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Course Criteria
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3.00 Credits
Provides the student with direct experience in the classroom and in the education of learners with diverse needs and abilities. Provides the opportunity for observation in the school setting and interactions with professionals currently in the field. The student is responsible for the instructional needs of both small and large group activities and one-to-one educational experiences. Prepares the future special educator to design instruction that implements appropriate curriculum content, adaptations and modifications, behavior management, and classroom technology and to demonstrate the competencies of the Council for Exceptional Children for effective instructors of students with disabilities. Provides the opportunity to reflect on classroom interactions and deepen understanding of the role of key stakeholders within the classroom setting. The student's performance in the classroom will demonstrate knowledge and skills from previous coursework. Students who do not receive a grade of B or higher must repeat the course and cannot continue to take upper-level education courses until they do so. Prerequisite: Consent of instructor.
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3.00 Credits
This class introduces the future special educator and the general educator who will work with students with disabilities to the skills necessary to enhance the skills and abilities of youth with disabilities. Students will be introduced to the current best practices and researchbased methodologies of curricular adaptations, including accommodations and modifications. Using a developmental sequence approach to diverse learners and their needs, students develop a broad view of interventions and innovative practices as they relate to curricular methods, materials, and media in a variety of learning environments. Students will demonstrate a critical approach to instruction as it impacts the life-long process of learning. This class incorporates Education 17 Updated 3.6.09 collaboration, ethical practices, state standards, learning strategies, and individualized education as they apply to the academic, physical, emotional, cognitive, and behavioral needs of learners with diverse needs and abilities. Prerequisite: Consent of instructor.
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3.00 Credits
This class introduces the student to the laws, regulations, and key court cases that impact students with disabilities. It also introduces the student to the critical role of the special educator in the development, implementation, and evaluation of the individualized education program. Prerequisite: Special Education 223.
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3.00 Credits
A study of the legal and ethical aspects of special education and services for individuals with disabilities. Translates theory into practice through student research and reflection about issues concerning learners with diverse needs and abilities in a variety of multicultural settings. Special educators must engage in a continuous process of critical and reflective analysis assessing current issues in the field such as, but not limited to, student programming and cultural perspectives, collaborative designs, philosophical differences, professional development, coordination and integration of theory and pedagogical practices, curriculum standards and instructional strategies, and ethical and professional practice. Prerequisite: Junior standing in the department.
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7.00 - 8.00 Credits
Provides the student with direct experience in the classroom. The student is responsible for assessing, planning, and implementing the instructional interventions for learners with diverse needs and abilities, monitoring and documenting student progress, as well as managing the day-to-day operational procedures for the classroom, eventually assuming all the duties of the mentoring teacher for the entire academic day. The student teacher designs and implements both an interdisciplinary instructional unit plan and a case study incorporating a functional behavioral assessment and a behavioral intervention plan. Prepares the future special educator to design instruction that implements appropriate curriculum content, adaptations and modifications, behavior management, and classroom technology and to demonstrate the competencies of the Council for Exceptional Children for effective instructors of students with disabilities. The student's performance in the classroom will demonstrate knowledge and skills from previous coursework. Prerequisite: Senior standing, acceptance into the department, and completion of required coursework.
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3.00 Credits
An introduction to general management theory and principles with direct application to the Sport Management field. A case study approach will be used to integrate theory and practical application addressing the three primary segments - consumer, spectator, and participant. No prerequisite.
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3.00 Credits
Deals with issues such as corporate sport, big time college sport, sexism, racism, drugs and violence in sport. Examines how society is influenced by sport and how sport is influenced by society. No prerequisite.
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3.00 Credits
The principles and techniques of sports marketing. Major thrust of course will focus on the establishment of a corporate program and the growing use of sports marketing by business.
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3.00 Credits
Organizational patterns, issues, management, financing and planning intramural and recreation programs.
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3.00 Credits
Observation, participation and/or in-service training with a company in the sport management field. A faculty member and a company employee cooperatively supervise the student's practical experience, supplementary reading, and written work. Prerequisite: Permission of faculty supervisor.
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