PY 215 - History of Psychology

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

PY 251 - Psychology of Aging

PY 252 - Counseling Skills

PY 254 - Cultural Psychology

PY 304 - Theories of Learning

1.   Acquire knowledge, understand, apply, and synthesize diverse learning theories;
2.   Apply the theories to various situations like: (a) the classroom, and (b) every day life;
3.   Be able to relate the principles we learn to their own learning style.

PY 305 - Social Psychology

PY 307 - Educational Psychology

1.   Acquire knowledge, understand, apply, and synthesize diverse theories in Educational Psychology;
2.   Apply the theories to various situations like: (a) the classroom, and (b) every day life;
3.   Understand how learner motivation can be increased and the impact of that in the classroom;
4.   Be able to relate the principles we learn to their own learning style.

 

Cross-listed
This course is cross-listed as ED 325.

PY 308 - Psychopathology

1.   Describe the current taxonomy of psychological disorders;
2.   Explain how our views of psychopathology continually evolve based on progress in various domains of psychological research;
3.   Discuss key considerations in clinical assessment and diagnosis;
4.   Describe the integrative approach to psychopathology and explain its merits;
5.   Practice utilizing the DSM-5 criteria to arrive at accurate diagnoses.le to do the following; 

PY 314 - Cognitive Psychology

PY 317 - Psychology and Law

1. Identify and discuss ethical issues in the practice of legal psychology as well as the moral and ethical implications of mental health laws.
2. Demonstrate effective use of written and oral communication skills
3. Describe landmark cases and laws related to mental health
4. Discuss the treatment of persons with mental illness by the legal system
5. Critically assess the moral, legal, and ethical issues related to mental health, including relevant research, and will be able to discuss potential improvements in social justice for the mentally ill

PY 320 - Biological Basis of Behavior

1.   Apply interdisciplinary knowledge of the biological basis of psychology to inform everyday life in areas such as decision-making, social interactions, and occupational settings;
2.   Apply the research methods of the biological basis of behavior and mental processes, statistics, measurements, guidelines, ethical standards, laws, and regulations to critically                 evaluate  scientific knowledge and information in the public domain;
3.   Use critical thinking to understand the mutual and dynamic interactions among genetics, experience, mental processes, and brain functions as they relate to a holistic view of behavior;
4.   Discuss knowledge of the biological basis of behavior and mental processes to inform others, using scientific and everyday terminology;
5.   Use reliable and scientifically valid resources to identify and understand data relevant to the biological basis of behavior and mental processes to distinguish valid evidence from               common misconceptions.

PY 322 - Sensation and Perception

PY 323 - Drugs, Behavior, and Modern Society

PY 325 - Foundations of Clinical Psychology

PY 331 - Psychological Testing

PY 333 - Sleep and Dreaming

PY 352 - Families and Health

PY 353 - Psychotherapies: Systems and Techniques

PY 401 - Measurement and Evaluation

PY 403 - Psycholinguistics

PY 406 - Senior Thesis

First Semester:

1.  Understand and experience first-hand experience of the research process;
2.  Reflect on the research process and analyze the role as a researcher;
3.  Understand the ethical, moral, and social implications of research.

Second Semester: 

1.  Conduct research;
2.  Appreciate research and research-at-large;
3.  Present research to the research community.

PY 407 - Senior Thesis

PY 408 - Special Topics

PY 410 - Psychology Internship

PY 420 - Health Psychology

PY 421 - Ethics in Psychology

PY 422 - Clinical Science

SE 107 - Coaching Tactics and Techniques

SE 110 - Introduction to Physical Education, Sport and Exercise Science

1.   Identify and apply the ethical and moral dimensions of their particular field of study;
2.   Demonstrate effective communication skills in both written and oral formats;
3.   Demonstrate competency in programmatic content and career preparation through applied and/or experiential learning opportunities;
4.   Engage in responsible citizenship, social justice, and environmental stewardship;
5.   Demonstrate critical thinking skills and the ability to analyze and evaluate information from diverse sources and perspectives. 

SE 114 - Introduction to Sports Management and Recreation Management

1.   Describe management concepts within sports related businesses;
2.   Identify skills, expectations and differences between managers and leaders in sport;
3.   Describe the similarities and differences between, youth, interscholastic, intercollegiate, professional and recreational sports;
4.   Identify specific fields of employment in sports management to include sports marketing, public relations, finance, sports law and facilities management;
5.   Demonstrate an understanding of ethical behavior in sports and social implications of those specific behaviors;
6.   Illustrate the development of an operational budget for a particular team or event.

SE 115 - Principles of Coaching

 Principles of Coaching is designed to be an introductory level course that provides the basic framework for the education of future coaches in all sports.  Key academic areas include sports psychology, sports law, management and facilities planning.  Students will also develop a coaching portfolio for their individual sport of interest. 

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

1.   Research, evaluate, and report on the state and nature of youth coaching in the United States and develop a coaching philosophy to serve as a foundation for personal motivation and    difficult decision making; (Paper)
2.   Demonstrate the ability to apply psychological theories and principles relating to communication, social processes, motivation, and psychological skills training in the sport setting; (Test    I)
3.   Design and conduct a training session utilizing modern methods for teaching and perfecting technical and tactical skills and game strategies;  (Practice Session I and II)
4.   Create an overall yearly plan for a team to include pre-season, in-season, and off-season training divisions, intra-season training progressions, and daily practice plans; (Portfolio)
5.   Explain the basic physiological principles essential to conditioning in sport and create a team conditioning program for athletes to include beginning, middle, and end-of-season                considerations; (Test II)
6.   Demonstrate knowledge of the principles and issues related to planning, organizing, staffing, and directing functions that are commonly considered a coach’s responsibilities; (Essay)
7.   Have the ability to apply methods for effective team management, for managing interpersonal relationships in coaching, and for protecting athletes from risk and coaches from liability      problems; (Essay Test)
8.   Demonstrate knowledge of how to access classes and acquire American Red Cross First Aid and CPR Certification and a Maine State Criminal History and Record Check.  (Assignment)

SE 116 - Sport Injury Management for Coaches

1. Understand how a coach is a part of the health care team for athletes;
2. Prepare an appropriate emergency action plan to enable care for athletes within an appropriate amount of time;
3. Understand the basic care of injuries and the importance of common sense decision making for return to play protocols;
4. Apply proper conditioning and skill based instruction for the prevention of injuries;
5. Apply first aid principles to basic injuries within their level of ability;
6. Assess emergency situations and summon emergency responders when needed. 

SE 203 - Care and Prevention of Injuries

SE 204 - Nutrition in Fitness & Sports

1.   Describe the roles that nutrition and exercise play in health–related fitness and sport-related fitness;
2.   Implement healthy dietary guidelines, the concept of a balanced diet, and the use of the MyPlate.gov as a tool;
3.   Describe the operations of the human energy systems and how it relates to an athlete’s nutritional needs;
4.   Describe the types of, metabolism of, and health implications of carbohydrates, fats and proteins;
5.   List types of and health aspects of vitamins and minerals;
6.   Describe and apply the importance of water intake and electrolyte replacement to fitness and sport;
7.   Apply proper nutrition and exercise guidelines in relation to nutrient deficiencies, weight loss, weight gain and weight maintenance;
8.   Describe the role of and abuses of nutritional supplements and ergogenic aids;
9.   Identify the issues surrounding eating disorders and food obsessions.

SE 205 - Training for Fitness and Sport

1.   List the physical, mental and cognitive benefits of physical fitness;
2.   Explain the importance of health screening and medical exams;
3.   Identify and utilize strategies for adopting and maintaining physical activity;
4.   Describe the acute and chronic physiological effects of physical activity;
5.   Identify the components of physical fitness;
6.   Discuss ACSM recommendations for improving and maintaining physical fitness;
7.   Describe the principles of fitness development;
8.   List the components and sequencing of components of an exercise session;
9.   Assess cardiovascular endurance;
10.   Design and implement a cardiovascular endurance program;
11.   Assess muscular strength and endurance;
12.   Design and implement a resistance training program;
13.   Assess muscular flexibility;
14.   Design and implement a muscular flexibility program;
15.   Demonstrate appropriate exercises for improving aerobic endurance, muscular strength, muscular endurance and flexibility;
16.   Describe the role of nutrition in a healthy lifestyle;
17.   Assess body composition;
18.   Design and implement a weight control program;
19.   Describe training methods to improve sport performance.

SE 206 - Sport in American Society

1.   Describe what is sport and the types of research used to study sport;
2.   Examine how the media plays an integral role in sports;
3.   Compare sports behaviors related to moral values, violence, drug abuse and gambling;
4.   Explain the different levels of sport competition and the issues associated with each level;
5.   Discuss current and relevant issues that affect sports participation;
6.   Compare how sports create expectations on gender, race, religion and politics and how gender, race, religion and politics create expectations on sports.

SE 207 - Sport and Exercise Psychology

SE 208 - Introduction to Personal Training

1. Describe the role of the personal trainer;

2. List the short-term and long-term benefits of physical fitness;

3. Identify the components of physical fitness; 

4. Describe the principles of fitness development;

5. Discuss ACSM recommendations for improving and maintaining physical fitness;

6. Identify methods for determining and monitoring exercise intensity;

7. Develop appropriate goals and objectives for individual exercise program; 

8. List the components and sequencing of components of an exercise session; 

9. Discuss the purpose and content of each exercise session component;

10. Discuss strategies for appropriate exercise selection;

11. Describe the various teaching approaches used in the exercise setting;

12. Demonstrate the use of feedback in the exercise setting;

13. Identify effective exercise leadership characteristics;

14. Utilize appropriate communication techniques in the exercise setting;

15. Describe the stages of the personal trainer / client relationship;

16. Apply strategies for enhancing exercise motivation;

17. Describe and demonstrate exercise modifications / restrictions for special populations;

18. Discuss evaluative techniques used in the exercise setting;Notes
Offered spring semester.

SE 209 - Exercise Leadership (SR)

This is a Sustainability Related (SR) course.

Prerequisite/Corequisite
Prerequisite:  SE205; approval of advisor

 

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

1. Describe the role of the personal trainer and group exercise instructor. 
2. List the short-term and long-term benefits of physical fitness.
3. Identify the components of physical fitness and principles of fitness development.
4. Discuss ACSM recommendations for improving and maintaining physical fitness.
5. Identify methods for determining and monitoring exercise intensity.
6. Identify, explain, and demonstrate appropriate exercises for improving aerobic endurance, muscular strength, muscular endurance, and flexibility
7. Describe the components and sequencing and components of an exercise setting.
8. Describe the various teaching approaches used in the exercise setting
9. Select appropriate music and movement patterns for various group exercise classes.
10. Utilize appropriate communication, cueing techniques, and feedback in the exercise setting.
11. Describe the stages of the personal trainer / client relationship
12. Develop and lead individual and group exercise sessions
13. Discuss evaluative techniques used in the exercise setting.

SE 300 - Sport Event Planning and Management

1. Explain how the “umbrella theory” of leadership applies to sport event planners and managers
2. Explain how the continuous improvement process impacts the process of event management
3. Explain the roles and responsibilities that leaders undertake in the planning, organziation, and execution of an athletic event
4. Identify communication strategies that event organizers employ for purposes of publicity and distributing information
5. Identify the safety and security components required to host an athletic event
6. Explain how the processes of risk assessment and gap analysis apply to event management
7. Analyze the economic impact of a given athletic event and how financial implications influence the planning process
8. Identify the role that Title IX of the Education Amendments of 1972 and other legal precedents play in event planning
9. Define the elements of negligence and assess how an event manager can minimize his or her exposure to that risk

SE 301 - Applied Biomechanics

SE 302 - Anatomical Kinesiology

1. Identify and apply fundamental planes of movement and movement terminology; 
2. Identify bones, muscles and joints, as well as, the structural features of each features of each;
3. Identify and apply specific functions of the muscles and joints in various regions of the body (shoulder girdle, shoulder joint, elbow joints, hip joint, pelvic girdle, knee joint, ankle/foot joints, trunk/spinal column) to strength and conditioning exercises, as well as sport-specific movement patterns;
4. Identify, analyze and report on the position and movement of body structures to demonstrate full understanding and application of kinesiology in exercise- and sport-specific movement patterns.

SE 303 - Sport Performance Training

This course is meant to be very “hands - on” by having the student work with the various sports teams at Saint Joseph’s College. Athletes will have the opportunity to have their fitness tested and retested, such as aerobic capacity, strength, power, flexibility, and body composition, among others. The athlete will also have the option of having a training program designed to improve on any of these fitness components.

Prerequisite/Corequisite
Prerequisites:  SE204, SE209, SE302, SE304

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

1.   Construct a needs analysis for multiple sports;
2.   Define the following terms: progressive resistance, isotonic/isometric, concentric, eccentric, atrophy, hyperplasia, hypertrophy, sets, repetitions, plyometrics, Valsalva maneuver;
3.   Conduct fitness-related testing and interpret test scores. Identify targeted areas of improvement based on test scores;
4.   Identify the bioenergertic demands of each sports, and design appropriate sport-specific aerobic and anaerobic conditioning programs. Differentiate between and design interval,        continuous, and circuit training programs. Explain the advantages and disadvantages of each of the previous programs; (ACSM KSA 1.7.13; 1.7.44; 1.7.18)
5.   Describe the principles of overload, specificity, and programs and give examples of how they apply to program development; (ACSM KSA 1.7.12)
6.   Identify, describe, and demonstrate exercises designed to target the strength, endurance, or stability of major muscle groups. Demonstrate progressions for each exercise; (ACSM      KSA 1.7.11; 1.7.31; 1.7.37)
7.   Demonstrate and teach proper and improper technique and spotting techniques for the use of resistance equipment such as stability balls, weights, bands, resistance bars, and          water exercise equipment; (ACSM KSA 1.7.29)
8.   Identify and correct improper technique in the use of resistance equipment such as stability balls, weights, bands, resistance bars, and water exercise equipment; (ACSM KSA            1.7.29)
9.   Demonstrate plyometric exercises and incorporate plyometric exercises into workout programs; 
10.   Design multiple strength and conditioning programs for a variety of sports, genders, ages, and skill levels. Incorporate appropriate bioenergetics conditioning, resistance training,        plyometric training, speed and agility training, aerobic and anaerobic exercises. Analyze and critique strength and conditioning programs;
11.   Design strength and conditioning programs for specific goals, such as endurance or strength, based on client and sport profile and needs analysis. Describe the principles involved    in muscular strength and endurance. Explain the principles of specific and overload as it relates to exercise programing; (ACSM KSA 1.7.42; 1.1.23; 1.1.31)
12.   Develop periodization cycles for a variety of sports, genders, ages, and skill levels. Analyze and critique periodization cycles;
13.   Demonstrate and teach components of an exercise session including warmups, aerobic stimulus phase, cool down, muscular strength and endurance, and flexibility; (ACSM KSA        1.7.21; 1.7.15)
14.   Identify the physical and psychological signs of overreaching/overtraining. Provide recommendations to modify strength and conditioning programs for these problems; (ACSM KSA    1.1.33)
15.   Explain the principles of fatigue and delayed onset muscle soreness. Relate muscle fatigue to mode, intensity, duration, and accumulative effects of exercise. Identify the concepts      of detraining, its reversibility of conditioning, and its implication in conditioning programs. (ACSM KSA 1.1.16; 1.1.24; 1.1.32).

SE 304 - Exercise Physiology

1. Identify the structure of and describe the function of skeletal muscle and to describe how muscle contraction is dependent on the structure and functioning of the nervous system;
2. Explain how the cardiovascular and respiratory systems function to provide oxygen and nutrients for the activation of muscle cells (muscle contraction);
3. Identify and explain the acute responses and chronic adaptations that occur in the neuromuscular, metabolic and cardiorespiratory systems due to physical exercise training;
4. Identify the various energy systems that allow for muscle contraction (action) to do work and the roles that the various hormones of the body play in metabolism.

SE 305 - Sports and Recreation Marketing

1.   Compare and contrast the different types of entity involved in sports marketing;
2.   Examine the dimensions of a sports brand and its consistency;
3.   Identify the legal, moral, and ethical dimensions of sports-related marketing;
4.   Integrate strategy with sports marketing in the context of teams and leagues;
5.   Evaluate the different types of fans to sports entities;
6.   Take part in group presentations related to branding and marketing sports or sports equipment;
7.   Evaluate the importance of location in marketing sports teams;
8.   Develop strategies to engage fans and deepen the loyalty relationship;
9.   Evaluate the global dimensions of sports marketing;
10.   Examine the relationships between sports-related entities and media, including paid and social media.

SE 306 - Sports and Recreation Law and Risk Management

1. Identify the difference between intentional and unintentional tort laws
2. Identify the elements of contract law and binding agreements
3. Explain constitutional laws and the legal system in the United States
4. Define risk management for the physically active
5. Define product liability, trademark and copyright laws
6. Interpret laws associated with different court cases based in sports & recreation

SE 307 - Financial Strategies in Sports and Recreation

1. Appreciate the current financial status of diverse segments of the sport industry
2. Demonstrate the ability to analyze and problem-solve various cases relating to financial management in sport
3. Understand the application of financial analyses and forecasts to sports organizations
4. Demonstrate appropriate skills with spreadsheets for budgeting and managing financial resources
5. Understand fund-raising strategies used to generate revenues for sport enterprises

SE 308 - Leadership in Athletic Administration I

SE 309 - Leadership in Athletic Administration II

SE 310 - Sports Governance

This course will discuss how governing bodies of professional and amateur sport organizations function.  This course will discuss membership, organizational structure, constitution and by-laws of each organization and functions of each organization for its members.  The study of specific organizations will include the National Collegiate Athletic Association (NCAA), United States Olympic Committee (USOC) and the National Intramural- Recreational Sports Association (NIRSA).

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

1. Identify governing bodies in professional and amateur sports
2. Understand the organizational structure of governing bodies in professional and amateur sports
3. Discuss membership requirements and eligibility requirement of governing bodies in professional and amateur sports
4. Explain the use of the mission and value statements to form the organization’s constitution and bylaws
5. Explain the influence of these governing bodies on the membership they service

SE 311 - Group Exercise Instruction

1. Discuss the relevance and importance of group exercise programs;

2. Identify the components of physical fitness;

3. Describe the principles of fitness development;

4. Discuss ACSM recommendations for improving and maintaining physical fitness; 

5. Identify appropriate exercises for improving aerobic endurance, muscular strength, muscular endurance, and flexibility;

6. Identify methods for determining and monitoring exercise intensity; 

7. Identify the components and sequencing of an exercise class;

8. Select appropriate music for various group exercise classes;

9. Select appropriate movement patterns for various group exercise classes; 

10. Develop various group exercise programs;

11. Utilize a lesson plan in the design of various group exercise classes;

12. Lead various group exercise programs;

13. Explain and demonstrate various aerobic, muscular strength, muscular endurance, and flexibility exercises;

14. Evaluate the performance of aerobic, muscular strength, muscular endurance, and flexibility exercises;

15. Demonstrate the use of feedback in a group exercise setting; 

16. Utilize cueing in a group exercise session.Notes
Offered spring semester.

SE 312 - On-Campus Practicum in Sports & Exercise Science

This is a Sustainability Related (SR) course.

Prerequisite/Corequisite
Prerequisite:  Junior or Senior standing; approval of advisor.

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

1. Broaden and apply discipline-specific knowledge, skills and experiences to a professional setting.
2. Develop and enhance communication; human relations; critical thinking; information literacy; leadership; and organizational, research, and business skills, whichever are applicable to the field of study.
3. Gain an understanding and appreciation of the roles, duties and responsibilities of professionals in the field.
4. Identify their own strenths and needs for personal and professional development.

SE 318 - Sports and Recreation Facility Planning and Management

1.   Demonstrate comprehension concerning the highlights of the history of sport management from ancient Greece and Rome to the modern day; (paper)
2.   Explain the functions and purposes of management and be able to apply management theories and best practices to research, communication, policy making, technological      innovation, supervision and leadership of employees, hiring and termination, and legal concerns;  (Test I)
3.   Plan, create, and construct a model of a segment of an athletic or public assembly facility taking into consideration site selection, codes and ordinances, cost, bidding, and          construction; (Presentation)
4.   Compare and contrast various facility systems (e.g., heating, lighting, air conditioning and filtration, etc.) and develop a rudimentary knowledge base concerning their     operation,  efficiency, and cost; (Test II)
5.   Develop a marketing scheme to ensure continued revenue for an athletic facility by addressing the common problems that lead to attrition and discontinuation of memberships’  (Paper)
6.   Create a personal budget and an operating and capital budget for small fitness facility (e.g. yoga studio, personal training service, etc.) and identify commonalities and differences      concerning each; (Excel Assignment)
7.   Assess and analyze the major legal concerns confronting managers of public assembly facilities and demonstrate strategies for dealing with each of those concerns; (Test III)
8.   Formulate a security plan for an event or a facility and identify any potential adverse occurrences that may occur and develop strategy or policy for dealing with those potentials;          (Final)
9.   Identify, discuss, and evaluate the major concerns and strategies necessary when implementing a single event. (Final) 

SE 319 - Exercise Testing and Prescription

SE 320 - On-Campus Practicum in Sport and Exercise Science (SR)

This is a Sustainability Related (SR) course.

Prerequisite/Corequisite
Prerequisites: Junior or Senior standing; SE210; approval of advisor

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

1. Apply discipline-specific knowledge, skills and experiences to a professional setting.
2. Demonstrate skills in communication; human relations; critical thinking; information literacy; leadership; and organizational, research, and business skills.
3. Practice the roles, duties and responsibilities of professionals in the field.
4. Identify their own strengths and needs for personal and professional development.

SE 406 - Senior Seminar/Exercise Science

SE 407 - Professional Certification Preparation - NSCA (SR)

This is a Sustainability Related (SR) course.

Prerequisite/Corequisite
Prerequisite:  Senior Exercise Science major

Learning Outcomes
Upon completion of this course, the student will:

1. Review study methods and test taking strategies
2. Review NSCA professional expectations (coses of conduct)
3. Review Exercise Science, Health, and Nutrition topics as applied to knowledge, skills, and abilities required by the NSCA competencies
4. Review and demonstrate exercise techniques, implementation and interpretation of health screening and exercise assessment, exercise prescription and program design, organization and administration of programs
5. Review the need for continuing education, professional disposition, and identify best practices as an educated and certified health and exercise professional
6. Complete at least one online study course and practice exam and interpret results to determine strengths and weaknesses to better prepare for the exam

SE 408 - Professional Certification Preparation - ACSM (SR)

This is a Sustainability Related (SR) course.

Prerequisite/Corequisite
Prerequisite:  Senior Exercise Science major

Learning Outcomes
Upon completion of this course, the student will:

1. Review study methods and test taking strategies
2. Review ACSM professional expectations (codes of conduct)
3. Review Exercise Science, Health, and Nutrition topics as applied to kowledge, skills, and abilities required by the ACSM competencies
4. Review and demonstrate exercise techniques, implementation and interpretation of health screening and exercise assessment, exercie prescription and program design, organization and administration of programs
5. Review the need for continuing education, professional disposition, and identify best practices as an educated and certified health and exercise professional
6. Complete at least one online study course and practice exam and interpret results to determine strengths and weaknesses to better prepare for the exam.

SE 409 - Senior Seminar in Sports and Recreation Management

1. Analyze the effects of sports governance and organizational structure
2. Develop an understanding of sports and recreation law and human resources management
3. Discuss and evaluate current topics and controversial issues in sports and recreation
4. Differentiate between the role of management and leadership in sports and recreation
5. Explore leadership as part of personal and professional growth

SE 410 - Internship/Exercise Science

Cognitive Development Goals

1. Apply knowledge and skills related to the concepts, principles, and methodologies of one’s major or discipline and liberal arts education thereby connecting theory to practice;
2. Acquire new knowledge in a new setting to enhance classroom education;
3. Integrate or synthesize knowledge from diverse disciplines, courses and areas of experience;
4. Apply higher order thinking skills, such as critical thinking, analysis, synthesis, evaluation, and complex problem solving, to “real world” situations.

Communication Skills

1. Oral Communication: Verbally express ideas clearly and persuasively with clients, supervisors and colleagues and to participate effectively in discussion;
2. Written Communication: Express ideas clearly and persuasively in writing as evidenced by acceptable student accomplishment in at least three (3) of the following:

a.Student daily logs;

b.Student/faculty or Student/supervisor email communication;

c.Student description/rating of internship duties and internship supervisor;

d.Student reports and papers.

General Skill Development Goals

1. Develop skill competencies specific to an occupation or profession;
2. Increase skills for understanding and working with people of diverse backgrounds and cultures and to work effectively within diverse environments;
3. Acquire additional interpersonal communication and interaction skills;
4. Develop skills to work effectively within formal and informal networks and work cultures;
5. Further develop observation, recording and interpretation skills;
6. Develop skills needed for effective citizenship;
7. Acquire skills in leadership;
8. Develop an understanding of the workplace, operational procedures, and organizational structure within the specific discipline;

Personal Development Goals

1. Develop self-awareness;
2. Clarify one’s own values;
3. Develop self-reliance and self-confidence;
4. Develop and use an ethical perspective;
5. Develop career awareness, direction and exploration of vocation.

SE 411 - Internship/Sports Management

Cognitive Development Goals

1. Apply knowledge and skills related to the concepts, principles, and methodologies of one’s major or discipline and liberal arts education thereby connecting theory to practice.
2. Acquire new knowledge in a new setting to enhance classroom education.
3. Integrate or synthesize knowledge from diverse disciplines, courses and areas of experience.
4. Apply higher order thinking skills, such as critical thinking, analysis, synthesis, evaluation, and complex problem solving, to “real world” situations.

Communication Skills

1. Oral Communication: Verbally express ideas clearly and persuasively with clients, supervisors and colleagues and to participate effectively in discussion.
2. Written Communication: Express ideas clearly and persuasively in writing as evidenced by acceptable student accomplishment in at least three (3) of the following:

• Student daily logs
• Student/faculty or Student/supervisor email communication
• Student description/rating of internship duties and internship supervisor
• Student reports and papers

General Skill Development Goals

1. Develop skill competencies specific to an occupation or profession.
2. Increase skills for understanding and working with people of diverse backgrounds and cultures and to work effectively within diverse environments.
3. Acquire additional interpersonal communication and interaction skills.
4. Develop skills to work effectively within formal and informal networks and work cultures.
5. Further develop observation, recording and interpretation skills.
6. Develop skills needed for effective citizenship.
7. Acquire skills in leadership.
8. Develop an understanding of the workplace, operational procedures, and organizational structure within the specific discipline

Personal Development Goals

1. Develop self-awareness.
2. Clarify one’s own values.
3. Develop self-reliance and self-confidence.
4. Develop and use an ethical perspective.
5. Develop career awareness, direction and exploration of vocation

SE 412 - Advanced Athletic Training

SE 415 - Directed Independent Study in Exercise Science and Sports Management

SE 416 - Public Relations

SE 420 - Special Topics: Spt. Perf. Train.

1. Identify and explain the fundamentals of training athletes, including the important fitness components, the principles of training, and the negative effects of overtraining;
2. Identify and explain the adaptations that occur due to chronic training in various aerobic, anaerobic and resistance programs;
3. Explain the influence that the environment can have on the acute responses and chronic adaptations due to training in heat and humidity, cold, and at altitude;
4. Explain the influence that age differences and gender differences can have on the acute responses, chronic adaptations, and sport performance of children versus adults and males versus females.

SO 201 - Principles of Sociology

1.  Describe and apply the major sociological paradigms/theoretical frameworks, sociological imagination and the social construction of reality;
2.  Describe  and apply basic sociological concepts and processes contained in social relations at the micro, meso and macro level;
3.  Learn and describe the methods used to understand that sociology is a social science;
4.  Learn and apply the complex social relationships which form the social institutions of family, political order, economic order, religion, healthcare, education religion   and mass media;
5.  Recognize and analyze social inequalities which exist in contemporary society in areas such as gender, race and ethnic relations, and social class;
6.  Describe American society in a Global perspective thereby being influenced by international political, and economic realities and circumstances;
7.  Expose students to the variety of processes which are used to produce or inhibit social change;
8.  Encourage students to critically think articulate ideas and apply the material presented in this course through class discussion and major class project.

SO 301 - Social Problems (SF)

This is a Sustainabiility-Focused (SF)   course.

Prerequisite/Corequisite
Prerequisite: SO 201 or permission of instructor.

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

1.   To describe and apply the major theoretical frameworks with which to understand social problems and how each shapes the perspective used to examine the issues;
2.   To explain and analyze the composite of complex factors  which contribute to the phenomenon termed social problems;
3.   To have students recognize of the wide range of social problems which are part of contemporary society and the global community and the how a social problem has international             impact;
4.   To engage students to be thoughtful of their role as global citizens and professionals to work to reduce in some small way, the magnitude and scope of social problems which face the       ”global community;”
5.   To recognize and analyze how social problems and injustice impact persons as persons and not just “as numbers” through their engagement in service learning;
6.   To have students develop their oral and written communication skills through class participation and written assignments. 

SO 320 - Race and Ethnic Relations

SP 101 - Elementary Spanish I

1.   Engage in conversations and informal written correspondence on a few basic topics in everyday contexts, using high frequency words and practiced phrases (interpersonal                      communication);
2.   Interpret written and spoken language of authentic texts on a few basic topics using basic comprehension strategies (interpretive communication);
3.   Present information orally and in writing in the present tense, using basic vocabulary in simple sentences (presentational communication);
4.   Compare the nature of language and the Hispanic cultures with his/her own regarding pronunciation, idioms, basic grammatical structures, and some cultural products, customs, and      beliefs (comparison of practices, products and perspectives);
5.   Identify where Spanish is spoken and observe the influence of Spanish and Hispanic cultures (communities).

 Notes
The course is intended for students with no prior study of Spanish.

SP 102 - Elementary Spanish II

SP 200 - Spanish II

1.   Engage in discussions of several topics of contemporary life (interpersonal communication);
2.   Interpret written and spoken language of authentic texts on these topics using several comprehension strategies (interpretive communication);
3.   Present information related to these topics, orally and in writing using the appropriate timeframe (presentational communication);
4.   Compare the nature of language and the Hispanic cultures with his/her own regarding idioms, grammatical structures, and cultural products, customs, and beliefs (comparison of              practices, products and perspectives);
5.   Use Spanish in class and identify opportunities to use Spanish beyond the classroom (communities).

SP 300 - Spanish III

SPED 110 - Introduction to Special Education (Practicum)

SPED 210 - Exceptional Student Behavior Management

1.   Define and apply principles of positive behavior change;
2.   Apply professional ethical principles to behavior management practices;
3.   Create positive behavior plans for the classroom setting;
4.   Use evidence-based strategies to address behavior management issues.

SPED 225 - Characteristics and Identification of Students with Mild Disabilities

1.   Describe how history impacts the approach to educating students with disabilities today;
2.   Identify issues related to instruction and placement as shaped by IDEA 2004;
3.   Examine characteristics of students who are considered to be “Learners with intellectual and developmental disabilities”;
4.   Examine characteristics of students who are considered to be “Learners with learning disabilities”;
5.   Examine characteristics of students who are considered to be “Learners with emotional or behavioral disorders”;
6.   Examine characteristics of students who are considered to be “Learners with attention disorders and other conditions”;
7.   Examine characteristics of students who are considered to be “Learners with autism spectrum disorders”;
8.   Examine the cognitive and perceptual characteristics of learners with mild disabilities;
9.   Examine the language characteristics of learners with mild disabilities;
10.   Examine the academic learning characteristics of learners with mild disabilities as related to learning and instructional need.

SPED 230 - Developing Curriculum and Assistive Technology in Special Education

SPED 310 - Exceptional Student Assessment

SPED 320 - Special Education Law

SPED 340 - Exceptionality for the Special Educator

SPED 350 - Teaching Methods and Strategies in Special Education

     1.  KNOWLEDGE          

• Content Literacy related to appropriate general and professional knowledge specific to individual disciplines;
• Technology Literacy related to state-of-the-art technologies employed to strengthen performance in all personal and professional areas;
• 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

• Instructional Strategies related to teaching effectiveness, learning outcomes and assessments. This includes skillful and varied methodology with diverse learners incorporating problem solving, critical thinking, and reflection;
• 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

• Leadership Strategies related to personal and professional conduct. This includes professional development and a demonstrated commitment to continuous personal advancement;
• 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.                                                  

SPED 408 - Special Education Student Teaching

SW 101 - Introduction to the Profession of Social Work

1. Demonstrate Ethical And Professional Behavior:

• Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
• Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
• Demonstrate professional demeanor in behavior, appearance, and oral, written, and electronic communication;
• Use technology ethically and appropriately to facilitate practice outcomes.

     2. Engage Diversity And Difference In Practice: 

•  Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

SW 207 - Brain Processes and Social Work

1. Describe basic brain function and development;
2. Construct an intervention plan to counteract damages in brain development;
3. Explain how social issues impact the brain development and functioning. 

SW 208 - Human Behavior and the Social Environment Micro

SW 209 - Human Behavior and the Social Environment Macro

1.   Prepare social work practitioners who develop and systematically apply knowledge values, skills, and ethics in the prevention and/or solution of social issues impacting individuals,    families, groups, organizations and communities in a variety of cultural contexts;
2.   Collaborate with and support the surrounding community through volunteerism, service, education, and consultation especially incorporating the knowledge, values and skills as              needed from other disciplines;
3.   Promote and enhance human and community well-being through the application of a  knowledge base and skills learned in this course, with particular attention to assessing the needs    and promoting empowerment of those who are vulnerable, oppressed, marginalized, discriminated against and living in poverty;
4.   Prepare students with the skills and a knowledge base to live in both national and global societies, whom are committed , towards personal growth and making contributions for the          common good, as effective agents of positive change.

SW 210 - Quantitative Methods and Data Analysis in Social Science Research

1. Develop a core understanding of the logic (including validity and reliability) and applications of research in the fields of Criminal Justice, Political Science, Social Work and Sociology;
2. Develop a critical mindset that allows students to understand what it means to both consume and produce research in the 21st century; 
3. Develop a core understanding of the key ethical issues facing researchers in the fields of Criminal Justice, Political Science, Social Work and Sociology;
4. Examine the various quantitative research techniques (including survey research, experimental design, evaluation research and secondary analysis) that are useful to the student’s particular field of study and further evaluate the strengths and weaknesses of various research methods.  The data analysis components is designed to have students develop a critical mindset when it comes to being both consumers and producers of data;
5. Interpret raw data and secondary data sources; 
6. Analyze data using a variety of computer based tools (numbers, Excel, SPSS, etc.), in doing so will develop an understanding of basic statistical techniques; 
7. Develop the tools necessary to understand and critically evaluate and effectively apply a variety of descriptive and inferential statistical techniques. 

SW 211 - Qualitative Methods in Social Science Research

1. Understand and analyze the qualitative approach to research question formation and data collection, and foundational concepts and theoretical frameworks of qualitative methods within larger societal structures;
2. Identify and examine ethical and methodological challenges of researchers conducting qualitative research;
3. Practice and apply qualitative skills of data collection of various qualitative methods;
4. Analyze and present qualitative data in oral and written communication. 

SW 302 - Trauma Informed Professional Practice with Children, Adolescents, and Families (SF)

1. Identify and apply trauma informed principles to professional practice at the individual, organizational, and systems level
2. Identify traumatic stress reactions and recognize the broad range of imp aces on individuals, families, and communities
3. Apply an ecological systems perspective to conceptualize risk and protective factors and communicate how these factors can impact lifespan development, behavior, and functioning
4. Engage in multi-disciplinary perspective taking in order to intervene effectively and advocate for individuals in future professional settings, as appropriate
5. Examine how public serving systems, environmental characteristics and cultural traditions can impact how human beings experience stress
6. Apply acquired knowledge, effective critical thinking, and problem-solving strategies to scenarios pertaining to childhood trauma exposure
7. Identify impact of working with individuals exposed to trauma on the self/professional provider

SW 329 - Writing for the Profession of Social Work

SW 330 - Social Work Practice with Individuals and Families

Corequisite:  SW330L

Notes
Students must earn a “B-” or better in this class or it will have to be repeated and this may delay a student’s ability to move forward in the program.

SW 330L - Social Work Practice with Individuals and Families Lab

SW 331 - Social Work Practice with Groups

SW 332 - Social Work Practice with Organizations and Communities

Corequisite:  SW208

Notes
Students must earn a “B-” or better in this class or it will have to be repeated and this may delay a student’s ability to move forward in the program.

SW 402 - Social Welfare and Policy and Services I

SW 403 - Social Welfare and Policy and Services II

SW 406 - Integrative Senior Seminar

1. Engage in a critical dialogue about the field of sociology, criminology and social work;
2. Analyze and apply elements studied in the field of sociology including the sociological perspective, the theoretical paradigms, methodology, socialization, social interaction and culture, deviance, social inequalities, and social institutions;
3. Prepare for the transition from undergraduate study to graduate study and professional life;
4. Demonstrate integrated knowledge through the creation of a senior research project in their area of study;
5. Engage in an intellectual manner with the outside world through written and oral communication;
6. Present research to their colleagues.

SW 408 - Social Work Field Practicum I

SW 409 - Social Work Field Practicum II

TH 100 - Introduction to the Judeo-Christian Tradition (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.   Identify and describe the beliefs, practices, and scriptural basis of Judaism and Christianity;
2.   Discuss and compare Old Testament covenants;
3.   Discuss and compare the Old Testament creation accounts;
4.   Identify and describe various facets of the Christian understanding of eschatology;
5.   Discuss and compare various theologians’ theology of grace.