Recreation Courses Teacher Education General Information 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. m RECREATION COURSES-REC 168. Recreation and Leisure Services (2) A, 5 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, 5 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) Su, 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) 5 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. 386. Field Experience (2) Su, A, W, S Provide opportunities for students to gain practical experience in the field by assisting in the activities of community agencies, schools, and the college. Registration for the course requires prior approval of the instructor for the course and the cooperating agency. It cannot be repeated for credit in the same area of concentration. Prerequisite: Rec 168. 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, 5 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 Educational Workshop (3) Su A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques. DEPARTMENT OF TEACHER EDUCATION Department Chair: fack L. Rasmussen Location: Education Building, Room 225 Telephone Contact: Lynda L. Olmstead 626-7171 Professors: Harley K. Adamson, Richard H. Blake, Shannon K. Butler, A. Earl McCain, fudith P. Mitchell, A. Cordell Perkes, Donald K. Sharpes, R. Michael Smith; Associate Professors: Forrest C. Crawford, Alfred S. Forsyth, Linda P. Gowans, Ann Larson, Karen B. Lofgreen, Linda K. Oda, fack L. Rasmussen; Assistant Professors: Tammy V. Abernathy, Chukwuma S. Ahanonu,Graciela Italiano, Ray E. Wong; Instructor Specialist: fudy S. Bezoski; Instructor: Marilyn A. Lofgreen DESCRIPTION The major purpose of the professional education programs in teacher education is to prepare candidates for teaching in early childhood, 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. All programs for elementary and secondary teachers are approved by the Utah State Board of Education using national NASDTEC standards. 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 program outline. 2. Subject Specialization is required of all prospective elementary and secondary students. Subject specialization for the prospective secondary school teacher consists of completing a teaching major, 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 15 or 30 hour content area specializations or a 24-30 hour teaching minor. The 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 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. Student Services Interdisc. Programs Applied Science & Technology Arts& Humanities Business & Economics Education Health Professions Science Social & Behavioral Sciences 178 179 Continuing Education