212 PEP 6830. Motor Learning (3) As Needed An in-depth study of the psychomotor domain of development. Special emphasis is given to skilled performance, learning theory, motor abilities, individual differences, developmental considerations, instructional and training procedures. Secondary school and athletic populations are considered regarding these topics. RECREATION COURSES - REC REC 2890. Cooperative Work Experience (1-9) Su, F, S Provides academic credit for on-the-job experience. Grade and amount of credit will be determined by the department. Open to all students in Recreation who meet the minimum Cooperative Work Experience requirements of the department. REC 3050. Recreation and Leisure (3) Content, nature, extent and significance of recreation and leisure; their role in our lives, relevant service delivery agencies/organizations/businesses, leadership functions and styles, and a introduction to team-building/adventure programming activities. REC 3600. Outdoor Adventure Recreation (3) S Outdoor recreation agencies/businesses/organizations, site visits, services delivery, environmental impacts, legal issues, management. Skills: backpacking/luking/camping/ropes course leadership, and use of technology in leisure research and programming. Overnight Outing(s) and Field Trips required. REC 3610. Outdoor Survival (2) F Provide the necessary opportunity for a student to acquire skills needed to survive and to live off the land. One lecture and 3 hour field trip are required each week. REC 3810. Recreation Leadership & Management (3) 5 Customer/client-based leisure services, role delineation, settings, site visits, extended "laboratory" experience, programming, pricing, pitching. Skills: Feasibility analysis, assessment. REC 3840. Therapeutic and Social Recreation (3) F Therapeutic recreation concepts & practices, certification & licensure, individual and group games, leadership methods, team building activities and processing, group dynamics, New Games, hands-on leadership experiences with various age groups, special populations, and multicultural perspectives. REC 4550. Outdoor Education Philosophies & Principles (2) 5 Provides basic concepts of outdoor education, and direct, firsthand experience with learning resources beyond the classroom. REC 4800. Individual Projects (1-3) 5m, F, S A comprehensive study of a significant problem in the field of recreation. Hours to be arranged. For seniors only. REC 4890. Cooperative Work Experience (1-6) Su, F, S A continuation of REC 2890. REC 4930. Outdoor Education Workshop (2) 5m A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques; experiential learning-course taught almost totally outdoors. MASTER LEVEL COURSE (REC) REC 6930. Outdoor Education Workshop (2) Su A broad interdisciplinary approach to the methodology of outdoor education teaching techniques; experiential learning-course taught almost totally outdoors. DEPARTMENT Teacher Education Department Chair: Dr. Michael E. Cena Location: McKay Education Building, Room 224 Telephone Contact: Lynda L. Olmstead 801-626-7171 Advisement Contacts: Kristin Radulovich 801-626-fI Janet Nelson 801-626-6636 Professors: Michael E. Cena, Forrest C. Crawford, Alfred S. Forsyth, Linda P. Gowans, Shirley Leali, Judith P. Mitchell, R. Michael Smith, Ray E. Wong; Associate Professors: Frances M. Butler, Claudia Eliason, Ann Ellis, Paul Pitts, Pene'e Stewart, Mongkol Tungmala; Assistant Professors: Melina Alexander, Natalie J. Allen, Kristin M. Hadley John C. Mayhew Jr., Louise R. Moulding, Vicki Napper, Lorrie Niebur Walker, Richard Pontius, Peggy Saunders; Instructor Specialist: Marilyn A. Lofgreen I he major purpose of the professional education programs in teacher education is to prepare candidates for teaching in pre-school, and in elementary and secondary schools. Preparation is also provided for teachers of mild and moderately handicapped students in public schools under the special education mild/moderate endorsement. The department prepares students for endorsements in Elementary Mathematics, ESL (English as a Second Language), Bilingual, Special Education, Basic Reading (graduate level only), and Education of the Gifted (graduate level only). All programs are approved by the Utah State Board of Education and the National Council for Accreditation of Teacher Education (NCATE) and Northwest/North Central Associations. The preparation for teaching falls academically within four major categories: University General Education, support courses, subject specialization, and professional education. 1. University General Education requirements - In selecting courses to satisfy the general education requirements, candidates should note the general education courses recommended and/or required in their major and/or professional education requirement sheets available in the Teacher Education Advisement Center (ED 230). 2. Support courses 3. Concentrations are required of all elementary and secondary students. Concentrations for the prospective secondary school teacher consist of completing a teaching major and a teaching minor, or a composite teaching major, all of which are currently being taught in Utah secondary schools and at least one of which is a required subject. Elementary education majors choose two 9-hour or one 18-hour content area concentration or a teaching minor. The professional education program outlines acceptable subject concentration areas and requirements. 4. Professional Education courses help the prospective teacher learn about children, the nature of the learning process, and how to provide desirable learning experiences. To meet licensure requirements, secondary school candidates are required to complete a minimum of 31 semester hours of professional course work; 43 semester hours are required of the prospective elementary school teacher. Professional course work in the program is organized into sequential levels. As students move through the program, they are required to demonstrate in a variety of ways the knowledge, skills and dispositions that embody the department's organizing theme and program model. It is important that interested students contact the Teacher Education Advisement Center (ED 230) as quickly as they decide to become a teacher. Specific program admission requirements, Weber State University 2006 - 2007 Catalog