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Course Criteria
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3.00 Credits
Instruction in this course will focus and concentrate on the actions that take place during adult, pediatric, and neonatal cardiac arrest. Subjects covered include a review of BLS, NALS, PALS, ACLS algorithms, pharmacology, EKG recognition, airway management, IV techniques, and defibrillation. Also discussed will be the recognition and treatment of various respiratory emergencies and hemodynamic monitoring
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3.00 Credits
This capstone course is designed to review and assist in preparation for the written and clinical simulation portions of the CRT and RRT examinations. Students will complete a comprehensive review of disease recognition and management, treatment applications, therapeutic modifications and case study analysis. Test taking and application skills will be stressed through various methodologies including completion of mock written and simulation examinations. The students will be required to complete a special project which includes the research, assessment and presentation of the approved clinical case topic. All capstone projects MUST receive written pre-approval by the Program Director prior to initiating the research of the topic
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4.00 Credits
A continued study of the four basic skills in cultural contexts. Tape assignments supplement classroom presentations. 4 credits Prerequisite: SA 101 or equivalent. Placement testing available. Fulfills LAI requirement.
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3.00 Credits
This course introduces secondary education students to a variety of methods for teaching reading and writing in the content areas. Students are immersed in critical thinking concepts and strategies that enable them to identify and analyze the structure of their discipline. They incorporate knowledge of their particular discipline and what research has documented about reading and literary theories in order to understand the role of reading and writing within that discipline. The focus is content literacy. Central to this course is the idea of using writing as a means of coming to know
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4.00 Credits
This course positions secondary students to understand the relationship between curriculum theory and practice. With focus on creating learning environments that foster critical and imaginative thinking and problem solving, students design and present lesson plans and develop units that enable the adolescent (grades seven-12) to explore concepts and pursue a particular inquiry. Students will incorporate various forms of questioning and assessment, understand issues related to classroom management, and develop strategies to ensure that students with special education concerns are included. This course enables students to understand the importance of reflective teaching and prepares them for the student teaching experience
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1.00 Credits
An exploration of an area of study which is not already offered as a course. Students design the course with the consent of a faculty member
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1.00 Credits
Experiences arranged to meet particular needs or goals of students preparing to teach at the secondary level
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12.00 Credits
Sixteen weeks full-time teaching experience in a junior or senior high school setting under the direct supervision of a cooperating teacher and University supervisor. After a brief observation period, the student teacher is expected to demonstrate competency in planning, facilitating, and assessing learning activities. The student teacher gradually assumes full classroom responsibilities. Students may teach in more than one content area. Verification of competence is determined jointly by the cooperating teacher and University supervisor. Student teachers are also required to attend University seminar meetings throughout the student teaching experience
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3.00 Credits
This course is designed to introduce students to the knowledge and skills needed to communicate effectively in both personal and professional situations, using traditional [face-to-face] and digital mediums. Students will study the essential concepts and models of communication; while designing and presenting formal presentations. Topics include: interviewing; ethics; nonverbal communication; team building; visual aids; demonstrating appropriate use of ethos, pathos and logos in the organization; and delivery of a presentation, demonstrating college-level research and critical thinking skills. All students will deliver individual and group presentations. It is recommended that this course be completed during the first year of study. 3 credits
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3.00 Credits
This course is designed to study the fundamental skills required to understand quantitative information in personal, societal, and career contexts and to use this information to effectively form conclusions, judgments, or inferences. These skills include the ability to consume quantitative information presented in many formats as well as the ability to articulate arguments using quantitative evidence to a variety of audiences. Topics include: critical thinking, number sense, statistical interpretation, basic probability, graphical representation, and analysis of data. Students will have the opportunity to consider the ethical issues surrounding the use of data as engaged citizens of the world. It is recommended that this course be completed during the first year of study
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