• Recreation Courses Teacher Education General Information 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 653 Nutrition for Fitness and Sport (3) W The nutritional support necessary to achieve optimum athletic performance will be discussed in the context of diet and metabolism. In addition, the use of ergogenic aids will be addressed with reference to athletic performance. Prerequisite: Nutrition PD 105. 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) 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, W 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) 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) 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) 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) 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. 386. Field Experience (2) 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. 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) Provides basic concepts of outdoor education, and direct, firsthand experience with learning resources beyond the classroom. 480. Independent Study (2-5) 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: Jack L. Rasmussen Location: Education Building, Room 225 Telephone Contact: Lynda L. Olmstead 626-7171 Professors: Harley K. Adamson, Richard H. Blake, Shannon K. Butler, Janice R. Fauske, J. Burdett Johnson, A. Earl McCain, Judith P. Mitchell, A. Cordell Perkes, Donald K. Sharpes, R. Michael Smith; Associate Professors: Alfred S. Forsyth, Ann Larson, Karen B. Lofgreen, Linda K. Oda, Jack L. Rasmussen; Assistant Professor: Tammy V. Abernathy, Chukwuma S. Ahanonu, Forrest C. Crawford, Linda P. Gowans, Shirley A. Leali, Ray E. Wong; Instructor Specialist: Judy S. Bezoski; Instructor: Marilyn A. Lofgreen Description The major purpose of the professional education curricula in teacher education is to prepare candidates for teaching in the elementary, middle and secondary schools. Preparation is also provided for teachers of mild and moderately handicapped students in public schools under special education mild/moderate endorsement. All programs for elementary and secondary teachers are approved by the Utah State Board of Education and are accredited by the National Council for the 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 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. Elementary education majors choose 15 or 30 hour content area specializations. The program outlines list 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 39 quarter hours of professional course work; 52 quarter hours are required of the prospective elementary school teacher. TREC TEACHER EDUCATION PROGRAM The Department of Teacher Education has designed a model that explicates the program's purposes, processes, outcomes, and evaluation: Teacher as Reflective Practitioner. The model is represented by the acronym TREC: Teachers Reflecting, Engaging, and Collaborating. These areas of emphasis, reflection, engagement, and collaboration, 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 model of a reflective practitioner. It is important that interested students contact the Department of Teacher Education as quickly as they decide to become a teacher. A description of the program and recommended General Education course work is available. Student Services Interdisc. Programs Applied Science & Technology Arts& Humanities Business & Economics Education Health Professions Science ADMISSION TO TEACHER EDUCATION PROGRAMS Social & behavioral Admission to the Teacher Education Programs is a separate sciences process from general university admission procedures. The Teacher Education programs maintain a competitive 178 179 Continuing Education