Course Name:Teaching
Lifelong Leisure Activities
Course Prefix: PEP
Course Number: 3260
Submitted by (Name & E-Mail): James Zagrodnik,
jameszagrodnik@weber.edu
Current Date: 11/11/2012
College: Education
Department: HP&HP
From Term: Fall
2013
Substantive
|
change |
Current Course Subject
PEP Current Course Number 3260 |
PEP 3260 - Teaching Lifelong Leisure Activities (2) F Designed to give students a broad variety of noncompetitive/nonconventional activities and sports that are beneficial as lifetime sports. Prerequisite: PEP 2000 , PEP 2600 or concurrent enrollment in PEP 2000 or PEP 2600.
|
Subject: PEP
Course Number: 3260 |
Check all that apply:
This is for courses already approved for gen ed. Use a different form for proposing a new gen ed designation. DV CA HU LS PS SS EN AI QL TA TB TC TD TE |
Course Title: Methods of Teaching Lifelong Activities
Abbreviated Course Title: Lifelong Activities
| Course Type: | LEL |
Credit Hours: 2 or if variable hours: to
Contact Hours: Lecture 15 Lab 30 Other
Grading Mode: standard
| This course is/will be: |
a
required course in a major program a required course in a minor program a required course in a 1- or 2- year program elective |
Prerequisites/Co-requisites:
Prerequisite: PEP 2000,
Co-requisite: PEP 2000
Course description (exactly as it will appear in the catalog, including prerequisites):
PEP 3260 - Teaching
Lifelong Leisure Activities (2) F
Designed to give students a broad variety of noncompetitive/nonconventional
activities and sports that are beneficial as lifetime sports. Prerequisite or
concurrent enrollment in PEP 2000.
Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)
The first change is to
reduce the course credit hours to 2 for each “Skill Development and Methods of
Teaching” course. The second change is to incorporate a “laboratory” portion of
the course such that student’s content knowledge and skill development can be
evaluated separately from their teaching pedagogy and efficacy. Thereby the
instructors of these courses can identify prospective Physical Education and
Coaching majors and minors who may be able to perform skills but not teach them
and vice-versa. By holding our students accountable to both aspects
(doing/knowing and teaching) we will be able to better identify those students
who need more help and in which areas and which students to allow into their
respective programs for certification (or not). The changes to this course will
ensure our students are meeting NASPE standards (See Program Changes for
detailed description).
This Skill Development and Methods of Teaching course offers opportunity to
develop skills required by the accrediting body, the National Association for
Sport and Physical Education, NASPE, standards 2.1, 2.2, and 2.3, Students will
demonstrate competence in motor skill performance, demonstrate performance
concepts related to skillful movement and achieve and maintain health-enhancing
level of fitness. Students are also expected, as stated in Standard 4.3, to
provide effective instructional feedback for skill acquisition, student learning
and motivation.
INFORMATION PAGE
for substantive proposals only
1. Did this course receive unanimous approval within the Department?
true
If not, what are the major concerns raised by the opponents?
2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?
3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.
4. Is this course required for certification/accreditation of a program?
yes
If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.
5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).