Education Education 177. Philosophy and Principles of Outdoor Education Learning beyond the classroom. Purpose is to present basic concepts of outdoor education, and to provide direct, first-hand experiences with learning resources beyond the classroom. (3) Rhead 178. History of Education—Major educational movements from early Greek to the present, and their effect on today's education. (3) Staff 181. Supervision of Student Teachers—The cooperating teacher-student teacher relationship and the factors and conditions that contribute to successful student teaching experiences. (3) Low 183. Teaching Remedial Reading I—Analysis and diagnosis of reading achievement difficulties. Prerequisite: At least one course in the teaching of reading. (3) Staff 184. Teaching Remedial Reading II—Techniques for improving word analysis, word recognition, comprehension and rate; and approaches to teaching remedial reading. Prerequisite: Education 183. (3) Staff 185. Teaching Remedial Reading III—Practicum. Working with children with reading difficulties. Prerequisite: Education 183 and 184. (3) Staff 187. Curriculum for the Intellectually Handicapped—Curriculum construction and design, and the learning experiences and materials of instruction for use with the intellectually handicapped. (3) Staff 188. Organization and Management of Classrooms for the Intellectually Handicapped—Teaching methods and procedures. To be taken concurrently with, or just prior to Education 189. (3) Staff 189. Student Teaching of Intellectually Handicapped— Supervised student teaching. Prerequisites: Education 106, 107, 187. (3) Staff 191. Seminar—A WS (1) Staff 192. Directed Experiences with Students—Directed experiences with elementary and secondary school students in cooperating schools. Students may register for one unit of credit per quarter for a maximum of three quarter hours. AWS(l) Staff 193. Aerospace Education—Concerned with knowledge, skills, attitudes and communication about aerospace activity, and the impact of air and space vehicles upon society. (3) Memmott 194. Advanced Aerospace Education—Helps teachers of aerospace develop an understanding of the political, economic, social and educational implications of aerospace technology. (3) Memmott 195. International Aerospace Education Workshop—A nontechnical approach to aviation, space, and American and international power. Lectures and symposia by internationally known leaders in education, social science, military, and world affairs. An individual journal will be developed based on lecture notes, readings, observations, and experiences. Summer only. European tour (9) World tour (15) Memmott 197. Outdoor Education Workshop—A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques. Su (3) Rhead Department of Elementary Education Luan H. Ferrin, Acting Chairman Students preparing to teach in the elementary schools, kindergarten through grade six, major in elementary education and will graduate from the School of Education. Elementary school teachers' certificates are also valid in Utah junior high schools provided the individual has a major and a minor, or composite major, in subjects assigned to the person on the junior high school level. An adviser from the department of elementary education will be assigned each prospective teacher. It is to the student's advantage that he begin planning his program early in the freshman year. In addition to the general College requirements, each candidate for a baccalaureate degree in elementary education must complete 42 credit hours in professional course work. These courses commence late in the sophomore year, and it is recommended that they be taken in the following sequence: Education 111, 101, 121, 134, 161, 135, 137, 112, 139 or 140, and 102. Each elementary education major will also be expected to select an area of subject matter concentration during his sophomore year. This requirement can be satisfied by completing 40 credit hours in one academic area, or two lesser areas of concentration of 20 hours each. A student selecting a 40 hour concentration should follow the catalog requirements for an academic major. Those selecting the 20 hours concentrations should consult their adviser in elementary education. Both lower and upper division courses may be used in completing these fields. The fields from which the elementary teacher candidate may select to complete his 40 credit hour or 20 credit hour concentrations are as follows: 228 229