Grade 13 · a vocational technology learning center, by urbanicity

newSchoolWorks.com › VoTechWorks › Technology & Design › Data Center Facilities & Operations Management › Courses

Technology & Design · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by an industry-certified professional 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.

Data Center Facilities & Operations Management

11 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.

~~$17,790~~ COMPLIMENTARYprogram tuition

11courses

103lessons

1,800hours

39assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons103 of 103 lesson pages writtenPractice824 practice questionsResources115 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 103 lesson pages are open (lesson titles below are links).

TEC-DATA83-01 Universal core

Universal Core: Safety, Math, Communication & Career for Data Center Facilities & Operations

148 hr · ~~$1,185~~ COMPLIMENTARY

This foundational course equips learners with the safety credentials, applied mathematics, technical literacy, and professional skills required to enter and succeed in data center facilities work. Topics are grounded in OSHA General Industry standards, electrical and mechanical hazards specific to critical facilities, and the numeric reasoning used daily in capacity planning and power management. Career readiness, workplace communication, and digital tool fluency round out the course so every subsequent technical course builds on a solid professional foundation.

Outcomes

Demonstrate OSHA 10-hour General Industry hazard recognition and control procedures and perform adult CPR/first aid to current American Red Cross or American Heart Association standards.
Apply lockout/tagout (LOTO) procedures and select correct PPE for electrical, mechanical, and chemical hazards present in data center environments.
Perform trade math calculations — including unit conversion, basic electrical formulas (Ohm's Law, power), percentages, and ratios — to solve realistic data center scenarios with at least 80% accuracy.
Read and interpret technical documents such as single-line diagrams, equipment cut sheets, standard operating procedures, and material safety data sheets.
Use digital tools — including spreadsheets, computerized maintenance management system (CMMS) interfaces, and professional email — to record, organize, and communicate facility information.
Construct a career portfolio including a resume, cover letter, and professional self-introduction tailored to data center facilities and operations employment.

Course text

How the course runs. 7 blocks: Hazard Recognition and OSHA General Industry Standards in Data Centers; Lockout/Tagout and Personal Protective Equipment for Critical Facilities; First Aid, CPR, and Emergency Response Procedures; Trade Math and Electrical Measurement for Data Centers; Reading Technical Documents: SLDs, SOPs, Cut Sheets, and SDS; Digital Tools: Spreadsheets, CMMS, and Professional Communication; Career Readiness: Resume, Professional Identity, and the Data Center Workforce.

What competent looks like. Demonstrate OSHA 10-hour General Industry hazard recognition and control procedures and perform adult CPR/first aid to current American Red Cross or American Heart Association standards. Apply lockout/tagout (LOTO) procedures and select correct PPE for electrical, mechanical, and chemical hazards present in data center environments. Perform trade math calculations — including unit conversion, basic electrical formulas (Ohm's Law, power), percentages, and ratios — to solve realistic data center scenarios with at least 80% accuracy. Read and interpret technical documents such as single-line diagrams, equipment cut sheets, standard operating procedures, and material safety data sheets. Use digital tools — including spreadsheets, computerized maintenance management system (CMMS) interfaces, and professional email — to record, organize, and communicate facility information. Construct a career portfolio including a resume, cover letter, and professional self-introduction tailored to data center facilities and operations employment.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Hazard Recognition and OSHA General Industry Standards in Data Centers	24	theory	Identify and classify electrical, mechanical, chemical, and environmental hazards found in data centers and match each to the applicable OSHA General Industry standard and hierarchy-of-controls strategy.	Hazard scavenger hunt: learners examine a set of data center photographs and a floor-plan diagram, label each visible hazard, classify it by type, and record the applicable OSHA standard for each hazard in a structured worksheet. Case-study analysis: small groups read two documented data center incident reports (arc flash event and confined-space entry near-miss), identify what controls were missing, and present corrective action plans to the class. OSHA 10-hour General Industry online modules: learners complete all ten hours of the OSHA 10 coursework, answer embedded quizzes, and receive the DOL wallet card upon passing the final assessment.	OSHA 10 General Industry student workbook and online course access, OSHA standards poster (29 CFR 1910 summary), data center facility photographs and floor-plan diagram, incident report case studies, hazard classification worksheet	Learner scores 70% or higher on the OSHA 10 General Industry final assessment (required for DOL card issuance) and completes the hazard classification worksheet with instructor sign-off confirming all major hazard categories are correctly identified.
2	Lockout/Tagout and Personal Protective Equipment for Critical Facilities	20	lab	Perform a complete lockout/tagout isolation sequence on a simulated data center electrical panel and select and don the correct PPE for a given arc-flash, chemical, or mechanical hazard scenario, meeting OSHA 29 CFR 1910.147 and relevant NFPA 70E PPE category requirements.	LOTO procedure write-and-execute drill: each learner writes an equipment-specific LOTO procedure for a labeled simulated UPS breaker panel, then executes the sequence on the panel under direct instructor observation, including verify-zero-energy steps using a non-contact voltage tester. PPE selection station rotation: learners rotate through four stations (arc flash, chemical spill, confined-space entry, and fall protection), read the posted hazard scenario card at each station, select PPE from a mixed supply bin, and justify each choice on a scoresheet. Buddy-check role play: pairs of learners take turns acting as the authorized employee and the affected employee in a LOTO scenario, conducting and receiving a peer PPE and procedure check before simulated energization, then debrief as a class on findings.	Simulated electrical panel with lockable breakers, personal LOTO locks and tags, hasp, non-contact voltage tester, PPE supply bin (arc-flash rated face shield and gloves, chemical-resistant gloves and goggles, hard hat, safety glasses, hi-vis vest), NFPA 70E arc-flash PPE category reference card, LOTO procedure blank forms, OSHA 29 CFR 1910.147 quick-reference	Instructor-observed LOTO performance checklist: learner completes all steps in correct sequence with zero critical errors (a critical error is any step that would result in unexpected energization); PPE selection scoresheet must show correct selection and documented rationale for all four stations, with a minimum score of 80%.
3	First Aid, CPR, and Emergency Response Procedures	16	demo	Perform hands-on adult CPR with an AED and deliver basic first-aid treatment for electrical shock, burns, and lacerations to the skill standards required for an American Red Cross or American Heart Association certification card.	CPR/AED skills session: learners practice chest compressions and rescue breaths on adult manikins at the correct rate and depth, and simulate AED operation through all prompts using a training AED unit, with the instructor providing immediate corrective feedback. First-aid scenario stations: groups rotate through three scenarios — an unresponsive electrical-shock victim, a thermal burn from a hot exhaust, and a laceration from a cable-management edge — and demonstrate assessment, calling for help, and treatment using a first-aid kit. Emergency action plan (EAP) mapping: each learner reviews a sample data center emergency action plan, identifies the roles of first responder, floor warden, and facility manager during a medical emergency, and writes a one-page summary of proper notification and evacuation steps.	Adult CPR manikins, pocket masks, training AED unit, first-aid kit (bandages, burn dressings, gloves), disposable gloves, sample data center EAP document, scenario cards, skills-check competency sheets from American Red Cross or AHA	Learner passes the skills and written test components of the American Red Cross or American Heart Association CPR/First Aid certification at required passing score; first-aid scenario scoresheet must show correct treatment steps completed at each of the three stations with no critical omissions as determined by instructor.
4	Trade Math and Electrical Measurement for Data Centers	28	practice	Solve data center trade math problems — including Ohm's Law, watts/kilowatts/amps conversions, percentage calculations, unit conversion (BTU/hr to kilowatts, kW to tons), and load calculations — with at least 80% accuracy on a timed problem set.	Guided problem sets: instructor works three representative problems on the board (power formula, unit conversion, and percentage of capacity), then learners independently complete a 30-problem worksheet covering the same types, checking answers against a provided key and flagging any they missed for group review. Real-data exercise: learners are given a sample data center equipment list with nameplate amperage and voltage data and calculate the total IT load in kilowatts, convert it to BTU/hr, and determine what percentage of a hypothetical 500 kW power budget is consumed, recording work in a structured calculation sheet. Math relay race: teams of three compete in a timed relay where each member solves one problem type (electrical, thermal, or percentage) using a calculator, passes the answer to the next member whose problem depends on it, and the team checks the final answer against the instructor's key — debrief focuses on error propagation from upstream mistakes.	Scientific calculator (one per learner), trade math worksheet packet, sample equipment nameplate data sheets, unit conversion reference card (BTU/hr, kW, tons, amps, volts, watts), whiteboard and markers, answer key (instructor copy)	Timed 20-problem individual math quiz scored by instructor; passing mark is 80% (16/20 correct) with work shown; learners below 80% complete a targeted remediation worksheet and re-sit within one week.
5	Reading Technical Documents: SLDs, SOPs, Cut Sheets, and SDS	20	theory	Extract and correctly interpret specific operational information — including power ratings, hazard classifications, and step-by-step procedures — from a data center single-line diagram (SLD), equipment cut sheet, standard operating procedure, and Safety Data Sheet.	Document annotation exercise: learners receive a packet containing a simplified data center SLD, one UPS cut sheet, one SOP for generator transfer testing, and one SDS for battery electrolyte; using a highlighter and annotation guide, they mark and label ten specified data points across all four document types. Information-retrieval quiz race: instructor calls out a realistic operational question (e.g., 'What is the input voltage range for the UPS?' or 'What PPE is required for electrolyte contact?'), and learners race to locate and read aloud the correct answer from the document packet, discussing why that document was the right source. SOP compliance check: learners are given an intentionally flawed SOP execution log and compare each logged step against the reference SOP, identify all deviations, and write a short paragraph explaining what could go wrong if those deviations occurred in a live facility.	Simplified data center single-line diagram (printed), UPS equipment cut sheet, generator transfer SOP, battery electrolyte SDS, annotation guide sheet, highlighters, document packet per learner, flawed SOP execution log for comparison exercise	Document annotation exercise scored on a rubric: learner must correctly identify and interpret at least 8 of 10 specified data points; the SOP compliance check paragraph must identify all planted deviations (minimum 3) and provide a plausible consequence for each — instructor grades against an answer key.
6	Digital Tools: Spreadsheets, CMMS, and Professional Communication	24	lab	Use a spreadsheet application to build a basic equipment inventory and power log, navigate a CMMS training environment to create and close a work order, and compose a professional incident notification email that meets workplace communication standards.	Spreadsheet build: learners open a provided data set of ten data center assets and build a formatted spreadsheet with columns for asset ID, location, rated load (kW), and status; they enter SUM and percentage formulas to calculate total load and percentage of capacity, then format the sheet for readability and save it according to a file-naming convention. CMMS work-order simulation: using a CMMS training environment (or a realistic mockup provided by the instructor), learners create a corrective maintenance work order for a simulated UPS battery replacement, assign it a priority level, attach a note with safety precautions, mark it complete, and enter a brief closure comment — instructor observes and provides feedback. Professional email drill: learners read a scenario card describing a minor cooling unit alarm that was resolved without service interruption and compose a professional incident notification email addressed to a fictional facility manager, including subject line, summary, actions taken, current status, and next steps — peers review using a provided rubric before instructor final evaluation.	Computer or laptop with spreadsheet software (Microsoft Excel or Google Sheets), CMMS training environment access or printed CMMS mockup workflow, asset data entry worksheet, scenario cards, professional email rubric, file-naming convention reference card	Spreadsheet graded on rubric: correct formulas, accurate totals, and proper formatting — minimum 80% of rubric points; CMMS work order checked against a completion checklist (all required fields populated — must pass all required fields); email evaluated on the professional communication rubric (tone, completeness, correct recipient/subject/structure) with a minimum score of 80%.
7	Career Readiness: Resume, Professional Identity, and the Data Center Workforce	16	practice	Produce a complete, employer-ready resume and cover letter targeting an entry-level data center technician or facilities coordinator position, and deliver a two-minute professional self-introduction that accurately reflects the learner's skills and career goals.	Industry landscape orientation: learners review a curated set of current job postings for entry-level data center roles, identify the five most frequently listed qualifications and certifications (including CompTIA Network+, CDCP, and CNet CDCMP), and discuss how the program's coursework maps to those requirements, recording findings in a job-market analysis worksheet. Resume and cover letter workshop: learners draft a one-page resume and a half-page cover letter using a provided template and a checklist of required elements (contact info, objective/summary, relevant skills, education, any work experience); a peer reviews each document against the checklist, and the learner revises before instructor final review. Professional self-introduction practice: each learner delivers a two-minute 'elevator pitch' to the class covering their background, why they chose data center operations, and what they bring to an employer; classmates provide structured feedback using a rubric, and the learner records a final version for their portfolio.	Curated job posting set (printed or digital), job-market analysis worksheet, resume template, cover letter template, resume/cover letter checklist, peer review rubric, self-introduction rubric, recording device (smartphone or computer webcam) for final portfolio video	Resume and cover letter evaluated against the checklist by instructor: all required elements present and no factual errors — must meet 100% of required elements and score at least 80% on quality rubric (grammar, relevance, formatting); self-introduction rubric score of at least 80% on content and delivery from instructor evaluation of the recorded version.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA and Safety Knowledge Exam	Written exam	25%	70% or higher (equivalent to the OSHA 10 General Industry passing standard); learners below 70% must complete targeted remediation and re-sit once.	A 40-question multiple-choice exam covering OSHA General Industry hazard recognition, hierarchy of controls, LOTO procedures per 29 CFR 1910.147, PPE selection for data center hazards, and emergency response protocols. Questions are written to match the style and difficulty of the OSHA 10 final assessment to reinforce that credential. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Exam	Written exam	25%	80% or higher (32 of 40 points); learners below 80% complete a remediation packet and re-sit once within five school days.	A 40-point mixed-format exam with 25 calculation problems (Ohm's Law, power conversions, unit conversions, percentage of capacity) and 15 technical-reading questions requiring learners to extract correct information from a provided SLD excerpt, equipment cut sheet, and SDS — all drawn from realistic data center documents. Accuracy · Safety · Communication · Professionalism
Career Portfolio Project	Project	25%	80% or higher on the portfolio rubric across all four components; any component scoring below 70% must be revised and resubmitted before the oral assessment.	Learners submit a complete career portfolio containing: (1) a formatted equipment-inventory spreadsheet with correct formulas, (2) a closed CMMS work order with all required fields, (3) a professional incident notification email, and (4) a one-page resume and half-page cover letter targeting a real data center job posting. Each component is scored against a detailed rubric by the instructor. Accuracy · Safety · Communication · Professionalism
Professional Self-Introduction Oral Assessment	Oral / panel	25%	80% or higher on the oral rubric; learners below 80% re-deliver within one week after coaching.	Each learner delivers a two-minute professional self-introduction live to the instructor and at least one peer assessor, then answers two instructor questions — one about a safety scenario from the course and one about how their skills map to a specific job posting — demonstrating both communication clarity and knowledge integration. The rubric evaluates content accuracy, professional language, poise, and responsiveness to questions. Accuracy · Safety · Communication · Professionalism

TEC-DATA83-02 Trade course

Critical Facilities: Data Center Power, Cooling, and Physical Infrastructure

146 hr · ~~$1,750~~ COMPLIMENTARY

This course develops the knowledge and hands-on skills needed to operate, monitor, and maintain the physical infrastructure of a data center, including power distribution, cooling systems, and structural systems. Students learn how each critical system supports continuous uptime and how failures propagate across interdependent subsystems. Content maps directly to the CNet CDCMP, CDCP (EPI), and Uptime Institute ATS foundational exam domains covering mechanical and electrical infrastructure.

Outcomes

Identify and explain the function of each major power pathway component from utility feed through UPS, PDU, and rack-level distribution, including redundancy configurations.
Describe the operating principles of computer room air conditioning, air handling, chilled-water, and economizer cooling systems and explain how each supports heat removal from IT equipment.
Read and interpret single-line electrical diagrams, cooling system schematics, and floor-layout drawings to locate equipment and trace system paths.
Apply lockout/tagout (LOTO) procedures and appropriate PPE before performing any inspection or maintenance task on live or recently de-energized critical systems.
Recognize and document the signs of abnormal conditions—including thermal hotspots, voltage irregularities, and fluid leaks—and initiate the correct escalation procedure.
Explain how power and cooling infrastructure decisions directly affect Power Usage Effectiveness (PUE) and overall site reliability.

Course text

How the course runs. 12 blocks: Introduction to the Data Center as a Critical Facility; Electrical Safety and LOTO in Critical Environments; Utility Power Feed, Transformers, and Switchgear; Standby Generators and Automatic Transfer Switches; Uninterruptible Power Supply Systems; Power Distribution: PDUs, RPPs, Busways, and Rack Power; Cooling Fundamentals: Heat Load, Airflow, and Psychrometrics; Cooling Equipment: CRAC, CRAH, and Chilled-Water Systems; Containment Strategies and Airflow Management; Monitoring Systems: Environmental Sensors and DCIM Fundamentals; Physical Security and Fire Suppression Systems; Integrated Systems Review and Incident Scenario Practice.

What competent looks like. Identify and explain the function of each major power pathway component from utility feed through UPS, PDU, and rack-level distribution, including redundancy configurations. Describe the operating principles of computer room air conditioning, air handling, chilled-water, and economizer cooling systems and explain how each supports heat removal from IT equipment. Read and interpret single-line electrical diagrams, cooling system schematics, and floor-layout drawings to locate equipment and trace system paths. Apply lockout/tagout (LOTO) procedures and appropriate PPE before performing any inspection or maintenance task on live or recently de-energized critical systems. Recognize and document the signs of abnormal conditions—including thermal hotspots, voltage irregularities, and fluid leaks—and initiate the correct escalation procedure. Explain how power and cooling infrastructure decisions directly affect Power Usage Effectiveness (PUE) and overall site reliability.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Introduction to the Data Center as a Critical Facility	10.5	theory	Students will be able to describe the physical layout, major system categories, and business purpose of a data center, and explain why continuous availability drives every infrastructure decision.	Annotated diagram activity: students label a generic data center floor plan identifying the main electrical room, mechanical room, IT white space, and loading dock, then explain in writing why each zone is physically separated. Case-study reading: review a published post-incident report of a real data center outage (vendor-neutral), identify which physical system failed, and present a two-minute verbal summary to the class. Vocabulary card-sort: match 30 industry terms (e.g., white space, gray space, N+1, 2N, RPP, PDU, CRAC, CRAH) to definitions, then quiz a partner.	Uptime Institute white papers on data center basics; ASHRAE TC 9.9 overview document; generic floor-plan handouts; whiteboard; published outage case-study (vendor-neutral).	Written identification quiz on a new unlabeled floor plan: students must correctly label at least 10 of 12 zones and match at least 18 of 20 vocabulary terms; pass mark 80%.
2	Electrical Safety and LOTO in Critical Environments	15	lab	Students will correctly apply a six-step lockout/tagout sequence and select proper PPE—including arc-flash rated gear at the appropriate incident-energy category—before simulating any access to an electrical panel in the lab.	Demonstration and return-demonstration: instructor performs full LOTO on a de-energized training panel; each student then performs the same sequence individually while the instructor scores a printed LOTO checklist. PPE selection exercise: given four scenario cards describing different tasks near electrical equipment, students select the correct PPE kit from a labeled bin (safety glasses, arc-flash suit, insulated gloves rated for the voltage class, face shield) and state the NFPA 70E-based rationale. Voltage verification lab: using a calibrated non-contact voltage tester and a digital multimeter on a training panel, students verify absence of voltage at three points, document readings on a lab log form, and sign off before the instructor removes the lock.	NFPA 70E (current edition) — sections on PPE categories and LOTO; OSHA 29 CFR 1910.147 reference card; training lockout panel (de-energized); hasps, locks, tags; arc-flash PPE kit; non-contact voltage tester; digital multimeter; lab log forms.	Instructor observes each student performing the full LOTO and PPE sequence using a 12-point competency checklist; all 12 steps must be completed correctly and in order with no critical errors (pass = 100% on safety-critical steps, 80% overall); any critical error requires immediate remediation and retest.
3	Utility Power Feed, Transformers, and Switchgear	13	theory	Students will trace the path of utility power from the service entrance through medium-voltage switchgear and step-down transformers to the main distribution board, and explain the purpose of each component.	Single-line diagram reading: given a simplified single-line diagram of a data center incoming service, students trace the power path with a colored pencil, label voltages at each transition point, and identify where the utility's responsibility ends and the facility's begins. Component identification walkthrough using photographs and manufacturer cut-sheets: students match photos of switchgear, transformers, and transfer switches to their symbols on the single-line diagram. Short-answer analysis: given a scenario in which a main transformer trips offline, students write a paragraph predicting downstream effects on UPS, generators, and IT load, using correct terminology.	Sample single-line diagrams (generic, educational); transformer and switchgear manufacturer cut-sheets and photos; ANSI/IEEE standard reference summaries; whiteboard; colored pencils.	Students correctly trace and annotate a new single-line diagram identifying at least 8 of 10 components and stating the correct voltage at each labeled point; written scenario analysis graded on accuracy of predicted downstream effects; pass mark 80%.
4	Standby Generators and Automatic Transfer Switches	13	demo	Students will explain how a diesel standby generator starts, synchronizes, and assumes critical load via an automatic transfer switch (ATS), and identify the key maintenance indicators checked during a generator walk-around inspection.	Instructor-led demonstration of a generator start sequence using a training generator or detailed video simulation, with students completing a fill-in-the-blank sequence worksheet as they observe. Generator inspection checklist exercise: using a printed weekly generator inspection checklist, students walk around a training generator (or high-resolution station mockup) and record readings for coolant level, oil level, battery voltage, fuel level, and block heater status. ATS operation flowchart: students draw a logic flowchart showing the decision points from utility failure detection through ATS transfer, generator start, load pickup, and eventual retransfer, then compare with a peer and reconcile differences.	Training diesel generator (or OSHA-compliant simulation station); ATS demonstration unit or detailed cutaway diagram; manufacturer operation and maintenance manual excerpts; weekly inspection checklist forms; flowchart templates.	Students complete an inspection checklist with at least 9 of 10 line items correctly recorded and within acceptable ranges as compared to instructor key; flowchart must include all five major decision points with correct branching; pass mark 80%.
5	Uninterruptible Power Supply Systems	13	theory	Students will compare double-conversion, line-interactive, and standby UPS topologies and explain why large data centers use double-conversion UPS, including the function of the static bypass and maintenance bypass.	Topology comparison chart: students complete a structured comparison table for three UPS topologies across five attributes (power conditioning, transfer time, efficiency, cost tier, typical application) using provided technical reference sheets. Battery chemistry overview reading and discussion: students read a one-page summary of VRLA and lithium-ion battery technologies used in data center UPS systems and discuss trade-offs in a guided class conversation. Alarm interpretation exercise: given a list of ten UPS front-panel alarm codes from a generic UPS manual, students look up each code, describe the fault condition in plain language, and state whether the correct response is operator action or escalation to a licensed electrician.	Generic UPS technical reference sheets (vendor-neutral); sample UPS operator manual excerpts; topology diagram handouts; ASHRAE and 7x24 Exchange reference summaries on UPS selection.	Topology comparison table scored against instructor key for accuracy on at least 13 of 15 attribute cells; alarm interpretation exercise scored at 8 of 10 correct responses with correct escalation decision; pass mark 80%.
6	Power Distribution: PDUs, RPPs, Busways, and Rack Power	13	lab	Students will read amperage and voltage from a branch-circuit monitoring panel, calculate load as a percentage of rated capacity, and flag any circuit loaded above 80% of breaker rating in accordance with NEC guidelines.	Live-read lab: using a clamp meter and a training PDU with known loads, students measure current on at least six branch circuits, record readings on a lab data sheet, and calculate loading percentage for each. Busway and overhead power distribution diagram exercise: students trace an overhead busway layout drawing, identify tap-off locations, and calculate diversity loading for a simulated row of racks using provided per-rack load data. Rack-level power exercise: students connect and arrange two rack-mounted PDUs (basic training model) on a demonstration rack, confirm feed redundancy (A and B feed), and document the configuration on a standard rack elevation form.	Training PDU with branch circuit metering; clamp meter; digital multimeter; overhead busway layout drawing (generic); demonstration rack with rack-mount PDUs; NEC Article 210 reference summary; lab data sheets; rack elevation forms.	Lab data sheet reviewed by instructor: all six circuit measurements within ±5% of instructor reference readings, load percentages calculated correctly, and at least one circuit correctly flagged as overloaded; rack elevation form complete and accurate; pass mark 80%.
7	Cooling Fundamentals: Heat Load, Airflow, and Psychrometrics	13	theory	Students will calculate IT heat load in kilowatts and BTU/hr from nameplate data, convert between units, and explain how supply air temperature, relative humidity, and dew point affect server inlet conditions using ASHRAE TC 9.9 envelope guidelines.	Heat load calculation worksheet: given nameplate power draw for a set of servers, PDUs, and network switches, students sum IT load in kW, convert to BTU/hr, and state the required cooling capacity with a 15% margin. Psychrometric chart exercise: using a simplified psychrometric chart, students plot three sample data-center air conditions (dry-bulb temperature and relative humidity) and determine whether each falls within the ASHRAE A1 recommended envelope. Airflow direction discussion with diagram: students label a raised-floor data center cross-section showing cold aisle, hot aisle, perforated tile placement, underfloor plenum, and CRAC return path, then explain what happens when hot and cold air mix prematurely.	ASHRAE TC 9.9 thermal guidelines summary (current edition); simplified psychrometric chart handout; nameplate data worksheet; raised-floor cross-section diagram; whiteboard; calculator.	Heat load worksheet checked for correct arithmetic and correct unit conversion (within ±2%); psychrometric chart plot reviewed for correct placement of all three points with correct envelope judgment; pass mark 80%.
8	Cooling Equipment: CRAC, CRAH, and Chilled-Water Systems	15	demo	Students will explain the refrigeration cycle of a direct-expansion CRAC unit and contrast it with a chilled-water CRAH unit, identifying the major components and the role of the chiller plant in a chilled-water system.	Instructor-led walkthrough of a CRAC training unit (or detailed cutaway photograph station): students label a component diagram identifying compressor, condenser, expansion valve, evaporator coil, and blower, then explain the function of each in the refrigeration cycle. Chilled-water system flow diagram activity: students trace a chilled-water loop from chiller through cooling tower (or dry cooler), primary/secondary pumps, CRAH coils, and back to chiller, labeling supply and return temperatures at each stage. Setpoint comparison discussion: instructor presents a scenario with two different CRAC setpoint configurations; students predict which configuration wastes more energy and explain why, linking to ASHRAE supply air temperature recommendations.	CRAC training unit or high-resolution cutaway photograph; chilled-water loop flow diagram (generic); ASHRAE TC 9.9 supply temperature guidance; refrigeration cycle reference sheet; component labeling worksheets.	Component diagram labeled correctly for at least 8 of 10 components with accurate function description; chilled-water flow diagram traced correctly with temperatures labeled at all four required points; pass mark 80%.
9	Containment Strategies and Airflow Management	10.5	lab	Students will implement a cold-aisle containment configuration in a training lab environment, verify supply and return temperature differential using calibrated thermometers, and document findings on a standard commissioning form.	Containment setup lab: working in pairs, students install end-of-row doors and overhead blanking panels on a demonstration cold aisle (minimum two racks), sealing gaps with provided brush strips, then photograph the completed installation. Temperature differential measurement: using calibrated digital thermometers, students record supply air temperature at three rack inlet points and return air temperature at the CRAC return grille, calculate delta-T, and compare to a 15°F (8°C) target. Blanking panel audit: students audit a pre-configured demonstration rack with intentional open Us and missing blanking panels, record every gap on an audit form, install blanking panels to correct the deficiencies, and re-measure temperatures to confirm improvement.	Demonstration racks with end-of-row containment hardware; brush-strip sealing material; calibrated digital thermometers (at least two); blanking panels (1U, 2U); commissioning/audit forms; camera or phone for documentation photos.	Commissioning form completed with all temperature readings recorded; calculated delta-T within ±1°F of instructor reference measurement; all gaps on audit form identified (must find at least 90% of seeded gaps); pass mark 80%.
10	Monitoring Systems: Environmental Sensors and DCIM Fundamentals	10.5	theory	Students will identify the types of environmental sensors used in data centers, describe where each sensor type is placed and why, and explain how sensor data feeds into a basic data center infrastructure management (DCIM) monitoring dashboard.	Sensor placement mapping exercise: given a data center floor plan, students mark the correct placement locations for temperature sensors, humidity sensors, water-leak detection cable, and smoke detectors according to standard practice guidelines, then justify each placement in writing. DCIM dashboard interpretation: using screenshots of a generic DCIM dashboard showing temperature trends, humidity readings, and power consumption graphs, students answer a structured set of questions identifying abnormal readings and the appropriate operator response. Threshold-setting discussion: instructor presents a blank alert-threshold configuration table; students propose high/low alarm thresholds for temperature, humidity, and power draw at the row level, referencing ASHRAE TC 9.9 and justify each value.	Data center floor plan handout; DCIM dashboard screenshots (vendor-neutral or anonymized); ASHRAE TC 9.9 environmental guidelines; sensor placement reference guide; threshold configuration worksheet.	Sensor placement map reviewed against instructor answer key with at least 9 of 12 sensors correctly placed and justified; DCIM dashboard questions answered with at least 8 of 10 correct responses; pass mark 80%.
11	Physical Security and Fire Suppression Systems	10.5	theory	Students will describe the layered physical security model for a data center, explain the operating principles of a clean-agent gaseous fire suppression system, and state the correct operator response when a pre-discharge alarm activates.	Layered security diagram activity: students draw and label the security perimeter layers for a generic data center (perimeter fence, building access, data hall access, cage/cabinet locking) and identify which layer uses which control technology (badge reader, biometric, camera, man-trap). Fire suppression system overview using a system schematic: students trace the detection-to-discharge sequence for an NFPA 2001-referenced clean-agent system—smoke detection zone 1, smoke detection zone 2, pre-discharge alarm, abort capability, and agent discharge—and answer scenario questions. Emergency response role-play: in small groups, students work through a tabletop scenario in which a pre-discharge alarm activates during a maintenance window; each group writes the step-by-step operator response including personnel evacuation, abort-switch consideration, and notification of the fire marshal.	Physical security layer diagram templates; fire suppression system schematic (generic NFPA 2001 clean-agent layout); NFPA 2001 overview reference card; scenario cards for tabletop exercise.	Security diagram graded for correct identification of at least 7 of 8 layers and technologies; fire suppression sequence answer sheet scored at 8 of 10 correct; tabletop scenario response evaluated for inclusion of all three required actions (evacuation, abort consideration, notification); pass mark 80%.
12	Integrated Systems Review and Incident Scenario Practice	9	practice	Students will analyze a multi-system incident scenario, correctly identify which power and cooling subsystems are affected, predict the failure cascade, and produce a written incident log entry that meets industry documentation standards.	Integrated scenario exercise: given a written scenario in which a PDU trips offline during a cooling system alarm, students trace the impact across power, cooling, and monitoring systems on a complete single-line and cooling diagram, marking affected components. Incident log writing: students write a standard incident log entry for the scenario including time-stamp, observed conditions, actions taken, systems affected, and escalation contacts, following a provided incident log template. Peer review and debrief: pairs exchange incident logs and score each other against a rubric covering completeness, accuracy, and correct use of technical terminology, then discuss discrepancies with the instructor to consolidate learning.	Integrated scenario packet (power and cooling diagrams, alarm log excerpt); incident log template; peer-review scoring rubric; whiteboard for group debrief.	Instructor reviews incident log entry against answer key: all five required fields complete, at least four of five affected components correctly identified, escalation path correct; peer-review rubric score confirmed by instructor; pass mark 80%.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Critical Facilities Knowledge Exam	Written exam	25%	80% or higher (40 of 50 questions correct)	A 50-question multiple-choice and short-answer exam covering all course content areas including power pathways, UPS topologies, generator operation, cooling principles, psychrometrics, ASHRAE envelopes, containment strategies, monitoring, physical security, and fire suppression. Questions are mapped to CNet CDCMP and CDCP (EPI) exam domains to give students early exposure to credential-level item formats. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Systems Skills Demonstration	Skills demonstration	45%	Satisfactory on all safety-critical checklist items; 80% overall on the full competency rubric	Each student individually performs a supervised walkthrough of the training lab environment: they apply LOTO before opening a simulated panel, read and record branch-circuit amperage, measure and record rack inlet and CRAC return temperatures, identify one seeded abnormal condition (e.g., missing blanking panel or overloaded circuit), and verbally explain the correct response. The instructor scores performance against a 20-item competency rubric; any unsafe act requires immediate stop and remediation. Standard met · Safety · Time · Quality/finish · Documentation
Laboratory Activity Log	Log	15%	All six lab sessions documented with complete data; overall average score of 80% or higher across all lab log rubrics	Students maintain a cumulative lab log across all six lab and demo lessons, recording measurements, equipment identifications, calculations, and observations on the provided forms for each session. The complete log is submitted at the end of the course and reviewed by the instructor for accuracy, completeness, correct use of units, and professional documentation standards. Standard met · Safety · Time · Quality/finish · Documentation
Electrical Safety and LOTO Competency Check	Safety audit	15%	100% on all safety-critical steps; no retest waiver permitted — any critical error requires full remediation and a passing retest before the student may continue in the program	A separate, standalone safety competency check conducted by the instructor using the 12-point LOTO and PPE checklist from Lesson 2; this check may be administered at any point during the course as an unannounced verification to confirm that safe work habits have been retained, and all students must pass before beginning the externship in Course 10. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-03 Trade course

Capacity Planning & Power Usage Effectiveness (PUE) Management

146 hr · ~~$1,750~~ COMPLIMENTARY

This course develops the technical knowledge and practical skills needed to measure, analyze, and optimize data center capacity across power, cooling, space, and network domains, with a core focus on PUE and energy efficiency metrics. Students learn to apply industry-standard methodologies—including those aligned with ASHRAE, The Green Grid, and Uptime Institute guidance—to real-world capacity scenarios. Lesson content maps directly to CNet CDCMP, Uptime Institute ATS, CDCP (EPI), and CompTIA Network+ exam domains covering infrastructure efficiency, load management, and operational planning.

Outcomes

Calculate PUE, DCiE, and partial PUE values from live or simulated facility metering data and interpret results against industry benchmarks.
Develop a capacity plan that addresses power, cooling, space, and network headroom using standard demand-forecasting methods.
Identify underutilized IT and facilities assets using power, thermal, and rack-space data and recommend consolidation or rightsizing actions.
Apply ASHRAE thermal envelope guidelines and hot-aisle/cold-aisle containment principles to cooling capacity decisions.
Read and interpret one-line electrical diagrams and cooling system schematics to verify that installed capacity matches planned load.
Produce a written capacity report with trend charts, risk flags, and an actionable improvement roadmap suitable for management review.

Course text

How the course runs. 12 blocks: Data Center Capacity: Scope, Definitions, and Industry Context; Power Metering Fundamentals and Safety Practices; Calculating PUE, DCiE, and Partial PUE; Power Capacity Planning: UPS, Generator, and Electrical Distribution; Cooling Capacity and ASHRAE Thermal Envelope Guidelines; Space and Cabinet Capacity: Rack U, Weight, and Floor Loading; Network Capacity: Bandwidth, Port Density, and Structured Cabling; DCIM Tools for Capacity Monitoring and Reporting; Demand Forecasting and Capacity Modeling; Hot-Aisle/Cold-Aisle Containment and Airflow Management Lab; PUE Improvement Strategies and Business Case Development; Integrated Capacity Review: Plan, Present, and Defend.

What competent looks like. Calculate PUE, DCiE, and partial PUE values from live or simulated facility metering data and interpret results against industry benchmarks. Develop a capacity plan that addresses power, cooling, space, and network headroom using standard demand-forecasting methods. Identify underutilized IT and facilities assets using power, thermal, and rack-space data and recommend consolidation or rightsizing actions. Apply ASHRAE thermal envelope guidelines and hot-aisle/cold-aisle containment principles to cooling capacity decisions. Read and interpret one-line electrical diagrams and cooling system schematics to verify that installed capacity matches planned load. Produce a written capacity report with trend charts, risk flags, and an actionable improvement roadmap suitable for management review.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Data Center Capacity: Scope, Definitions, and Industry Context	10	theory	Students will define the four pillars of data center capacity—power, cooling, space, and network—and explain why managing each pillar as an integrated system is required for reliable, efficient operations.	Read and annotate The Green Grid white paper on PUE and related metrics; identify each defined term and write a plain-language summary of each. Watch a narrated walkthrough video of a mid-size colocation floor plan and classify every visible asset under one of the four capacity pillars using a provided worksheet. In small groups, debate a scenario in which one pillar (e.g., power) is maximized but another (e.g., cooling) is ignored, and present a list of at least five operational consequences to the class.	The Green Grid 'PUE: A Comprehensive Examination of the Metric' white paper; sample colocation floor plan poster; four-pillar capacity classification worksheet; whiteboard and markers	Oral quiz: students correctly define all four capacity pillars and name at least two interdependencies between them; 100% of definitions must be accurate to pass.
2	Power Metering Fundamentals and Safety Practices	12	lab	Students will safely use a calibrated clamp-on power meter and a branch-circuit power meter to record kW, kVA, and power factor readings at the facility (F) and IT equipment (IT) boundary meters, applying lockout/tagout and appropriate PPE before any panel work.	Complete a pre-lab safety briefing: don arc-flash-rated PPE (minimum arc rating appropriate to the panel's incident energy level as determined by the facility's arc-flash study), review the panel's lockout/tagout procedure, and sign the lab safety acknowledgment form before any meter is energized. Using a training UPS output and PDU mock-up, take three consecutive kW and kVA readings per outlet strip; record readings on the metering log sheet and compute power factor for each measurement. Compare two sets of readings taken five minutes apart; calculate the percentage change and identify whether load variance is within the 5% threshold used in the facility's baseline documentation.	Calibrated clamp-on power meter; branch-circuit power meter; training PDU mock-up; arc-flash-rated PPE kit; LOTO locks and tags; metering log sheet; OSHA 29 CFR 1910.147 reference card	Instructor directly observes PPE donning, LOTO application, and meter use; all three steps must be performed without prompting and without a safety error to pass. Recorded kW values must be within ±2% of instructor's reference readings.
3	Calculating PUE, DCiE, and Partial PUE	12	theory	Students will calculate PUE, Data Center Infrastructure Efficiency (DCiE), and at least two partial PUE levels using metered data sets, and correctly interpret results relative to The Green Grid PUE rating categories.	Work through six instructor-prepared metering scenarios—ranging from a Tier I single-path design to a Tier IV fault-tolerant facility—computing PUE, DCiE, and partial PUE (at the UPS output and at the PDU output) for each, recording formulas and results on a structured calculation sheet. Plot the six PUE results on a shared class chart and classify each facility's energy efficiency as 'acceptable,' 'efficient,' or 'highly efficient' using The Green Grid's published rating tiers; annotate each data point with the category boundary it crossed. Given a facility whose utility bill shows a monthly kWh consumption and whose IT metering shows a separate IT load kWh, back-calculate PUE and project annual energy cost attributed to infrastructure overhead at a given utility rate, presenting the finding in a one-paragraph written interpretation.	Six metering scenario data sets (instructor-prepared); PUE/DCiE formula reference card; graphing paper or spreadsheet software; The Green Grid PUE rating category table; calculator	Students submit completed calculation sheets; all PUE and DCiE values must be arithmetically correct and correctly categorized to pass (≥80% of items scored correctly). CDCP (EPI) and CNet CDCMP exam domain: energy efficiency metrics.
4	Power Capacity Planning: UPS, Generator, and Electrical Distribution	14	theory	Students will construct a power capacity model for a defined data center scenario by summing IT nameplate loads, applying a demand factor, and verifying that UPS, automatic transfer switch, and generator ratings provide adequate headroom for N+1 redundancy.	Given a rack manifest with 40 servers (each with a nameplate wattage), calculate total nameplate load, apply a realistic demand factor drawn from ASHRAE TC 9.9 guidance, and determine the minimum UPS kVA rating required at N+1 redundancy. Trace the electrical path from utility service entrance through main switchgear, ATS, UPS, and PDU to a server rack on a one-line diagram; annotate each component with its rated capacity and the percentage of that capacity consumed by the planned load. Identify the point of highest utilization on the one-line diagram and write a one-paragraph risk statement explaining what failure mode that bottleneck creates and what mitigation (e.g., load shedding, additional circuit) is appropriate.	Sample rack manifest with nameplate data; ASHRAE TC 9.9 'IT Equipment Power Trends' reference; simplified one-line diagram (laminated poster); color markers for annotation; N+1 redundancy calculation worksheet	Calculation worksheet reviewed by instructor; UPS kVA result must reflect correct demand factor application and correct N+1 redundancy sizing (within 5% of instructor's model answer) to pass. Maps to Uptime Institute ATS exam domain: electrical distribution and redundancy.
5	Cooling Capacity and ASHRAE Thermal Envelope Guidelines	14	theory	Students will apply ASHRAE A1–A4 server inlet temperature and humidity classes to evaluate whether a facility's cooling system can maintain acceptable conditions for a defined IT equipment population.	Review the ASHRAE TC 9.9 thermal envelope table; for each equipment class (A1–A4), record the allowable dry-bulb temperature and humidity ranges, then mark on a psychrometric chart where each envelope sits and where the typical comfort zone falls. Given a room air conditioning (CRAC/CRAH) unit specification sheet and a known IT load in kW, calculate the sensible heat ratio, verify that the unit's sensible cooling capacity exceeds the IT load by at least 10%, and flag whether additional units are needed for N+1. Analyze a floor plan with an existing CRAC layout; identify hot spots predicted by a simplified CFD heat-map handout, and propose at minimum two physical changes (e.g., blanking panels, hot-aisle containment curtains) that would reduce recirculation and improve cooling effectiveness.	ASHRAE TC 9.9 'Thermal Guidelines for Data Processing Environments' (current edition excerpts); CRAC/CRAH specification sheet; psychrometric chart; simplified CFD heat-map handout; floor plan worksheet; blanking panel demonstration kit	Students submit annotated psychrometric chart and cooling calculation; sensible heat ratio and N+1 assessment must be correct and ASHRAE class applied accurately (≥80% score) to pass. Maps to CDCP (EPI) and CNet CDCMP exam domains: cooling design and thermal management.
6	Space and Cabinet Capacity: Rack U, Weight, and Floor Loading	10	theory	Students will calculate usable rack unit (U) space, per-rack weight loading, and raised-floor panel load ratings for a defined deployment scenario, and identify when a structural engineering review is warranted.	Given a 42U cabinet with a partial equipment manifest, calculate remaining usable U space, cumulative equipment weight, and projected power density (W/U and kW/rack), then compare against the rack's rated weight limit and the facility's stated per-rack power cap. Review a raised-floor specification sheet; identify the concentrated-load rating of a standard floor tile, determine whether a proposed battery cabinet placement exceeds that rating, and write a brief memo recommending whether a structural engineer must be consulted before installation. Map five cabinets on a floor-plan grid, record each cabinet's current power density and weight, and color-code cabinets as green (headroom available), yellow (within 20% of limit), or red (at or over limit).	42U cabinet specification sheet; equipment manifest with weights and U heights; raised-floor tile specification sheet; floor-plan grid worksheet; color markers; sample structural engineer referral memo template	Completed floor-plan grid with color-coded cabinets reviewed by instructor; all weight and U calculations must be arithmetically correct and all color-code assignments must be accurate to pass (≥80%). Maps to CNet CDCMP exam domain: physical infrastructure capacity.
7	Network Capacity: Bandwidth, Port Density, and Structured Cabling	10	theory	Students will calculate available network bandwidth headroom and remaining port capacity for a defined top-of-rack and core switching infrastructure, and apply TIA-942 pathway and space guidelines to cabling planning.	Given a network topology diagram with uplink speeds and current traffic utilization percentages (in Mbps), identify any links operating above 70% average utilization, classify them as capacity risks, and calculate the additional bandwidth required to restore headroom. Count available versus occupied switch ports across a three-tier topology (access, distribution, core); express port utilization as a percentage and project the number of months until full port capacity is reached at the current monthly growth rate. Review TIA-942 cabling pathway and space recommendations; for a provided floor plan, verify that cable trays are sized for the planned number of runs and flag two deviations from the standard, explaining the operational risk each deviation creates.	Network topology diagram with utilization data; switch port inventory spreadsheet; TIA-942 standard excerpts (pathway and space section); floor plan with cable tray layout; growth-rate projection worksheet	Students submit bandwidth headroom calculations and port utilization projection; calculations must be arithmetically correct and TIA-942 deviations correctly identified (≥80% score) to pass. Maps to CompTIA Network+ exam domain: network infrastructure and capacity.
8	DCIM Tools for Capacity Monitoring and Reporting	10	demo	Students will navigate a DCIM software interface to retrieve current power, cooling, and space utilization data, generate a standard capacity report, and set a threshold alert for a defined parameter.	Log into a DCIM training environment (live or simulation); locate the power dashboard and record current kW draw, PUE, and UPS loading percentage for at least three simulated power domains. Use the DCIM reporting module to generate a 30-day trend chart for IT load and PUE; export the chart to PDF and annotate it with arrows identifying two inflection points where load changed significantly, writing one sentence explaining each. Configure a threshold alert in the DCIM tool so that an alarm triggers when rack inlet temperature exceeds a defined value; document the alert configuration steps in a numbered procedure that another student can follow to replicate the setting.	DCIM training environment (vendor-neutral simulation or live DCIM lab instance); student login credentials; export-to-PDF function; alert configuration procedure template; projector for instructor demo	Instructor reviews the exported trend chart and the alert configuration procedure; chart must correctly identify two inflection points and the alert must trigger at the correct threshold in a test run to pass. Maps to CNet CDCMP and CDCP (EPI) exam domains: DCIM and monitoring.
9	Demand Forecasting and Capacity Modeling	12	practice	Students will apply linear trend analysis and a simple growth-rate model to at least 12 months of historical IT load data to produce a 12-month forward capacity forecast with documented assumptions.	Enter 12 months of monthly IT kW load data into a spreadsheet; use the built-in TREND or LINEST function to fit a linear model, plot actual versus predicted load, and calculate the R² value to assess model fit. Apply the forecast to project when available UPS headroom (fixed at a defined value) will be consumed; express the result as a number of months and a calendar date, then state the key assumption that would most change this date if violated. Write a one-page capacity forecast memo addressed to a fictional facilities manager; include the trend chart, the projected depletion date, one alternative scenario (e.g., if load grows 20% faster), and a recommended action with a lead-time estimate.	12-month IT load dataset (instructor-prepared); spreadsheet software (Excel or Google Sheets); TREND/LINEST function reference guide; capacity forecast memo template	Instructor reviews spreadsheet model and memo; the TREND function must be correctly applied, R² reported, and the projected depletion date must match the instructor's model answer within ±1 month to pass (≥80% overall rubric score). Maps to Uptime Institute ATS and CDCP (EPI) exam domains: capacity planning.
10	Hot-Aisle/Cold-Aisle Containment and Airflow Management Lab	14	lab	Students will install blanking panels and configure a hot-aisle/cold-aisle layout in a lab rack environment, then use a calibrated temperature logger to measure inlet and exhaust temperatures before and after the intervention and quantify the improvement.	Before touching the rack, conduct a hazard assessment: verify equipment is not live at hazardous voltage, check that no stored energy (capacitors, UPS bypass) presents an arc-flash risk, don appropriate PPE, and sign the lab safety card; then remove all existing blanking panels intentionally left out by the instructor. Record inlet temperatures at 0U, 21U, and 42U positions for three adjacent racks using a handheld digital thermometer; document readings on the before-intervention log sheet. Install correct-gauge blanking panels in all vacant U-spaces; re-measure inlet temperatures at the same positions; calculate the temperature delta at each measurement point and write a two-paragraph analysis explaining how eliminating bypass airflow reduced recirculation and what effect this would have on PUE if sustained.	Lab racks (minimum two adjacent, 42U); assorted blanking panels (1U, 2U); calibrated digital thermometer or temperature data logger; before/after temperature log sheet; PPE kit; ASHRAE TC 9.9 thermal guidelines excerpt	Instructor observes safe work practice throughout; temperature log must show a measurable reduction (≥1 °C) at one or more measurement points after panel installation, and the written analysis must correctly link the physical change to the temperature result to pass.
11	PUE Improvement Strategies and Business Case Development	10	practice	Students will evaluate at least four PUE improvement strategies for a defined facility scenario, calculate annual energy cost savings for the highest-impact strategy, and present a one-page business case with payback period.	Review a facility scenario with a current PUE of 1.8; brainstorm and categorize improvement strategies (e.g., containment, airside economization, UPS efficiency upgrade, server virtualization) under three headings: no/low capital cost, moderate capital cost, and high capital cost. Select the highest-impact strategy; using the facility's annual kWh IT load and a given utility rate, calculate the annual kWh reduction and dollar savings that would result from achieving the target PUE, showing all arithmetic steps. Complete a one-page business case template: state the problem, proposed solution, one-year and three-year energy savings, estimated implementation cost, and simple payback period in months; peer-review another student's business case using a provided rubric.	Facility scenario data sheet (PUE, annual kWh, utility rate); PUE improvement strategy reference list; business case template; peer-review rubric; calculator or spreadsheet	Instructor scores the business case on a rubric; energy savings calculation must be arithmetically correct and payback period must match the instructor's model within ±10% to pass (≥80% overall rubric score). Maps to CNet CDCMP, CDCP (EPI), and Uptime Institute ATS exam domains: efficiency and sustainability.
12	Integrated Capacity Review: Plan, Present, and Defend	18	practice	Students will synthesize power, cooling, space, and network capacity data for a comprehensive facility scenario into a single written Capacity Review Report and deliver a 10-minute oral presentation defending their findings and recommendations.	Compile all four capacity pillars into a structured report using the program's standard Capacity Review Report template: include current utilization metrics, a PUE calculation, a 12-month load forecast, identification of the nearest capacity constraint, and at least two actionable recommendations with estimated cost impact. Prepare a presentation slide deck (maximum 10 slides) summarizing the report findings; include at least one trend chart, one annotated floor-plan or one-line diagram excerpt, and a business case slide for the top recommendation. Deliver the 10-minute presentation to the class and instructor, respond to at least three instructor challenge questions (e.g., 'What if your growth assumption is wrong by 30%?'), and revise the report within 48 hours based on feedback received.	Comprehensive facility scenario data package (instructor-prepared); Capacity Review Report template; slide deck software; projector; peer and instructor scoring rubric	Instructor scores report and presentation on the rubric; the report must contain all required sections with no arithmetic errors, and oral defense must include satisfactory responses to all challenge questions (≥80% rubric score) to pass. Maps to CNet CDCMP, Uptime Institute ATS, and CDCP (EPI) exam domains.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Capacity & PUE Knowledge Exam	Written exam	25%	70% or higher on all sections; any section below 50% requires targeted remediation before retest	A 60-question multiple-choice and short-answer exam covering all four capacity pillars, PUE/DCiE calculations, ASHRAE thermal classes, N+1 redundancy concepts, and demand forecasting methods. Questions are mapped to CNet CDCMP, Uptime Institute ATS, CDCP (EPI), and CompTIA Network+ exam domains to familiarize students with credential-style item formats. Standard met · Safety · Time · Quality/finish · Documentation
Capacity Report and Oral Defense Skills Demonstration	Skills demonstration	45%	≥80% on the instructor rubric, including correct arithmetic on all quantitative items and satisfactory answers to all three challenge questions	Students submit the Capacity Review Report from Lesson 12 and deliver the 10-minute oral presentation to the instructor panel; the rubric evaluates technical accuracy, completeness across all four pillars, quality of recommendations, and ability to defend assumptions under questioning. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log: Metering, Thermal Measurement, and Calculation Records	Log	15%	All lab log entries complete with no missing safety acknowledgments; quantitative results within stated tolerances; written analyses score ≥75% on content rubric	Students maintain a cumulative lab log throughout the course covering the power metering lab (Lesson 2), blanking panel intervention lab (Lesson 10), and all practice calculation worksheets; the log is reviewed at course end for completeness, accuracy, and evidence of reflective analysis. Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check: Electrical Metering and PPE Protocol	Safety audit	15%	100% compliance required; any single critical safety omission (e.g., skipping LOTO, donning incorrect PPE) is an automatic fail requiring full repeat of the safety lab before the student may continue	During the power metering lab (Lesson 2) and the blanking panel lab (Lesson 10), the instructor uses a binary safety checklist to verify that each student independently applies LOTO procedures, selects and dons the correct PPE, and completes the pre-task hazard assessment before performing any work on or near energized or formerly energized equipment. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-04 Trade course

Uptime Institute Tier Standards for Data Center Facilities

146 hr · ~~$1,750~~ COMPLIMENTARY

This course develops thorough, job-ready knowledge of the Uptime Institute Tier Classification System — Tier I through Tier IV — covering topology requirements, redundancy levels, fault tolerance, concurrently maintainable design, and the operational behaviors required to sustain each Tier rating. Students learn to evaluate data center infrastructure drawings, identify Tier compliance gaps, and apply Tier criteria to real facility scenarios, directly supporting preparation for the Uptime Institute Accredited Tier Specialist (ATS) credential and the broader CNet CDCMP and CDCP (EPI) exam domains.

Outcomes

Distinguish the topology and redundancy requirements that define each Uptime Institute Tier level (I–IV) and justify classification decisions using published Tier Standard criteria.
Evaluate single-line electrical and mechanical drawings to identify compliance gaps relative to a stated Tier target.
Explain concurrent maintainability and fault tolerance in mechanical and electrical systems and demonstrate how each concept applies differently across Tier levels.
Apply Tier Standard operational sustainability requirements to staffing, procedures, and maintenance practices in a given facility scenario.
Produce a written Tier gap analysis report for a case-study facility that identifies deficiencies and recommends corrective actions.
Safely perform a facility walkthrough inspection using proper PPE and lockout/tagout awareness while documenting infrastructure topology evidence.

Course text

How the course runs. 12 blocks: Introduction to the Uptime Institute and the Purpose of Tier Classification; Tier I — Basic Capacity: Topology and Vulnerability; Tier II — Redundant Capacity Components: N+1 and the Maintenance Window; Tier III — Concurrently Maintainable: Dual Paths and Active/Passive Redundancy; Tier IV — Fault Tolerant: Simultaneous Active Redundancy and Compartmentalization; Electrical Systems Topology: UPS, Generators, and Transfer Switching Across Tiers; Mechanical Systems Topology: Cooling Paths, Redundancy, and Tier Compliance; Operational Sustainability: Policies, Staffing, and Behavior Required for Each Tier; Reading and Interpreting Facility Drawings for Tier Analysis; Tier Gap Analysis: Methodology and Report Writing; Safety in Tier-Classified Facilities: PPE, LOTO, and Walkthrough Protocol; ATS Credential Alignment, Mock Assessment, and Course Review.

What competent looks like. Distinguish the topology and redundancy requirements that define each Uptime Institute Tier level (I–IV) and justify classification decisions using published Tier Standard criteria. Evaluate single-line electrical and mechanical drawings to identify compliance gaps relative to a stated Tier target. Explain concurrent maintainability and fault tolerance in mechanical and electrical systems and demonstrate how each concept applies differently across Tier levels. Apply Tier Standard operational sustainability requirements to staffing, procedures, and maintenance practices in a given facility scenario. Produce a written Tier gap analysis report for a case-study facility that identifies deficiencies and recommends corrective actions. Safely perform a facility walkthrough inspection using proper PPE and lockout/tagout awareness while documenting infrastructure topology evidence.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Introduction to the Uptime Institute and the Purpose of Tier Classification	10.5	theory	Students will explain the history, authority, and commercial purpose of the Uptime Institute Tier Classification System and identify the four Tier levels at a definitional level.	Lecture and guided notes: origin of the Tier Standard, why a neutral third-party classification system exists, and how Tier ratings are used in contracts, leases, and SLAs. Group discussion: students compare two real publicly disclosed data center specifications and identify which Tier each likely targets, citing observable evidence such as redundant UPS paths or generator counts. Reading assignment: students read the publicly available Uptime Institute white paper on Tier Classification and write a one-page summary identifying the four Tiers and the central distinguishing concept at each level.	Uptime Institute publicly available Tier Standard overview documents, whiteboard, projector, student notebooks, highlighters	Exit quiz of 10 multiple-choice items covering Tier names, the sponsoring organization, and the concept of topology versus operation; 80% correct required.
2	Tier I — Basic Capacity: Topology and Vulnerability	11.5	theory	Students will describe the single, non-redundant distribution path topology of a Tier I facility and identify operational vulnerabilities inherent to that design.	Instructor-led walkthrough of a simplified Tier I single-line diagram projected on screen; students annotate a printed copy identifying the single path from utility to load. Scenario exercise: students are given a list of maintenance tasks (UPS battery swap, CRAC filter replacement, PDU breaker reset) and predict which tasks force a planned outage in a Tier I design, then explain why. Short written reflection: students describe one real-world business impact scenario in which Tier I's single path topology would cause unplanned downtime and estimate the operational risk.	Printed Tier I single-line diagram handouts, colored pencils for path tracing, whiteboard, scenario card set	Annotated single-line diagram submitted and reviewed by instructor; student must correctly identify all single points of failure with written labels; 100% of major single points of failure identified to pass.
3	Tier II — Redundant Capacity Components: N+1 and the Maintenance Window	12.5	theory	Students will explain the N+1 redundant components requirement of Tier II and distinguish a Tier II facility from Tier I using both topology drawings and operational criteria.	Comparative diagram analysis: students receive side-by-side Tier I and Tier II single-line diagrams and must list in writing every element that differs, using the concept of N+1 to frame each difference. Small-group scenario: groups are assigned a Tier II facility and a maintenance calendar; they identify which tasks can now be performed without planned downtime versus which still require one. Vocabulary drill and flashcard creation: students create physical or digital flashcards for terms including N+1, redundant capacity component, single distribution path, and planned maintenance window, then quiz each other.	Tier I and Tier II comparative diagram packets, scenario cards, blank index cards or digital flashcard app, projector	Written comparison worksheet graded on rubric: must identify at least five correct distinctions between Tier I and Tier II and correctly apply N+1 terminology; 80% rubric score required.
4	Tier III — Concurrently Maintainable: Dual Paths and Active/Passive Redundancy	13.5	theory	Students will define concurrent maintainability, identify the dual distribution path requirement of Tier III, and classify infrastructure components as active or passive in a Tier III topology.	Instructor demonstration using a physical whiteboard drawing of a Tier III power path (utility → dual feeds → two independent UPS systems → static transfer switch → load) while students reproduce the diagram in their notes and label each component. Path-tracing lab with printed Tier III mechanical and electrical diagram packets: students use colored markers to trace the active path and the standby path independently, then confirm that each path alone can carry the full load. Case study discussion: instructor presents a scenario in which a CRAC unit is taken offline for coil cleaning in a Tier III facility and students must confirm in writing that the operation satisfies concurrent maintainability and identify which backup system must be confirmed operational first.	Tier III single-line and mechanical diagram packets, colored markers, whiteboard, printed concurrent-maintainability definition card from Uptime Institute published materials	Path-tracing diagrams graded: both active and standby paths must be correctly and completely marked; student must verbally explain to instructor why each path satisfies concurrent maintainability — 100% of paths correctly identified to pass.
5	Tier IV — Fault Tolerant: Simultaneous Active Redundancy and Compartmentalization	13.5	theory	Students will distinguish fault tolerance from concurrent maintainability and identify the specific topology and compartmentalization features that elevate a design to Tier IV.	Lecture with annotated Tier IV schematic: instructor highlights how Tier IV requires two simultaneous active paths (2N or equivalent), fire compartmentalization, and the ability to sustain a worst-credible event on any single system without impacting the load. Tier comparison matrix activity: working individually, students complete a four-column matrix (Tier I–IV) comparing path redundancy, maintenance window impact, planned downtime requirement, and fault response across all four Tiers, then share with a partner for peer review. Written analysis: students read a two-page fictional facility description and write a justified recommendation for which Tier classification (I–IV) the described facility most closely meets, citing at least three specific topology criteria from the Uptime Standard.	Tier IV annotated schematic handout, blank four-column comparison matrix worksheet, two-page fictional facility description handout, Uptime Institute Tier Standard overview reference	Completed Tier comparison matrix checked against answer key — 90% accuracy required; written analysis graded on rubric for correct Tier identification and quality of cited evidence — 80% rubric score required.
6	Electrical Systems Topology: UPS, Generators, and Transfer Switching Across Tiers	13.5	demo	Students will trace power flow from utility source through UPS, ATS/STS, and generator to the critical load on diagrams representing Tier II, III, and IV configurations, identifying topology-compliant design features at each Tier.	Instructor live demonstration using a scaled lab panel board model or detailed projected schematic: trace Tier II, III, and IV electrical paths step by step, narrating which redundancy rule each component satisfies. Hands-on diagram exercise: students receive three unlabeled electrical single-line diagrams (one per Tier level) and must sort and label them by Tier, annotate each component (UPS, ATS, STS, generator, PDU), and draw power flow arrows. Failure mode analysis exercise: for each diagram, students identify what happens to the load if the utility fails, if one UPS fails, and if one generator fails, then document whether each scenario is consistent with the stated Tier's requirements.	Printed Tier II, III, and IV electrical single-line diagram sets, colored pencils, component legend card, electrical glossary handout (UPS, ATS, STS, PDU, N+1, 2N, 2(N+1)), whiteboard	Diagram labeling and annotation checked: all three diagrams correctly sorted by Tier, all major components correctly labeled, all power flow arrows correct, and all three failure mode analyses consistent with Tier requirements — 85% accuracy required.
7	Mechanical Systems Topology: Cooling Paths, Redundancy, and Tier Compliance	12.5	demo	Students will identify cooling infrastructure topology elements — chillers, cooling towers, CRAC/CRAH units, and piping loops — and evaluate whether a given mechanical design satisfies the redundancy requirements of a specified Tier.	Instructor-led demonstration using a projected Tier III mechanical system schematic: narrate flow from chilled water plant through distribution loop to CRAH units, identifying primary and secondary pumping, isolation valves, and redundant chillers. Students receive a Tier II mechanical diagram with two deliberate Tier III compliance gaps and must identify both gaps in writing, propose a corrective topology change for each, and explain why the correction satisfies concurrent maintainability. Group exercise: each small group is assigned one cooling subsystem (chilled water, air-side economizer, direct expansion) and presents a two-minute verbal summary explaining how that subsystem is configured differently in a Tier II versus Tier III design.	Tier II and Tier III mechanical system schematic handouts, gap-identification worksheet, cooling system glossary card (CRAC, CRAH, chilled water loop, cooling tower, DX, economizer), whiteboard, timer	Gap-identification worksheet graded: both gaps correctly identified and both corrective actions technically valid per Tier Standard — 100% of gaps must be found; corrective actions graded on technical accuracy — 80% rubric score required.
8	Operational Sustainability: Policies, Staffing, and Behavior Required for Each Tier	11.5	theory	Students will explain the Uptime Institute's operational sustainability requirements and match specific staffing, maintenance, and procedural behaviors to the Tier level they support or are required by.	Lecture and note-taking: operational sustainability as a distinct evaluation category separate from topology; key areas including staffing levels, maintenance management, planning, and training. Scenario card sort: students receive 20 printed operational scenario cards (examples: 'Facility operates with no written maintenance procedures,' 'All critical maintenance tasks have written step-by-step SOPs,' 'Technician on-site 24/7/365') and sort them into piles by the minimum Tier level they support, then justify three choices in writing. Role-play debrief: pairs of students take turns acting as an Uptime Institute auditor and a facility operations manager; the auditor asks three operational sustainability questions while the manager responds with the procedures of a Tier III facility, then the pair swaps roles for Tier I.	Operational sustainability lecture notes, 20 printed scenario cards, blank sorting matrix, role-play question card sets	Scenario card sort matrix reviewed: 80% of cards placed in correct Tier column; three written justifications must each correctly cite an operational sustainability concept — 80% correct to pass.
9	Reading and Interpreting Facility Drawings for Tier Analysis	12.5	practice	Students will interpret electrical and mechanical single-line diagrams using standard drawing conventions and extract topology evidence sufficient to support or refute a stated Tier classification.	Drawing conventions workshop: instructor reviews standard symbols used in data center electrical (IEC and ANSI conventions) and mechanical (P&ID-style) drawings; students complete a symbol-matching worksheet with at least 25 symbols. Guided drawing interpretation exercise: working through a progressively detailed set of drawings from simple to complex, students practice identifying redundant paths, isolation points, metering locations, and bypass arrangements, answering instructor-posed questions in writing as they go. Tier evidence extraction practice: students receive a multi-sheet drawing set for a fictional 2 MW data center and must produce a written evidence summary citing at least six specific drawing features that support or contradict a claimed Tier III rating.	Symbol-matching worksheet, progressive drawing exercise packet (four drawing sets of increasing complexity), fictional 2 MW data center multi-sheet drawing set, engineering scale ruler, colored pencils, drawing conventions reference card	Symbol-matching worksheet: 88% correct; evidence extraction summary reviewed against instructor answer key — must correctly identify at least 5 of 6 required features and correctly state whether each supports or contradicts Tier III — 80% rubric score required.
10	Tier Gap Analysis: Methodology and Report Writing	12.5	practice	Students will apply a structured gap analysis methodology to compare a facility's documented infrastructure against a target Tier and produce a written gap analysis report with prioritized corrective recommendations.	Methodology lecture: structured approach to gap analysis — define target Tier, inventory existing topology, check each criterion category (power, cooling, physical infrastructure, operational sustainability), document each gap with evidence, and rank by risk. Instructor-modeled example: using a projected case study facility, instructor completes the first three gap analysis criteria live, writing each finding on the whiteboard in report format while narrating the reasoning; students copy the format. Paired practice: each pair receives a different case study facility description and drawing set; they complete a gap analysis matrix together and draft a one-page executive summary with ranked findings and three corrective action recommendations, which they submit for instructor review.	Gap analysis matrix template, case study facility packets (six different scenarios for pairs), drawing sets, rubric for gap analysis report, whiteboard	Submitted gap analysis matrix and executive summary graded on rubric: all three criterion categories addressed, at least two valid gaps identified, all corrective recommendations technically feasible and correctly tied to Tier Standard requirements — 80% rubric score required.
11	Safety in Tier-Classified Facilities: PPE, LOTO, and Walkthrough Protocol	10.5	lab	Students will perform a simulated facility walkthrough wearing required PPE, demonstrate LOTO awareness procedures appropriate for a live data center environment, and document observed topology evidence on a structured field form.	Safety briefing and PPE donning check: instructor reviews required PPE for data center walkthroughs (safety glasses, ESD-safe footwear, arc-flash boundary awareness, no loose clothing or jewelry near live electrical); each student demonstrates correct PPE donning and is cleared by instructor before entering the lab space. LOTO awareness demonstration: instructor demonstrates the difference between performing LOTO on de-energized equipment (covered in prior safety coursework) versus maintaining safe observer distance from live panels during a walkthrough; students practice identifying and verbally calling out energized panel locations in the lab using a provided site map. Structured walkthrough with field documentation form: students walk the simulated lab data center in pairs, completing a topology evidence form that requires them to locate and document the UPS, transfer switch, generator connection point, and at least two cooling units while noting which Tier criteria each element addresses.	Safety glasses, ESD-safe footwear (students provide per program PPE policy), arc-flash boundary markers (floor tape), LOTO demonstration padlock set (non-live training set), structured field documentation form, simulated lab data center space or facility mockup with labeled equipment	PPE donning: 100% correct before lab entry or student does not proceed; LOTO awareness verbal callout: student correctly identifies all energized panel locations on the map; field documentation form: all required topology elements located and documented with correct Tier-criteria notation — 100% of PPE steps and 80% of documentation form correct to pass.
12	ATS Credential Alignment, Mock Assessment, and Course Review	11.5	practice	Students will map course content to the Uptime Institute ATS exam domains, complete a full-length timed mock assessment under exam conditions, and identify individual knowledge gaps for targeted review before the certification exam preparation course.	Credential alignment mapping session: using the publicly available ATS credential overview, instructor and students collaboratively map each course lesson to the ATS content domains on a projected table; students annotate their own copy and rate their confidence per domain on a 1–3 scale. Full-length timed mock assessment: 50-question multiple-choice and scenario-based mock exam covering all Tier Standard topics from the course, administered under timed, closed-note exam conditions; students submit on paper or via the program's LMS. Individual debrief and gap identification: instructor returns scored mock assessments; students review every missed item using course notes, identify which domain each missed item belongs to, and write a personal study plan listing the top three domains they will prioritize in the exam preparation course.	Printed or LMS-loaded 50-question mock assessment, answer key (distributed after submission), ATS credential domain overview (publicly available), personal study plan template, course notes	Mock assessment scored and returned: students scoring below 70% are required to meet with instructor for a mandatory review session and document a corrective study plan before advancing; all students must submit a completed personal study plan — no numeric pass threshold on the study plan, but all three domains must be listed with specific topics.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Tier Standards Knowledge Examination	Written exam	25%	75% or higher (38 of 50 items correct)	A 50-item closed-note multiple-choice and scenario-based written exam covering all four Tier definitions, topology requirements, concurrent maintainability, fault tolerance, operational sustainability, and electrical and mechanical redundancy concepts as taught across Lessons 1 through 11. Items are mapped to ATS, CDCMP, and CDCP (EPI) exam domains. Standard met · Safety · Time · Quality/finish · Documentation
Tier Gap Analysis Skills Demonstration	Skills demonstration	45%	80% on the four-category grading rubric (topology identification, gap finding, corrective recommendations, report clarity)	Students receive an unfamiliar case study facility drawing set and description targeting a claimed Tier III rating; working individually and without assistance, they complete a gap analysis matrix and produce a one-to-two-page written report identifying deficiencies and recommending corrective actions within a 90-minute timed window. Standard met · Safety · Time · Quality/finish · Documentation
Facility Walkthrough and Documentation Lab Log	Log	15%	All PPE and LOTO steps scored satisfactory (pass/fail); documentation form 80% complete and accurate	Students complete a structured walkthrough of the simulated lab data center, log topology evidence on the standardized field documentation form, and submit the completed form along with a brief written statement of which Tier level the observed infrastructure supports and the three strongest pieces of evidence for that conclusion. Standard met · Safety · Time · Quality/finish · Documentation
Safety Compliance Check — Live Electrical Environment Protocol	Safety audit	15%	100% correct on all safety behaviors; any single critical failure (missing PPE, crossing arc-flash boundary, incorrect LOTO callout) results in immediate removal from the lab and a mandatory remediation session before reassessment	Conducted by the instructor during the Lesson 11 lab walkthrough, this checklist-based direct observation assessment verifies that every student correctly dons required PPE, maintains safe observer distance from energized equipment, verbally identifies arc-flash boundaries, and demonstrates LOTO awareness protocol before and throughout the simulated facility walkthrough. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-05 Trade course

Data Center Infrastructure Management (DCIM)

146 hr · ~~$1,750~~ COMPLIMENTARY

This course covers the selection, deployment, and daily operation of DCIM software platforms used to monitor power, cooling, space, and assets across a live data center environment. Students learn to collect and interpret real-time infrastructure data, build capacity reports, and use DCIM outputs to support operational decisions aligned with Uptime Tier standards and energy efficiency goals. Lessons connect directly to exam content for the CNet CDCMP, Uptime Institute ATS, and CDCP (EPI) credentials.

Outcomes

Configure a DCIM platform to discover, categorize, and display physical assets including servers, PDUs, CRACs, and UPS units within a simulated data center floor plan.
Interpret DCIM power and thermal dashboards to identify capacity thresholds, hotspots, and stranded capacity, and produce a written findings report.
Build and maintain an accurate asset inventory and change log using DCIM software, applying version-controlled documentation practices.
Calculate PUE, DCiE, and power chain utilization from DCIM-exported data and explain how each metric relates to Uptime Tier operational requirements.
Define and apply alarm thresholds, escalation workflows, and incident tickets within a DCIM environment consistent with ITIL-aligned change and incident management principles.
Evaluate DCIM vendor proposals against a set of operational requirements using a structured scoring rubric and present a justified recommendation.

Course text

How the course runs. 12 blocks: What DCIM Is and Why It Matters; DCIM Architecture: Agents, Collectors, and the Central Repository; Safety in the DCIM Work Environment: Electrical Awareness and PPE; Asset Discovery and Inventory Population; Power Monitoring: Readings, Hierarchies, and Capacity Planning; Thermal and Environmental Monitoring; PUE and DCiE Calculation Using DCIM Data; DCIM Alarm Management and Escalation Workflows; Change Management Integration with DCIM; DCIM Reporting, Dashboards, and Stakeholder Communication; DCIM Vendor Evaluation and Tool Selection; Integrated DCIM Operations Scenario: Full Facility Simulation.

What competent looks like. Configure a DCIM platform to discover, categorize, and display physical assets including servers, PDUs, CRACs, and UPS units within a simulated data center floor plan. Interpret DCIM power and thermal dashboards to identify capacity thresholds, hotspots, and stranded capacity, and produce a written findings report. Build and maintain an accurate asset inventory and change log using DCIM software, applying version-controlled documentation practices. Calculate PUE, DCiE, and power chain utilization from DCIM-exported data and explain how each metric relates to Uptime Tier operational requirements. Define and apply alarm thresholds, escalation workflows, and incident tickets within a DCIM environment consistent with ITIL-aligned change and incident management principles. Evaluate DCIM vendor proposals against a set of operational requirements using a structured scoring rubric and present a justified recommendation.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	What DCIM Is and Why It Matters	10.5	theory	Students will be able to define DCIM, describe the functional layers of a DCIM platform, and explain the business case for deploying one in an enterprise or colocation data center.	Annotated reading of DCIM vendor white papers and the Uptime Institute's published position on DCIM adoption; students highlight claims that can be verified with real data versus marketing language. Class discussion comparing manual spreadsheet-based asset tracking to a DCIM dashboard using a printed scenario handout showing both methods applied to the same 200-rack facility. Written response: students draft a one-page memo to a fictional operations manager justifying a DCIM investment using operational risk and labor-cost arguments from the reading.	Uptime Institute published DCIM position papers (publicly available), CNet CDCMP candidate handbook, sample DCIM product datasheets (Schneider EcoStruxure, Nlyte, or similar), whiteboard, memo template	Instructor reviews written memo for correct identification of at least four DCIM functional layers (asset management, power monitoring, environmental monitoring, reporting/analytics) and a plausible cost-benefit argument; pass = all four layers present with accurate descriptions.
2	DCIM Architecture: Agents, Collectors, and the Central Repository	12	theory	Students will be able to describe the hardware and software components of a typical DCIM deployment including sensors, intelligent PDUs, network collectors, and the central database, and explain the data flow between them.	Diagram exercise: students receive a blank data center network diagram and label the path data travels from a rack-mounted temperature sensor through a building management system (BMS) gateway into a DCIM server. Component identification activity using photographs and spec sheets of intelligent PDUs, environmental sensors, and out-of-band management cards; students match each component to its DCIM functional role. Group discussion on single-vendor versus best-of-breed DCIM architectures, referencing published integration challenges documented in industry trade press.	Blank rack and network diagram worksheets, photographs and spec sheets for intelligent PDUs (e.g., APC AP8xxx series or equivalent), environmental sensor spec sheets, whiteboard markers, CNet CDCMP study guide	Completed labeled diagram is checked against an answer key; pass = data flow correctly traced through all four architecture layers with components accurately named and no gaps in the path.
3	Safety in the DCIM Work Environment: Electrical Awareness and PPE	8.5	theory	Students will identify electrical hazards associated with installing DCIM sensors and intelligent PDUs in energized racks and select correct PPE and LOTO procedures before any hands-on work begins.	OSHA 10 electrical safety module review focused on working near energized equipment; students complete a hazard identification checklist for a staged rack photograph showing exposed bus bars and unlabeled circuits. PPE selection exercise: students are given a scenario card describing a sensor installation task and must choose the correct PPE (voltage-rated gloves, safety glasses, arc-flash rated clothing at the appropriate HRC level) from a displayed set, justifying each choice in writing. Lockout/tagout demonstration walkthrough using a de-energized training PDU; students practice applying and removing locks in the correct sequence following OSHA 29 CFR 1910.147 procedure steps.	OSHA 10 electrical safety materials, PPE samples (voltage-rated gloves, safety glasses, arc-flash PPE), training PDU for LOTO practice, LOTO station with hasps and tags, hazard identification checklist, NFPA 70E reference card	PPE selection cards and LOTO sequence checklist are both graded; pass = correct PPE identified for scenario with written justification, and LOTO applied and removed in correct order with zero steps skipped.
4	Asset Discovery and Inventory Population	14	lab	Students will use a DCIM software platform to perform an automated network discovery scan, reconcile discovered assets against a paper audit, and produce a complete, accurate asset inventory for a simulated 20-rack environment.	Instructor-led walkthrough of DCIM discovery configuration: students enter IP ranges, SNMP community strings, and credential sets into the platform and initiate a discovery scan on a lab network segment. Manual reconciliation exercise: students compare the DCIM auto-discovery results to a pre-prepared paper inventory sheet containing intentional discrepancies (two unlisted devices, one ghost record); they document findings in a deficiency log. Students manually add non-discoverable assets (patch panels, cable trays, physical blank panels) to the DCIM floor plan using drag-and-drop rack elevation tools and populate required fields including make, model, serial number, and U-position.	Workstations with DCIM software installed (Nlyte Community Edition, openDCIM, or licensed lab instance), lab network segment with managed switches and simulated server targets, paper inventory worksheet with intentional errors, DCIM user manual, deficiency log template	Instructor audits completed DCIM inventory against the known lab asset list; pass = 95% or greater accuracy in asset count, U-position, and required field completion, and all three intentional discrepancies correctly identified and documented.
5	Power Monitoring: Readings, Hierarchies, and Capacity Planning	14	lab	Students will configure DCIM power monitoring for a simulated power chain from utility meter to rack PDU, read real-time kW and kVA data at each level, and produce a power capacity utilization report.	Students configure DCIM power hierarchy nodes (utility feed, main switchgear, UPS, PDU, intelligent rack PDU) by connecting them in the software's visual power chain editor and verifying that measured values roll up correctly to each parent node. Live reading exercise: students record kW draw, percent capacity, and power factor at each tier in the hierarchy at five-minute intervals over 30 minutes; they enter data into a provided spreadsheet and calculate average utilization and headroom. Students generate a DCIM power capacity report using the platform's built-in reporting engine and annotate it with a written summary identifying which nodes are above 80% of rated capacity and recommending corrective action.	DCIM lab with intelligent PDUs connected to load banks or PC lab load, clamp meter for physical spot-checks, power chain configuration worksheet, capacity report template, calculator	Power hierarchy in DCIM must match lab wiring diagram with all nodes connected; capacity report must correctly flag nodes above 80% utilization; pass = hierarchy 100% accurate and report identifies all out-of-threshold nodes.
6	Thermal and Environmental Monitoring	13	lab	Students will deploy virtual temperature and humidity sensors in a DCIM floor plan, configure alert thresholds based on ASHRAE A1 envelope guidelines, and interpret a thermal map to identify a simulated hotspot.	Students place environmental sensor icons on a DCIM floor plan representing hot-aisle/cold-aisle sensor positions (front of rack inlet, rear exhaust, raised floor plenum, and room ambient) and configure ASHRAE A1 temperature limits as alert thresholds. Instructor introduces a simulated hotspot by adjusting one sensor feed in the lab; students use the DCIM thermal map view to locate the anomalous sensor, record the reading and its deviation from threshold, and open a manual incident ticket in the platform. Root-cause analysis worksheet: students trace the hotspot to one of three pre-defined probable causes (blocked tile, failed CRAC unit, unplanned high-density load) using DCIM power and thermal data together, and write a two-paragraph finding.	DCIM platform with environmental monitoring module, ASHRAE Thermal Guidelines for Data Processing Environments (TC 9.9, publicly available summary), thermal map printout, incident ticket template, root-cause analysis worksheet	Sensor placement reviewed against ASHRAE-recommended monitoring positions; alert thresholds must match ASHRAE A1 limits; incident ticket must be opened with correct sensor ID, reading, and deviation; pass = all three elements correct.
7	PUE and DCiE Calculation Using DCIM Data	10.5	theory	Students will extract total facility power and IT load data from DCIM reports and correctly calculate PUE and DCiE, explaining how each figure relates to Uptime Tier operational overhead targets.	Worked examples session: instructor demonstrates three PUE calculations (annualized, monthly, instantaneous) using exported DCIM data sets; students follow along and check their arithmetic at each step. Students are given four DCIM data export files representing different facility scenarios and must calculate PUE and DCiE for each, rank them from most to least efficient, and identify which scenario's overhead load is likely infrastructure-related versus IT-load variation. Group comparison of calculated PUE values against publicly reported industry benchmarks; students write a brief paragraph explaining what a PUE above 2.0 implies for operational cost and carbon impact.	Printed or digital DCIM data export worksheets (instructor-created with realistic values), calculator, The Green Grid PUE white paper (publicly available), whiteboard for worked examples	Instructor grades four PUE/DCiE calculations; pass = all four PUE values within ±0.05 of correct answer and DCiE expressed correctly as a percentage, with ranking correct.
8	DCIM Alarm Management and Escalation Workflows	13	demo	Students will configure alarm severity levels, notification routing, and escalation timers in a DCIM platform and demonstrate that a simulated critical alarm produces the correct notifications and escalation actions within a defined time window.	Instructor demonstrates DCIM alarm configuration for three severity levels (informational, warning, critical) using screen-share or projector; students replicate the configuration on their own workstations following a step-by-step configuration guide. Students define escalation workflows: a warning alarm notifies on-call technician by email after five minutes unacknowledged; a critical alarm pages the operations manager after two minutes; they test each path using the platform's alarm simulation tool. Tabletop scenario: a UPS unit reports a bypass transfer alarm during business hours; students walk through the DCIM alarm timeline printout, identify whether escalation fired correctly, and document the outcome in an alarm response log.	DCIM platform with alarm management module, alarm configuration guide, escalation workflow template, alarm simulation function within DCIM platform, alarm response log template	Instructor triggers a live test alarm in the lab; pass = warning notification delivered within five minutes and critical escalation triggered within two minutes with correct recipient routing, verified in the platform's alarm history log.
9	Change Management Integration with DCIM	13	practice	Students will create, approve, and close a structured change record in a DCIM-integrated change management workflow for a rack-level hardware addition, and verify that the DCIM asset inventory updates correctly upon change closure.	Students review a sample ITIL-aligned change record template and identify the fields that require DCIM-sourced data (rack location, available power, available U-space, weight capacity); they complete a pre-change capacity check using the DCIM platform before submitting the record. Peer review exercise: students exchange completed change records and evaluate whether the proposed change would exceed power or cooling thresholds based on the DCIM data cited; reviewer must approve or reject with written justification. Students simulate executing the approved change by adding the new asset to the DCIM inventory, updating power chain assignments, and closing the change record; they verify the platform's audit trail shows all actions with timestamps.	DCIM platform, ITIL change record template adapted for data center use, peer review checklist, audit trail printout template	Instructor reviews the DCIM audit trail; pass = change record contains all required DCIM-sourced fields, peer review decision is justified with specific capacity data, and asset inventory reflects the addition with correct power and position data.
10	DCIM Reporting, Dashboards, and Stakeholder Communication	13	practice	Students will design and generate a set of DCIM operational reports and dashboards suited to three distinct audiences (operations technician, facilities manager, and executive) and present one report verbally with an interpretation narrative.	Students review sample audience profiles and identify what metrics each stakeholder needs (technician: real-time alarm feed and rack utilization; manager: monthly PUE trend and stranded capacity; executive: uptime percentage and cost-per-kW trend). Using the DCIM platform's report builder, students construct one dashboard for each audience, selecting appropriate widgets, time ranges, and alert indicators; they save and export each as a PDF. Students deliver a five-minute verbal presentation of their executive dashboard to a small peer group, explaining each metric in non-technical language and identifying one recommended operational action supported by the data.	DCIM platform with reporting module, audience profile cards, report builder guide, PDF export function, presentation evaluation rubric	Peer group and instructor score verbal presentation using the rubric (clarity, metric accuracy, actionable recommendation); pass = score of 75% or above on rubric with no factual errors in metric definitions.
11	DCIM Vendor Evaluation and Tool Selection	12	theory	Students will apply a structured scoring rubric to evaluate three DCIM platform options against a defined set of operational requirements and produce a written vendor recommendation with supporting evidence.	Students develop evaluation criteria from a provided list of operational requirements (asset discovery, power monitoring depth, integration with BMS and ITSM tools, reporting flexibility, scalability, vendor support SLA) and assign weighted scores to each criterion. Research exercise: students review publicly available product documentation, third-party analyst summaries, and user community forums for three named DCIM platforms and complete a comparison matrix. Students write a two-page vendor recommendation memo addressed to a fictional IT director, citing scored criteria, identifying the recommended platform, and acknowledging trade-offs of the chosen solution.	Vendor evaluation rubric template, product documentation for three DCIM platforms (publicly available datasheets), comparison matrix worksheet, memo template	Instructor evaluates memo for presence of weighted scoring, evidence-based citations, identification of trade-offs, and a clear recommendation; pass = all four elements present and recommendation is logically consistent with the scored matrix.
12	Integrated DCIM Operations Scenario: Full Facility Simulation	12.5	lab	Students will operate a simulated data center environment using a DCIM platform across a 90-minute scenario involving an asset addition, a thermal alarm, a power threshold breach, and a change record, demonstrating integrated use of all platform functions covered in the course.	Students receive a scenario brief describing a planned server migration and two concurrent unplanned events (a cooling alarm and a PDU reaching 85% capacity); they manage all three using the DCIM platform simultaneously, prioritizing actions and documenting decisions in a shift log. At the 45-minute mark, instructor injects a second unplanned event (a sensor reporting outside ASHRAE A1 limits in a different zone); students must triage it against open incidents using DCIM data and either escalate or defer with written justification. Debrief: students produce a one-page after-action report summarizing the sequence of events, actions taken, DCIM data used to support each decision, and one process improvement recommendation.	DCIM lab platform loaded with scenario dataset, scenario brief handout, shift log template, after-action report template, ASHRAE A1 reference card, LOTO safety reminder posted at lab stations	Instructor observes scenario execution and reviews shift log and after-action report; pass = all four scenario events logged with correct DCIM data cited, escalation decisions justified in writing, and after-action report submitted within 15 minutes of scenario end.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
DCIM Concepts Knowledge Exam	Written exam	25%	75% or higher (38 of 50 questions correct)	A 50-question multiple-choice and short-answer exam covering DCIM architecture, power and thermal monitoring concepts, PUE/DCiE calculations, alarm management principles, change management integration, and vendor evaluation criteria. Questions are mapped to CNet CDCMP, Uptime Institute ATS, and CDCP (EPI) exam objective areas relating to monitoring, capacity planning, and operational management. Standard met · Safety · Time · Quality/finish · Documentation
DCIM Platform Skills Demonstration	Skills demonstration	45%	Pass on all five required tasks; any single task failed requires one remediation attempt within five business days	The student performs five sequenced tasks on the DCIM lab platform without instructor assistance: (1) add a new asset with correct power and position data, (2) configure a thermal alarm threshold to ASHRAE A1 limits, (3) produce a power capacity utilization report identifying nodes above 80%, (4) create and close a change record with a complete DCIM audit trail, and (5) generate an executive dashboard export. The instructor uses a standardized task checklist to evaluate each step. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log: DCIM Operations Portfolio	Log	15%	Eight of twelve lab entries submitted and scored; each entry must score 75% or higher on the lab log rubric	Students maintain a running lab log throughout the course, submitting a structured entry for each of the twelve lessons that includes the lesson objective, the actions taken, the DCIM data or screenshots collected, and a reflection on what the results mean for real operations. Entries are evaluated for technical accuracy, completeness of DCIM data cited, and quality of operational interpretation. Standard met · Safety · Time · Quality/finish · Documentation
Safety and Compliance Check: Electrical and LOTO in the DCIM Work Environment	Safety audit	15%	100% on LOTO sequence; 90% or above on PPE selection and hazard identification combined; any failure requires immediate remediation before further lab access is granted	A two-part practical check conducted before students begin hands-on sensor and PDU installation activities: the student correctly selects PPE for a given energized-rack scenario card and identifies all tagged hazards on a staged rack photograph, then demonstrates the full lockout/tagout sequence on a de-energized training PDU following OSHA 29 CFR 1910.147 steps with no steps omitted or reversed. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-06 Trade course

Change & Incident Management for Data Center Operations

146 hr · ~~$1,750~~ COMPLIMENTARY

This course builds the procedural, technical, and communication skills required to manage planned changes and unplanned incidents in a live data center environment. Students learn to author and execute change requests, lead incident response, conduct root-cause analysis, and document outcomes in compliance with industry frameworks used by ITIL-aligned operations teams. Lesson content maps directly to exam domains tested by the CNet CDCMP, CDCP (EPI), and Uptime Institute ATS credentials.

Outcomes

Author a complete change request package including risk assessment, backout plan, and stakeholder sign-off using a standard change management workflow.
Lead a simulated P1 incident from detection through resolution and produce a post-incident review report that identifies root cause and corrective actions.
Apply the Uptime Institute concurrent-maintainability principle to evaluate whether a proposed change is safe to execute under current site conditions.
Demonstrate correct lockout/tagout and permit-to-work procedures before touching any energized or mechanical system during a simulated change window.
Calculate and interpret key incident metrics — mean time to detect, mean time to repair, and availability impact — for a defined maintenance period.
Communicate incident status updates to technical teams and non-technical stakeholders using clear, structured verbal and written formats.

Course text

How the course runs. 12 blocks: Why Change & Incident Management Exist: Risk, Availability, and the Cost of Failure; Change Management Frameworks: ITIL Foundations Applied to Data Centers; Authoring a Change Request: Risk Assessment, Impact Analysis, and Backout Planning; Permit-to-Work and Lockout/Tagout in the Change Window; Uptime Institute Concurrent Maintainability and Change Readiness; Incident Management Fundamentals: Classification, Priority, and the First 15 Minutes; Incident Response Simulation: Leading a Live Bridge Call; Root-Cause Analysis: The 5-Whys and Cause-and-Effect Methods; Writing the Post-Incident Review Report; Incident Metrics: MTTD, MTTR, and Availability Impact Calculations; Communication During Incidents: Notifications, Escalations, and Stakeholder Updates; Integrated Change & Incident Scenario: Full Lifecycle Simulation.

What competent looks like. Author a complete change request package including risk assessment, backout plan, and stakeholder sign-off using a standard change management workflow. Lead a simulated P1 incident from detection through resolution and produce a post-incident review report that identifies root cause and corrective actions. Apply the Uptime Institute concurrent-maintainability principle to evaluate whether a proposed change is safe to execute under current site conditions. Demonstrate correct lockout/tagout and permit-to-work procedures before touching any energized or mechanical system during a simulated change window. Calculate and interpret key incident metrics — mean time to detect, mean time to repair, and availability impact — for a defined maintenance period. Communicate incident status updates to technical teams and non-technical stakeholders using clear, structured verbal and written formats.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Why Change & Incident Management Exist: Risk, Availability, and the Cost of Failure	10	theory	Students will explain how uncontrolled change is the leading cause of data center outages and state the business case for formal change and incident management processes.	Read and annotate two published Uptime Institute Global Data Center Survey outage cause summaries; identify the percentage of outages attributed to human error and process failure versus equipment failure and discuss findings in small groups. Case study analysis: students receive a reconstructed timeline of a real-category outage (e.g., a cooling failure caused by an undocumented change) and map each failure point to a missing process control. Class discussion and written reflection: students calculate a rough downtime cost estimate for a hypothetical Tier III colocation facility using a provided revenue-per-hour figure and an SLA penalty schedule, then argue whether the cost of a formal change program is justified.	Uptime Institute 'Annual Outage Analysis' report (current edition), whiteboard, printed outage timeline handout, basic calculator	Exit ticket: student correctly identifies at least three process controls that could have prevented the case-study outage and states the relationship between availability (expressed in nines) and allowable annual downtime. Pass = 3 of 3 items correct.
2	Change Management Frameworks: ITIL Foundations Applied to Data Centers	12	theory	Students will describe the ITIL change management workflow — including change types, the change advisory board (CAB), and approval gates — and match each step to data center operational practice.	Instructor-led walkthrough of the ITIL change lifecycle (standard, normal, and emergency change types) using a data-center-specific flowchart; students annotate a blank process diagram as instruction proceeds. Comparative exercise: students examine two completed change request forms — one from a network infrastructure team and one from a facilities/MEP team — and identify similarities, differences, and any missing fields required by a CAB. Role-play a brief CAB meeting: instructor assigns roles (change manager, facilities engineer, IT operations lead, security officer); students must vote to approve, defer, or reject a sample change request and justify the decision verbally.	ITIL 4 Foundation reference guide (library copy or PDF), sample change request forms (two), CAB agenda template, role-play scenario cards	Short written quiz: 10 questions covering change types, CAB purpose, approval gates, and emergency change process. Pass = 70% or higher. Mapped to CNet CDCMP operational procedures domain and CDCP (EPI) data center management domain.
3	Authoring a Change Request: Risk Assessment, Impact Analysis, and Backout Planning	14	practice	Students will complete a full change request package for an assigned data center scenario, including risk rating, impact analysis, implementation steps, and a documented backout plan.	Instructor demonstrates completion of a change request form field-by-field for a UPS battery replacement scenario; students follow along and ask clarifying questions. Students individually draft a change request for an assigned scenario (options include: replacing a PDU, patching network switches during a maintenance window, or swapping a CRAC unit filter); each package must include scope, affected systems, risk rating using a provided 5x5 matrix, step-by-step implementation procedure, rollback/backout steps, and required approvals. Peer review workshop: students exchange packages and use a provided checklist to identify missing or weak elements; authors revise based on feedback before submitting to instructor.	Change request form template, 5×5 risk matrix reference sheet, sample data center one-line diagram, peer review checklist, word processor	Instructor scores each change request package using a rubric (risk rating accuracy, completeness of implementation steps, quality of backout plan, correct approval chain). Pass = 75% of rubric points. Mapped to CNet CDCMP and CDCP (EPI) operational procedures domains.
4	Permit-to-Work and Lockout/Tagout in the Change Window	12	lab	Students will apply lockout/tagout (LOTO) procedures and complete a permit-to-work form before performing a simulated maintenance task on a de-energized training panel, in full compliance with OSHA 29 CFR 1910.147 requirements.	Instructor reviews OSHA 29 CFR 1910.147 energy control requirements and demonstrates the full LOTO sequence on a training panel: identify energy sources, notify affected personnel, shut down, isolate, lock and tag, verify zero energy state, then perform simulated work. Each student performs the full LOTO sequence independently on the training panel while the instructor observes using a step-by-step competency checklist; errors are stopped immediately, corrected, and the student restarts. Students complete a permit-to-work form for their simulated task, including energy source identification, isolation point locations, PPE required (at minimum: safety glasses, insulated gloves appropriate to voltage level, and hard-soled footwear), emergency contact, and estimated duration; instructor reviews and signs off or returns for correction.	Training electrical panel with lockout points, LOTO locks and tags (one set per student), hasp, OSHA 29 CFR 1910.147 quick-reference card, permit-to-work form, PPE: safety glasses and insulated gloves, incident log	Instructor competency checklist: student must complete all required LOTO steps in correct sequence with no skipped steps and zero unsafe acts. Any skipped isolation or verification step = automatic fail; student must repeat full demonstration. Permit-to-work form must be complete and legible. Pass = 100% of critical safety steps correct. Mapped to safety domain of all four credentials.
5	Uptime Institute Concurrent Maintainability and Change Readiness	12	theory	Students will evaluate a proposed change scenario against Uptime Institute Tier concurrent-maintainability requirements and determine whether the change can proceed safely given current system status.	Instructor presents the Uptime Institute Tier I–IV definitions with emphasis on Tier III and IV concurrent-maintainability characteristics; students complete a fill-in-the-blank notes sheet and discuss how redundancy status affects change approval. Students receive three site status snapshots (one each for a Tier II, Tier III, and Tier IV facility) describing which redundant paths and equipment are currently available; for each snapshot, students answer: 'May this change proceed? Why or why not?' using a structured decision framework. Small-group scenario: one UPS module in an N+1 Tier III system has been taken offline for scheduled service; a change request to replace a cooling tower pump arrives; groups debate and document whether the CAB should approve, defer, or reject and present their reasoning to the class.	Uptime Institute Tier Standard: Topology document (publicly available summary), site status snapshot handouts, decision framework worksheet, whiteboard	Written scenario response: instructor presents a new site status and change request not used in class; student must state approve/defer/reject, cite the correct Tier concurrent-maintainability principle, and explain the consequence of proceeding incorrectly. Pass = correct decision with correct rationale. Mapped directly to Uptime Institute ATS exam domain on Tier operational requirements.
6	Incident Management Fundamentals: Classification, Priority, and the First 15 Minutes	12	theory	Students will classify a data center incident by severity tier, assign a priority level using a standard matrix, and list the required actions for the first 15 minutes of a Priority 1 incident response.	Instructor presents an incident priority matrix (P1–P4) with data-center-specific examples (e.g., total power loss = P1, single non-redundant PDU alarm = P2, cosmetic door damage = P4); students classify 10 scenario cards independently, then compare with a partner. Instructor models the P1 response checklist verbally (confirm the alert, assess physical safety, notify on-call manager, initiate bridge call, begin incident log, implement first action); students shadow-practice by reading each step aloud and explaining what they would actually do. Tabletop exercise: instructor announces a simulated chiller failure at 2:00 a.m.; students individually write a one-page first-response plan covering: classification, escalation contact list, immediate stabilization actions, and initial stakeholder notification message.	Priority matrix reference card, 10 scenario classification cards, P1 response checklist handout, blank incident log template, tabletop scenario description sheet	Students submit their first-response plan; instructor evaluates against a rubric (correct priority classification, complete escalation path, at least three immediate stabilization actions identified, draft notification written). Pass = 70% of rubric points. Mapped to CNet CDCMP and CDCP (EPI) incident management domains.
7	Incident Response Simulation: Leading a Live Bridge Call	14	demo	Students will lead a simulated incident bridge call from initial escalation through declared resolution, maintaining an accurate live incident log and issuing structured status updates every 15 minutes.	Instructor demonstrates a model bridge call using two recorded audio clips (one poorly run, one well run); class identifies specific behaviors that made each effective or ineffective and builds a shared best-practice checklist. In rotating groups of four, students conduct a full bridge call simulation for an assigned incident scenario (generator failure, network core switch failure, or cooling loss) using a headset or speakerphone; one student leads as incident commander, others play roles (facilities tech, IT lead, management escalation); instructor introduces injects (new information, a team member going offline) mid-exercise. Each incident commander student maintains a live incident log on a shared document during their rotation, recording timestamps, actions taken, persons notified, and resolution status; logs are printed and submitted after the simulation.	Bridge call scenario packets, role assignment cards, incident log template (digital and paper), headsets or phone/speakerphone, timer, scenario inject cards	Instructor uses an observation rubric during each student's incident commander rotation: call opened within 2 minutes, roles assigned, status updates issued at correct intervals, log entries timestamped and accurate, bridge closed with clear resolution statement. Pass = 75% of rubric behaviors observed. Mapped to CNet CDCMP and CDCP (EPI) incident management domains.
8	Root-Cause Analysis: The 5-Whys and Cause-and-Effect Methods	10	practice	Students will apply the 5-Whys technique and a cause-and-effect (fishbone) diagram to a documented incident to identify root cause, contributing factors, and corrective actions.	Instructor walks through a worked example of 5-Whys using a real-category data center scenario (e.g., 'Why did the UPS transfer to bypass? Because battery runtime was insufficient. Why? …') until a systemic root cause is reached; students complete a blank 5-Whys worksheet alongside the instructor. Students individually apply 5-Whys to an assigned incident narrative; they then transfer their findings to a fishbone diagram organized by the categories people, process, equipment, and environment. Small groups compare their fishbone diagrams, reconcile differences, and draft three specific, measurable corrective actions (with an assigned owner role and a suggested completion timeline) that address root cause rather than symptoms.	5-Whys worksheet, fishbone diagram template, incident narrative handouts (three different scenarios), markers, large-format paper or whiteboard	Instructor reviews each student's 5-Whys worksheet and fishbone diagram: root cause identified is systemic (not a symptom), fishbone categories populated correctly, three corrective actions are specific and address root cause. Pass = all three criteria met. Mapped to CNet CDCMP and CDCP (EPI) post-incident review domains.
9	Writing the Post-Incident Review Report	12	practice	Students will produce a complete post-incident review (PIR) report for a simulated incident, including executive summary, timeline, root cause, contributing factors, corrective action plan, and lessons learned.	Instructor presents the standard PIR structure section by section using a sample completed report (with the incident details changed to a fictional scenario); students annotate the sample and ask questions about each section's purpose and audience. Students write a full PIR for the incident scenario they led during the bridge call simulation lesson, using their incident log as the primary source document; instructor provides a writing guide and a section-by-section rubric. Students read their executive summary aloud (2 minutes maximum) to a small group; listeners use a feedback form to evaluate clarity, completeness, and whether a non-technical manager could understand the impact and corrective actions.	Sample PIR document, PIR writing guide, section rubric, incident logs from Lesson 7, word processor, peer feedback form	Instructor scores the submitted PIR against the rubric: executive summary is self-contained, timeline is accurate and in chronological order, root cause matches the 5-Whys analysis, corrective action plan includes owner and timeline for each item. Pass = 75% of rubric points. Mapped to CNet CDCMP and CDCP (EPI) documentation domains.
10	Incident Metrics: MTTD, MTTR, and Availability Impact Calculations	10	theory	Students will calculate mean time to detect (MTTD), mean time to repair (MTTR), and availability percentage for a defined operational period using a set of incident records, and interpret what those figures mean for SLA compliance.	Instructor explains MTTD, MTTR, and availability formulas with data-center-specific worked examples; students record definitions and formulas in their notes and verify each instructor calculation independently. Students receive a spreadsheet of 10 incident records (with start time, detection time, and resolution time columns populated) and calculate MTTD, MTTR, and cumulative downtime for the period; they then compute monthly availability as a percentage and identify whether a sample SLA threshold of 99.9% was met. Students write a one-paragraph management summary interpreting their calculated metrics: what they indicate about operational health, which incidents drove the most downtime, and one recommendation for improvement.	Incident record spreadsheet (printed or digital), calculator, availability formula reference card, sample SLA document excerpt	Instructor checks each student's calculations: MTTD, MTTR, and availability percentage must be arithmetically correct; the management summary must correctly state whether the SLA threshold was met and identify the highest-impact incident. Pass = all calculations correct and summary accurate. Mapped to CDCP (EPI) and CNet CDCMP operational metrics domains.
11	Communication During Incidents: Notifications, Escalations, and Stakeholder Updates	10	demo	Students will draft and deliver structured incident notifications and escalation messages appropriate for technical, management, and customer audiences during a simulated ongoing incident.	Instructor presents the SBAR (Situation, Background, Assessment, Recommendation) format adapted for data center incidents and contrasts three versions of the same notification: one too technical, one too vague, one well-calibrated for a non-technical executive; class identifies the differences. Students are given a scenario: a cooling unit failure is ongoing and has caused one rack row to throttle; they must draft three separate written notifications — one for the on-site technical team (Slack-style brief), one for site management (email), and one for an affected colocation customer (formal notification per a sample SLA template). Students read their customer notification aloud; peers role-play as a concerned customer and ask two clarifying questions; the student must respond clearly without over-promising resolution time or disclosing confidential infrastructure details.	SBAR communication guide, three-audience scenario handout, sample SLA customer notification template, sample Slack message template	Instructor reviews the three written notifications: technical message includes correct facts without filler; management message uses SBAR structure; customer notification meets the format and tone requirements of the sample SLA template and avoids prohibited disclosures. Pass = all three notifications pass rubric. Mapped to CNet CDCMP and CDCP (EPI) communication domains.
12	Integrated Change & Incident Scenario: Full Lifecycle Simulation	18	lab	Students will execute a complete change and incident management lifecycle — from change request authoring through an injected incident, response, and post-incident review — demonstrating integration of all course skills under realistic time pressure.	Day 1 (9 hours): Students individually author a change request package for an assigned scenario (instructor assigns from a set of three site configurations); change request must pass a simulated CAB review conducted by instructor and two peers acting as CAB members; approved packages move to execution. Day 1 continued: During the simulated change execution window, the instructor injects an unplanned incident (e.g., an alarm triggered by the change, or an unrelated system alert); students must pause the change, initiate incident response per P1/P2 procedures, lead a brief bridge call, resolve or stabilize, and document all actions in real time. Day 2 (9 hours): Students produce a full post-incident review report for the injected incident and a change closure document confirming the original change was completed or rolled back; both documents are presented in a 10-minute structured debrief to the class and instructor, who may ask follow-up questions.	Three site configuration packages, change request form, CAB review checklist, incident log template, LOTO training panel (available if change scenario requires it), PIR template, change closure form, word processor, timer	Instructor scores the change request, real-time incident response behaviors, PIR, change closure document, and debrief presentation using a combined rubric. Pass = 75% of total rubric points, with no critical safety step omitted during the LOTO/permit-to-work portion. Mapped to all four credential exam domains. This lesson serves as the primary skills demonstration for the course.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Change & Incident Management Knowledge Exam	Written exam	25%	70% correct (35 of 50 questions)	A 50-question written exam covering change management workflow and ITIL change types, Uptime Institute concurrent-maintainability principles, incident classification and priority matrices, RCA methods (5-Whys and fishbone), incident metrics (MTTD, MTTR, availability), and communication formats. Questions are multiple-choice and short-answer, mapped to the CNet CDCMP operational procedures and incident management domains, the CDCP (EPI) data center management domain, and the Uptime Institute ATS Tier operational requirements domain. Standard met · Safety · Time · Quality/finish · Documentation
Integrated Change & Incident Lifecycle Skills Demonstration	Skills demonstration	45%	75% of rubric points with zero critical safety omissions	Students author a change request package, lead a simulated incident response (including a bridge call with live injects), and present a post-incident review report with change closure documentation; the instructor evaluates each phase against a standardized rubric covering accuracy, completeness, correct LOTO/permit-to-work execution, communication quality, and root-cause analysis rigor. Any omission of a required LOTO or safety step results in an automatic fail requiring a full repeat of that phase, consistent with OSHA 29 CFR 1910.147 compliance expectations. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log: Change Requests, Incident Records, and PIR Portfolio	Log	15%	All required entries present and each entry meets the rubric for accuracy and completeness; incomplete or missing entries must be corrected before a passing grade is awarded	Students maintain a cumulative lab log throughout the course containing: at least two completed change request packages (one from Lesson 3 and one from the capstone simulation), the bridge call incident log from Lesson 7, the 5-Whys and fishbone diagram from Lesson 8, the full PIR from Lesson 9, and the MTTD/MTTR/availability calculation worksheet from Lesson 10. The log demonstrates the full change and incident lifecycle in documented form and is reviewed by the instructor at course end. Standard met · Safety · Time · Quality/finish · Documentation
LOTO and Permit-to-Work Safety Check	Safety audit	15%	100% of critical LOTO steps completed in correct sequence with no unsafe acts; any skipped isolation or verification step is an automatic fail requiring a full repeat	The instructor observes each student performing the complete lockout/tagout sequence on the training panel — energy source identification, shutdown, isolation, locking, tagging, and verified zero-energy state — and completing a permit-to-work form with all required fields before any simulated work begins. This check is conducted during Lesson 4 and must be passed before the student may participate in any subsequent lab activity involving the training panel; the standard mirrors OSHA 29 CFR 1910.147 energy control requirements. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-07 Trade course

Vendor & SLA Management for Data Center Operations

146 hr · ~~$1,750~~ COMPLIMENTARY

This course teaches data center professionals how to select, contract, and manage vendors and service providers who support critical facility infrastructure, from cooling and power to network carriers and maintenance contractors. Students learn to write, interpret, and enforce Service Level Agreements (SLAs), track key performance indicators, and manage vendor performance through structured reviews and escalation procedures. Lessons align with CNet CDCMP management competencies, CDCP (EPI) operational practices, and Uptime Institute ATS vendor-risk and maintenance frameworks.

Outcomes

Draft a data center SLA that defines measurable uptime, response-time, and resolution-time obligations for at least three service categories.
Evaluate a vendor proposal against a written Request for Proposal (RFP) using a scored evaluation matrix and justify the selection recommendation in writing.
Identify and document contractual risk exposures—including liability caps, exclusions, and force-majeure clauses—in a sample data center service contract.
Conduct a structured quarterly vendor performance review using KPI dashboards and produce a written corrective-action plan when a vendor misses an SLA target.
Apply escalation and dispute-resolution procedures to a simulated SLA breach, including formal notice, root-cause documentation, and penalty calculation.
Explain how vendor qualification, approved-vendor lists, and on-site contractor safety requirements protect uptime and comply with change-management controls.

Course text

How the course runs. 12 blocks: The Data Center Vendor Ecosystem; Procurement Fundamentals: RFI, RFP, and RFQ; Writing an Effective RFP for Data Center Services; SLA Architecture: Structure, Metrics, and Definitions; Drafting SLAs: Writing Measurable Commitments; Contract Risk: Liability, Exclusions, and Force Majeure; Vendor Qualification, Approved-Vendor Lists, and On-Site Safety; KPI Dashboards and SLA Performance Tracking; Conducting Vendor Performance Reviews; SLA Breach Response, Escalation, and Dispute Resolution; Multi-Vendor Coordination and Change-Management Integration; Integrated Vendor/SLA Case Study and Capstone Preparation.

What competent looks like. Draft a data center SLA that defines measurable uptime, response-time, and resolution-time obligations for at least three service categories. Evaluate a vendor proposal against a written Request for Proposal (RFP) using a scored evaluation matrix and justify the selection recommendation in writing. Identify and document contractual risk exposures—including liability caps, exclusions, and force-majeure clauses—in a sample data center service contract. Conduct a structured quarterly vendor performance review using KPI dashboards and produce a written corrective-action plan when a vendor misses an SLA target. Apply escalation and dispute-resolution procedures to a simulated SLA breach, including formal notice, root-cause documentation, and penalty calculation. Explain how vendor qualification, approved-vendor lists, and on-site contractor safety requirements protect uptime and comply with change-management controls.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	The Data Center Vendor Ecosystem	10	theory	Students will categorize the major vendor types in a data center (power, cooling, network carriers, IT hardware, facilities maintenance, and managed services) and describe each vendor's role in supporting uptime.	Annotate a blank data center single-line diagram by labeling which vendor category is responsible for each major system (UPS, CRAC, generator, fiber entry, etc.). Research and present a two-page vendor-landscape report identifying two real vendors per category, their typical contract structures, and their standard support tiers. Group discussion: rank vendor categories by criticality using the Uptime Institute fault-tolerance framework as a reference and defend rankings with evidence.	Uptime Institute 'Tier Standard: Topology' reference document; sample data center system diagram; internet access for vendor research; whiteboard	Students correctly categorize at least 90% of vendor types on a written matching quiz (18/20 items correct).
2	Procurement Fundamentals: RFI, RFP, and RFQ	12	theory	Students will distinguish among a Request for Information (RFI), Request for Proposal (RFP), and Request for Quotation (RFQ) and explain when each document is used in a data center procurement cycle.	Analyze three sample procurement documents (one RFI, one RFP, one RFQ) from the facilities sector and complete a comparison table identifying purpose, required vendor response, and evaluation method for each. Draft a one-page RFI for a preventive-maintenance contract covering standby generators, following a provided template that aligns with CDCP (EPI) operational procurement guidance. Pair exercise: swap RFI drafts with a partner and provide written feedback on completeness, clarity, and technical accuracy using a provided rubric.	Sample RFI, RFP, and RFQ documents (facilities sector); EPI CDCP Body of Knowledge excerpt on vendor management; comparison-table worksheet; rubric	Students score 80% or higher on a short-answer quiz identifying the correct procurement document for five given scenarios and explaining the rationale.
3	Writing an Effective RFP for Data Center Services	14	practice	Students will produce a complete, technically accurate RFP for a data center service contract that includes scope of work, technical requirements, performance expectations, evaluation criteria, and submission instructions.	Using a structured outline provided by the instructor, each student writes a full RFP for a simulated scenario (e.g., annual preventive maintenance for all UPS systems in a mid-size data center), incorporating technical specs drawn from manufacturer documentation. Peer review session: students exchange RFPs and score them against a 10-criterion evaluation checklist covering scope clarity, measurable requirements, evaluation weighting, and legal completeness. Class debrief: instructor highlights the three most common RFP deficiencies found during peer review and students revise their documents accordingly.	RFP template (instructor-developed, aligned to CDCP EPI framework); UPS manufacturer O&M manual excerpts; 10-criterion evaluation checklist; word processor	Completed RFP scores 80% or higher on the instructor-graded evaluation checklist; all ten required sections must be present.
4	SLA Architecture: Structure, Metrics, and Definitions	14	theory	Students will identify and define the essential components of a data center SLA—including uptime targets, response time, resolution time, reporting obligations, exclusions, and penalty mechanisms—and explain how each component protects the data center operator.	Annotate a 12-page sample SLA document by highlighting and labeling each structural component (availability target, measurement method, reporting period, credit schedule, exclusions, escalation path) using a color-coded key. Calculate the actual permissible downtime per year, per month, and per week for three common uptime SLA targets (e.g., 99.9%, 99.99%, 99.999%) using the standard formula and present results in a table. Small-group debate: for a given scenario, argue whether a specific outage event would or would not qualify for an SLA credit based on the exclusion clause language in the sample agreement.	Sample SLA document (instructor-developed, realistic data center context); calculator; uptime-calculation formula reference card; highlighters	Students correctly identify all labeled SLA components on a closed-book diagram exercise (score 80% or higher) and calculate uptime metrics within ±1 minute of the correct answer.
5	Drafting SLAs: Writing Measurable Commitments	14	practice	Students will write SLA sections for at least three data center service categories that contain SMART (Specific, Measurable, Achievable, Relevant, Time-bound) performance commitments and enforceable remedy clauses.	Students draft three SLA sections—covering network carrier uptime, UPS maintenance response, and CRAC unit service response—using a provided SLA section template and a bank of acceptable metric definitions. Instructor-led critique: one student's draft is projected anonymously; class identifies vague or unenforceable language and rewrites problem clauses collaboratively on the whiteboard. Students finalize their three SLA sections incorporating feedback and submit for instructor grading using a rubric that scores measurability, enforceability, and technical accuracy.	SLA section template; metric-definition bank (availability, MTTR, MTBF, RTO, RPO); whiteboard; rubric; word processor	Each SLA section scores 80% or higher on the rubric; all performance commitments must include a numeric target, measurement method, reporting period, and remedy.
6	Contract Risk: Liability, Exclusions, and Force Majeure	10	theory	Students will identify common contractual risk provisions—liability caps, indemnification, exclusions, force-majeure clauses, and insurance requirements—and explain the operational impact of each on a data center facility.	Read and annotate excerpts from two sample service contracts, flagging each risk provision and writing a one-sentence plain-English summary of what it means for the data center operator. Case study: a simulated cooling-system failure during a declared regional emergency—students determine whether the vendor is in breach of SLA or protected by force-majeure language, citing specific contract clause language in their written answer. Class discussion: compare the insurance requirements (general liability, errors and omissions, workers' compensation) typically required of on-site contractors and explain how they protect the facility operator.	Sample service contract excerpts; case-study scenario handout; insurance-requirement reference table; annotation worksheet	Students correctly identify all six risk provision types in a contract-excerpt exercise and answer the case-study question with a written response that earns 80% or higher on a scoring guide.
7	Vendor Qualification, Approved-Vendor Lists, and On-Site Safety	10	theory	Students will describe the process of qualifying a vendor for an approved-vendor list (AVL) and explain the contractor safety and access-control requirements that must be enforced before any vendor works in a live data center.	Complete a vendor-qualification checklist for a fictitious HVAC maintenance company, gathering and scoring simulated credentials: business license, insurance certificates, technician certifications, and reference checks. Review an example site-access procedure and contractor safety briefing, then write a one-page summary of the minimum safety requirements a vendor must meet before entering a live raised-floor environment (PPE, escort policy, LOTO awareness, emergency egress). Role-play: one student acts as the vendor representative arriving on site without all required documentation; another acts as the data center operations coordinator and must enforce the access policy correctly, using the site-access procedure as a script guide.	Vendor-qualification checklist template; sample site-access and contractor safety procedure; PPE reference list; OSHA 29 CFR 1910.147 lockout/tagout summary card	Vendor-qualification checklist is fully completed and scored correctly (90% or higher); written safety-requirements summary addresses all six required topics identified in the instructor rubric.
8	KPI Dashboards and SLA Performance Tracking	12	demo	Students will build a vendor KPI tracking dashboard in a spreadsheet application that calculates SLA compliance percentages, flags breaches, and generates a monthly performance summary for at least two vendor categories.	Instructor demonstrates a completed vendor KPI dashboard, walking through how availability data, ticket response times, and resolution times are entered, calculated, and visualized using charts and conditional formatting. Students receive a dataset of 90 days of simulated vendor performance records and build their own dashboard from a blank template, applying formulas to compute monthly availability, average response time, SLA compliance rate, and penalty credits owed. Students present their dashboards to a small group and explain what the data shows, which SLA obligations were met or missed, and what action the data triggers.	Spreadsheet application (e.g., Microsoft Excel or Google Sheets); 90-day simulated vendor performance dataset; blank dashboard template; instructor demonstration file	Dashboard calculates all required KPIs correctly (verified against answer key) and correctly flags at least 90% of SLA breaches in the dataset; presentation earns 80% or higher on a clarity rubric.
9	Conducting Vendor Performance Reviews	12	practice	Students will conduct a structured quarterly vendor performance review meeting using a prepared KPI report, following a formal agenda that covers data review, trend analysis, corrective-action planning, and documentation.	Each student prepares a quarterly performance review package for a simulated vendor, including a KPI summary, trend charts, a list of SLA breaches, and a draft corrective-action plan (CAP) using a provided CAP template. Paired role-play: one student plays the data center vendor manager; the other plays the vendor account representative. They conduct a 20-minute performance review meeting following the formal agenda, with the instructor observing. After the role-play, students write a one-page meeting summary (minutes) documenting decisions made, corrective actions agreed upon, deadlines, and the next review date.	Quarterly KPI report template; corrective-action plan template; performance review agenda; simulated vendor performance dataset from Lesson 8; meeting-minutes template	Role-play is evaluated by instructor using a 10-item behavioral checklist (must pass 8 of 10 items); written meeting summary is complete and accurate, earning 80% or higher on the rubric.
10	SLA Breach Response, Escalation, and Dispute Resolution	12	practice	Students will execute a complete SLA breach response workflow—from detecting a missed SLA target, issuing formal notice, documenting root cause, calculating penalties, and escalating to dispute resolution—using a simulated scenario.	Students receive a scenario packet: a carrier network has failed to restore connectivity within the contractual RTO, causing a partial outage. Students follow a breach-response flowchart to identify the breach, locate the applicable SLA clause, and draft a formal breach notice letter to the vendor. Using the contract's penalty schedule, students calculate the SLA credit owed based on the hours of breach and apply the liability-cap provisions to determine the maximum recoverable credit. Students write a short root-cause summary using the 5-Whys technique and recommend whether the issue should be resolved bilaterally, escalated to senior management, or referred to the contract's formal dispute-resolution process.	Scenario packet; sample SLA with penalty schedule and liability-cap clause; breach-response flowchart; breach notice letter template; 5-Whys worksheet	Breach notice letter contains all required elements (breach description, clause citation, date, remedy demanded) and penalty calculation is correct within a $0 rounding error; 5-Whys analysis identifies a plausible root cause and earns 80% or higher on the rubric.
11	Multi-Vendor Coordination and Change-Management Integration	12	lab	Students will coordinate a simulated multi-vendor maintenance window—scheduling, sequencing, and controlling access for two or more vendors working concurrently on different systems—while enforcing change-management and contractor safety requirements.	Students receive a scenario: a planned maintenance weekend requiring concurrent work by a UPS vendor, a cooling contractor, and a network-cabling crew. Using a change-management request form and a site-access log, students build a sequenced schedule that prevents conflicting LOTO requirements and maintains n-redundancy at all times. In a tabletop simulation, the instructor introduces two unplanned complications (a vendor arriving late, a parts delay) and students must adjust the schedule in real time, documenting each change on the change-management form and notifying stakeholders according to the escalation procedure. Students debrief by writing a post-maintenance report summarizing what was completed, what was deferred, any incidents or near-misses, and recommended improvements to the scheduling process.	Change-management request form; site-access log template; LOTO awareness reference card; multi-vendor schedule template; post-maintenance report template; tabletop scenario cards	Completed schedule satisfies all n-redundancy constraints (verified by instructor against answer key); post-maintenance report addresses all five required sections and earns 80% or higher on the rubric.
12	Integrated Vendor/SLA Case Study and Capstone Preparation	14	lab	Students will apply all course skills to a comprehensive end-to-end vendor management scenario—from RFP through SLA drafting, vendor selection, KPI setup, and simulated breach response—and compile a complete vendor-management package as a course portfolio artifact.	Each student selects a data center service category (assigned or chosen) and produces a complete vendor-management package: RFP, evaluation matrix with scored vendor selection decision, SLA (covering at least three performance obligations), vendor-qualification checklist, and a KPI dashboard template pre-built for that service. Students present their package to a panel of two peers and the instructor in a 10-minute structured presentation, responding to at least three questions from the panel about their decisions and the enforceability of their SLA. Students revise their package based on panel feedback, write a one-page reflection on lessons learned, and submit the final portfolio artifact to be carried forward into the Course 9 Capstone Project.	All templates from Lessons 2–11; KPI dashboard from Lesson 8; presentation equipment; peer and instructor evaluation rubric; portfolio submission checklist	Portfolio package scores 80% or higher on the instructor rubric across six categories: RFP completeness, SLA enforceability, selection-matrix validity, KPI dashboard accuracy, presentation clarity, and reflection quality.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Vendor & SLA Management Knowledge Exam	Written exam	25%	75% (38 of 50 items correct)	A 50-item closed-book exam covering vendor ecosystem classification, procurement document types, SLA component definitions, contract risk provisions, KPI terminology, escalation procedures, and multi-vendor coordination principles. Items include multiple-choice, matching, and short-answer questions mapped to CNet CDCMP management competencies and CDCP (EPI) vendor-management knowledge areas. Standard met · Safety · Time · Quality/finish · Documentation
SLA Drafting and Vendor Performance Review Skills Demonstration	Skills demonstration	45%	80% on both the SLA rubric and the performance-review behavioral checklist (must pass both components)	Students draft a complete SLA section for an assigned service category under timed conditions (60 minutes) and then conduct a 15-minute vendor performance review role-play using a provided KPI report. The SLA is scored on measurability, enforceability, and technical accuracy; the role-play is scored on adherence to the formal agenda, data interpretation, and corrective-action quality. Standard met · Safety · Time · Quality/finish · Documentation
Vendor Management Portfolio Lab Log	Log	15%	80% on the portfolio rubric; all six sections must be present and complete	Students submit the integrated vendor-management portfolio compiled across the course (RFP, evaluation matrix, SLA, vendor-qualification checklist, KPI dashboard, and reflection), demonstrating the ability to manage a vendor relationship from procurement through performance measurement. The portfolio serves as a tangible work sample for employment and aligns with the practical documentation competencies assessed in the CDCP (EPI) exam. Standard met · Safety · Time · Quality/finish · Documentation
Contractor On-Site Safety and Access-Control Safety Check	Safety audit	15%	100% on the six safety-critical items; any failed item requires immediate remediation and recheck before course credit is awarded	A practical safety check in which students correctly demonstrate the on-site contractor safety briefing, verify a simulated vendor's PPE compliance, confirm LOTO awareness before allowing access to a restricted area, and complete the site-access log accurately. This check reflects the contractor safety requirements enforced at Uptime Institute Tier-classified facilities and OSHA 29 CFR 1910.147 lockout/tagout awareness obligations. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-08 Trade course

Data Center Compliance: Regulatory, Audit, and Risk Management

146 hr · ~~$1,750~~ COMPLIMENTARY

This course develops the knowledge and practical skills to navigate the regulatory, standards-based, and contractual compliance requirements governing data center facilities and operations. Learners study applicable codes and frameworks, conduct internal audits, manage risk registers, and produce compliance documentation suitable for third-party review. Mapped to CNet CDCMP management competencies, Uptime Institute ATS Tier compliance requirements, CDCP (EPI) governance modules, and CompTIA Network+ security and policy objectives.

Outcomes

Identify and explain the major regulatory frameworks, codes, and standards that govern data center operations in the United States, including NFPA, NEC, ASHRAE, ISO/IEC 27001, SOC 2, and HIPAA as applicable to facilities work.
Conduct a structured internal compliance audit of a data center facility using a formal checklist, document findings, assign risk ratings, and draft corrective action plans.
Build and maintain a compliance risk register that records identified risks, likelihood and impact scores, control owners, and remediation status.
Interpret a SOC 2 Type II report and an ISO/IEC 27001 audit summary to identify gaps relevant to physical infrastructure and facilities management.
Apply Uptime Institute Tier compliance criteria to evaluate whether a facility design or operational procedure meets the requirements of a stated Tier level.
Produce a complete compliance documentation package—policies, audit report, risk register, and evidence log—that meets the standard expected in a professional pre-audit or self-assessment submission.

Course text

How the course runs. 12 blocks: The Compliance Landscape for Data Centers; Electrical and Mechanical Code Compliance; Fire Protection and Life Safety Compliance; Uptime Institute Tier Standard Compliance; ISO/IEC 27001 and SOC 2 for Facilities Teams; Physical Security and Access Control Compliance; Environmental Monitoring Compliance and Evidence Collection; Risk Assessment and the Compliance Risk Register; Internal Audit Planning and Execution; Corrective Action Plans and Regulatory Correspondence; Data Center Compliance Policies and Documentation Management; Compliance Program Integration and Continuous Improvement.

What competent looks like. Identify and explain the major regulatory frameworks, codes, and standards that govern data center operations in the United States, including NFPA, NEC, ASHRAE, ISO/IEC 27001, SOC 2, and HIPAA as applicable to facilities work. Conduct a structured internal compliance audit of a data center facility using a formal checklist, document findings, assign risk ratings, and draft corrective action plans. Build and maintain a compliance risk register that records identified risks, likelihood and impact scores, control owners, and remediation status. Interpret a SOC 2 Type II report and an ISO/IEC 27001 audit summary to identify gaps relevant to physical infrastructure and facilities management. Apply Uptime Institute Tier compliance criteria to evaluate whether a facility design or operational procedure meets the requirements of a stated Tier level. Produce a complete compliance documentation package—policies, audit report, risk register, and evidence log—that meets the standard expected in a professional pre-audit or self-assessment submission.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	The Compliance Landscape for Data Centers	10.5	theory	Learners will map the major regulatory bodies, standards organizations, and frameworks that create compliance obligations for data center facilities and operations teams.	Learners create a two-column reference chart listing each framework or regulation (NFPA 70/NEC, NFPA 75, NFPA 76, ASHRAE TC 9.9, ISO/IEC 27001, SOC 2, HIPAA Security Rule, PCI DSS physical controls, Uptime Tier standard) alongside the specific data center function it governs—electrical, mechanical, fire, IT security, or physical access. Small groups are each assigned one framework and present a five-minute explanation to the class covering: who issues it, what it requires of a facility team, and what evidence an auditor typically expects. Learners complete a structured reading of NFPA 75 (Standard for the Fire Protection of Information Technology Equipment) table of contents and write three questions a compliance auditor might ask a facilities manager based on that document.	NFPA 75 and NFPA 76 current editions (read-only access), ASHRAE TC 9.9 data center design guidelines, SOC 2 Trust Services Criteria overview (AICPA public document), ISO/IEC 27001 summary overview, PCI DSS physical security requirements summary, instructor-prepared framework comparison matrix template	Learners submit the completed framework chart; graded on accuracy of framework-to-function mapping. Pass = 80% of entries correctly matched and annotated.
2	Electrical and Mechanical Code Compliance	13	theory	Learners will identify the NEC and NFPA code provisions most relevant to data center power and cooling systems and explain how compliance is demonstrated to an authority having jurisdiction (AHJ).	Instructor-led walkthrough of NEC article categories that apply to data centers (wiring methods, grounding and bonding, emergency systems, overcurrent protection) using an annotated NEC article index—learners annotate their own copy with data-center relevance notes. Case-study analysis: learners review a fictitious inspection report in which an AHJ cited several NEC violations in a data center (unlabeled panels, improper cable tray fill, missing equipment grounding) and write a corrective action memo addressed to the facilities manager. Learners trace a simplified one-line electrical diagram and identify five points where NEC compliance documentation (labeling, arc-flash study, protective device coordination study) would be required, then list the evidence documents that must be on file.	NFPA 70 (NEC) current edition article index (instructor-prepared excerpt), sample one-line diagram, sample AHJ inspection report (instructor-created), arc-flash study example (redacted real document or instructor facsimile), ASHRAE thermal guidelines reference card	Learners submit the corrective action memo and the annotated one-line diagram. Pass = memo identifies all cited violations and proposes plausible corrective actions; diagram annotations are correct at 80% or better.
3	Fire Protection and Life Safety Compliance	10.5	theory	Learners will explain NFPA 75 and NFPA 76 fire protection requirements and describe the testing, inspection, and documentation obligations that keep a data center in compliance.	Learners read the NFPA 75 chapters covering suppression system requirements and cable protection and complete a guided note-taking worksheet identifying: system types permitted, testing frequency requirements, and documentation that must be retained. Role-play exercise: one learner acts as the facility compliance manager, another as an insurance auditor; the auditor uses a prepared question list (suppression system last test date, sprinkler head clearance, fire damper inspection records) and the compliance manager must explain what evidence would be produced. Learners draft a fire protection compliance calendar for a fictitious data center, scheduling annual, semi-annual, and quarterly inspection and testing tasks derived from NFPA 75 and NFPA 76 requirements.	NFPA 75 and NFPA 76 current editions (read access), instructor-prepared auditor question list, blank compliance calendar template, sample fire suppression inspection report (redacted or instructor-created)	Learners submit the compliance calendar. Pass = all required inspection/test intervals from NFPA 75/76 are represented and correctly scheduled, scored on a rubric; 80% of items correct to pass.
4	Uptime Institute Tier Standard Compliance	13	theory	Learners will apply the Uptime Institute Tier I–IV compliance criteria to evaluate whether a described facility design and operational procedure satisfies the stated Tier level.	Instructor delivers a structured review of Tier topology requirements—concurrency of maintenance, fault tolerance, compartmentalization—and learners complete a side-by-side Tier comparison matrix for power path, cooling path, and operational process categories. Learners analyze three short facility descriptions (one Tier II design, one Tier III design with an operational gap, one claimed Tier IV with a topology deficiency) and write a one-paragraph compliance verdict for each, citing the specific Tier criterion that is met or violated. Learners review the Uptime Institute's published list of Operational Sustainability criteria and identify five items that a data center operations manager must document to maintain Tier certification validity after initial certification.	Uptime Institute Tier Standard: Topology and Tier Standard: Operational Sustainability (publicly available overview documents), instructor-prepared facility description scenarios, Tier comparison matrix template	Learners submit the three compliance verdicts. Pass = each verdict correctly identifies the Tier level that applies and cites at least two specific criteria; 80% accuracy on criteria citations. Mapped to Uptime Institute ATS exam objective: Tier classification and compliance evaluation.
5	ISO/IEC 27001 and SOC 2 for Facilities Teams	10.5	theory	Learners will explain the physical and environmental security controls in ISO/IEC 27001 and the availability and confidentiality trust service criteria in SOC 2 that directly involve the data center facilities function.	Learners read the physical and environmental security control set within ISO/IEC 27001 (Annex A physical controls section) and list every control for which a facilities manager—rather than an IT security team—would own the evidence. Learners review a sample SOC 2 Type II report bridge letter and identify the sections describing physical access controls, environmental monitoring, and power and cooling availability; they annotate which operational team produces each piece of evidence. Group discussion structured as a 'pre-audit readiness meeting': learners role-play facilities manager, IT security manager, and auditor to negotiate who owns evidence for shared controls such as physical access logs and environmental sensor alerts.	ISO/IEC 27001:2022 Annex A control list (publicly available summary), sample SOC 2 Type II report (AICPA-published example or instructor-created facsimile), SOC 2 Trust Services Criteria overview (AICPA), ISO/IEC 27002 physical security controls guidance summary	Learners submit the annotated evidence ownership list from Activity 1 and their annotated SOC 2 sections from Activity 2. Pass = correctly assigns evidence ownership for at least 80% of listed controls.
6	Physical Security and Access Control Compliance	10.5	demo	Learners will demonstrate proper inspection and documentation of physical access control systems—badge readers, mantraps, CCTV, and visitor logs—against a compliance checklist.	Instructor demonstrates a physical security walkthrough of the lab facility or a simulated data center floor, using a structured checklist covering: perimeter access points, badge reader operation and audit log retrieval, camera coverage zones and retention settings, and visitor escort procedures. Learners work in pairs to conduct their own walkthrough of the same space using the compliance checklist, photograph or note each finding, and classify each item as compliant, minor non-conformance, or major non-conformance. Learners draft a one-page physical security audit finding summary with a corrective action recommendation for each non-conformance found, formatted to match a professional audit report section.	Instructor-prepared physical security compliance checklist (mapped to ISO/IEC 27001 physical controls and PCI DSS physical security requirements), access control panel or simulator, visitor log template, CCTV system with retrievable audit log (lab equipment or software simulator), PPE: safety glasses for lab area	Learners submit the completed checklist and finding summary. Pass = checklist is fully completed with evidence notes; non-conformances are correctly classified; corrective actions are specific and plausible. Rubric score of 80% or better required. Mapped to CDCP (EPI) physical security governance module.
7	Environmental Monitoring Compliance and Evidence Collection	10.5	lab	Learners will configure a DCIM or BMS monitoring system to generate threshold-based alerts, retrieve an environmental event log, and produce an evidence package that satisfies an auditor's request for environmental control records.	Using the lab DCIM platform (or a software simulator), learners configure temperature and humidity alert thresholds for a simulated data hall in accordance with ASHRAE A1 envelope limits and verify that an alert is generated when a simulated exceedance is injected. Learners retrieve the environmental event log for a 30-day simulated period, export it in both a human-readable report and a raw CSV format, and annotate the report to identify the two highest-severity events and their resolution timestamps. Learners assemble an evidence package folder (digital) containing: the alert configuration screenshot, the annotated event report, the raw CSV export, and a one-paragraph statement of environmental compliance status—formatted as if submitted to an SOC 2 auditor.	DCIM software platform or BMS simulator with environmental sensor emulation capability, ASHRAE TC 9.9 thermal guidelines reference, instructor-prepared simulated 30-day event dataset, evidence package folder template, computer workstations	Learners submit the complete evidence package. Pass = alert thresholds match ASHRAE A1 limits, event log is correctly retrieved and annotated, compliance statement is accurate and professionally formatted; 80% rubric score. Mapped to CNet CDCMP operational management competencies and CDCP (EPI) environmental monitoring module.
8	Risk Assessment and the Compliance Risk Register	13	practice	Learners will build a compliance risk register for a data center facility by identifying risks, scoring likelihood and impact, assigning control owners, and documenting mitigation status.	Instructor-led demonstration of a 5×5 likelihood-impact risk matrix; learners score five instructor-provided compliance risk scenarios (e.g., suppression system overdue for testing, badge audit log retention shorter than policy requires) using the matrix and discuss how scores drive prioritization. Working individually, learners analyze a two-page fictitious data center compliance gap report and extract at least 10 distinct risks, entering each into a risk register spreadsheet with columns for: risk ID, description, regulatory/standards reference, likelihood score, impact score, risk rating, current control, control owner (role), and target remediation date. Learners select their three highest-rated risks and write a one-paragraph mitigation plan for each, specifying the action, responsible party, resources needed, and a measurable completion criterion.	Risk register spreadsheet template (instructor-prepared), 5×5 likelihood-impact matrix reference card, fictitious compliance gap report (instructor-created, two pages), ISO 31000 risk management overview (publicly available summary), computer workstations	Learners submit the completed risk register and three mitigation plans. Pass = register contains at least 10 entries with all fields completed; likelihood/impact scores are defensible; mitigation plans are specific and actionable. Rubric score 80% or better. Mapped to CNet CDCMP risk management competency and CDCP (EPI) risk assessment module.
9	Internal Audit Planning and Execution	15	practice	Learners will plan and conduct a structured internal compliance audit of a simulated data center, producing an audit plan, completed evidence checklist, and draft findings report.	Learners develop a written audit plan for a fictitious data center covering scope, audit criteria (the frameworks to be checked), audit schedule, roles (lead auditor, facility contact), and the evidence documents to be requested—reviewed by the instructor before the audit simulation begins. Learners execute the audit in pairs using the lab environment and a set of pre-staged compliance artifacts (some compliant, some with deliberate gaps): they interview the instructor acting as facility manager, inspect physical controls, and review documentation, recording findings on a structured evidence checklist. Learners draft a formal audit findings report with sections for: executive summary, audit scope and criteria, methodology, findings (each classified as conformance, minor non-conformance, or major non-conformance with evidence citation), and recommendations.	Instructor-prepared audit evidence package (mix of compliant and non-compliant artifacts covering electrical, fire, physical security, and environmental domains), audit plan template, evidence checklist template, audit findings report template, ISO 19011 auditing guidelines overview (publicly available)	Learners submit the audit plan, completed evidence checklist, and findings report. Pass = audit plan covers all required sections; all pre-staged non-conformances are detected and correctly classified; report is professional and evidence-based. Rubric score 80% or better. Mapped to CNet CDCMP and CDCP (EPI) audit management competencies.
10	Corrective Action Plans and Regulatory Correspondence	10.5	practice	Learners will write corrective action plans (CAPs) that satisfy the format expected by both internal management and external auditors, and draft a regulatory response letter addressing a fictitious AHJ notice of violation.	Using the findings from Lesson 9's audit report, learners produce a corrective action plan table for each non-conformance, specifying root cause, corrective action, preventive action, responsible party, target completion date, and verification method—formatted to meet the expectations of a third-party certification body. Learners are given a one-page fictitious AHJ notice of violation for an NEC electrical deficiency and draft a formal response letter acknowledging the violation, describing corrective actions taken or planned, providing a completion timeline, and specifying how compliance will be evidenced to the AHJ. Peer review exercise: learners exchange CAP tables and response letters, evaluate them against a provided rubric (completeness, specificity, professional tone, regulatory accuracy), and provide written feedback.	Audit findings report from Lesson 9, CAP table template, AHJ notice of violation (instructor-created facsimile), response letter template, peer review rubric, sample corrective action plan from a published regulatory guidance document	Learners submit the CAP table and AHJ response letter (post-peer review revision). Pass = CAP addresses root cause and preventive action for every finding; response letter is correctly formatted and factually accurate; rubric score 80% or better.
11	Data Center Compliance Policies and Documentation Management	13	practice	Learners will draft a data center compliance policy document and build a document control log that tracks policy versions, review dates, and approval status.	Instructor reviews the essential sections of a workplace compliance policy (purpose, scope, roles and responsibilities, regulatory references, procedures, review cycle, enforcement) using a published policy framework example; learners annotate the structure for use as a writing guide. Learners draft a three-to-four page Data Center Physical Access Control Policy for a fictitious facility, incorporating requirements derived from ISO/IEC 27001 physical controls, PCI DSS physical security requirements, and the organization's internal standards—submitted as a properly formatted policy document with version number and approval signature line. Learners create a document control log spreadsheet for the fictitious facility's compliance documentation library, entering at least eight policy and procedure documents with fields for: document ID, title, current version, effective date, next review date, document owner (role), and location of master copy.	ISO/IEC 27001 physical control requirements summary, PCI DSS physical security requirements summary, policy writing guide (instructor-prepared), policy template, document control log template, computer workstations	Learners submit the drafted policy and completed document control log. Pass = policy contains all required sections and correctly references applicable standards; document control log has all eight entries fully completed. Rubric score 80% or better. Mapped to CNet CDCMP documentation management competency and CDCP (EPI) governance module.
12	Compliance Program Integration and Continuous Improvement	16	practice	Learners will integrate all course deliverables into a single compliance program portfolio and present a continuous improvement plan that identifies how the program will be maintained and updated over time.	Learners assemble their course deliverables (framework chart, fire compliance calendar, risk register, audit plan and report, CAP table, physical security checklist, environmental evidence package, physical access policy, document control log) into a single organized compliance program portfolio with a cover page, table of contents, and executive summary. Learners develop a one-page compliance program maintenance plan specifying: annual review triggers (new regulatory edition, organizational change, audit finding), responsible roles, communication methods for policy updates, and training refresh schedule for operations staff. Learners deliver a 10-minute portfolio defense presentation to the class and instructor, explaining the compliance program structure, identifying the two highest residual risks remaining after all CAPs are closed, and proposing one measurable improvement to the program for the following year.	All learner deliverables from Lessons 1–11, portfolio binder or digital folder structure template, maintenance plan template, presentation software, scoring rubric for portfolio defense	Learners submit the complete portfolio and maintenance plan, and complete the portfolio defense. Pass = portfolio is complete and well-organized; maintenance plan is specific and actionable; presentation clearly communicates the compliance program structure and residual risks. Rubric score 80% or better. Mapped to CNet CDCMP, Uptime Institute ATS, and CDCP (EPI) program management competencies.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Compliance Frameworks and Standards Written Exam	Written exam	25%	75% or higher on all sections; no section below 65%	A 60-question closed-book written exam covering regulatory frameworks, code requirements (NEC/NFPA 75/NFPA 76), Uptime Institute Tier compliance criteria, ISO/IEC 27001 physical controls, SOC 2 trust service criteria, risk rating methodology, and audit terminology. Questions are multiple-choice and short-answer; mapped to CNet CDCMP management knowledge areas, CDCP (EPI) governance and compliance modules, and Uptime Institute ATS Tier classification objectives. Standard met · Safety · Time · Quality/finish · Documentation
Internal Audit Skills Demonstration	Skills demonstration	45%	Instructor rubric score of 80% or higher; all major non-conformances in the staged environment must be identified	Learner conducts a 45-minute observed internal audit of a staged compliance environment containing instructor-placed conformances and deliberate non-conformances across physical security, fire protection documentation, and environmental monitoring domains. Learner must produce a completed evidence checklist and a verbal findings briefing; evaluated on audit technique, non-conformance detection rate, correct classification, and professional communication. Standard met · Safety · Time · Quality/finish · Documentation
Compliance Program Portfolio Lab Log	Log	15%	Complete portfolio submitted with all 10 required deliverables; overall rubric score of 80% or higher	Learners submit the integrated compliance program portfolio assembled in Lesson 12, serving as a cumulative lab log of all hands-on and practice work across the course. The portfolio must include: the framework chart, fire compliance calendar, risk register, audit plan and report, corrective action plan table, physical security checklist with findings, environmental evidence package, physical access policy, document control log, and compliance program maintenance plan. Each deliverable is scored on accuracy, completeness, and professional quality. Standard met · Safety · Time · Quality/finish · Documentation
Compliance Worksite Safety Check	Safety audit	15%	100% on all critical safety items (PPE use, lockout/tagout compliance, hazard communication); no critical safety failures permitted	Before and during any lab or simulated facility walkthrough activity, the instructor verifies that each learner correctly identifies required PPE for the environment (safety glasses, arc-flash awareness, appropriate footwear), can explain when lockout/tagout procedures apply to equipment inspection tasks, demonstrates proper behavior near energized equipment during an audit walkthrough, and correctly reads a safety data sheet for a chemical agent (such as a clean-agent suppression system fill material) before entering a suppressed space. This check is administered at least twice during the course and must be passed before the learner may complete the portfolio defense. Standard met · Safety · Time · Quality/finish · Documentation

TEC-DATA83-09 Capstone

Capstone Project: Data Center Facilities & Operations Integration

216 hr · ~~$2,160~~ COMPLIMENTARY

Students design, document, and defend a comprehensive data center facilities and operations management plan that integrates skills from every prior course in the program. Working individually, each student produces a professional-grade deliverable set — site design, capacity plan, Tier justification, DCIM strategy, change and incident procedures, SLA framework, and compliance evidence — and presents it to a panel in a formal oral defense. This capstone simulates the full scope of work a junior data center operations manager would be expected to produce on a real project.

Outcomes

Produce a complete data center design package that incorporates power, cooling, and physical-space capacity planning consistent with an Uptime Institute Tier level chosen and justified by the student.
Develop a DCIM implementation plan that includes KPI dashboards, PUE targets, and asset inventory aligned to industry best practices.
Write a change-management and incident-response procedure set that meets the documentation standards reviewed in the Change & Incident Management course.
Draft a vendor and SLA management framework including at minimum one sample SLA with measurable service levels, escalation paths, and penalty clauses.
Compile a compliance and audit-readiness binder that maps the facility design to applicable codes and standards covered in the Compliance course.
Deliver a structured oral defense of the completed project package, responding to technical questions from a review panel and demonstrating professional communication skills.

Course text

How the course runs. 4 blocks: Project Scoping, Site Brief, and Design Foundations; Operational Frameworks: DCIM, Change, Incident, and SLA Documentation; Compliance, Risk, and Audit-Readiness Binder Assembly; Final Integration, Package Submission, and Oral Defense.

What competent looks like. Produce a complete data center design package that incorporates power, cooling, and physical-space capacity planning consistent with an Uptime Institute Tier level chosen and justified by the student. Develop a DCIM implementation plan that includes KPI dashboards, PUE targets, and asset inventory aligned to industry best practices. Write a change-management and incident-response procedure set that meets the documentation standards reviewed in the Change & Incident Management course. Draft a vendor and SLA management framework including at minimum one sample SLA with measurable service levels, escalation paths, and penalty clauses. Compile a compliance and audit-readiness binder that maps the facility design to applicable codes and standards covered in the Compliance course. Deliver a structured oral defense of the completed project package, responding to technical questions from a review panel and demonstrating professional communication skills.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Scoping, Site Brief, and Design Foundations	54	practice	Given a fictional client brief, the student will define project scope, select and justify a target Uptime Institute Tier level, produce a scaled single-line power diagram and cooling topology sketch, and submit a written design-basis document for instructor review.	Analyze the provided client brief — a mid-size enterprise requiring a new on-premises data center — identify all stated and implied technical requirements, and draft a formal scope-of-work statement that includes design constraints, Tier target rationale, and key assumptions; instructor reviews the scope statement before design work begins. Using graph paper or CAD-lite software (such as draw.io or equivalent free tool), draw a scaled floor plan showing white-space layout, power distribution path from utility entrance through UPS and PDUs to racks, and cooling airflow paths including hot-aisle/cold-aisle containment; annotate the drawing with equipment labels and critical dimensions. Write a design-basis document (minimum four pages) that states the chosen Tier level with specific reference to the Uptime Institute Tier Standard requirements for redundancy and concurrently maintainable paths, lists the primary power and cooling equipment selected with rated capacities, and identifies any code or standard — such as NFPA 70, NFPA 75, or ASHRAE thermal guidelines — that governs the design choices made.	Client brief handout provided by instructor; graph paper and ruler or a laptop with draw.io installed; Uptime Institute Tier Standard: Topology reference document; ASHRAE Thermal Guidelines for Data Processing Environments (current edition); NFPA 70 and NFPA 75 code summary sheets from the Compliance course; scientific calculator.	Instructor scores the scope statement and design-basis document against a rubric with five categories — scope completeness, Tier justification accuracy, drawing legibility and annotation, equipment sizing logic, and code reference correctness — each worth 20 points; student must earn at least 70 out of 100 to proceed to Lesson 2.
2	Operational Frameworks: DCIM, Change, Incident, and SLA Documentation	54	practice	The student will produce a DCIM implementation plan with defined KPIs and PUE targets, a change-management procedure and sample change-request form, an incident-response runbook for at least two critical failure scenarios, and a vendor SLA template with measurable service levels.	Draft a DCIM implementation plan (minimum three pages) that identifies the monitoring points to be instrumented — power at the PDU and rack level, temperature and humidity at containment entry and exit, and UPS runtime — specifies a PUE target with calculation methodology using the standard formula (total facility power divided by IT load power), and describes the dashboard views and alert thresholds that operations staff will use daily. Create a change-management procedure that follows the framework studied in Course 6: define change categories (standard, normal, emergency), write the approval workflow with role assignments, and design a one-page change-request form that captures description, risk assessment, back-out plan, and scheduled maintenance window; then write a matching incident-response runbook for two scenarios — a UPS bypass event and a CRAC unit failure — specifying immediate response steps, notification chains, and post-incident review requirements. Draft a vendor SLA template for a colocation or managed-service scenario: define at least four measurable service levels (power availability, cooling availability, network uptime, and ticket response time), include escalation tiers with contact roles and time limits, specify a credit or penalty structure for missed SLAs, and write a two-paragraph supplier performance review process that references the SLA management material from Course 7.	DCIM KPI worksheet from Course 5; change-management workflow template from Course 6; incident runbook template from Course 6; SLA framework guide from Course 7; word processor and spreadsheet software; scientific calculator for PUE calculations.	Instructor uses a checklist rubric with four sections — DCIM plan completeness (25 pts), change-management procedure and form (25 pts), incident runbook accuracy and completeness (25 pts), SLA template measurability and enforceability (25 pts); minimum passing score is 70 out of 100 before Lesson 3 begins.
3	Compliance, Risk, and Audit-Readiness Binder Assembly	54	practice	The student will compile a compliance and audit-readiness binder that maps the project design to applicable codes and standards, identifies the top five operational risks with likelihood and consequence ratings, and produces a completed safety documentation set including lockout/tagout procedures and PPE requirements for the facility.	Build a compliance matrix spreadsheet with one row per applicable requirement identified during the program — including electrical code requirements, fire suppression standards, environmental monitoring obligations, and physical security controls — and for each row enter the source standard, a description of the requirement, how the current design meets it, and the evidence document that would be shown to an auditor; the matrix must include at minimum ten distinct requirements. Conduct a structured risk assessment using the 5×5 likelihood-by-consequence matrix format practiced in the program: identify the five highest-priority risks to the facility design (such as single-point-of-failure power paths, cooling capacity shortfall, or inadequate fire suppression coverage), rate each on both axes, calculate a risk score, and write a one-paragraph mitigation or control measure for each risk. Write facility-specific lockout/tagout (LOTO) procedures for two energy-isolation tasks relevant to the design — for example, isolating a UPS for maintenance and isolating a CRAC unit — following OSHA 29 CFR 1910.147 requirements as covered in Course 1; also create a PPE requirements table for the three most hazardous tasks performed in the facility, specifying the hazard, the required PPE, and the applicable OSHA or ANSI standard reference.	Compliance matrix spreadsheet template from Course 8; risk matrix worksheet from Course 8; OSHA 29 CFR 1910.147 LOTO summary sheet from Course 1; PPE selection guide from Course 1; NFPA 75 and NFPA 76 summary sheets; spreadsheet and word-processing software.	Instructor evaluates the binder against a three-section rubric — compliance matrix completeness and accuracy (34 pts), risk assessment quality and mitigation logic (33 pts), LOTO and PPE documentation correctness including all OSHA-required elements (33 pts); minimum passing score is 70 out of 100 to advance to the defense lesson.
4	Final Integration, Package Submission, and Oral Defense	54	lab	The student will assemble all deliverables into a single coherent project package, deliver a 20-minute structured oral presentation to a two-person review panel, and respond to a minimum of 15 minutes of technical and operational questions, demonstrating integrated command of data center facilities and operations management across all program domains.	Compile the complete project package — design drawings, design-basis document, DCIM plan, change and incident procedures, SLA template, and compliance binder — into a single organized binder or PDF portfolio with a table of contents, executive summary (one page maximum), and section tabs or bookmarks; the executive summary must state the project scope, Tier level, PUE target, top risk, and the one compliance requirement the student considers most critical to the design. Deliver a 20-minute oral presentation to the review panel (instructor and one industry guest or second instructor) using slides or the project documents as visual aids; the presentation must follow this structure — facility overview and Tier justification (5 min), power and cooling design with capacity evidence (5 min), operational frameworks including DCIM and change management (5 min), compliance and risk highlights (3 min), and a closing summary of lessons learned (2 min). Respond to panel questions for a minimum of 15 minutes; the panel will draw questions from all program domains including at least one safety scenario requiring the student to walk through a LOTO procedure verbally, one capacity calculation performed on the spot, one Tier standard application question, and one SLA or compliance scenario; student responses are scored in real time by both panelists on the defense rubric.	Completed project package from Lessons 1–3; laptop and projector or display monitor for slides; dry-erase board and markers for on-the-spot calculations; defense rubric (provided to student one week in advance); scientific calculator.	Panel scores the defense on a 100-point rubric with five categories — presentation organization and clarity (20 pts), technical accuracy of design content (25 pts), operational frameworks quality as demonstrated in Q&A (20 pts), compliance and safety knowledge including LOTO walkthrough (20 pts), and professional communication and composure (15 pts); minimum passing score is 70 out of 100; any student scoring below 70 is offered one remediation opportunity within two weeks to re-defend with documented corrections.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Integrated Data Center Project Package	Project	60%	Each of the four lesson deliverables must score at least 70 out of 100 on its respective rubric, and the assembled final package must be complete — no missing sections — as confirmed by the table-of-contents checklist signed by the instructor before the defense.	The project package is the primary summative product of the capstone: a professional-grade documentation set covering facility design, operational procedures, vendor management, and compliance evidence for a fictional but realistic data center scenario. It is evaluated in stages as each lesson deliverable is completed and then reviewed holistically for internal consistency before the oral defense. Meets specification · Within estimate · Workmanship · Safety · Documentation
Capstone Portfolio	Portfolio	20%	The portfolio must contain all required artifacts with no omissions: design drawings, design-basis document, DCIM plan with PUE calculation, change and incident procedures, SLA template, compliance matrix, risk assessment, and LOTO and PPE documentation; the executive summary must accurately reflect the contents of the package; a checklist-based pass/fail evaluation is used and all items must be marked present and complete.	The portfolio is the organized, indexed collection of all project artifacts that the student will carry forward as a professional work sample; it demonstrates breadth of competency across the full program and serves as evidence of learning for employer evaluation during the externship and for exam preparation review. Completeness · Organization · Evidence quality
Oral Defense	Oral / panel	20%	Student must score at least 70 out of 100 on the panel defense rubric; both panelists score independently and scores are averaged; a student who scores below 70 may remediate once within two weeks by resubmitting documented corrections and completing a second abbreviated defense session focused on the deficient areas.	The oral defense is a 35-minute minimum session — 20 minutes of structured presentation followed by at least 15 minutes of panel questioning — in which the student must demonstrate integrated technical knowledge, clear professional communication, and the ability to apply program content to novel questions posed in real time by an instructor and an industry-experienced second evaluator. Explains decisions · Answers technical questions · Professional communication

TEC-DATA83-10 Externship / clinical

Externship / Worksite Placement – Data Center Facilities & Operations

324 hr · ~~$1,295~~ COMPLIMENTARY

Students complete 324 supervised hours at a host data center or critical-facilities employer, applying classroom knowledge to live production environments under the guidance of a credentialed site supervisor. Work tasks span physical infrastructure operations, DCIM monitoring, change and incident response, and compliance documentation. A structured employer evaluation and a reflective log portfolio verify occupational readiness across all program competencies.

Outcomes

Perform assigned data center operations tasks—including rounds, equipment checks, and environmental monitoring—safely and in compliance with site procedures and OSHA lockout/tagout requirements.
Interpret DCIM dashboards and trending data to identify capacity or environmental anomalies and escalate findings through the host site's change or incident management workflow.
Execute or assist with at least one supervised change-management event, completing all pre-change, implementation, and post-change documentation to site standards.
Demonstrate professional workplace behaviors—punctuality, communication, PPE compliance, and adherence to data center security protocols—as rated satisfactory or above on the employer evaluation form.
Compile a worksite log portfolio that documents tasks performed, standards referenced, and lessons connected to program coursework and target credential exam domains.
Reflect on externship experience to identify professional development gaps and articulate a post-program career action plan.

Course text

How the course runs. 4 blocks: Externship Orientation & Site Safety Integration; Daily Operations & Infrastructure Monitoring Rounds; Change Management, Incident Response & Documentation Participation; Portfolio Completion, Employer Evaluation & Career Reflection.

What competent looks like. Perform assigned data center operations tasks—including rounds, equipment checks, and environmental monitoring—safely and in compliance with site procedures and OSHA lockout/tagout requirements. Interpret DCIM dashboards and trending data to identify capacity or environmental anomalies and escalate findings through the host site's change or incident management workflow. Execute or assist with at least one supervised change-management event, completing all pre-change, implementation, and post-change documentation to site standards. Demonstrate professional workplace behaviors—punctuality, communication, PPE compliance, and adherence to data center security protocols—as rated satisfactory or above on the employer evaluation form. Compile a worksite log portfolio that documents tasks performed, standards referenced, and lessons connected to program coursework and target credential exam domains. Reflect on externship experience to identify professional development gaps and articulate a post-program career action plan.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Externship Orientation & Site Safety Integration	40	field	The student will complete all host-site onboarding requirements, conduct a supervised safety walkthrough, and demonstrate correct use of site-specific PPE, access control, and emergency procedures before performing any independent tasks.	Complete host employer's new-worker safety orientation and data center access-control training; document each module completed in the worksite log with the date and supervisor signature. Conduct a guided physical walkthrough of all critical spaces—server halls, MDF/IDF rooms, UPS room, generator yard, cooling plant—recording equipment nameplates, circuit labels, and emergency egress routes on a site map sketch. Review the site's lockout/tagout procedure manual and locate all written LOTO procedures for at least three systems (e.g., PDU, CRAC/CRAH unit, lighting panel); discuss findings with the site supervisor and note any differences from OSHA 29 CFR 1910.147 general requirements covered in the program's safety course.	Host employer onboarding packet, site safety manual, LOTO procedure binder, PPE supplied by host site (arc-flash rated PPE where required), site floor plan, program worksite log booklet	Supervisor signs off on completed site orientation checklist; student submits a completed site-map sketch with labeled critical systems and emergency egress routes; pass requires supervisor sign-off and all onboarding modules documented in the worksite log.
2	Daily Operations & Infrastructure Monitoring Rounds	120	field	The student will execute scheduled operations rounds, record environmental and power readings accurately, and identify and report at least two actionable findings using the host site's standard procedures and DCIM or BMS interfaces.	Perform daily or shift operations rounds on a rotating schedule covering power path (utility feed, ATS, UPS, PDU, breaker panels), cooling (CRAC/CRAH setpoints, supply/return air temps, chiller or condenser status), and physical security (door alarms, camera status); enter all readings in the site operations log or DCIM system as directed by the supervisor. Shadow and then independently run at least five structured observation cycles on the DCIM or BMS dashboard—capturing trending data for PUE, kW load per zone, temperature hotspots, and humidity—and write a brief daily anomaly report for supervisor review. Assist in at least one capacity planning review meeting or floor-space/power-budget audit, contributing data gathered during rounds to the discussion and recording how decisions connect to Uptime Tier operational requirements and program coursework on PUE and capacity management (supports Uptime Institute ATS and CDCP exam domain: operational sustainability and efficiency).	Host site operations round sheet or digital equivalent, DCIM/BMS terminal access (read/supervised-write), personal ESD wrist strap, PPE, program worksite log booklet, portable temperature/humidity meter if available on site	Supervisor rates student on accuracy of readings, log completeness, and anomaly identification for a minimum of 10 observed round cycles; pass requires supervisor rating of 'satisfactory' or above on the host employer evaluation rubric for this competency area.
3	Change Management, Incident Response & Documentation Participation	120	field	The student will participate in at least one complete change-management event and one incident or near-miss response, completing all required documentation to site standards with no critical omissions.	Attend the pre-change review meeting for at least one approved change request; assist in filling out the change request form (risk assessment, rollback plan, notification list) and verify that all steps align with the site's change-management policy—noting connections to program coursework on change and incident management (supports CDCMP and CDCP exam domains: change management, risk management). Participate actively in the implementation window of one approved change (hardware swap, cable routing, cooling setpoint adjustment, or similar low-risk task as authorized by supervisor); follow all LOTO, PPE, and two-person safety rules; complete post-change verification checklist and update DCIM or CMDB record under supervisor supervision. When an incident or alarm occurs during the externship period, shadow the response team through containment, diagnosis, resolution, and post-incident review; if no live incident occurs, participate in a supervisor-facilitated tabletop scenario using the site's incident response runbooks—document the timeline, actions taken, and root-cause summary in the worksite log (supports Uptime Institute ATS exam domain: operational risk and resilience).	Host site change request and incident report forms, CMDB or ticketing system access as authorized, LOTO locks and tags (site-supplied), PPE, site runbooks and SOPs, program worksite log booklet	Supervisor reviews at least one completed change request document and one incident or tabletop report submitted by the student; pass requires no critical safety omissions and supervisor rating of 'satisfactory' or above on documentation accuracy and procedural compliance on the employer evaluation form.
4	Portfolio Completion, Employer Evaluation & Career Reflection	44	field	The student will compile a complete worksite log portfolio documenting all externship tasks and credential exam domain connections, receive a final employer evaluation, and present a written career action plan to the program instructor.	Organize all daily worksite log entries, anomaly reports, change and incident documents, and supervisor sign-offs into a chronological portfolio; for each credential exam domain (CNet CDCMP, Uptime Institute ATS, CDCP, CompTIA Network+), write a one-paragraph reflection identifying at least one externship task that addressed that domain and one gap still to be resolved during Exam Prep. Meet with the host-site supervisor for the formal final evaluation conference; review the completed employer evaluation rubric together, discuss rated competencies and any noted deficiencies, and obtain the supervisor's signature on the evaluation form to be submitted to the program instructor. Write a structured two-page career action plan that identifies: (a) three technical strengths demonstrated during the externship, (b) two skills requiring further development, (c) a prioritized sequence for sitting the target credential exams, and (d) at least two specific employers or employer types the student will target in the job search—submit the plan to the program instructor for feedback.	Program worksite log booklet (completed), employer evaluation rubric form, credential exam domain summary sheets (from Exam Prep course outline), word-processing software or paper, program instructor feedback rubric	Instructor reviews portfolio for completeness (all hours logged, supervisor signatures present, at least one reflection paragraph per credential domain); career action plan graded on rubric requiring all four sections addressed; pass requires complete portfolio with supervisor signatures and a career action plan rated 'satisfactory' or above on all rubric criteria.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer Skills Evaluation	Skills demonstration	70%	Rated 'satisfactory' or above on all competency categories of the host employer evaluation form, with no 'unsatisfactory' rating in any safety or security category; supervisor signature required.	The host-site supervisor completes the program's standardized employer evaluation form at the midpoint and end of the externship, rating the student on safety compliance, technical task execution, DCIM and documentation skills, change and incident participation, communication, and professional conduct. The completed, signed final evaluation is submitted to the program as the primary evidence of worksite competency. Competency · Safety · Attendance · Conduct · Initiative
Worksite Log Portfolio	Log	30%	Portfolio must include signed log entries accounting for all 324 externship hours, at least one anomaly report, at least one change or incident document, and a credential-domain reflection for each of the four target credentials; instructor rates the portfolio 'complete and satisfactory' or better on all rubric criteria.	The student submits the fully assembled worksite log portfolio—including daily round logs, anomaly and incident reports, change-management documentation, supervisor sign-offs, and written reflections connecting externship tasks to the program's target credential exam domains—to the program instructor for final review. The portfolio serves as the student's cumulative evidence of applied occupational learning and readiness for the Certification Exam Preparation course. Complete · Verified

TEC-DATA83-11 Exam prep

Certification Exam Preparation: CDCMP, ATS, CDCP, and Network+

90 hr · ~~$900~~ COMPLIMENTARY

This course systematically reviews every major exam domain covered by the CNet CDCMP, Uptime Institute ATS, EPI CDCP, and CompTIA Network+ credentials, aligning content directly to published exam objectives so learners know exactly what to expect on test day. Learners practice timed, full-length mock exams under realistic conditions, analyze their weak areas, and apply targeted remediation before sitting live credentialing exams. The course builds test-taking stamina, domain-specific recall, and the confidence to pass multiple industry credentials.

Outcomes

Accurately recall and apply knowledge across all published exam domains for the CDCMP, ATS, CDCP, and Network+ credentials, achieving a practice score at or above each credential's published passing threshold.
Demonstrate command of Uptime Institute Tier classification criteria, redundancy models, and concurrently maintainable design principles as required by the ATS exam.
Explain data center power, cooling, and mechanical systems concepts at the depth tested by the CDCMP and CDCP exams, including efficiency metrics, capacity management, and incident response protocols.
Apply networking fundamentals — OSI model, IP addressing, switching, routing, and network security concepts — to data center scenarios as assessed by the CompTIA Network+ exam.
Use personal performance data from scored practice sets to build and execute an individualized remediation plan addressing identified knowledge gaps before exam day.
Complete full-length, timed mock exams for each credential and score at or above the practice-passing benchmark established for each exam in this course.

Course text

How the course runs. 4 blocks: Domain Mapping and Diagnostic Baseline; Data Center Fundamentals Review: Power, Cooling, Tiers, and Efficiency; Networking, Compliance, Change Management, and Vendor/SLA Review; Full Mock Exams and Final Remediation.

What competent looks like. Accurately recall and apply knowledge across all published exam domains for the CDCMP, ATS, CDCP, and Network+ credentials, achieving a practice score at or above each credential's published passing threshold. Demonstrate command of Uptime Institute Tier classification criteria, redundancy models, and concurrently maintainable design principles as required by the ATS exam. Explain data center power, cooling, and mechanical systems concepts at the depth tested by the CDCMP and CDCP exams, including efficiency metrics, capacity management, and incident response protocols. Apply networking fundamentals — OSI model, IP addressing, switching, routing, and network security concepts — to data center scenarios as assessed by the CompTIA Network+ exam. Use personal performance data from scored practice sets to build and execute an individualized remediation plan addressing identified knowledge gaps before exam day. Complete full-length, timed mock exams for each credential and score at or above the practice-passing benchmark established for each exam in this course.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Domain Mapping and Diagnostic Baseline	14	theory	Given the published exam objectives for all four credentials, learners will correctly categorize each domain, complete a full diagnostic practice set per credential, and produce a written gap analysis identifying their three weakest domains per exam.	Instructor-led walk-through of each credential's published exam blueprint (CDCMP content guide, Uptime Institute ATS candidate handbook, EPI CDCP syllabus, CompTIA Network+ objectives document): learners annotate their own copy, flagging terms and concepts they cannot yet define. Learners complete a timed, full-length diagnostic practice set for each of the four credentials under quiet, exam-like conditions; answer keys are reviewed item by item with instructor explanation of why each distractor is wrong. Each learner enters raw domain scores into a personal tracking spreadsheet, calculates percentage correct per domain, and writes a one-page gap analysis prioritizing the three lowest-scoring domains for each credential, then shares findings in a small-group discussion.	Published exam objectives/blueprints for CNet CDCMP, Uptime Institute ATS, EPI CDCP, and CompTIA Network+; diagnostic practice question banks aligned to each credential; personal tracking spreadsheet template; quiet testing environment with timers; pencils and scratch paper; review answer-key documents.	Learner submits a completed gap analysis with domain-by-domain scores for all four credentials and correctly identifies at least three priority study areas per exam; instructor reviews for accuracy against score data — pass requires all four gap analyses submitted with valid score data and a realistic prioritization.
2	Data Center Fundamentals Review: Power, Cooling, Tiers, and Efficiency	28	theory	Learners will correctly answer practice questions covering data center power distribution (UPS, PDU, generator systems), cooling methodologies, Uptime Institute Tier I–IV criteria, concurrently maintainable design, PUE calculation, and DCIM concepts at the level tested by the CDCMP, ATS, and CDCP exams.	Structured review sessions organized by exam domain: instructor presents concise notes on each topic area (power path from utility to rack, cooling architectures — CRAC/CRAH, in-row, liquid cooling, airflow management), learners complete 20-question timed practice sets per topic, then review answers as a class, with learners explaining correct reasoning aloud before the instructor confirms or corrects. Tier classification case study workshop: learners receive four facility design briefs (one per Tier level) containing single-line electrical diagrams, cooling schematics, and operational descriptions; each learner independently classifies each facility, identifies which Tier criteria are met or violated, and writes a two-paragraph justification — results are debated in a structured group discussion moderated by the instructor. PUE and capacity math drill: learners receive a set of 15 scenarios requiring them to calculate PUE from given IT load and total facility power values, determine remaining power and cooling capacity, and identify the limiting constraint in a given design; learners work individually, then compare answers with a partner and resolve discrepancies before instructor review.	CNet CDCMP study guide; Uptime Institute Tier Standard reference materials and ATS candidate preparation guide; EPI CDCP reference manual; single-line diagram examples; cooling schematic handouts; PUE formula reference card; domain-specific practice question banks; whiteboard and markers for group problem-solving.	Learners score 75% or higher on each domain-specific 20-question practice set and correctly classify all four Tier case studies with accurate written justifications; instructor spot-checks PUE calculations for mathematical accuracy — pass requires 75% on every practice set and zero mathematical errors in PUE drill after self-correction.
3	Networking, Compliance, Change Management, and Vendor/SLA Review	24	theory	Learners will correctly answer practice questions covering CompTIA Network+ domains (networking concepts, infrastructure, network operations, security, and troubleshooting) and will accurately explain data center compliance frameworks, change management processes, and SLA performance metrics as tested by the CDCMP and CDCP exams.	Network+ domain rotation: class is divided into five groups, one per Network+ domain; each group prepares a 10-minute structured summary of their assigned domain using the official CompTIA objectives as the outline, then teaches the class while other learners take notes and ask questions; instructor corrects misconceptions immediately after each presentation, and all learners complete a 15-question timed practice set on that domain before moving to the next. Compliance, change, and SLA scenario drill: learners receive a series of realistic scenario cards describing data center situations (a proposed firmware update on a live UPS, a vendor missing an availability SLA, a new rack installation in a Tier III facility); for each card learners must identify the applicable compliance consideration, the correct change management step, or the SLA remedy, writing a brief answer before the class discusses correct responses with the instructor. Subnetting and IP addressing rapid-fire practice: using printed subnetting worksheets and an online subnet calculator for verification only after independent work, learners complete 20 subnetting problems progressing from classful addressing to CIDR notation to VLSM, timed at two minutes per problem, then self-grade and flag any problem requiring instructor review.	CompTIA Network+ official study guide and objectives document; subnetting worksheet packet; scenario card set for compliance/change/SLA exercises; whiteboard; subnet calculator (verification only); domain-specific practice question banks for Network+ and CDCMP/CDCP compliance and management domains.	Learners score 75% or higher on each Network+ domain practice set and correctly resolve at least 80% of scenario cards in the compliance/change/SLA drill; subnetting problems must be 85% correct after self-grading — pass requires all three benchmarks met; learners below benchmark on any section complete instructor-assigned remediation questions before the next lesson.
4	Full Mock Exams and Final Remediation	24	practice	Learners will complete one full-length, timed mock exam for each of the four credentials under simulated testing conditions, score at or above the course practice-passing benchmark for each exam, and complete targeted remediation on any domain where they remain below benchmark.	Four mock exam sessions conducted on separate days in a silent, timer-controlled environment: each mock exam mirrors the published format and approximate length of its respective credential exam (CDCMP, ATS, CDCP, and Network+); learners surrender phones and notes before each session; after each exam session the instructor grades responses, returns scored reports with domain breakdowns, and holds a 30-minute answer-review discussion focused on the most commonly missed items. Personalized remediation sprints: using updated gap-analysis spreadsheets reflecting mock exam scores, each learner completes a focused 45-minute independent study session targeting their two lowest-scoring domains per exam, using flashcards, re-reading targeted sections of study guides, and completing an additional 20-question targeted practice set; learner and instructor agree in writing on whether the gap has closed sufficiently before the learner is cleared for exam registration. Exam-day readiness briefing: instructor leads a structured 60-minute session covering practical logistics for each credential — registration procedures, valid ID requirements, what to bring and what is prohibited, time-management strategies for multiple-choice and scenario-based items, techniques for eliminating distractor answers, and mental preparation; learners role-play the check-in procedure and practice the habit of flagging uncertain questions for review rather than dwelling.	Full-length mock exam packets for CDCMP, ATS, CDCP, and Network+ (one per credential per learner); answer sheets; timers; scored report templates; updated personal tracking spreadsheets; flashcard sets by credential and domain; official study guides for reference during remediation only; registration information sheets for each credentialing body.	Learners must score at or above 75% on the full mock exam for each credential (representing a meaningful margin above typical published passing scores to build confidence); any learner below 75% on a given credential's mock exam completes mandatory remediation and a second targeted practice set before being cleared — all four benchmarks must be met to pass this lesson and satisfy the course's summative mock exam assessment.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Four-Credential Full Mock Examination Suite	Mock certification exam	100%	Score at or above 75% on the full-length mock exam for each of the four credentials (CDCMP, ATS, CDCP, and Network+); learners who score below 75% on any single credential must complete instructor-directed remediation and achieve 75% on a second attempt before the course is marked complete.	Each learner sits one full-length, timed mock exam per credential under silent, closed-book, simulated testing conditions that replicate the format and domain weighting of the actual credentialing exams. Scored domain-by-domain reports are returned to each learner, and any domain scoring below 70% triggers a mandatory remediation sprint; the mock exam suite is the summative assessment confirming each learner is prepared to register for and sit the live CDCMP, ATS, CDCP, and Network+ credentialing exams. Score · Time management

Program completion

External credential: CDCP (EPI); CNet CDCMP; CompTIA Network+; Uptime Institute ATS

Students sit the CNet CDCMP exam through CNet Training, the Uptime Institute Accredited Tier Specialist (ATS) exam through Uptime Institute, the Certified Data Centre Professional (CDCP) exam through EPI, and the CompTIA Network+ exam through CompTIA; each exam is administered independently by its respective issuing body. Pass standard: Credential issued by the body.

Back to Data Center Facilities & Operations Management · How the school gets authority to award these credentials