MA 321 - Mathematics Seminar 3

MA 322 - Mathematics Seminar 3

MA 325 - Math Methods in Elementary Education

MA 403 - Directed Independent Study

MA 421 - Mathematics Seminar 4

MA 422 - Mathematics Seminar 4

MB 515 - Leadership and Lifelong Learning

MG 101 - Introduction to Management

1. Define basic terminology used in the management field;
2. Explain key management concepts and apply them to real life situations;
3. Be conversant with contemporary management policy issues;
4. Explain diverse management forces that affect respective business policies.

MG 201 - Organizational Behavior

1. Describe and apply the variety of organizational behavior concepts in real world scenarios;
2. Develop and practices teh skills needed to analyze and understand organizational situations in terms of OB theories and concepts;
3. Analyze and describe different concepts related to management, leadership and decision making;
4. Develop an awareness of student’s own individual behaviors and needs utilizing Myers Briggs Type Indicator and describe the impact of these behaviors;
5. Develop and demonstrate responsible, professional behavior, both as an individual contributor and as a member of a team;
6. Practice skills needed to respond appropriately to organizational situations using OB concepts.

MG 302 - Human Resource Management

1. Develop student’s knowledge of human resource management terms, concepts and practices;
2. Develop fundamental knowledge of compensation and benefits, known as total rewards;
3. Gain knowledge regarding performance management and appraisal;
4. Create the ability to identify and analyze the components of HR management decisions;
5. Through cases studies, practice analyzing and problem solving various employee relations issues;
6. Learn and apply various federal and state employment laws that govern human resources compliance practices.

MG 310 - Operations Research

MG 335 - Customer Service Management

MG 402 - Business Policy and Strategy

1. Apply concepts from academic journals to future roles as top managers or business consultants;
2. Develop strategic decision-making skills through a deep analysis of a selected organization and a group presentation of that analysis;
3. Apply the student’s business knowledge and knowledge gained from other courses to the strategic decision-making process;
4. Provide a strong foundation for graduate study, professional service, and career advancement.

MK 201 - Introduction to Marketing

1. Describe the seven (or more) ‘P’s’ of marketing;
2. Evaluate new and traditional methods of marketing;
3. Apply basic marketing concepts to current business situations;
4. Compare approaches to marketing as they apply to market segmentation;
5. Take part in group presentations related to marketing specific products or services;
6. Use an integrated approach to developing consistent brand identities;
7. Compare and contrast marketing research methodologies;
8. Evaluate marketing on the international or global levels;
9. Apply legal, moral, and ethical dimensions of marketing;
10. Analyze marketing decisions.

MK 301 - Integrated Marketing Communications

1. Understand the marketing communications framework;
2. Identify the mission, vision, objectives and strategic plan of a company and how these elements play a role in marketing communications;
3. Be able to collect the appropriate company data and information to accomplish marketing communications objectives;
4. Conduct and analyze primary research;
5. Define target audiences and create applicable messages;
6. Create a professional marketing communications plan for a “live” client;
7. Utilize various forms of communications in business settings.

MK 302 - Market Research and Customer Value

MK 301 - Integrated Marketing Communications (preferred)

MK 303 - Retailing

MK 304 - Sales Management

MK 307 - Customer Service

1. Explain what leads to good and bad customer service;
2. Examine business situations using emotional and social intelligence;
3. Take part in group presentations related to customer service situations in light of theories discussed in class;
4. Apply legal, ethical, and moral dimensions of customer service;
5. Assess loyalty and loyalty programs for an industry;
6. Create a situation where customer intimacy has an impact on service;
7. Develop a program that integrates co-creation of value with another area of customer service;
8. Apply the ‘Complaint-as-gift’ approach to customer service;
9. Compare and contrast live and online customer service;
10. Examine customer relationship management (CRM) systems;
11. Compare and contrast internal and external customers.

MK 401 - Marketing Management

1. Analyze the strategy of a company and develop a marketing plan to achieve strategic goals;
2. Create marketing tactics aligned with big data analytics;
3. Formulate a loyalty program to achieve marketing objectives;
4. Compare and contrast business-to-business (B2B) and business-to-consumer (B2C) approaches to marketing;
5. Decide the best approach for branding a company;
6. Develop a plan that takes an organization through the process of market segmentation to targeting and positioning its brand;
7. Create a marketing strategy for an organization relative to the competitive marketplace;
8. Integrate ethical ideals into marketing strategy through plans related to sustainability conscious capitalism and other areas of corporate citizenship;
9. Propose a pricing strategy for an innovative product or service;
10. Formulate an integrated marketing communications (IMC) plan;
11. Develop a marketing plan for a company expanding internationally.

MK 500 - Strategic Marketing

NN 202 - Nutrition

1. Possess a basic understanding of the chemical composition of foods;
2. Possess a basic understanding of how major nutrients function in the body;
3. Describe general nutritional requirements at different stages of the life cycle;
4. Have the tools to recognize credible resources for nutrition information;
5. Become familiar with the general techniques used for nutritional assessment and evaluation of dietary adequacy;
6. Become familiar with the most prevalent disorders and diseases that require nutritional intervention and treatment;
7. Describe multiple factors that influence nutrient intake;
8. Recognize the significance of nutrition as it impacts health and health care deliver.

NS 100 - Science for Elementary Education

1.   Demonstrate their knowledge of subject matter of three science disciplines; Life Science, Physical Science, Earth and Space Science;
2.   Relate the major concepts of science disciplines to each other and show how these disciplines are interconnected;
3.   Demonstrate scientific processes such as posing questions, observing, investigating phenomena, interpreting findings, communicating results, and making judgments based on                evidence;
4.   Identify current initiatives in science education, i.e., Project 2061; and to become familiar with the Next Generation Science Standards as well as the state science standards.

NU 105 - Introduction to Professional Nursing

1. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice. (BSN Essential VIII);
2. Demonstrate an awareness of complex organizational systems. (BSN Essential II; Teamwork and Collaboration);
3. Describe the interrelationships among theory, practice, and research. (BSN Essential III: Evidence-Based Practice);
4. Demonstrate effective communication techniques. (BSN Essential VI: Teamwork and Collaboration);
5. Describe inter- and intraprofessional communication and collaborative skills including negotiation and conflict resolution. (BSN Essential VI; Teamwork and Collaboration);
6. Explain the role of the nurse in assessing the health/illness beliefs, values, attitude, and practices of individuals families, groups, communities, and populations. (BSN Essential VII: Patinet-Centered Care);
7. Identify and discuss the professional standards of moral, ethical, and legal conduct for professional nurses. (BSN Essential VIII: Safety);
8. Explore telecommunication technologies to assist in effective communication in a variety of healthcare settings. (BSN Essential IV; Informatics);
9. Discuss the impact of socio-cultural, economic, legal, and political factors that influence healthcare delivery and nursing practice. (BSN Essential V: Patient-Centered Care);
10. Assume responsibility for personal and professional behaviors. (BSN Essential VIII).

NU 205 - Health Assessment

Prerequisites or co-requisites:  NU 211, BI 201

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in adult patients, using developmentally and culturally appropriate approaches. (AACN, IX, #1);
2. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems. (AACN VII, #2);
3. Demonstrates the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care. (AACN, IX, #16);
4. Demonstrate skills in using patient care technologies and online simulation (ATI) that support safe nursing practice. (AACN IV, #1).

NU 211 - Pathophysiology

Co-requisite:  BI 201

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Articulate the value of pursuing practice excellence and lifelong learning with regards to pathophysiology of common disease states and professional engagement to foster professional growth and development. (AACN VIII);
2. Identify holistic, patient-centered care needs that reflect an understanding of pathophysiology across the health-illness continuum and across the lifespan. (AACN IX);
3. Uses inter- and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care based on the knowledge of the pathophysiology of common disease states. (AACN VI);
4. Explain the interrelationships among theory, practice, and research. (AACN III);
5. Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. (AACN III);
6. Evaluate the credibility of sources of information, including but not limited to databases and Internet resources. (AACN III);
7. Demonstrates an understanding of the pathophysiology of disease states that would allow a comprehensive and focused assessment of health and illness parameters in patients. (AACN IX);
8. Integrate the knowledge of pathophysiology to inform decision making in nursing care. (AACN VIII).

NU 212 - Pharmacology

Co-requisitite:  NU 204

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Describe how principles of pharmacokinetics, pharmacodynamics, pharmacogenteics and pharmacoeconomics influence pharmacological therapeutics; (BSN Essential IX #3) 
2. State pharmacokinetics/pharmacodynamics characteristics such as indications, contraindications, mechanism of action, therapeutic effects, clinical response adverse effects and toxicity of major drug categories; ( BSN Essential IX #3)
3. Apply safety factors for the effectacious use of pharmacological agents in the context of disease and health states, lifespan, culture and gender; (BSN Essential IX #3)
4. Apply evidenced-based guidelines and research findings in the pharmacologic management of major health problems; (BSN Essential IX #8) 
5. Identify comprehensive and appropriate patient education concerning drug regimens, side effects, interactions with other prescription and/or nonprescription drugs, herbal preparations and food supplements. (BSN Essentials IX #7)

NU 215 - Foundations of Nursing I

Corequisites:  BI201, NU205

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship. (AACN IX, #21);
2. Communicate effectively with members of the healthcare team including the patient and the patient’s support network. (AACN IX, #4);
3. Deliver compassionate, patient centered evidenced based care that respects patient and family preferences, spiritual beliefs and values. (AACN IX, #5 & #18);
4. Implement patient and family care around resolution of life and palliative care issues, such as symptom management, support of rituals and respect for patient and family preferences. (AACN IX, #6);
5. Demonstrates the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care. (AACN IX, #16);
6. Manage the interaction of multiple functional problems affecting patients with a focus on the geriatric population. (AACN IX, #19);
7. Develop a beginning understanding of complementary and alternative modalities and their role in health care. (AACN IX, #17);
8. Demonstrates the professional standards of moral, ethical and legal conduct including patent privacy and confidentiality of patient records and other privileged communications. (AACN VIII, #1 & #10);
9. Demonstrates professionalism including attention to appearance, demeanor, respect for self and others, and appropriate professional boundaries with patients and families as well as among care givers. (AACN VIII, #4);
10. Recognize the impact of attitudes, values and expectations on the care of the frail, older adult. (AACN VIII, #9).

NU 216 - Foundations of Nursing II

Co-requisites:  NU 212, NN 202

NU 301 - Nursing Care of the Adult I

Co-requisite:  NU 309

Prerequisite or co-requisite:  NN 202

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. (ANCC IX);
2. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network. (ANCC IX);
3. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. (ANCC IX);
4. Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences. (ANCC IX);
5. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care. (ANCC IX);
6. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan. (ANCC IX);
7. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions;
8. Facilitate patient-centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care. (ANCC IX);
9. Provide nursing care based on evidence that contributes to safe and high quality patient outcomes within healthcare microsystems. (ANCC IX);
10. Create a safe care environment that results in high quality patient outcomes. (ANCC IX);
11. Revise the plan of care based on an ongoing evaluation of patient outcomes. (ANCC IX);
12. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care. (ANCC IX);
13. Develop an awareness of patients’ spiritual beliefs and values and how those beliefs and values impact health care. (ANCC IX);
14. Engage in caring and healing techniques that promote a therapeutic nurse-patient relationship. (ANCC IX);
15. Apply knowledge of social and cultural factors to the care of diverse populations.(ANCC I);
16. Promote achievement of safe and quality outcomes of care for diverse populations. (ANCC II);
17. Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice. (ANCC IV);
18. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes. (ANCC IV);
19. Apply patientcare technologies as appropriate to address the needs of a diverse patient population. (ANCC IV);
20. Contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes.(ANCC VI);
21. Advocate for high quality and safe patient care as a member of the interprofessional team. (ANCC VI);
22. Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas.(ANCC VIII);
23. Act to prevent unsafe, illegal, or unethical care practices. (ANCC VIII).

NU 309 - Evidence Based Practice

1. Explain the interrelationships among theory, practice, and research. (BSN Essential III);
2. Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. (BSN Essential III);
3. Advocate for the protection of human subjects in the conduct of research. (BSN Essential III);
4. Evaluate the credibility of sources of information, including but not limited to databases and Internet resources. (BSN Essential III);
5. Participate in the process of retrieval, appraisal, and synthesis of evidence in collaboration with other members of the healthcare team to improve patient outcomes. (BSN Essential III);
6. Describe mechanisms to resolve identified practice discrepancies between identified standards and practice that may adversely impact patient outcomes. (BSN Essential III).

NU 314 - Maternal Newborn Nursing

1. Implement holistic, patient-centered care that reflects an understanding of human growth and development, physiology & pathophysiology, pharmacology, medical management, and nursing management for childbearing families and newborns (AACN, IX, 3);
2. Communicate effectively with all members of the healthcare team, including the patient and patient’s support network (AACN, IX, 4);
3. Deliver compassionate, patient-centered, evidence-based care that respects patient and family preferences, including measures for effective pain management (AACN, IX, 5);
4. Implement patient and family care around grief and loss in childbearing, including support of rituals and respect for patient and family preferences (AACN, IX, 6);
5. Provide appropriate patient/family teaching that reflects development stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care (AACN, IX, 7);
6. Implement evidence-based nursing interventions as appropriate for pregnancy through childbearing, including newborn care of patients and interventions for promoting health (AACN, IX, 8);
7. Provide nursing care based on evidence that contributes to safe and high quality patient outcomes during pregnancy, labor & delivery, and postpartum, as well as newborn care (AACN, IX, 11);
8. Create a safe environment that results in high quality patient outcomes in the maternal child setting (AACN, IX 12);
9. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care (e.g. fetal heart monitoring and phototherapy)(AACN, IX, 16);
10. Integrate evidence, clinical judgment, inter-professional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care (AACN, III, 6);
11. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and injury prevention interventions as it relates to maternal & newborn care.  This includes safety in the home setting and recognizing signs and symptoms of depression (AACN, VII, 7).

NU 315 - Nursing Care of Children (SR)

This is a Sustainability-Related (SR)   course.

Prerequisite/Corequisite
Prerequisites: NU 204, NU 212.

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Assume accountability for personal and professional behaviors. (AACN VIII);
2. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers. (AACN VIII);
3. Identify personal, professional, and environmental risks that impact personal and professional choices and behaviors. (AACN VIII);
4. Act to prevent unsafe, illegal, or unethical care practices. (AACN VIII);
5. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches. (AACN IX);
6. Deliver compassionate, patient-centered, evidence-based care that respects patient and family preferences. (AACN IX);
7. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions. (AACN IX);
8. Uses inter- and intraprofessional communication and collaborative skills to deliver evidence-based, patient-centered care. (AACN VI);
9. Demonstrate appropriate teambuilding and collaborative strategies when working with interprofessional teams. (AACN VI);
10. Revise the plan of care based on an ongoing evaluation of patient outcomes. (AACN IX);
11. Integrate evidence, clinical judgment, interprofessional perspectives, and patient preferences in planning, implementing, and evaluating outcomes of care. (AACN III);
12. Provide nursing care based on evidence that contributes to safe and high quality patient outcomes within healthcare microsystems. (AACN IX);
13. 13.Create a safe care environment that results in high quality patient outcomes. (AACN IX).

NU 390 - Nursing Care of the Adult II

NU 400 - Mental Health / Psychiatric Nursing

1. Evaluate professional behaviors and articulate knowledge of the standards and scope of practice of psychiatric nursing and the legal and ethical aspects of psychiatric nursing. (Essentials VIII number 1) Professionalism;
2. Develop comprehensive awareness of the global aspects of psychiatric care and collaborate with others in planning safe holistic nursing plans of care for people at risk for or with diagnosed mental illness, and people who are distressed, suffering, or in need of psychosocial support, guidance or helpful information.  (Essentials IX #1)  Holistic care;
3. Explore effective therapeutic communication with client, families, and the multidisciplinary health care team.  Also, sets and maintains appropriate professional boundaries. (Essentials IX #4) Communication outcome;
4. Explore critical and systematic thinking and nursing judgment in the provision of assessment, planning, implementation and evaluation of nursing care in partnership with the multidisciplinary health care team, persons with mental health problems and mental illnesses and their families. (Essentials IX # 9, # 13, Essential III #6  and Essential VI #2) Critical thinking outcome;
5. Adapt the need for safety and utilize continual assessment methods to manage the detection, prevention, intervention and post-intervention phases of crisis situations with persons with mental health problems and mental illnesses. (Essentials IX #13) Safety outcome.

NU 405 - Community Nursing

Co-requisites:  NU 304, NU 406

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1.  Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations. (AACN VII);

2.  Use evidence-based practices to discuss health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.           (AACN VII); 

3.  Assess and analyze heath, healthcare, and emergency preparedness needs of a defined population (AACN VII);

4.  Apply clinical judgment and decision-making skills in choosing appropriate, timely nursing care during disaster, mass casualty, and other emergency situations (AACN VII);

5.  Collaborate with others to develop a holistic intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and

     the prevention of illness, injury, disability, and premature death;

6.  Demonstrate an advanced level of understanding of community needs identification using the nursing process (AACN VII);

7.  Participate in clinical prevention and population-focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity (AACN VII);

8.  Advocate for high quality and safe patient care as a member of the interprofessional team (AACN VI).

NU 406 - Nursing Leadership and Management

     1.   Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of inter-professional team (AACN II);

     2.   Demonstrate an awareness of complex organizational systems (AACN II);

     3.   Demonstrate a basic understanding of organizational structure, mission, vision, philosophy,  and values (AACN II);

     4.   Apply leadership concepts, skills and decision making in the provision of high quality nursing care, health team coordination, and the oversight and accountability for care delivery in a

           variety of settings (AACN II);

     5.   Apply concepts of quality and safety using structure, process and outcomes to identify clinical questions and describe the process of changing current practice (AACN II).

NU 408 - Charge Nurse Experience

Co-requisite:  NU 420

NU 409 - Maternal Child Nursing Advanced

NU 410 - Critical Care Nursing

NU 411 - International Nursing

1. Explain the domains and concepts of the Purnell Model for Cultural Competence;
2. Identify variant characteristics of culture and barriers to culturally competent health care;
3. Apply the 12 domains of Cultural Competence Model to people of different heritages;
4. Demonstrate an understanding of the health issues of developing nations, human trafficking, and personal safety;
5. Advocate for the protection of human subjects in the conduct of transcultural research;
6. Participate in self-awareness practices (reflection of knowledge, values, ethics, and beliefs) to optimize assessment and interactions with patients of different cultures.

NU 416 - Clinical Ethics

NU 314 (Maternal / Newborn Nursing)

NU 315 (Nursing Care of Children)

NU 400 (Mental Health Nursing)

NU 405 (Community Nursing)

NU 406 (Nursing Leadership & Management)

Co-Requisite: 

NU 420 (Nursing Internship)

 

Learning Outcomes
Upon completion of this course, the student will be able to do the following:

1. Recognize ethical challenges in the workplace;
2. Use ethical tools to analyze and determine the best approach to resolving an ethical issue;
3. Demonstrate respect for the moral agency of self and others;
4. Demonstrate ethical knowledge and self-awareness by participating in ethics case discussion with peers;
5. Recognize personal limitations when dealing with an ethical challenge and when to engage an ethics committee. 

NU 417 - History of Nursing

1. Investigate major historical themes, trends and events in nursing in the United States (Essential VIII);
2. Examine how social, political, economic and cultural issues in the U.S. influenced the development of the profession of nursing (Essential IX);
3. Explore the impact of selected historical figures on their respective eras (Essential VIII);
4. Analyze the influence of past persons and events in relation to contemporary nursing issues and practices (Essential VIII);
5. Analyze the influence of women’s history on the development of the nursing profession, education and image (Essential IX).

NU 420 - Nursing Internship

NU 422 - Stress Management

PC 103 - Astronomy

PC 120 - Physics I - Mechanics

     1.   Identify linkages between physics and other disciplines such as chemistry, biology, exercise science, and environmental science.

     2.   Explain how physics influences current and emerging technologies.

     3.   Discuss classical and modern physics concepts at a conceptual level.

     4.   Solve problems using mathematics and physical reasoning.

     5.   Develop physics content in a project related to your field of study or interests.

     6.   Test hypotheses related to custom physics content.

PC 121 - Physics II - Electricity & Magnetism

PE 101 - Instructional Skills and Techniques 1 – Invasion games

     1,   InTASC Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually                     within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning
           experiences. Student Artifact(s): Weekly Reflections- learner development K-12 students; Class Discussions;

     2.   InTASC Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure learning environments that                 enable each learner to meet high standards.Student Artifact(s): Weekly Reflections - diversity; Class Discussions;

     3.   InTASC Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive               social interaction, active engagement in learning, and self-motivation. Student Artifact(s): Weekly Reflections - Context and Learning; Class Discussions;

     4.   InTASC Standard #4: Content Knowledge. The teacher understands the concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning                         experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Student Artifact(s): Reference lists, lesson purpose, learner                             objectives,  In class Discussions;

     5.   InTASC Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and             collaborative problem solving related to authentic local and global issues. Student Artifact(s): Direct observation tools, checklists, Weekly Reflections, class discussions;

     6.   InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to               guide the teacher’s and learner’s decision making. Student Artifact(s): Direct observation tools, checklists, weekly reflections, class discussions;

     7.   InTASC Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content                 areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

PE 102 - Instructional Skills and Techniques 2 – Net games

PE 104 - Instructional Skills and Techniques 4 – Outdoor activities

1. Knowledge:
a. Content Literacy: Related to appropriate general and professional knowledge specific to individual
disciplines.
b. Technology Literacy: Related to state-of-the-art technologies employed to strengthen
performance in all personal and professional areas.
c. Cultural Literacy: Related to today’s diverse learners. This encompasses the behavioral
knowledge, skills, and abilities needed to effectively enable all learners to achieve.
2. Pedagogy:
a. Instructional Strategies and Instructional Models: Related to teaching effectiveness, learning
outcomes, and assessments. This includes skillful and varied methodology with diverse learners
incorporating problem solving, critical thinking, and reflection.
b. Management Strategies: Related to the curriculum and the orchestration of the learning
environment. This includes facilitating classroom dynamics that model fairness and respect.
3. Dispositions:
a. Leadership Strategies: Related to personal and professional conduct. This includes professional
development and a demonstrated commitment to continuous personal advancement.
b. Affective Strategies: Related to modeling acceptance and collaboration. This includes recognition
of self and student worth, and the importance of fostering social, emotional, moral, and spiritual
growth.

PE 105 - Instructional Skills and Techniques 5 – Aquatics

PE 106 - Instructional Skills and Techniques 6 – Dance/elementary games

PE 107 - Instructional Skills: Lifeguarding

PE 208 - Skill Themes and Movement Concepts

1. Explain how movement themes are used to organize movement concepts;
2. Identify the progressions of activities in each skill theme;
3. Demonstrate the motor and movement skills;
4. Classify the motor and movement skills into movement themes and movement concepts;
5. Diagnose motor and movement skill errors in students and provide corrective feedback for improvement;
6. Write learning objectives outcome, and/or learning targets for lessons that utilize skill themes and movement concepts;
7. Assess students as they learn motor and movement skills and concepts. 

PE 303 - Methods in Elementary and Secondary Physical Education

PE 305 - Methods in Teaching Elementary Physical Education and Assessment

1. Describe and apply content knowledge for teaching physical education in the K-5 grade span;
2. Describe and apply specialized pedagogical knowledge and skills for teaching physical education in the K-5 grade span (implements, demonstrations, explanations, instructional cues, feedback; rules, routines, expectations, transitions);
3. Create and write measurable, developmentally appropriate performance-based short and long-term objectives aligned with State and/or SHAPE America outcomes for K-5 physical education;
4. Plan and implement progressive and sequential content that aligns with short and long-term objectives that address the diverse needs of all learners;
5. Design learning experiences that engage students in meta-cognition strategies for analyzing performance and results on declarative, procedural and strategic knowledge;
6. Indentify and create authentic, formative, and summative assessments that measure student progress and achievement toward lesson and unit goals and objectives. 

PE 306 - Methods in Teaching Middle and Secondary Physical Education and Assessment

1. Describe and apply content knowledge for teaching physical education in the 6-12 grade span;
2. Describe and apply specialized pedagogical knowledge and skills for teaching physical education in the 6-12 grade span. (Use of instructional models; Project based, Teaching Games for Understanding, Sports  Education Model, Personalized System of Instruction, Cooperative learning, etc.);
3. Create and write measurable, developmentally appropriate performance-based short and long-term objectives aligned with State and/or SHAPE America outcomes for middle and high school physical education;
4. Plan and implement progressive and sequential content that aligns with short and long-term objectives that address the diverse needs of all learners;
5. Design learning experiences that engage students in meta-cognition strategies for analyzing performance and results on declarative, procedural and strategic knowledge;
6. Plan and implement Fitness Education lessons according to State Learning Results;
7. Identify and create authentic, formative and summative assessments that measure student progress and achievement toward lesson and unit goals and objectives. 

PE 315 - Adapted Physical Education and Assessment

     1.   InTASC Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually                     within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
           Student Artifact(s): GIST Summary Statements- learner development K-12 students; Class Discussions; 

     2.   InTASC Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure learning environments that                 enable each learner to meet high standards. Student Artifact(s): GIST Summary Statements - diversity; Class Discussions;

     3.   InTASC Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive               social interaction, active engagement in learning, and self-motivation. Student Artifact(s): GIST Summary Statements - Context and Learning; Class Discussions;

     4.   InTASC Standard #4: Content Knowledge. The teacher understands the concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning                         experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Student Artifact(s): Reference lists, lesson purpose, learner                             objectives, class Discussions;

     5.   InTASC Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and             collaborative problem solving related to authentic local and global issues. Student Artifact(s): Direct observation tools, checklists, GIST Summary Statement, class discussions,                     journal reflections;

     6.   InTASC Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to               guide the teacher’s and learner’s decision making. Student Artifact(s): Direct observation tools, checklists, GIST Summary Statement, class discussions, journal reflections;

     7.   InTASC Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content                 areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Student Artifact(s): lesson plan, journal reflections, GIST                   Summary Statements, class discussion, assessments;

     8.   InTASC Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of                       content areas and their connections, and to build skills to apply knowledge in meaningful ways. Student Artifact(s): GIST Summary Statements, class discussions.

PE 316 - Motor Learning

PE 320 - Tests and Measurements in Sport and Physical Education

1. Knowledge:
    a. Content Literacy: Related to appropriate general and professional knowledge specific to                individual disciplines.
    b. Technology Literacy: Related to state-of-the-art technologies employed to strengthen
        performance in all personal and professional areas.
    c. Cultural Literacy: Related to today’s diverse learners. This encompasses the behavioral
        knowledge, skills, and abilities needed to effectively enable all learners to achieve.
2. Pedagogy:
    a. Instructional Strategies and Instructional Models: Related to teaching effectiveness, learning
        outcomes, and assessments. This includes skillful and varied methodology with diverse                  learners incorporating problem solving, critical thinking, and reflection.
    b. Management Strategies: Related to the curriculum and the orchestration of the learning
        environment. This includes facilitating classroom dynamics that model fairness and respect.
3. Dispositions:
    a. Leadership Strategies: Related to personal and professional conduct. This includes                        professional development and a demonstrated commitment to continuous personal                        advancement.
    b. Affective Strategies: Related to modeling acceptance and collaboration. This includes                    recognition of self and student worth, and the importance of fostering social, emotional,                  moral, and spiritual growth.

PE 405 - Applied Skills/Practicum

1.   Describe the characteristics of physical education teachers who create positive environments for students;
2.   Describe management protocols such as rules, routines, and expectations that teachers developed for the class;
3.   Identify and analyze components of developmentally appropriate learning experiences that were aligned with local, state, and national standards;
4.   Describe management protocols, such as rules, routines and expectations that teachers developed with classes and create one’s own management protocol for each grade span;
5.   Describe and provide examples from your observations regarding the meaning of “teaching with a purpose” and state the purpose of your lesson in your fourth lesson plan;
6.   Describe the concept of task progression (Graham) and employ the technique in the fourth lesson plan assignment;
7.   Create 4 lesson plans;
8.   List the cues you would use when planning the fourth lesson plan;
9.   Identify components of a successful lesson and apply components of previous lessons to the creation of one’s own lesson plans to the fourth lesson, which will not be observed;
10.   Analyze the important link between planning and teaching;
11.   Describe the difference between subject centered and student centered teaching/instruction;
12.   Defines pedagogical terms used in teaching physical education;
13.   Describes Hellison’s personal and social responsibility model and Canter’s
14.   Identify describe, and analyze different kinds of assessment that can be used to foster student learning and that informed the teacher’s decision making and create or choose one      assessment to put in your fourth lesson plan.
15.   Create 4 reports for parents informing them of the child’s progress.
16.   Uses journaling to link observations to assigned reading and one’s personal beliefs.

PE 407 - Seminar in Physical Education/Curriculum Design and Program Evaluation

PE 408 - Supervised Student Teaching in Physical Education

PE 412 - Special Topics in Physical Education

PE 415 - Directed Independent Study in Physical Education

PH 200 - Human Nature and Ethics

1.   Identify key concepts and terms in philosophy;
2.   Explain basic philosophical theories and their significance;
3.   Demonstrate critical thinking and reading skills;
4.   Apply ethical theories to particular moral issues;
5.   Demonstrate writing proficiency appropriate for a mid-level undergraduate class.

PH 204 - Philosophy of Gender

1.   Describe basic features of human nature, especially as these relate to gender;
2.   Analyze folktales in order to determine what they may tell us about human nature and/or gender;
3.   Write a well-reasoned and articulated paper on the issue of human nature and/or gender.

PH 205 - Environmental Philosophy (SF)

This is a Sustainabiility-Focused (SF)   course.

Learning Outcomes
Upon completion of this course, the student will be able to do the following: 

1. Articulate the basic theories of environmental ethics;
2. Describe the various issues and debates concerning the environment;
3. Explain how past civilizations have perished due to unwise environmental choices;
4. Write a well-reasoned and articulated paper on environmental issues.

PH 213 - Modern Philosophy

     1.  Identify and explain the significance of key terms and theories featured in the modern era of Western Philosophy;

     2.  Demonstrate critical thinking via the evaluation of philosophical arguments;

     3.  Practice articulating ideas orally;

     4.  Demonstrate writing proficiency appropriate for a mid-level undergraduate class.

PH 214 - Contemporary Philosophy

PH 216 - Bioethics

1.    Identify and use key concepts in bioethics;
2.   Articulate relevance of moral theories to contexts in medicine and biotechnology;
3.   Demonstrate writing proficiency appropriate for a mid-level undergraduate class;
4.   Practice articulating ideas orally;
5.   Demonstrate critical thinking via the evaluation of arguments.

PH 217 - Phenomenology

PH 219 - Ethics and the Good Society

PH 220 - Feminist Philosophy

PH 221 - Good and Evil: Philosophical Perspectives

1. Demonstrate familiarity with philosophical concepts of goodness and evil and their significance;
2. Articulate central ideas and influence of some of the main figures in the Western philosophical tradition;
3. Demonstrate familiarity with recent philosophical work on the problem of evil;
4. Show improved ability for thinking critically;
5. Show improved ability to communicate relevant ideas through writing and speech.

PH 222 - Ancient and Medieval Philosophy

PH 225 - Happiness, Character, and Well-Being: Psychological and Philosophical Perspectives

PH 301 - Metaphysics

1. Describe the basic metaphysical theories found in the history of philosophy;
2. Explain Heidegger’s 20th century response to past metaphysical theories;
3. Write a well-reasoned and articulated paper on a metaphysical topic;
4. Demonstrate critical thinking and reading skills.

PH 302 - Philosophy of Knowledge

PH 304 - Social and Political Philosophy

PH 305 - The Moral Self

PH 401 - Seminar I

PH 402 - Seminar II

PH 410 - Directed Study

PS 101 - Introduction to Political Science

PS 102 - American Government and Politics

1. Students will be able to identify and analyze several of the most important features of American government and politics;
2. Students will become familiar with and be able to discuss one specific controversial political issue through reading, writing and leading a discussion on a topic of their own choosing;
3. Students will demonstrate awareness through discussion and examination of how film can influence one’s appreciation of political and historical events and personalities, and be able to differentiate between a creative feature film and a documentary.

PS 201 - Comparative Politics

PS 202 - International Relations

1.   Attain a basic understanding of International Relations (IR). As such, students will become familiar with:

• historical forces that have shaped the current international system; 
• different theoretical orientations employed by the discipline; 
• primary actors, institutions, and trends that currently shape the international system;
• the role of international economic forces in shaping political outcomes in the international arena. 

1.   Develop and apply critical analytical skills and theory in evaluating international events. Students thus will be asked to assess real world situations in in class activities and                        assessmentsl
2.   Improve academic writing: two short papers specifically designed to push students to improve their analytical and persuasive writing capabilities will therefore be assignedl
3.   Attain basic geographical literacy of the current nation-state system.

PS 214 - Religion & Politics of Islam

PS 303 - Constitutional History of the United States

PS 306 - Politics and the Media

PS 310 - Urban and Regional Governance

PS 312 - Globalization

PS 313 - History of Modern Italy

PS 315 - Foreign Policy

PS 317 - International Law and Diplomacy

PS 319 - The Politics of Terrorism

PS 320 - Theories and Problems of Democracy

PS 401 - Legal Environment of Business