- 210 Rec 3050. Recreation and Leisure (3) F 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 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. 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 Si Management (3) 5 Customer/client-based leisure services, role delineation, settings, site visits, extended "laboratory" experience, programming, pricing, pitching. Skills: Feasibility analysis, assessment. 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, 5 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) 5m, F, 5 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) 5m A broad inter-disciplinary 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: Education Building, Room 224 Telephone Contact: Lynda L. Olmstead 801-626-7171 Professors: Richard H. Blake, Karen B. Lofgreen, Judith P. Mitchell, Linda K. Oda, A. Cordell Perkes, R. Michael Smith; Associate Professors: Michael E. Cena, Forrest C. Crawford, Claudia Eliason, Ann Ellis, Alfred S. Forsyth, Linda P. Gowans, Shirley Leali, Ray E. Wong; Assistant Professors: Frances M. Butler, Vickie Napper, Paul Pitts, Penee Stewart, Mongkol Tungmala; 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 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, 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). 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, 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. 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. 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 31 semester hours of professional course work; 42 semester 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. 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: 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 Admission form submitted to Teacher Education Admissions Office (ED 230A) 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 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. Those intending to teach at the elementary level, please note: The Professional Education component of the Elementary Education and Composite Elementary Education and Special Education majors requires four semesters to complete. Therefore, it is very important that you have completed your General Education requirements and have taken at least some of your 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. Those intending to teach at the secondary level, please note: The Professional Education component of the Secondary Education program requires three semesters to complete. Therefore, it is very important that you have completed your General Education requirements and have completed most of the requirements for your major and minor 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. 3. Minimum score on the CAAP. The Collegiate Assessment of Academic Proficiency is a standardized achievement assessment designed to show achievement levels in reading, writing, mathematics, and critical thinking. 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. (See CAAP description following.) 4. Evidence of fingerprinting/background check must be completed immediately after being admitted. See Teacher Education Admissions Office (ED 230) for further information. 5. Sign up for an interview in the Advisement Center (the schedule will be available approximately one (1) month prior to the interview dates). 6. English competency completed (grade "C" or above in Engl ENIOIO and Engl EN2010, or equivalent). 7. University mathematics competency completed (see general requirements in this 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. Additional Notes a. Students are admitted to a specific teacher education program: (1) early childhood education; (2) elementary education; (3) composite elementary and special education; (4) secondary education. b. Admission to a specific program is valid for a period of five years. If a student has not completed the program within the five-year period or desires to pursue a different program, he/she must seek readmission under the current admission standards and 211 complete current course/program requirements. Changes in state licensure requirements may necessitate more immediate program changes. c. Professional education credits older than five years at the time of program admission generally will not be counted. However, students may revalidate outdated course work by following procedures available in the Teacher Education Advisement Center, ED 230A. d. Applicants with BS or BA degrees seeking initial licensure in Early Childhood Education, Elementary Education, or Secondary Education, must meet the current minimum GPA requirement, submit a formal application and transcripts, complete the interview/statement (See Requirements 1, 2, 3 [if applicable], and 4 of Admission to Teacher Education Program). They are then placed in the pool with others seeking admission. e. Applicants who hold Bachelor's degrees older than five years and who have not had more recent relevant course work or work experiences related to their major and minor must take at least two courses in their major and one course in their minor as designated by the academic department. f. Applicants with an earned graduate degree seeking initial certification must satisfactorily complete requirements 1, 2, 4, and 5 . They are then placed in the pool with others seeking admission. Collegiate Assessment of Academic Proficiency Tests The Collegiate Assessment of Academic Proficiency Test (CAAP) tests reading, mathematics, writing, and critical thinking. Each are separate standardized achievement tests designed to measure basic proficiency in these areas and require 40 minutes for completion. The Reading test measures student achievement in reading comprehension, using questions based on reading selections in prose fiction, humanities, social sciences, and natural sciences. Each passage is accompanied by a set of multiple-choice questions that require students to derive meaning, manipulate information, make comparisons and generalizations, and draw conclusions. The Mathematics test measures the development of math skills generally. The test emphasizes the solution of quantitative problems encountered in many algebra courses and also beginning- level trigonometry and calculus. The test stresses applications and quantitative reasoning. The Writing test is assessed in two ways. The multiple-choice Writing Skills Test is an indirect measure of writing skills. The Writing (Essay) Test offers a direct approach to the measurement of writing skills. The Critical Thinking Test measures the ability to clarify, analyze, evaluate, and extend arguments. The total cost of the tests is $40.00. Study guides are available at the testing center. Dual Certification Dual Licensure is a possibility for a student who desires to qualify to teach at early childhood and elementary, or elementary and secondary levels. Ordinarily, this requires two or more semesters of work beyond that required for the single license. Returning students desiring the dual licensure must complete at least one Exceptional Child course (usually Educ 3260 The Exceptional Student). Early Childhood Education Major The Departments of Child and Family Studies and Teacher Education offer a major in Early Childhood Education with licensure for teaching in programs which serve children from age three through eight years of age (pre-school - grade 3). Requirements are listed under the Department of Child and Family Studies. See Rooms ED 230 or ED 204 for additional information. PROFILE ENROLLMENT STUDENT AFFAIRS ACADEMIC INFO DEGREE REQ GENED Interdisciplinary FYE HNRS BIS LIBSCI INTRD MINORS Applied Science & CEET CS MFET/MET CMT CDGT PRENGR AUTOSV/AUTOTC IDT SST TBE Arts & Humanities COMM ENGL FORLNG DANCE MUSIC THEATR ART Busmess & Econ MBA MPACC/ACCTNG BUSADM FIN LOM MGMT MKTG ECON/QUANT IS&T Education MEDUC CHFAM ATHL/AT HEALTH/NUTRI PE/REC EDUC- CLS DENSCI PARAMD HTHSCI HAS/HIM NURSNG RADTEC DMS NUCMED RADTHR RESTHY WKMaMm BOTANY CHEM GEOSCI MATH/MATHED MICRO PHSX ZOOL Social & Behavioral MCJ/CJ ECON GEOGR HIST POLSC PHILO PSYCH SOCLWK GERONT SOCLGY ANTHRO AEROSP MILSCI NAVSCI Weber State University 2001-2002 Catalog Weber State University 2001-2002 Catalog