196 6400. Advanced Exercise Physiology (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) F, S 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- season and off-season programs will be covered. A broad range of ideas will be generated to help coaches construct training and conditioning programs that will be more successful and lead to greater individual and team performance. 6830. Motor Learning (3) As Needed 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. RECREATION COURSES - REC 2840. Social Recreation (3) F 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) Sm, F, S 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) F 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 team- building/adventure programming activities. 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. 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. 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 St Principles (2) 5 Provides basic concepts of outdoor education, and direct, firsthand experience with learning resources beyond the classroom. 4800. Individual Projects (1-3) Sm, F, S A comprehensive study of a significant problem in the field of recreation. Hours to be arranged. For seniors only. 4890. Cooperative Work Experience (1-6) Sm, F, S A continuation of Rec 2890. 4930. Outdoor Education Workshop (2) Sm A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques. MASTER LEVEL COURSE (REC) 6930. Outdoor Education Workshop (2) Sm A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques. 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, Shannon K. Butler, Karen B. Lofgreen, A. Earl McCain, Judith P. Mitchell, Linda K. Oda, A. Cordell Perkes, Donald K. Sharpes, R. Michael Smith; Associate Professors: Chukwuma S. Ahanonu, Michael E. Cena, Forrest C. Crawford, Alfred S. Forsyth, Linda P. Gowans, Ann Larson, Shirley Leali, Ray E. Wong; Assistant Professors: Claudia Eliason, 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/ESL, 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 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). 197 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 an 18 hour 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; 41 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 30 credit 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. 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 below.) 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 EN1010 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 complete current course/program requirements. Changes in state certification 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. Applicants with BS or BA degrees seeking initial certification 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. 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. 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. d. PROFILE ENROLLMENT STUDENT AFFAIRS ACADEMIC INFO DEGREE REQ GENED Inferdisripffitlpi FYE HNRS BIS LIBSCI INTRD MINORS Applied Science & Technology CS EET MFET/MET CMT DG PRENGR AUTOSV/AUTOTC IDT SST TBE COMM ENGL FORLNG DANCE MUSIC THEATR ART MPACC/ACCTNG BUSADM FIN LOM MGMT MKTG ECON/QUANT IS&T MEDUC CHFAM ATHL/AT HEALTH/NUTRI PE/REC EDUC CLS DENSCI PARAMD HTHSCI HAS/HIM MRSCI NURSNG RADTEC DMS NUCMED RADTHR RESTHY BOTANY CHEM GEOSCI MATH/MATHED MICRO PHSX ZOOL Social & Behavioral Sciences CJ ECON GEOGR HIST POLSC PHILO PSYCH SOCLWK GERONT SOCLGY ANTHRO AEROSP MILSCI NAVSCI Weber State University Weber State Universi t y