190 191 PE 637. Physical Fitness Evaluation and Individualized Exercise Prescription (3) 5 Designed to prepare the student to evaluate the physical fitness of individuals and prescribe exercise and conditioning programs. Three major areas of study will be emphasized: 1) Delineation of the concept of physical fitness and discussion of the ramifications and benefits associated with physical fitness activities; 2) discussion and selection of methods and procedures for evaluation of physical fitness indicants; 3) prescription and implementation of individualized physical fitness programs. PE 640. Advanced Exercise Physiology (3) Understanding the physiological changes associated with exercise and training and the reasons for change are the paramount directives of this course. Concurrent with the lecture component is the practicum laboratory experience of equipment operation and individual assessment of physiological parameters. PE 642. Curriculum in Physical Education (3) Designed to provide an understanding of the role and importance of physical education in today's society, steps involved in curriculum planning, trends and issues in curriculum and to orient the student to various ideas in curriculum design. PE 652. Improving Physical Education (3) Designed for elementary classroom teachers to provide an opportunity for the teacher to further develop teaching skills, personal performance skills, knowledge and competencies. A major goal of this course will be to help the classroom teacher gain additional confidence in teaching physical education activities. PE 655. Psychosocial Aspects of Human Performance in Athletics (3) W Designed to provide necessary skills and understanding to adequately deal with psychological and social aspects of athletic coaching. The student will be expected to attend classes and participate in the lecture-discussion sessions, write a selected research paper, and through research reading, develop an oral report on a specified problem relating to the psychosocial dimensions of athletics. PE 683. Motor Learning (3) 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 168. Recreation and Leisure Services (2) A, S Acquaint the student with the content, nature, extent and significance of recreation and leisure; their role in our lives, relevant service delivery agencies, organizations and businesses, and provide students with an introduction to team-building/adventure programming activities. 283. Social Recreation Leadership (3) A Individual and group games and leadership methods, oral & written communication skills, library research, age groups, special populations, multi-cultural perspectives, New Games, group dynamics, planning. 289. Cooperative Work Experience (1-9) Su, A, W, 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. 292. Short Course, Workshops, Institutes and Special Programs (1-6) 5m, A, W, S Consult the quarterly class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. 355. Recreation Leadership (3) S To assist students to understand the nature of leadership in leisure service agencies/organizations/businesses and to gain hands-on leadership skill via "mini-internships" in different programs. Team- building/Adventure programming skills and leadership techniques will also be practiced as will computer software utilization. 360. Outdoor Recreation (3) S Outdoor Recreation agencies/businesses/organizations, site visits, services delivery, environmental impacts, legal issues, management. Skills: backpacking/hiking/camping/ropes course leadership, and use of technology in leisure research and programming. Overnight Outing(s) and Field Trips required. 361. Outdoor Survival (3) A 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. 362. Winter Recreation (3) W Winter Recreation agencies/businesses/organizations, site visits, services delivery, environmental impacts, legal issues, management, developed vs. primitive outdoor recreation user conflicts & issues. Skills: backpacking/hiking/camping leadership. Overnight Outing(s) and Field Trips required. 380. Commercial Leisure Services (3) W Customer/client-based leisure services, role delineation, settings, site visits, extended "laboratory" experience, programming, pricing, pitching. Skills: Feasibility analysis, assessment. 440. Recreation Program Management (3) A Community resources, co-sponsorship/networking, special events, facility supervision, risk management, ADA compliance, critical thinking, problem solving, employee selection & evaluation, budgeting, recruitment. Skills: Survey/questionnaire design, grant & budget development. 453/553. Advanced Outdoor Survival (2-6) Provide rigorous outdoor survival experiences for students through direct application. Advanced skills will be learned and applied in a primitive environment where students will learn to make decisions in relation to their basic needs. 455. Philosophy and Principles of Outdoor Education (3) W Provides basic concepts of outdoor education, and direct, firsthand experience with learning resources beyond the classroom. 480. Independent Study (2-5) Su, A, W, S A comprehensive study of a significant problem in the field of recreation. Hours to be arranged. For seniors only. 489. Cooperative Work Experience (1-9) A continuation of Rec 289. 492. Short Courses, Workshops, Institutes and Special Programs (1-6) Consult the quarterly class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. 493. Outdoor Education Workshop (3) Su A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques. DEPARTMENT Teacher Education Department Chair: Dr. Cordell Perkes Location: Education Building, Room 224 Telephone Contact: Lynda L. Olmstead 626-7171 Professors: Harley K. Adamson, Richard H. Blake, Shannon K. Butler, Karen B. Lofgreen, A. Earl McCain, Judith P. Mitchell, A. Cordell Perkes, Donald K. Sharpes, R. Michael Smith; Associate Professors: Tammy V. Abernathy, Forrest C. Crawford, Alfred S. Forsyth, Linda P. Gowans, Ann Larson, Linda K. Oda, Ray E. Wong; Assistant Professors: Chukwuma S. Ahanonu, Michael E. Cena, Graciela Italiano-Thomas, Mian Yusuf; Instructor Specialist: Judy S. Bezoski; 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/ESL, and Gifted & Talented (graduate level only). All programs are approved by the Utah State Board of Education and the National Council for Accreditation of Teacher Education (NCATE). The preparation for teaching falls academically within three major categories: general education, subject specialization, and professional education. 1. General Education requirements—In selecting courses to satisfy the General Education requirements, students should note the General Education courses recommended and/or required in their major and/or their professional education program outlines available in the Teacher Education Advisement Center (ED 230). 2. Subject Specialization is required of all elementary and secondary students. Subject specialization for the prospective secondary school teacher consists 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 15-hour or one 30-hour content area specializations or a 24-30 hour teaching minor. The professional education program outlines identify acceptable subject specialization areas and requirements. 3. 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 certification requirements, secondary school candidates are required to complete a minimum of 44 quarter hours of professional course work; 60 quarter hours are required of the prospective elementary school teacher. TREC Teacher Education Programs The Department of Teacher Education has designated its organizing theme as "Teacher as Reflective Practitioner" and designed a model that explicates the program's purposes, processes, outcomes, and evaluation. The model is represented by the acronym TREC: Teachers Reflecting, Engaging, and Collaborating. These components, reflecting, engaging, and collaborating, serve as a thematic framework for organizing course work and program development. 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 attitudes 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, required courses, and recommended General Education course work are available. Admission to Teacher Education Admission to the Teacher Education Programs is a separate process from general university admission procedures. The Teacher Education programs maintain a competitive admissions process. A specific number of applicants are admitted quarterly after having made application and met the minimum admission criteria listed below. Meeting the minimum requirements only qualifies a student to be considered for admission. Students are admitted three times per year: July 15 for autumn quarter; November 15 for winter quarter, and February 1 for spring quarter. Applicants are evaluated using a 100 point system: 30 points maximum for GPA; 30 points maximum for Pre-Professional Skills Test (PPST); 40 points maximum for interview/biographical statement. Minimum Admission Requirements 1. Formal Application and Admission form submitted to Teacher Education Admissions Office (ED 230A) at least one month prior to the admission date. Transcripts of all college course work must accompany the application. 2. At least 45 credit hours of General Education relevant prerequisite courses and a) have a cumulative GPA of 3.00 or above, or b) 3.25 GPA or above on the last 45 quarter hours taken. 3. Minimum score on the Pre-Professional Skills Test (PPST). This is a standardized test designed to measure basic proficiency in reading comprehension, mathematics reasoning, and writing. It is administered on specific dates and must be taken at least two months prior to the quarterly admission deadline. Please note the early deadlines. Dates for test registration and administration are available in ED 230 and the University Testing Center in the Student Services Center. See PPST description below. 4. Formal interview and submission of a two-page, double spaced, typewritten statement detailing reasons for a) wanting to become a teacher and b) past teaching experiences. The interview schedule is available in ED 230. Students should bring three copies of the statement to the interview. 5. English competency completed (grade C or above in Engl EN111 and EN112, or equivalent). 6. University mathematics competency completed (see catalog). 7. Communication competency completed (grade B- or above in Commun 102, 107, 307, or equivalent). 8. Teacher Education also recognizes specific program and diversity needs of professional education and reserves the right to consider such factors in the admission of candidates. GEN ED & CORE COURSES HONOURS/BIS LIBSCI WS Applied Science & Technology PRENGR CS EET MFET MET CMT DG AUTOSV AUTOTC IDT SST TBE Arts & Humaniti COMMUN ENGL FORLANG DANCE MUSIC THEATR ART Business & Econ MPACC ACCTNG BUSADM LOG FIN MGMT MKTG ECON IS&T Education MEDUC CHFAM HEALTH NUTRI PE REC EDUC CLS DENSCI PARAMD HTHSCI HAS HIM MRSCI NURSNG RADTEC DMS NUCMED RADTHR RESTHY SE BOTANY CHEM GEOSCI MATH MATHED MICRO PHSX ZOOL Social & Behavioral Sciences Q GEOGR HIST POLSC PHILO PSYCH SOCLWK GERONT SOCLGY ANTHRO MILSCI AEROSP NAVSCI Weber State University Weber State University