REC 4800. Individual Projects (1-3) Su, 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) Su 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. D E PARTM ENT 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 801-626-6309 Janet Nelson 801-626-6636 Professors: 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, Michael E. Cena, Claudia Eliason, Ann Ellis, Paul Pitts, Mongkol Tungmala; Assistant Professors: John C. Mayhew Jr., Louise R. Moulding, Vicki Napper, Richard Pontius, Peggy Saunders, Pene'e Stewart; Instructor Specialist: Marilyn A. Lofgreen The 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 211 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, required courses, and recommended general education course work are available. Teacher Education Conceptual Framework The Department of Teacher Education's conceptual framework theme is "Student Achievement: Students, Teachers, & Communities Working Together." The model that illustrates the program's purposes, philosophy, outcomes and evaluation is represented by an easel, at the center of which are three overlapping components: Reflecting, Engaging, and Collaborating. The program standards are performance-based: that is, they describe what teachers should know and be able to do in order to be awarded a license. Course outcomes and objectives are geared around the conceptual framework. Students may view the conceptual framework, INTASC Standards and the critical performances for each level on the teacher education website (http://departments.weber.edu/teachereducation). Admission to Teacher Education 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 provisionally 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: fall semester and 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 provisional Admission form submitted to Teacher Education Advisement Center (ED 230) by the deadline date. Transcripts of all college course work must accompany the application. 2. At least 40 semester hours of general education and relevant pre requisite 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. Those intending to teach at the elementary level, please note: The Professional Education component of the Elementary Education and Composite Elementary Education and Spedal Education majors requires four semesters to complete. Therefore, it is very important that candidates have completed the General Education requirements and have taken at least some of the required Support Courses prior to entering the program. Because of possible scheduling difficulties, failure to do so could mean spending an extra semester (or more) in completing the program. General PROFILE ENROLLMENT STUDENT AFFAIRS ACADEMIC INFO DEGREE REQ GENED Jnterdisciplinary FYE HNRS BIS/BAT LIBS INTRD MINORS Applied Science & Technology CEET CS MFET/MET CMT DGET ENGR AUSV/ATTC IDT SST TBE Arts & Humanities COMM ENGL FL MUSC THEA ART/ARTH Business & ECON MBA MACC/ACTG BSAD FIN LOM MGMT MKTG ECON/QUAN 1ST Education MED CHF ATHL/AT HLTH/NUTR PE/REC EDUC Health Professions CLS DENT PAR HTHS HAS/HIM NRSG RADT DMS NUCM RATH REST Science BTNY CHEM GEO MATH/MTHE MICR PHYS ZOOL Social & Behavioral Sciences MCJ/CJ ECON GEOG HIST POLS PHIL PSY SW GERT SOC ANTH AERO MILS NAVS Continuing Ed Davis Campus Weber State University 2005 - 2006 Catalog