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Course Criteria
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2.00 Credits
Designed to draw on the information and skills developed over the course of the recreation and sport program by reinforcing concepts including foundational theories and philosophies, programming and leadership, and management, operations and marketing. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Evaluate foundational concepts of recreation and sport management. 2. Integrate programming and experience design concepts within recreation and sport management. 3. Construct planning and operational procedures and skills needed in recreation and sport management. 4. Consider organizational and administrative concepts in recreation and sport management. Prerequisite: RSM 3000, RSM 3900, RSM 3950, RSM 4000, RSM 4100. FA, SP
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3.00 - 12.00 Credits
Facilitates professional experiences with a cooperating recreation and sport agency. Students must complete a minimum of 400 hours over a 10-week period. Minimum of 6 credit hours is required with a maximum of 12 credits. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Examine the administration, supervision, and day-to-day operations of the agency in which they are working. 2. Integrate current knowledge and skills related to the recreation and sport industry in a possible career path. Course fee required. Prerequisites: RSM 3000 and RSM 4200 and Instructor Permission. FA, SP, SU
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9.00 - 15.00 Credits
For students accepted into the Study Abroad/Exchange program. Used to maintain enrollment at Utah Tech while enrolled in coursework at another institution through this program. Upon completion of the Study Abroad/Exchange semester, students submit an official transcript from the exchange institution. This course will be replaced with the actual courses and credits earned at the exchange institution. Course is non-transferable, and credits do not count toward graduation. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Demonstrate learning through original and creative ideas. 2. Collaborate with others to accomplish a shared purpose or goal. 3. Use appropriate strategies and tools to represent, analyze, and integrate course-specific knowledge. 4. Develop the ability to think critically about course content. 5. Apply knowledge from course to a range of contexts, problems, and solutions. Course fee required. Prerequisite: Instructor permission.
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0.00 Credits
For participants and non-degree seeking students accepted into the Study Abroad program. Used to enroll students who have been approved to participate but are not seeking credit for the course. Prerequisite: Instructor permission.
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3.00 Credits
This course partially fulfills the requirement for ESL Endorsement. This course is designed to prepare teacher candidates to become professional teachers who understand the theory of second language acquisition in order to provide linguistically and culturally appropriate instruction that incorporates tools of language development into planning, instruction, and intervention for students learning English in secondary schools (grades 6-12). Teacher candidates will also develop awareness of sources of cultural bias in instructional techniques and materials, and develop ways to reduce these and other forms of bias. This course is designated as an Active Learning Cultural Immersion (ALCI) course. Students have a unique opportunity to learn another culture as part of the learning objectives of this course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Gain knowledge of first and second language acquisition theory and research. 2. Develop skills to apply second language acquisition theory and research into practice. 3. Develop understanding of the historical and current positions of English and its learners. 4. Develop awareness of sources of cultural bias in instructional techniques and materials, and develop ways to reduce these and other forms of bias for ESL students. Prerequisites: Instructor permission. FA, SP
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3.00 Credits
This course partially fulfills the requirement for ESL Endorsement. This course is designed to further develop competencies in current assessment practices in both ESL and mainstream education. Teacher candidates will learn about implementing assessments, and making them useful, meaningful and equitable. Teacher candidates will have the opportunity to explore and evaluate the relationship between teaching and assessment, with emphasis on reviewing multiple forms of assessment to provide feedback to learners and differentiate instruction. Teacher candidates will also implement lesson planning skills with the concept of Sheltered Instruction Observation Protocol (SIOP). This course is designated as an Active Learning Cultural Immersion (ALCI) course. Students have a unique opportunity to learn another culture as part of the learning objectives of this course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Develop awareness of interdependent relationship between teaching and assessments. 2. Gain subject matter knowledge of authentic assessment through development of authentic instructional tasks and tests that reflect the contextual factors of the classroom. 3. Analyze and synthesize assessment results to modify instruction for student learning. 4. Gain awareness of teachable test taking skills and metacognitive strategies helpful in studying for and taking classroom and standardized tests. 5. Develop understanding of lesson plans based on the principles of SIOP. Prerequisites: SCED 3410 (Grade C or higher); Instructor permission. FA, SP
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2.00 Credits
Required for all Secondary Education Teaching (SET) students. This course prepares teacher candidates to facilitate reading, writing, and study skills in the content areas at the middle school and secondary school level. Extensive background in literacy and teaching strategies will be provided during the lecture portion of the course. Teacher candidates will practice and apply pedagogical skills during a field experience in the public schools. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Use a variety of strategies to promote student independence in content area reading and writing. 2. Use a variety of texts and to assist students who have difficulty reading content area texts. 3. Demonstrate methods in the content areas to address the diverse literacy backgrounds and needs of students (ELL, gifted, special education, behavior/emotional needs, etc.). 4. Design and teach lessons in the content area which integrate or focus on text-based concept development. 5. Integrate technology to support and meaningfully supplement the learning of students. 6. Utilize formative and summative reading and writing assessments to analyze student reading and writing data to inform and modify instruction. 7. Use school, community, district, and state content area resources to enhance student learning. Prerequisites: Admission to Utah Tech Secondary Education Teaching (SET) Licensure Program. FA, SP
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3.00 Credits
Required for all Secondary Education Teaching (SET) students. This course examines research-based curricular and instructional issues, and national, state, and district standards. Prepares secondary education teacher candidates to unwrap state content standards and write objectives/enduring understandings, and align instruction with objectives and assessments. The primary models for this course will include Understanding by Design (UbD) and Professional Learning Communities (PLC). This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Use standards of the appropriate subject authority to use/make objectives for student mastery in lessons. 2. Interpret and use student assessment data to inform planning and instruction. 3. Use research-based instructional strategies to impact student mastery of the content. 4. Design lesson and unit plans that incorporate effective teaching and learning strategies. Prerequisites: Admission to the Utah Tech Secondary Education Teaching (SET) Licensure Program. FA
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2.00 Credits
Required for all Secondary Education program students. Prepares secondary education teacher candidates to design, align, administer, and analyze formative and summative assessments in secondary classroom settings. Students explore current assessment issues in secondary school settings, and determine when and how to use different types of classroom assessments and resultant student learning data. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify and select appropriate testing and assessment practices and procedures. 2. Evaluate assessments that are used. 3. Distinguish the differences between formal and informal assessments. 4. Differentiate when it is appropriate to use informal, formal, and alternative assessments, and identify information that can be collected using assessments. 5. Interpret test scores and assessment data and plan appropriate instruction. 6. Design informal and formal assessments with differentiation/accommodations/modifications for students' needs. Prerequisites: Admission to the Utah Tech Secondary Education licensure program. FA, SP
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3.00 Credits
Required for all Secondary Education Teaching (SET) students. The practicum experience is an integral part of the field-based Education Program, and provides students the opportunity to apply concepts learned in coursework to real-life teaching in the classroom. Students will spend one full day per week, and one full week during the semester, in their assigned classroom. Students will complete all programmatic requirements for this semester, including field-based assignments from coursework, in this classroom. This course emphasizes delivery of lesson plans that are appropriate to the contextual factors of the classroom and align to local and state curriculum and standards; implementation of classroom routines, procedures, and instructional strategies; collaboration with families of students; and development of professional dispositions of the practice. Students will work closely with cooperating (mentor) teachers and university supervisors via frequent conferences and observations using Utah Tech Department of Education assessment tools. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on successes and challenges that arise during the practicum teaching experience. 2. Discuss and reflect on facilitating classroom activities and helping with behavior management as directed by the cooperating/mentor teacher. 3. Create and teach two observed lessons that utilize effective instructional strategies and teach accurate content concepts and skills to whole classes and small groups of students. 4. Collaborate with grade-level teams to analyze student learning data, inform and adapt instruction, and build understanding of district policies and procedures. 5. Engage counselors, school administration, and related personnel and community resources to understand and support students' educational progress and goals. 6. Discuss and reflect upon ways to engage parents/families in students' educational progress under the guidance of cooperating/mentor teacher. 7. Discuss and reflect on development of professional dispositions, and develop action steps for continued growth. Prerequisites: Admission to the Secondary Education Licensure program. FA SP
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