Course Descriptions

PHIL 352 - Greek and Roman Philosophy

• Read primary texts from the time period, and explain the author’s arguments and conclusions.
• Compare the work of two authors and observe their points of agreement and disagreement.
• Construct a reasoned criticism of an author’s argument.
• Write a coherent and cohesive paper in which they engage respectfully but critically with the work of a primary author of the period.
• Read primary texts from the time period, and explain the author’s arguments and conclusions.
• Compare the work of two authors and observe their points of agreement and disagreement.

PHIL 353 - Early Modern Philosophy

• Read primary texts from the time period, and explain the author’s arguments and conclusions.
• Compare the work of two authors and observe their points of agreement and disagreement.
• Construct a reasoned criticism of an author’s argument.
• Write a coherent and cohesive paper in which they engage respectfully but critically with the work of a primary author of the period.
• Read primary texts from the time period, and explain the author’s arguments and conclusions.
• Compare the work of two authors and observe their points of agreement and disagreement.

PHIL 354 - Kant and Nineteenth-Century Philosophy

• Read primary texts from the time period, and explain the author’s arguments and conclusions.
• Compare the work of two authors and observe their points of agreement and disagreement.
• Construct a reasoned criticism of an author’s argument.
• Write a coherent and cohesive paper in which they engage respectfully but critically with the work of a primary author of the period.

 
Learner Outcomes Approval Date:
1/8/2015

Anticipated Course Offering Terms and Locations:

PHIL 357 - Philosophy of Race

• Examine the way in which social identity is formed and maintained, and its pervasive influence on our lives.
• Analyze historical conceptions of race, and how these ideas and associated practices have influenced contemporary society.
• Analyze philosophical positions on the reality and legitimacy of race, as a category of identity.
• Critically reflect on their own positions on these issues and those of others, both in writing and in discussion.

PHIL 358 - Existentialism

• Demonstrate an understanding of the major concepts of existentialism.
• Trace the historical development of existentialism in philosophical and literary texts, and compare differing positions within this movement.
• Reflect critically on their own positions on these issues and those of others, both in thesis-based writing and in discussion.

PHIL 359 - Contemporary European Philosophy (Put on reserve 9/16/19)

• Demonstrate an understanding of the key concepts and methodology of phenomenology
• Evaluate the arguments provided that support these concepts and claims
• Articulate and justify original interpretations of these issues
• Practice the process of brainstorming, drafting, and revising a thesis-based philosophy paper

PHIL 361 - Theory of Knowledge

• Examine and critically analyze issues in contemporary epistemology.
• Critically assess a philosophical position for its implications and its plausibility.
• Formulate and defend a position or ‘one’s own on these issues, with reference to the relevant positions described in the philosophical literature.
• Display knowledge of the core concepts and methods of analytic epistemology, and the ability to deploy those concepts and methods in reasoning.

PHIL 364 - Philosophy of Mind

• Examine and critically analyze issues in contemporary philosophy of mind.
• Critically assess a philosophical position for its implications and its plausibility.
• Formulate and defend a position of one’s own on these issues, with reference to the relevant positions described in the philosophical literature.
• Display knowledge of the core concepts and methods of analytic philosophy of mind, and the ability to deploy those concepts and methods in reasoning.

PHIL 377 - Literature and Philosophy

• Contrast the philosophical and literary ideals of a cultural tradition with competing traditions or predecessors.
• Define the elements of a philosophy of art or literature relevant to a literary tradition.
• Apply a theoretical framework to representative literature from a historical period or movement, citing several relevant authors for comparison.
• Identify the representative literary forms of a particular historical period or movement.
• Survey a literary and philosophical movement with reference to philosophical texts and a variety of literary genres.

PHIL 378 - Philosophy of Love

• Identify the various connotations of the word ‘love’ as expressed both diachronically and synchronically in various cultures as informed by various disciplines.
• Delineate the various connotations of the concept of ‘love’ in the Classical World, while acknowledging that the multi-semantic potential of Greek ‘love’ both precedes and proceeds these Classical texts.
• Describe the nature of love in Ancient Egypt, Mesopotamia, India and China and compare these non-Western conceptions of love to those in the Classical World.
• Describe the nature of love in both western and eastern religious traditions, again making comparison to the nature of love in the Classical and Ancient Worlds.
• Describe the manner in which the various connotations of ‘love’ can be found in the cycles of human life.
• Describe how various films, works of art, music and autobiographical books depict the concept of love.
• Report their philosophy of love to their classmates.
• Demonstrate the skills of team work.

PHIL 380 - Philosophy of Science

• Examine and critically analyze issues in contemporary philosophy of science, and recognize their relevance to current and/or historical instances of the scientific enterprise.
• Critically assess a philosophical position for its implications and its plausibility, especially in relation to science as it is done by scientists.
• Formulate and defend a position of one’s own on these issues, with reference to the relevant positions described in the philosophical literature.
• Display knowledge of the core concepts and methods of analytic philosophy of science, and the ability to deploy those concepts and methods in reasoning.

PHIL 396 - Individual Study

PHIL 397 - Honors

PHIL 398 - Special Topics

PHIL 399 - Seminar

PHIL 403 - Philosophy of Art (Put on reserve 9/16/19)

• Demonstrate an understanding of the major philosophies of art: representational theory, institutional theory, formalism, naturalism, expressivism, and phenomenology.
• Identify the ways in which an artist’s intention matters and does not matter in interpreting a work of art.
• Demonstrate an understanding of the ways in which metaphor in art helps us epistemically to understand the world and other people more clearly.
• Demonstrate the relationship between art and philosophic vocabulary.
• Identify the ways that philosophy has influenced art and art has developed its own philosophies, especially in the Dada movement; as well as how artists have challenged philosophies of art.

PHIL 459 - Phenomenology

PHIL 465 - Advanced Ethics

• Discuss and evaluate current research in philosophical ethics.
• Explain the connections between general claims in ethical theory and specific issues in the field.
• Analyze and evaluate the reasoning and justification for (as opposed to merely the content of) various positions in ethical theory.
• Develop and defend criticisms of positions held in contemporary philosophical ethics.
• Explain how abstract positions within philosophical ethics connect to particular issues in society and apply those abstract positions to particular issues.

PHIL 485 - Capstone Project

• Synthesize the various approaches and ideas they have encountered in their previous coursework in the ethics minor.
• Display an understanding of those various approaches and ideas.
• Apply what they have learned to their academic, professional and personal plans for the future.

PHIL 488 - Junior Seminar

• Identify major concepts and issues on selected topics.
• Evaluate critically major concepts and theories covered in the course.
• Approach selected issues from a pluralistic perspective.
• Advance and support a thesis.
• Read analytically and critically relevant primary texts.

PHIL 490 - Cooperative Education

PHIL 494 - Undergraduate Thesis Preparation

• Demonstrate progress towards understanding the major ideas within philosophical traditions, specifically those relevant to the self-designed thesis topic.
• Demonstrate progress in the ability to advance and support a thesis, as well as analyze and critically evaluate the beliefs and arguments of others.
• Demonstrate pluralistic and flexible thinking, considering new ideas and critically reflecting on them.
• Respond productively to advisor suggestions on topic, thesis statement, sources, and organization of the senior thesis.
• Evaluate the relevance and reliability of scholarly sources, specific to the topic of the senior thesis.

PHIL 495 - Undergraduate Thesis

• Demonstrate an understanding the major ideas within philosophical traditions, specificity those relevant to the self-designed thesis topic.
• Demonstrate the ability to advance and support an original thesis.
• Analyze and critically evaluate the beliefs and arguments of others.
• Demonstrate pluralistic and flexible thinking, considering new ideas and critically reflecting on them.
• Respond productively to advisor’s suggestions for revision.
• Evaluate the relevance and reliability of scholarly sources, specific to the topic of the senior thesis.

PHIL 496 - Individual Study

PHIL 497 - Honors Thesis

• Demonstrate an advanced understanding of the major ideas within philosophical traditions, specifically those relevant to the self-designed thesis topic.
• Demonstrate an advanced ability to develop and support an original thesis.
• Analyze and critically evaluate the beliefs and arguments of others.
• Demonstrate a high degree of pluralistic and flexible thinking, considering new ideas and critically reflecting on them.
• Respond productively to advisor’s suggestions for revision.
• Evaluate the relevance and reliability of scholarly sources, specific to the topic of the senior thesis.

PHIL 498 - Special Topics

PHIL 499 - Seminar

PE 115 - Beginning Climbing

• Demonstrate the correct spotting technique.
• Identify the types of climbing holds.
• Demonstrate the ability to move effectively on a wall by performing the following: square to the wall, front step, back step, straight arms, scumming, gripping techniques, precise placement, quite placement, edging, smearing, toeing and matching.
• Demonstrate the knowledge of how to practice and use resting and breathing techniques.

PE 116 - Intermediate Climbing

• Demonstrate correct lead belay and lead climbing technique.
• Identify types of climbing including, bouldering, top roping, leading sport climbing, traditional climbing multipitch climbing and aid climbing.
• Demonstrate the ability to move effectively on a wall by performing the following: gripping techniques, hip twist, precise foot placement, heel booking and toe booking.
• Demonstrate knowledge of the causes and prevention of the most common overuse injuries in climbing.
• Demonstrate ability to properly clean climbing gear from fixed anchors.
• Demonstrate correct rappelling technique.

PE 118 - Climbing Wall to Rock

• Demonstrate correct lead belay and lead climbing technique
• Identify types of equipment needed for outdoor rock climbing and the uses of each.
• Demonstrate proficiency in belaying and climbing movement.
• Identify the differences associated with indoor climbing and outdoor climbing.
• Demonstrate ability to properly clean climbing gear from fixed anchors.
• Demonstrate correct rappelling technique.

PE 220 - Climbing Wall Instructor

• Demonstrate proficiency in belaying and climbing movement.
• Demonstrate knowledge of teaching climbing skills.
• Demonstrate ability to perform rescue skills, including belay take-over, counter ascend, and pick-off.
• Demonstrate ability to instruct a technical climbing lesson.
• Demonstrate ability to instruct a movement-based climbing lesson.

PE 298 - Special Topics

PE 299 - Seminar

PE 321 - Football Coaching

PE 323 - Basketball Coaching

PE 325 - Baseball Coaching

PE 326 - Theory of Coaching Soccer

• Identify different systems of play.
• Identify the difference between defensive philosophies.
• Collect a variety of statistics during a soccer game.
• Create practice plans.
• Coaching and organization issues in youth soccer.
• Describe the player positions used at various levels of play.
• Identify specific concepts based on developmental age of players.

PE 330 - Volleyball Coach

PE 334 - Physical Education Activities for the Elementary School

PE 346 - Administration of Athletes

• Express and maintain an individual philosophy of sport.
• Identify and know leadership skills.
• Recognize essentials and nuances of scheduling events, transportation, and meetings.
• Recognize essentials and nuances of planning for and managing events.

PE 365 - Foundations of Coaching

• Demonstrate and understanding the purpose and value of sport experiences for children and youth.
• Recognize differences in coaching objectives and coaching styles.
• Recognize differences in communication skills and their impact in athletic coaching environments.
• Demonstrate an understanding of principles of motivation.
• Demonstrate the ability to design a conditioning program for a selected sport.
• Demonstrate an understanding of team management and risk management.
• Qualify for certification from the American Sport Education Program (ASEP).

PE 396 - Individual Study

PE 397 - Honors

PE 398 - Special Topics

PE 399 - Seminar

PE 442 - Field Work in Physical Education

PE 448 - Coaching and Competitive Ethics

• Be able to identify and outline critical and ethical values that exist in coaching.
• Be able to apply ethical decision-making in coaching situations, and justify those decisions.
• Be able to articulate the purposes and functions of a “code of ethics,” and construct a code of ethics for an athletic team.
• Be able to evaluate the relationship between ethics and competition.

PE 453 - Psychological and Sociological Foundations of Coaching

• Articulate factors affecting individual and group behavior in the coaching of interscholastic sport, and devise strategies for addressing those behaviors.
• Identify basic ideas and beliefs that constitute dominant ideologies related to sports in American society (gender and sexuality, race/ethnicity/skin color, social class, etc.), and explain their influence on interscholastic sport.
• Articulate the different psycho-social issues involving interscholastic sport athletes, and devise strategies for addressing those issues.
• Demonstrate the ability diagnose, and propose solutions to, the issues pertaining to recruiting and retaining student participation in sport.

PE 491 - Workshop Clinic

PE 492 - Practicum

• Successfully complete 30 hours working in a supervised practicum placement.
• Demonstrate effective use of managerial and instructional routines to foster active, positive, and equitable learning experiences in the practicum.
• Plan instructional objectives and goals that are aligned to State Essential Academic Learning Requirements and NASPE National Standards in a lesson plan.
• Reflect about their teaching and observations in the authentic setting by writing in their daily journal and overall teaching paper.

PE 495 - Field Work in Sport Coaching

• Demonstrate and understand the rules associated with a specific sport.
• Demonstrate the ability to construct and implement quality sport specific practice plans.
• Demonstrate positive communication skills and techniques towards successfully motivating and coaching athletes.
• Demonstrate the ability to effectively teach sport specific skills and techniques.
• Demonstrate skills related to team operational management, risk management, and time management responsibilities.
• Create a network with professionals in the sport coaching field, thereby increasing job prospects and career advancement possibilities.

PE 496 - Individual Study

PE 497 - Honors

PE 498 - Special Topics

PE 499 - Seminar

PESH 280 - Foundations of Physical Education and School Health

• Identify historical and contemporary influences on public school physical education and list five major historical events that have shaped health education as a profession.
• Critique, edit, and rewrite work samples to improve the quality of content and structure.
• Demonstrate an effectiveness in critical reflection about current issues in physical education.
• Define key terms and concepts related to infectious and noninfectious diseases such as risk factors, common signs and symptoms, general treatment options and prevention and screening approaches.
• Demonstrate effective presentation skills by presenting their own philosophy of health and a philosophy of teaching physical education.
• Apply ethical principles to the practice of health education and physical education along with the principles of volunteerism.
• Describe and discuss the determinants of health and health behavior.
• Describe and apply the following models used in Health Education: Health Belief Model, PRECEDE/PROCEED Model, Transtheoretical Model, Theory of Reasoned Action, Adoption Diffusion Model, and others.

PESH 298 - Special Topics

PESH 299 - Seminar

PESH 300 - Comprehensive School Health Education

• Demonstrate mastery of the role and function of each of the eight components of the coordinated school health program.
• Locate a variety of health curriculum resources to help teach comprehensive health education.
• Explain the importance role modeling characteristics expected of a K-12 health/physical education teacher.
• Demonstrate a conceptual understanding of the three of the ten comprehensive school health education content areas (consumer/community, personal health/safety, and environmental).
• Appreciate the benefits of engaging in service learning through a six-hour community volunteerism experience.
• Deliver effective lessons and curriculum materials utilizing active learning teaching strategies related to the topics of community, consumer, environmental, and personal health & safety.

PESH 326 - Human Diseases

• Identify and evaluate valid sources of information about health and physical education.
• Demonstrate an understanding of disease prevention.
• Foster relationships with colleagues, parents/ guardians, and community agencies to support educational growth and well- being.
• Demonstrate an understanding of advocacy skills to promote health and fitness.

PESH 330 - Positive Youth Development in Physical Activity

• Analyze various rationales and assumptions underlying youth development and positive youth development in the physical activity setting
• Identify various models and programs in youth development
• Incorporate and apply principles of positive youth development
• Address the needs of youth through physical activity

PESH 336 - Practicum 1

• Utilize the characteristics of effective teaching specific to all learners.
• Recognize appropriate and inappropriate responses while teaching a broad spectrum of elementary students.
• Develop the cognitive, psychomotor, and affective domains of elementary students within small groups.
• Apply formal and informal assessment techniques to assess learner performance, provide feedback, and communicate learner progress.

PESH 341 - Characteristics of Effective Physical Education Teaching

• Identify and incorporate research based “best practice” pedagogical skills that are thought to comprise effective physical education teaching and the context in which these skills are learned into their lesson planning.
• Create and implement appropriate learning/practice opportunities based on expected progressions and related to ranges of individual variations and levels of readiness.
• Analyze and incorporate individual differences in planning and implementing developmentally appropriate physical education lessons.
• Reflect realistically and accurately on the learning of their students and its relation to the teaching process and their role as teacher.

PESH 342 - Developmental Movement

• Organize developmentally appropriate progression for each of the skill themes and movement concepts.
• Identify and provide appropriate movement tasks and instructional cues based on the observed skill level of children.
• Accurately describe and demonstrate an appropriate progression of cues (critical elements) based on generic levels of skill proficiency.
• Demonstrate the knowledge to create interesting challenges that motivate children to continue to practice tasks.
• Identify critical elements for basic locomotor and stability skills and develop appropriate sequences.
• Define and provide practical examples of skill themes, movement, and how they are taught effectively.
• Explain the need for generic levels of skill proficiency and how they are used in conjunction with skill themes to build a developmentally appropriate physical education curriculum for children.
• Demonstrate with competence basic locomotor and stability skills including rhythms and physical activities (sports, games, lifelong leisure activities).

PESH 343 - Pedagogical Application of Teaching Styles and Systematic Reflection

PESH 344 - Applications of Technology in Teaching Fitness and Physical Activity

• Demonstrate knowledge of the skills necessary to perform skill analysis through a technology medium.
• Create a fitness plan within software specific tools.
• Utilize technology to enhance student motivation and knowledge related to fitness and health in general.
• Apply knowledge of pedometers and heart rate monitors in a physical activity setting.
• Use technology to accommodate for individual differences in learning and fitness levels.
• Create grades for students using a variety of Physical Education specific grading programs.

PESH 345 - School Health Curriculum

• Integrate national and state health education standards into health lesson & unit plans.
• Locate a variety of health curriculum resources necessary teach comprehensive school health education.
• Demonstrate a conceptual understanding of the seven of the ten comprehensive school health education content areas.
• Articulate their philosophical views on the current and future trends of comprehensive school health education.
• Deliver effective lessons and curriculum materials utilizing active learning teaching strategies related to various topics found in the scope and sequence of comprehensive school health education.

PESH 348 - Tactics and Skills of Striking and Net/Wall Games

• Demonstrate proficient game performance skills in striking skills and net/wall games.
• Identify research proven practices based on age and developmentally appropriate progressions.
• Identify critical elements for basic manipulative striking skills and develop appropriate sequences to help students achieve proficiency.
• Demonstrate an understanding of rules and procedures of games by applying them during game play and within more abstract settings.
• Create and design a group sport education model portfolio in one sport.
• Provide a clear comparison of one of the striking sport skills prior to learning to play the sport and your skills after playing the sport.

PESH 350 - Utilizing Tactics and Skills for Invasion Games

• Demonstrate with competence basic motor skills, rhythms, physical activities, and fitness (Movement concepts, locomotor skills, non­locomotor skills, manipulative skills, specialized motor skills, game skills, and sports skills).
• Identify research proven practices based on age and developmentally appropriate progressions in physical education.
• Identify and evaluate valid sources of information about health and physical education.
• Demonstrate proficient game performance skills in various invasion tactic games.
• Demonstrate an understanding of rules and procedures of games by applying them during game play and within more abstract settings.

PESH 356 - Teaching Lifelong Physical Activity Pursuits

• Create a video representation and qualitative analysis on one skill activity (one week and one strong skill).
• Write 10 developmentally appropriate lesson plans for a particular grade level.
• Find an article that relates to the benefits of physical activity or how the activity is being used in the schools.
• Write an abstract on the article.

PESH 358 - Applications of Resistance, Core, and Cardiovascular Training

• Identify the components of skill related fitness and training principles and be able to link fitness knowledge content with practical application through participation in physical activity.
• Demonstrate exercise progressions and multiple muscle group modifications.
• Develop a combination of dynamic warm-up exercises specific to the intended workout.
• Prepare locomotive skills or non- locomotive skills or strength training movement patterns and deliver to a group of exercise participants (class).
• Effectively cue movement patterns pertaining to form, alignment, muscle groups, and actions.

PESH 396 - Individual Study

PESH 397 - Honors

PESH 398 - Special Topics

PESH 399 - Seminar

PESH 401 - International Service Learning: Civic Engagement and Youth Development

• Analyze underlying youth development through service learning
• Identify specific needs of international groups and integrate this knowledge into their service learning experiences
• Demonstrate clear communication skills and techniques facilitating their learning experience for their youth populations.
• Incorporate and apply principles of positive youth development through  service learning
• Synthesize the aspects of their service learning experience

PESH 410 - Health and Physical Education for Elementary Classroom Teachers

• Examine and analyze stages of motor development in children moving.
• Demonstrate and apply instructional cues, prompts, physical activities and feedback to facilitate the development of basic motor skills, rhythms, and fitness within the elementary classroom.
• Identify and explain proper risk strategies, safety precautions, supervision, and legal issues relevant to children involved in different settings (i.e., recess, physical activity breaks, gymnasium, playground, field).
• Identify and explain state and health department safety procedures and creates a classroom environment plan which enhances the physical and emotional health of children in the elementary classroom.
• Demonstrate basic awareness of sensory needs, appropriate integration, and modifications as needed in basic motor skills and physical fitness.
• Demonstrate an understanding of cultural competence in a comprehensive health education program.
• Demonstrate a basic understanding of the Washington Health and Physical Education state learning standards.
• Demonstrate general knowledge of the prevention and management of common illnesses, diseases, and personal safety.
• Demonstrate ability to access resources for adapting curriculum to individual student needs in health and physical education.

PESH 431 - Principles of Sexual Health Education

• Describe the roles of familial and societal factors on human sexuality and reproduction.
• Identify and discuss the importance of medically accurate, fact-based sexuality education.
• Identify the importance of human sexuality within the broader context of health.
• Identify and discuss HIV/AIDS and other sexually transmitted diseases.
• Describe the anatomy and physiology of the male and female reproductive systems.
• Demonstrate best practices for teaching exemplary sexual health education.
• Integrate the national sexuality education standards into health lesson & unit plans.
• Employ a 3-lesson, pre-prepared sexuality health education curricula to K-12 students.

PESH 437 - Practicum 2

• Create and administer their own rules, protocols, and positive learning environments.
• Create lesson plans and block plans and link them together to provide units of instruction of at least four weeks.
• Teach and manage larger groups of children in an actual physical education setting.
• Communicate and interact with other teachers, supervisors, and administration staff in a positive respectful manner throughout the program.
• Write a final teaching reflection paper based on their teaching experiences throughout the quarter.
• Keep a reflective journal of their teaching and learning experience throughout the quarter.

PESH 438 - Practicum 3

• Identify, develop, and implement instructional goals.
• Select and implement instructional strategies based on developmental levels and different learning styles.
• Apply the disciplinary and pedagogical knowledge you have learned in the physical education major to develop and implement safe learning environments and experiences.
• Select and implement teaching resources and curriculum materials based on their comprehensiveness, accuracy, usefulness, and safety.
• Develop short and long-term plans that are linked to learner needs and performance, instructional and program goals, and adapt them to ensure learner progress, motivation, and safety.
• Reflect upon and revise practice based observation of learners, self-assessment, and problem-solving strategies.
• Demonstrate the use of formal and informal assessment techniques to assess learner performance, provide feedback, and communicate learner progress.

PESH 439 - Practicum 4

• Integrate national and state health education standards into health lesson & unit plans.
• Create & deliver effective health unit plans utilizing active learning teaching strategies related to various topics found in the scope and sequence of comprehensive school health education.
• Reflect upon and revise practice based upon observation of learners, self-assessment, and problem solving strategies.
• Implement and utilize research-based teaching models into lesson and unit plans.
• Demonstrate the ability to create and implement visual aids and technology- related tools into school-based health education unit plans
• Implement values assessment strategies into lesson and unit plans.

PESH 444 - Professionalism in the Schools (Put on reserve 9/16/19)

• Produce a professional resume and letter of application that has excellent design and content.
• Demonstrate excellent job interview skills.
• Demonstrate job search knowledge and skills.
• Demonstrate job readiness and student teaching readiness.

PESH 445 - Curriculum Development and Assessment in Physical Education

• Create interdisciplinary learning experiences that allow learners to integrate knowledge and skills from multiple subject areas.
• Employ concepts, assumptions, and debates central to the process of inquiry in the study of physical activity.
• Assess individual and group performance in order to design safe instruction that meets learner development al needs in the physical, cognitive, social, and emotional domains.
• Describe and implement strategies for building a community of learners as it relates to the overall health of k-12 students and their schools.
• Use a variety of formal and informal assessment techniques to assess learner performance, provide feedback, and communicate learner progress.
• Use and interpret performance data to inform instructional decisions.
• Select and use developmentally appropriate assessment strategies and instruments congruent with physical activity learning goals.
• Use strategies to help learners become self- motivated in their learning.

PESH 447 - Inclusive Strategies and Activities for Diverse Learners

• Demonstrate how to use developmentally appropriate adaptations and modifications that will enable success of learners with disabilities, impairments, and disorders (i.e., physical, intellectual, emotional/behavior, health-related disorders, social interaction disorders) for an inclusive physical education class.
• Identify and describe federal and state legislation and current issues pertaining to children with disabilities and specifically to their participation in physical education, physical activity/fitness, and sport.
• Identify and describe the planning process for creating and implementing an Individualized Education Program (IEP) for a child with a disability who is included in regular physical education.
• Demonstrate how to make appropriate instructional accommodations for children who have a difficult time understanding directions, strategies, and rules of various sports, games, and physical activities.
• Identify and analyze various assessment procedures and standardized assessments that can facilitate the inclusion of students with disabilities into regular physical education.
• Demonstrate the understanding of age and developmentally appropriate practices and identify strategies that will help diverse learners become self- motivated in their participation in physical education, physical activity/fitness, and sport.

PESH 456 - Facilitating and Leading Adventure Activities in the Schools (Put on reserve 9/16/19)

• Create an instructional digital resource using the Dartfish software.
• Perform a routine of circus arts on video.
• Collect a log documenting every practice time relating to the performance components of the skills and/or activities.
• Keep a journal with reflection on each of the activities taught in class. Students will be encouraged to include photographs in the journal.
• Create a community resource notebook to use as a teaching guide.

PESH 458 - Diagnosis and Analysis of Human Movement

• Identify the qualities inherent in the interdisciplinary nature of qualitative movement diagnosis (QMD)
• Differentiate the 6 differing models of QMD
• Identify the differing roles of the senses and perception in QMD
• Analyze and proscribe intervention strategies to improve performance based on current biomechanical theory and practice, motor learning research and trends
• Identify and apply the techniques of a qualitative movement diagnosis to self and peer movements based on current biomechanical and motor learning research
• Observe movement patterns of self (video) and peers (live) during an execution of a sport skill. Apply the concepts of systematic biomechanical observational strategies

PESH 496 - Individual Study

PESH 497 - Honors

PESH 498 - Special Topics

PESH 499 - Seminar

PHYS 101 - Introductory Astronomy I

• Use a star chart, planisphere, computer program, or app to predict motions and positions of celestial objects.
• Describe how we know certain characteristics (e.g., distances, compositions) of celestial objects.
• Describe and explain, using words and pictures, fundamental celestial motions and phenomena.
• Apply important astronomical relationships to solve for or infer an unknown quantity.
• Compare and contrast the formation and evolution of important celestial objects such as stars and planets.

PHYS 102 - Introduction to Astronomy

• Describe the history of the solar system; the most important features of the surface, atmospheres, and orbits of the bodies in the solar system; and the physical processes that determine them.
• Describe the history of planetary missions in our solar system.
• Explain why Mars, Venus, and Earth have evolved into very different planetary bodies, including how this relates to global change.
• Learn to interpret simple planetary data (such as spectral data) to determine the properties of a planetary body.
• Learn about the scientific process.
• Calculate basic astronomical quantities like the flux of light at the top of an atmosphere or the force of gravity on the surface of a planet.
• Describe the motion of the Earth in the solar system including the cause of seasons.
• Estimate the properties of a given planet with a given mass and composition around a given star.
• How to read, evaluate, and prepare presentations on current planetary science topics.

PHYS 103 - Physics of Musical Sound

• Analyze and compare sounds using waveforms, spectrums, and spectrograms.
• Describe and explain the structure of musical scales and the perception of harmony in terms of mathematical relationships
• Collaboratively apply acoustics concepts and quantitative reasoning towards the design of a musical instrument or a scientific investigation.
• Describe and explain how musical instruments produce their characteristic sounds in terms of basic physical mechanisms

PHYS 106 - Physics Inquiry

• Describe and explain fundamental physics concepts in areas such as motion, forces, electricity, sound, and light.
• Rigorously describe and analyze fundamental physics processes in areas such as motion, forces, electricity, sound, and light.
• Use scientific investigative techniques such as generating and testing hypotheses to answer questions about relevant physics concepts.
• Employ a quantitative and qualitative problem solving approach to describing and analyzing physics concepts.
• Apply appropriate physics principles to assess and address a community safety issue and an energy management issue.
• Describe how the methods of inquiry in physics contribute to society.

PHYS 108 - Light and Color (Put on reserve 9/16/19)

• Apply scientific investigative techniques to answer questions about light and color.
• Describe nature of color.
• Apply a quantitative approach to describing and analyzing simple optical systems.
• Apply a quantitative approach to describing and analyzing complex optical systems.

PHYS 109 - Physics of Dance

• Apply important physics principles such as position, velocity, acceleration, balance, torque and angular motion to the realm of dance and motion of the human body
• Analyze and interpret data to make meaningful connections to how the data corresponds to motions of the body
• Apply physics of movement principles in order to predict ways to increase the rate of success for turns, leaps, and other dance steps
• Compare dance/movement experiences with the physics and math that describe those movements
• Explore how the experiential feeling of dance/movement can be related to physics principles

PHYS 110 - Math for Introductory Physics

• Use calculators to correctly evaluate expressions in typical physics problems.
• Manipulate algebraic expressions describing physical systems expressed only in variables to solve for unknowns in terms of knowns.
• Solve for the roots of quadratic equations to solve for an unknown.
• Solve physics problems with up to three equations and three unknowns.
• Apply principles of geometry to analyze angles associated with typical physics problems.
• Apply the Pythagorean Theorem, and trigonometric and inverse trigonometric functions to analyze physical systems.

PHYS 111 - Introductory Physics I with Laboratory

• Correctly describe and explain key physics topics in kinematics and dynamics such as displacement, velocity, acceleration, and Newton’s laws as well as key components of those main concepts.   
• Demonstrate an ability to solve problems in kinematics and dynamics using the appropriate physical principles and techniques.
• Demonstrate enhanced quantitative reasoning skills and mathematical analysis skills.
• Demonstrate an ability to properly analyze and interpret data and experimental uncertainty in order to make meaningful comparisons between experimental measurements or observation and theory.

PHYS 112 - Introductory Physics II with Laboratory

• Describe and explain key physics topics such as linear & angular momentum, energy, torque, simple harmonic motion, and oscillations as well as key components of those main concepts.
• Solve problems in kinematics and dynamics using the appropriate physical principles and techniques.
• Utilize enhanced quantitative reasoning skills and mathematical analysis skills.
• Analyze and interpret data and experimental uncertainty in order to make meaningful comparisons between experimental measurements or observation and theory.

PHYS 113 - Introductory Physics III with Laboratory

• Describe and explain key physics topics in electricity, magnetism, and optics as well as key components of those main concepts.
• Solve problems in kinematics and dynamics using the appropriate physical principles and techniques.
• Utilize enhanced quantitative reasoning skills and mathematical analysis skills.
• Analyze and interpret data and experimental uncertainty in order to make meaningful comparisons between experimental measurements or observation and theory.