Exploration of techniques and strategies for the effective teaching and integration of language arts and social studies; investigation of current issues, practices, materials, and curriculum development appropriate for teaching/learning in the middle grades. Course includes in-school field experience.

This course consists of the field experience that accompanies MGED 4261. Must be taken concurrently with MGED 4261. This course consists of the field experience that accompanies MGED 4261. Must be taken concurrently with MGED 4261.

This course will provide an exploration of techniques and strategies for the effective integrated teaching of science and math; and investigations of current issues, practices and materials in teaching/learning science/math in the middle grades. Course includes in-school field e experiences.

This course consists of the field experience that accompanies MGED 4264. This course consists of the field experience that accompanies MGED 4264. Must be taken concurrently with MGED 4264.

This course will address the principles and techniques of planning and teaching with attention to differentiated instructional design and assessment and evaluation techniques to be used with middle grade learners. Students will plan lessons and units of study for middle level learners that apply the principles of differentiated instruction and a variety of assessment formats. In addition, this course will include an exploration and examination of approaches of instructional management of learners, resources, and learning activity. Techniques for integrating various approaches to classroom discipline into instructional management will be developed. Field experience required. Admission to Teacher Education required.

This course consists of the field experience that accompanies MGED 4265. This course consists of the field experience that accompanies MGED 4265. Must be taken concurrently with MGED 4265.

Exploration of curriculum and nature of the learner for the midddle grades and the identification of processes for developing relevant curriculum components, including career awareness, for the pre-adolescent in today's society. Two days each week will be spent with assigned field experiences. Prerequisite: Requires admission to teacher education. A practicum/internship fee will be charged.

This course consists of the field experience that accompanies MGED 4271. Must be taken concurrently with MGED 4271.

Students will be involved 15 weeks (one semester) in a full- time, supervised and directed classroom setting. Application for field experience required prior to enrollment. Taken concurrently with MGED 4289.

Students will be in a full-time, supervised and directed classroom setting. Prerequisites: Admission to Teacher Education; application for field experience required prior to enrollment.

Students will be in a full-time, supervised and directed classroom setting. Prerequisites: Admission to Teacher Education; application for field experience required prior to enrollment. Taken concurrently with MGED 4289.

An introduction to issues, topics, materials and skills appropriate to the teaching experience. This course is designed to be concurrent with the student teaching internship. The course should augment the classroom experience of students through case studies, projects, and seminars which include both university and other resource persons. Must be taken concurrently with MGED 4286 or MGED 4288.

This course introduces students to the teaching of health and physical education with emphasis on the social, historical and philosophical bases and the context for education in these fields. The students explore the roles and responsibilities of the teacher, including legal, ethical and effective practice. Field experience involves observing health and physical education classes in the public schools. 2.3 GPA required.

This course focuses on descriptive human anatomy and physiology with an emphasis on the skeletal, muscular, and nervous systems of the human body. The course provides in- depth analysis of the majpr bones, muscles and nerves used in a variety of movemental activities. For physical education majors only.

Prerequisite: Form Physical Education majors only. This course focuses on descriptive human anatomy and physiology with an emphasis on the cardiovascular, respiratory, digestive and endocrine systems of the human body. This course provides an in-depth analysis of the processes of respiration, heart function, breakdown and absorption of nutrients and the integration of these processes within the human body.

For Education majors only. Students will gain the knowledge and skills necessary to respond in an emergency to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness until professional medical help arrives. Specific school based situations relating to child injuries and emergencies will be addressed. Certifiction in CPR and First Aid is awarded upon successful completion of the course. Students must make a grade of C or better in order to use the course in Area F.

This course focuses on the development stages of selected motor patterns fundamental to educational games, gymnastics, and dance. Students develop and practice the skill theme approach to teaching fundamental movement patterns to elementary and middle school students. Students also develop observation and analysis skills for diagnosing children's motor patterns.

This course increases students' knowledge, skills and strategies related to strength and conditioning including weight training, cardiovascular endurance, health-related fitness, performance-related fitness, and flexibility. Focus is on skill development in order to provide K-12 students with accurate information, demonstrations and performance analysis.

Prerequisite: Admission to Teacher Education. This course increases students' knowledge, skills and strategies in target and outdoor activities including golf, track and field, orienteering and softball. Focus is on skill development in order to provide K-12 students with accurate information, demonstatrations and performance analysis.

Prerequisite: Admission to Teacher Education. This course increases students' knowledge, skills and strategies in net and wall games including badminton, pickle ball, tennis and volleyball. Focus is on skill development in order to provide K-12 students with accurate information, demonstrations and performance analysis.

Prerequisite: Admission to Teacher Education. This course increases students' knowledge, skills and strategies in invasion games including basketball, flag football, soccer, team handball and ultimate Frisbee. Focus is on skill development in order to provide K-12 students with accurate information, demonstrations and performance analysis.

This course focuses on the growth and development of the human being and the interaction of growth and development on human motor performance. Students examine the impact of motor development and motor learning, neuromuscular function and information processing on motor skill acquisistion and make applications to teaching physical education. The course provides students with foundation knowledge concerning the development and acquisistion of motor skills from birth to advanced age, with emphasis on P-12 children. Prerequisite: Admission to Teacher Education; PHED 2603 and PHED 2604 or equivalent.

This course provides a review of historical facts pertaining to the origin and development of games and sports, and the reationale for the support of these sports in America. The relationship of sport to social, economic, and political eras in this country, and the contributions for sport organizations and significant individuals in sport will be recogninzed.

This course provides students with the basic pedagogical skills and knowledge related to teaching health and physical education in k-12 settings. The course includes a study of management and instructional strategies appropriate for health and physical education. Students develop and build teaching skills through observations and practicing effective teaching behaviors through peer teaching.

Prerequisite: Admission to Teacher Education; PHED 3670. This course develops pedagogical skills and knowledge related to teaching physical education to children (K-5). The course develops an understanding of the characteristics and needs of children, developmentally appropriate curriculum content in elementary school physical education and effective teaching skills for elementary school physical education. The course provides observation experiences in both the classroom and gymnasium and requires students to plan, teach and evaluate physical education lessons.

Prerequisite: Admission to Teacher Education; PHED 3671. This course develops pedagogical skills and knowledge related to teaching physical education to middle and secondary school students. The course develops an understanding of the characteristics and needs of middle and secondary students, developmentally appropriate curriculum content in middle and secondary school physical education and effective teaching skills for middle and secondary school physical education. The course provides opportunities to observe in the gymnasium and outdoor environments and to plan, teach and evaluate physical education lessons.

This course emphasizes accountablility and the assessment of teaching, learning and performance using formative and summative evaluation procedures. Topics include selection and use of appropriate instruments and tests and assessments of the cognitive, psychomotor and affective domains in health and physical education. Prerequisistes: Admission to Teacher Education; PHED 3671.

Prerequisites: Admission to Teacher Education. Corequisite: SPED 3715. This course provides practical field experiences in public school and community settings. Students observe and apply knowledge gained for adapting physical activities while working with exceptional children and youth in inclusive and adapted physical education settings and with special programs and events. Students gain an awareness of and appreciation for the challenges faced by exceptional individuals and their families.

This course focuses on the behavioral, social, economic and community factors that influence health. Students examine the influences of the family, school and culture on a child's health and well-being. Emphasis is on current family health issues, relationships, communication, safety, consumer health, social-emotional needs, and gender issues. The course includes teaching strategies , directed field observation, and peer teaching.

Prerequisite: Admission to Teacher Education; PHED 4500. This course focuses on current issues in disease prevention and health promotion. Topics include health-related fitness, obesity, nutrition, and dieting; chronic and communicable diseases (i.e., diabetes, cardiovascular disease, etc.); and environmental health. This course includes teaching strategies, directed field observation and practical teaching experience in school and/or community settings.

Prerequisites: Admission to Teacher Education; PHED 4501. This course focuses on current school health education topics. Topics include alcohol, tobacco and drug education; human sexuality; HIV/AIDS; sexually transmitted infections and school violence. This course also addresses qualities of effective curricula, content standards, instructional strategies and lesson and unit plan preparation for classroom based instruction. Students observe, develop and implement developmentally appropriate instructional strategies in public schools and in other community group settings.

This class focuses on the physiological responses and adaptions of the human body during exercise. An in depth analysis of the responses of the repiratory and circulatory systems to exercise is a major focus. Applied activities include data collection and analysis of a variety of physiological processes related to exercise. Prerequisites:Admission to Teacher Education; PHED 2604 or equivalent.

Prerequisites: Admission to Teacher Education; PHED 2603. This course applies the core concepts of anatomy and mechanical physics to human motion. Kinematic (distance, speed, acceleration) and kinetic (force, momentum, torque) concepts related to motion along a straight line (linear motion) and around an axis of rotation (angular motion) are major themes of this course. The student will apply these concepts in analyzing exercise and sport skills. Applied activities engage students with fundamental concepts and principles of biomechanics that are essential to effective movement analysis.

This course provides students with the knowledge and skills necessary for teaching health and integrating physical activity in the elementary school curriculum. This course is designed for early childhood education majors. Prerequisites: Admission to Teacher Education; PWLA 1600.

Practical teaching experience in a public school under the supervision of a qualified teacher. Laboratory experience included in course. Prerequisite: Completed all other professional courses with a grade of C or better; Co-requisite: PHED 4689.

Prerequisites: Completed all other professional courses with a grade of C or better; Crequisite: PHED 4686. This seminar develops heightened professionalism through seminars and reflection focused on issues, topics, skills, materials, and technology appropriate to the teaching experience. This seminar is taken concurrently with the teaching internship.

Introduction to the major dimensions of wellness with emphasis on behavioral and environmental factors influencing levels of personal and community health. Examination of concepts related to a variety of health topics, including fitness, nutrition, weight management, stress/stress management, suicide, human sexuality, communicable diseases, and alcohol and other drug use. Emphasis is on decision-making and personal responsibility for lifelong wellness.

This course is designed to teach students the proper technique for step aerobics, as well as introduce them to a new form of lifetime aerobic activity utilizing steps.

This course is designed to introduce the student to the strategies and skills of beginning badminton. Fundamentals such as grips, positioning, underhand strokes, overhead strokes, and tournament plan in singles and doubles will be taught.

This course is designed to provide an in-depth overview of the fundamental skills, rules, safety issues, and strategies related to basketball.

This course is designed to teach students the proper technique and fundamentals for cardio kickboxing and to introduce them to a new form of lifetime aerobic activity utilizing punches and kicks.

Basic dance fundamentals (foot positions posture, movement, and rhythmic awareness); leading and following; etiquette to include dances such as the Fox trot, waltz, tango, Cha-cha, swing, Lindy, jitterbug, line dances, and current popular dances.

This course is designed to provide the knowledge and skills necessary in an emergency to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness until professional medical help arrives. Various skills and procedures for first aid and CPR. Upon passing, the student will receive American Red Cross certification.

Beginning skills of golf to include grip, stance, address position, chipping, pitching, full swing and putting; safety; rules; etiquette; and strategy.

This course provides an introduction to the philosophy and techniques of martial arts in general and to Judo in particular. Students will be exposed to a variety of basic throwing and grappling techniques and gain basic skills in those strategies.

This course provides an intermediate-level overview of the philosophy and techniques of martial arts in general and of Judo in particular. Students build on basic judo skills and achieve an intermediate level of proficiency at a variety of throwing and grappling techniques. Students also deepen their knowledge and understanding of the history and philosophy of judo.

This course is an introduction to the major dimensions of resistance training, cardiovascular exercise, and flexibility. It includes demonstration of proper weight lifting techniques and examination of concepts related to a variety of health topics, including fitness, nutrition flexibility, and weight management. Emphasis is on cardiovascular exercise, anaerobic exercise, and personal responsibility for lifelong wellness.

This course is designed to teach the history and terminology of yoga. The focus for the course is to teach postures designed to open the many channels of the body, especially the main channel, the spine, to develop a balance of strenghth and flexibility in the physical body; and to connect the movement of the body and the fluctuations of the mind to the rhythm of the breathing. The focus centers on connecting the mind, the body, and breathing. The course is designed to reach a total mind-body workout which features functional strength, flexibility, muscle balancing, and relaxation.

This course is designed to provide the fundamental skills and knowledge base needed to participate in tennis as a lifetime activity. 1692 This course is designed to provide the fundamental skills and knowledge base needed to participate in tennis as a lifetime activity.

This course is designed to teach the fundamental skills and rules of Ultimate Frisbee as well as how to play the game and how to implement basic strategies used in the game. Emphasis will be placed on skills, rules, and participation in playing the game of Ultimate Frisbee.

Fundamental skills to include passing, setting, spiking, serving; game play (rotation, substitution); rules; safety; scoring; basic strategy.

This course is designed to further a student's playing ability, understanding of rules and strategy, and game play in volleyball.

Vigorous activity designed to improve muscle tone and the cardiovascular system through a well-planned program of walking and/or jogging.

Major muscle group strength training exercises designed to improve function and efficiency of the musculoskeletal system.

This course offers activities to accommodate student needs and interests--e.g., martial arts, roller skating, self defense, etc.

Designed for the student to develop skills in teaching and in planning instruction in mathematics for students in grades 7-12. Application for field experience required prior to enrollment.

This course consists of the field experience that accompanies SEED 4240. Must be taken concurrently with SEED 4240.

Designed to introduce pre-service students to the creative and integrative processes of science and science instruction by focusing attention on problem solving, discovering, and exploring. Will present various instructional methods that are designed to enhance learning. Will investigate current science education theories and practices. Will explore the science curricula and various resources. Will help the student develop an effective science teaching style. Application for field experience required prior to enrollment.

This course consists of the field experience that accompanies SEED 4242. Must be taken concurrently with SEED 4242.

Designed for investigation and assessment of current trends and research in the teaching of social sciences with implications for strategies and curricular needs at the secondary level. Application for field experience required prior to enrollment. This course includes a field experience at the secondary level.

This course consists of the field experience that accompanies SEED 4243. Must be taken concurrently with SEED 4243.

Students will reflect on trends and issues in curriculum, gain knowledge and skills needed in curricular decision making and in developing classroom management strategies. They will learn to assess student progress and will discuss professional ethics. Application for field experience required prior to enrollment. This course includes a field experience at the secondary level. Prerequisite: Admission to Teacher Education.

This course consists of the field experience that accompanies SEED 4271. Must be taken concurrently with SEED 4271.

Teaching one semester in the public schools at the secondary level under the supervision of an experienced, qualified classroom teacher. Seminars are scheduled as an integral part of the student teaching experience. Application for field experience required prior to enrollment. Taken concurrently with SEED 4289.

Teaching one semester in the public schools at the secondary level under the supervision of an experienced, qualified classroom teacher. Seminars are scheduled as an integral part of the student teaching experience. Application for field experience required prior to enrollment.Provisionally certified students only.

Teaching one semester in the public schools at the secondary level under the supervision of an experienced, qualified classroom teacher. Seminars are scheduled as an integral part of the student teaching experience. Taken concurrently with SEED 4289.

Designed to engage interns in a critical reflection of issues, topics, materials, and skills appropriate to their professional development and teaching experience during their internship. Will also serve as a capstone experience for satisfying exit requirements of the program. Taken concurrently with SEED 4286 or SEED 4288.

Course provides an overview of basic knowledge areas for the successful Sport Manager. Fundamental sport management principles, key skills required for success, and current issues are emphasized. 2.3 GPA is required.

This course provides a study of the sociological aspects of sport, athletics, and recreation in the American culture. Requires overall GPA of at least 2.50. Admission to Sport Management or permission of instructor.

This course emphasizes the management component of sport management. More specifically, the course will focus on means of improving performance within sports organizations. Several areas will be discusses to that effect, such as developing goals, making decisions, strategic planning, leadership, and human resource management. Requires an overall GPA of at least 2.50.

This course is designed to develop student understanding and competencies necessary regarding designing, planning, and controlling of sport facilities and sport event logistics. Topics include: scheduling the sport facility, planning and scheduling of sport events, box office management, security and supervision of facility events, safety and medical services, housekeeping and maintenance, concessions and merchandise, risk management and insurance, media marketing of sport events, sponsorship of and hospitality at sport events, and assessment of the sport event. Requires overall GPA of at least 2.50.

This course examines traditional and innovative methods of revenue acquisition and financial management in sports organizations. In addition, it examines the broader economic impact and implications in sport in society. Requires an overall GPA of at least 2.50.

This course is designed to serve as an introductory class in This course is designed to serve as an introductory class in public and media relations for students in sport public and media relations for students in sport administration, including the presentation of principles, administration, including the presentation of principles, standards, and guidelines in sport public relations and standards, and guidelines in sport public relations and information systems involved in sport information information systems involved in sport information management. Information technology and its role in sport management. Information technology and its role in sport will be covered. Throughout the course the concepts of will be covered. Throughout the course the concepts of public relations within sport and leisure organizations public relations within sport and leisure organizations will be examined and applied to sport. Overall GPA of at least 2.50 is required. Overall GPA of at least 2.50 is required. Admission to Sport Management or permission of instructor.

Prerequisite: Admission to Sport Management and completion of 9 hours of SPMG courses and 2.5 GPA. Field experiences yield the necessity of receiving direction, undertaking responsibility, and demonstrating competence by applying theory learned from course work. Course helps students discover career options and confirm career choices.

This course is designed to prepare the student to make the transition from student to professional in Sport Management. Topics for discussion will include the following: internship selection, application materials, interviewing skills, job search, salary negotiation, and other professional issues. Mentoring during the internship search process will be provided. Admission to Sports Management; to be taken in the semester preceding the internship or by permission of the instructor.

Designed to provide students with a basic understanding of sports promotion and marketing. Fundamental marketing and promotional principles are emphasized as they relate to sports. Requires overall GPA of at least 2.50.

Examination of major legal issues in sport management. Emphasis on providing legally sound programs that reduce risk of litigation. Requires overall GPA of at least 2.50.

This course provides the opportunity to offer course content and topics that may ot be covered by other course titles. Titles and descriptions of specific courses will be identified at the time of offering. The course may be repeated for credit. Requires overall GPA of at least 2.3.

Prerequisites: Admission to Sport Management and completion of all course work required for the degree. The internship is the capstone experience of the sport management program. The internship is a full-time committment and requires the completion of a minimum of 520 hours during the fall and spring semesters or 400 hours during the summer semester.The internship must be performed with a faculty-approved sport property, and intern duties are required to reflect the competencies developed through the sport management academic curriculum.

The purpose of Step 1 is to have students explore teaching in science, mathematics, or computer science. Students teach science or mathematics lessons in local, high-need elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum. The course instructor introduces students to the theory and practice behind excellent inquiry-based science and mathematics instruction, guides them through the process of designing and preparing to teach lessons, and assesses their progress toward course objectives.

Students who want to explore teaching careers become familiar with the middle school setting by observing and discussing the middle school environment, and by teaching several lessons to a middle school class. They build upon and practice lesson design skills that were developed in Step 1 and also become familiar with excellent science and mathematics curricula for the middle school setting. As a result of the Step 2 experiences, students generally are able to make a decision as to whether they want to pursue a pathway to teacher certification through the UTeach program. UTCH 2001 is a prerequisite for this course.

The goal of this course is to develop a powerful tool kit of approaches to knowing and learning in mathematics and science. This course focuses on issues of what it means to learn and know science and mathematics. What are the standards for knowing we will use? How are knowing and learning structured, and how does what we know change and develop? For the science and mathematics educator, what are the tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science? What are the links between knowing and developing in learning theory, and the content and evolution of scientific ideas? What are the connections between kinds of assessments and theories of knowing? How are various uses of technology associated with specific approaches to learning?