety acknowledgment forms, both employer evaluations, the credential-connection worksheet, the after-action summary, the professional reflection, and the final written reflection—is submitted to the program coordinator at closeout and assessed against a document-completion and quality rubric. The binder serves as the longitudinal record of the student's supervised practice hours and professional growth. Complete · Verified

AGR-AQUA50-09 Exam prep

Certification Exam Preparation: PADI Open Water–Rescue & ADCI Commercial Diver

90 hr · ~~$900~~ COMPLIMENTARY

This 90-hour course systematically reviews every knowledge and skill domain tested on the PADI Open Water, PADI Rescue Diver, and ADCI Commercial Diver written and practical examinations, closing gaps identified through diagnostic testing and targeted drilling. Learners complete timed, full-length mock examinations under realistic test conditions and receive structured feedback so they enter credentialing exams with demonstrated competency across all assessed areas.

Outcomes

Correctly answer practice questions across all PADI Open Water and Rescue Diver knowledge review domains at a rate consistent with passing the official final exams.
Demonstrate mastery of ADCI Commercial Diver written exam content areas including dive physics, physiology, decompression theory, equipment, regulations, and emergency procedures.
Perform the confined- and open-water skills required for PADI certification checkouts without critical errors under evaluator observation.
Apply dive physics and gas law calculations (Boyle's, Charles's, Dalton's, Henry's laws) accurately in timed problem sets representative of exam item formats.
Execute a complete PADI Rescue Diver scenario—including missing-diver search, surface rescue, and in-water CPR hand-off—meeting all required performance criteria.
Complete two timed, full-length mock certification examinations and achieve passing scores before sitting the official credentialing exams.

Course text

How the course runs. 4 blocks: Diagnostic Assessment & PADI Open Water Knowledge Domain Review; PADI Rescue Diver Theory & Practical Skills Review; ADCI Commercial Diver Written Exam Domain Review; Full Mock Certification Examinations & Individualized Remediation.

What competent looks like. Correctly answer practice questions across all PADI Open Water and Rescue Diver knowledge review domains at a rate consistent with passing the official final exams. Demonstrate mastery of ADCI Commercial Diver written exam content areas including dive physics, physiology, decompression theory, equipment, regulations, and emergency procedures. Perform the confined- and open-water skills required for PADI certification checkouts without critical errors under evaluator observation. Apply dive physics and gas law calculations (Boyle's, Charles's, Dalton's, Henry's laws) accurately in timed problem sets representative of exam item formats. Execute a complete PADI Rescue Diver scenario—including missing-diver search, surface rescue, and in-water CPR hand-off—meeting all required performance criteria. Complete two timed, full-length mock certification examinations and achieve passing scores before sitting the official credentialing exams.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Diagnostic Assessment & PADI Open Water Knowledge Domain Review	20	theory	Learners identify personal knowledge gaps across all PADI Open Water Diver knowledge review sections and achieve a passing practice score on each section after targeted review.	Complete a timed, full-section PADI Open Water knowledge review diagnostic test covering equipment, dive planning, underwater environment, physics, physiology, and problem management; score and self-analyze results by domain. Work in small groups through PADI instructor-led content review sessions on the two lowest-scoring domains per student, using PADI Open Water Diver Manual tables, charts, and RDP/eRDPML exercises to reinforce dive table reading and no-decompression limit planning. Complete a second timed practice test for each knowledge review section and record scores on a personal tracking sheet, setting a target of meeting or exceeding the PADI minimum passing threshold before mock exam day.	PADI Open Water Diver Manual (current edition), PADI Recreational Dive Planner (RDP table and eRDPML), PADI Knowledge Review answer sheets, dive physics formula reference card, whiteboard, calculator	Each learner scores at or above the PADI minimum passing percentage on every individual knowledge review section practice test; instructor reviews any section below that threshold with the student before the course advances.
2	PADI Rescue Diver Theory & Practical Skills Review	22	lab	Learners accurately recall all PADI Rescue Diver knowledge review content and execute each required confined- and open-water rescue skill to the standard required for a PADI certification checkout.	Review all PADI Rescue Diver knowledge review chapters—self-rescue, recognizing and managing stress in divers, emergency management and equipment, rescuing panicked and unresponsive divers, and post-rescue care—through written practice questions and case-study discussion, targeting the PADI minimum passing percentage on every section. In the pool, practice and self-evaluate each PADI Rescue Diver confined-water exercise: tired-diver tow, panicked-diver approach and control, equipment removal in water, in-water rescue breathing while towing, and unresponsive-diver-at-surface management including mask removal and ventilation. Conduct a timed, full open-water rescue scenario—missing diver search pattern, locate and surface an unresponsive diver, tow to exit, transition to CPR with AED use—with a classmate acting as victim and instructor evaluating against the PADI Rescue Diver performance requirements checklist.	PADI Rescue Diver Manual (current edition), PADI Rescue Diver knowledge review forms, pool or confined water, full scuba unit (BCD, regulator, wetsuit, fins, mask, weight system), rescue tube, pocket mask, training AED, CPR mannequin, PADI skill evaluation checklist	All PADI Rescue Diver knowledge review sections scored at or above PADI passing standard; open-water rescue scenario evaluated with zero critical skill failures on the PADI performance checklist (critical failures = failure to establish and maintain airway, failure to summon help, abandoning victim).
3	ADCI Commercial Diver Written Exam Domain Review	26	theory	Learners correctly solve practice items in every ADCI written examination content area—dive physics, physiology, decompression theory, surface-supplied equipment, underwater work methods, ADCI/OSHA regulatory requirements, and emergency procedures—at a level consistent with passing the official exam.	Complete a timed diagnostic practice test structured around the ADCI Commercial Diver consensus standards content areas; score by domain and rank areas for priority review, then work through instructor-led sessions on the lowest-scoring areas using the ADCI Consensus Standards for Commercial Diver Training document, US Navy Diving Manual (current revision) excerpts, and applicable OSHA commercial diving regulations (29 CFR Part 1910, Subpart T) as reference. Drill applied calculation problems in small groups: absolute/gauge pressure conversions, gas volume changes at depth using Boyle's Law, equivalent air depth for nitrox, decompression stop planning using dive tables, and partial pressure calculations using Dalton's Law—matching the style and difficulty of ADCI exam items. Participate in a facilitated question-and-answer review of ADCI regulatory content (diving team qualifications, standby diver requirements, equipment inspection logs, accident reporting) and emergency procedures (omitted decompression management, suspected DCS recognition and surface O₂ first aid, unconscious diver emergency), using scenario prompts to apply regulatory knowledge to realistic commercial dive job situations.	ADCI Consensus Standards for Commercial Diver Training (current edition), US Navy Diving Manual (current revision, Volumes 1–2), 29 CFR Part 1910 Subpart T reference printout, NOAA Diving Manual (current edition) as supplementary reference, calculator, gas law formula sheet, dive table sets, whiteboard	Practice test domain scores reviewed individually; learner must reach a passing score on each domain practice set before the mock exam; instructor provides written remediation plan for any domain below passing with additional targeted drills completed within the lesson block.
4	Full Mock Certification Examinations & Individualized Remediation	22	practice	Learners complete two timed, full-length mock exams simulating actual PADI and ADCI credentialing exam conditions and achieve passing scores, demonstrating readiness to sit official certification examinations.	Sit Mock Exam 1: a timed, closed-book written examination combining PADI Open Water and Rescue Diver knowledge review content and an ADCI-style commercial diver written exam; materials are collected, exams are scored immediately, and each learner receives a domain-by-domain score report identifying any area below the credential passing threshold. Participate in a structured remediation session: learners below passing on any domain attend an instructor-led targeted review using worked examples, while learners who passed all domains serve as peer tutors and review edge-case scenarios; all learners complete focused practice drills on their two lowest-scoring domains. Sit Mock Exam 2 under full exam conditions (timed, individual, no notes); upon completion, review answers item by item as a group, discuss common error patterns, and complete a brief practical rescue skills run-through in the pool to confirm readiness; each learner completes a written exam-day readiness checklist and personal action plan for any remaining weak areas.	Instructor-developed full-length mock exams (PADI knowledge review format and ADCI written exam format), answer sheets, timer, pool access, scuba units, rescue equipment, CPR mannequin, training AED, PADI and ADCI score rubrics, exam-day readiness checklist template	Learner achieves a passing score on both Mock Exam 1 and Mock Exam 2 across all credential domains; practical rescue skills run-through completed with zero critical failures; any learner not meeting the passing standard on Mock Exam 2 receives a documented remediation plan and completes an additional instructor-administered practice session before the official exam date.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Full Mock Certification Examination (PADI & ADCI)	Mock certification exam	100%	Learner must achieve the minimum passing score established by PADI for each Open Water and Rescue Diver knowledge review section and a passing score on the ADCI-style commercial diver written practice exam across all content domains on Mock Exam 2; practical rescue scenario must be completed with zero critical skill failures on the PADI Rescue Diver performance checklist.	A two-part, timed mock examination administered under authentic credentialing conditions: a written component covering all PADI Open Water, PADI Rescue Diver, and ADCI Commercial Diver written exam domains, and a practical component in which the learner executes a complete rescue scenario evaluated against official PADI performance criteria. Results are used to certify learner readiness to sit the official PADI and ADCI credentialing examinations and to generate a final individualized readiness report. Score · Time management

Program completion

External credential: ADCI Commercial Diver; PADI Open Water-Rescue

Students prepare for and sit the PADI Open Water and Rescue Diver certification exams administered by the Professional Association of Diving Instructors (PADI), and the commercial diver certification examination administered by the Association of Diving Contractors International (ADCI). Pass standard: Credential issued by the body.

Back to Aquaculture & Marine Science Tech · How the school gets authority to award these credentials