182 183 ideas will be generated to help coaches construct training and conditioning programs that will be more successful and lead to (1) A, S$ 6930. Outdoor Education Workshop For Seniors only. Structured seminar focuses on synthesis of ideas 6830. Motor Learning and portfolio preparation. An in-depth study of the psychomotor domain of development. Special emphasis is given to skilled performance, learning theory, motor abilities, individual differences, developmental consider- MASTER LEVEL COURSES (PE) (3)- As Needed ations, instructional and training procedures. Secondary school and athletic populations are considered regarding these topics. 6010. Leadership in Physical Education (3) As Needed Designed to provide graduate students with an understanding of both theoretical and practical aspects of leadership in their RECREATION COURSES - REC respective fields of study. The ultimate goal of the course is to encourage daily application of leadership concepts in the personal and professional lives of the students. 6100. Current Trends in Health and Physical Education (3) As Needed A study of health and physical education perspectives with an emphasis on the changes, trends, and future prospects that will affect the profession and the needs of those they serve. 6300. Advanced Biomechanics (3) As Needed Designed to expose the graduate student to appropriate research in sports biomechanics and to be involved in the analysis of movement based on selected mechanical principles such as balance, buoyancy, leverage, force, angles of rebound, projection and motion. 6370. Physical Fitness Evaluation and Individualized Exercise Prescription (3) As Needed 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) 2840. Social Recreation (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. 2890. Cooperative Work Experience (1-9) A, S, Su 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. 3050. Recreation and Leisure (3) A Acquaint the student with the 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 provide students an introduction to teambuilding/adventure programming activities. 3600. Outdoor Recreation (3) § Outdoor Recreation agencies/businesses/organizations, site visits, services delivery, environmental impacts, legal issues, management. discussion and selection of methods and procedures for evaluation of physical fitness indicants; 3) prescription and implementation of Skills: backpacking/hiking/camping/ropes course leadership, and individualized physical fitness programs. Outing(s) and Field Trips required. 6400. Advanced Exercise Physiology Collaborating. These components, reflecting, engaging, and collaborating, serve as a thematic framework for organizing course work and program development. MASTER LEVEL COURSE (REC) greater individual and team performance. (3) As Needed 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. 6420. Curriculum in Physical Education (3) As Needed 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. 6520. Improving Physical Education (3 ) As Needed 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. 6540. Physiological Aspects of Human Performance (2) A, § Designed to provide coaches and teachers of sports activities with the latest knowledge and trends in conditioning practices for improving sport performance. General preparation of fitness for participation in sports and specificity of training for sports both in- use of technology in leisure research and programming. Overnight (2) Su A broad inter-disciplinary approach to the methodology of outdoor required to demonstrate in a variety of ways the knowledge, skills education teaching techniques. 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 DEPARTMENT Hse et Department Chair: Dr. A. 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, Chukwuma S. Ahanonu; Assistant Professors: Michael E. Cena; Instructor Specialists: Judy S. Bezoski, Marilyn A. Lofgreen The major purpose of the professional education programs in teacher education is to prepare candidates for teaching in early childhood, 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 or the elementary education/special education composite major. The department prepares candidates for endorsements in elementary mathematics, ESL (English as a Second Language), Bilingual, Special Education, 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 general education requirements, candidates should note the needed to survive and to live off the land. One lecture and 3 hour major and professional education program of study sheet 3810. Recreation Leadership & Management (3) S$ Customer/client-based leisure services, role delineation, settings, site visits, extended "laboratory" experience, programming, pricing, pitching. Skills: Feasibility analysis, assessment. 4550. Outdoor Education Philosophies & Principles (2) § Provides basic concepts of outdoor education, and direct, firsthand experience with learning resources beyond the classroom. 4800. Individual Projects (1-3) A, S, Su A comprehensive study of a significant problem in the field of recreation. Hours to be arranged. For seniors only. 4890. Cooperative Work Experience A continuation of Rec 2890. (1-6) A, S, Su 4930. Outdoor Education Workshop (2) Su A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques. Admission to the Teacher Education Programs is a separate process from general university admission. The Teacher Education programs maintain a competitive admissions process. A specific number of applicants are admitted each semester 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 two times per year: March 20 for autumn semester and October 4 for spring semester. Applicants are evaluated using a 100 point system: 30 points maximum for GPA; 30 points maximum for the Collegiate Assessment of Academic Proficiency (CAAP); 40 points maximum for interview/biographical statement. Minimum Admission Requirements 1. Formal Application and Admission form submitted to Teacher TREC Teacher Education Programs The Department of Teacher Education has designated its organizing theme as “Teacher as Reflective Practitioner” and Education Admissions Office (ED 230A) at least one month prior to the admission date. Transcripts of all college course work must accompany the application. . At least 30 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 30 semester hours taken. . Minimum score on the CAAP. The Collegiate Assessment of Academic Proficiency is a standardized achievement assessment designed to show achievement levels in reading, writing, and mathematics. Registration should be at least 10 days prior to the test date. Applicants who have received a Bachelor’s degree more than 5 years prior to application are required to take the CAAP. Applicants with degrees within 1-5 years are not required to take the CAAP. Dates for testing and administration are available in ED 230 and the University Testing Center in the Student Services Center. schools and at least one of which is a required subject. Elemen- school teacher candidate. Early childhood education requirements are found in the Department of Child & Family Studies. PRENGR CS EET MFET Admission to Teacher Education available in the Teacher Education Advisement Center (ED 230). 2. The prospective secondary school teacher must complete a teaching major and a teaching minor, or a composite teaching major, all of which are currently being taught in Utah secondary complete a minimum of 30-31 semester hours of professional course work; 41 semester hours are required of the elementary pplied Science & are available. general education courses recommended and/or required in their tary education and early childhood majors choose two 9-hour or one 18-hour content area concentration or an 18 hour teaching minor. The teacher certification requirement outlines identify acceptable subject concentration 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 \ HNRS & BIS LIBSCI WS become a teacher. Specific program admission requirements, required courses, and recommended General Education course work 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 3610. Outdoor Survival (2) A Provide the necessary opportunity for a student to acquire skills field trip are required each week. Professional course work in the program is organized into sequential levels. As students move through the program, they are i) 4990. Senior Seminar (1-4) As Needed Ww Institutes and Special Events aN 4920. Short Courses, Workshops, a DEGREE REQ GEN ED COURSES See CAAP description below. . Evidence of fingerprinting/background check must be completed before the interview. See Teacher Education Admissions Office RESTHY (ED 230) for further information. 5. 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. 6. English competency completed (grade C or above in Engl EN1010 and Engl EN2010, or equivalent). 7. University mathematics competency completed (see catalog). | 8. Communication competency completed (grade B- or above in Comm HU1020 or Comm 3070 or equivalent). 9. 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. 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 season and off-season programs will be covered. A broad range of NAVSCI WEBER STATE UNIVERSITY WEBER STATE UNIVERSITY