Course Descriptions

SPAN 497 - Honors

SPAN 498 - Special Topics

SPAN 499 - Seminar

SPM 101 - Contemporary Sport Management

• Explain the differences between the various functional areas of sport management.
• Describe the organizational and managerial foundations of sport management.
• Identify and explain the historical, sociological, cultural, and psychological foundations of sport management.
• Identify and evaluate current trends and issues in sport management.
• Explain the relevance of ethical and legal concepts to the management of sport.
• Demonstrate an understanding of theories of management, leadership, and organizational behavior and how these theories are applied in sport enterprises.

SPM 298 - Special Topics

SPM 299 - Seminar

SPM 315 - Legal Liability and Risk Management in Sport

• Discuss sports torts in relation to waivers, statutes of limitations, intentional torts, and products liability.
• Apply various aspects of law to the concept of risk management within a sport or recreation setting.
• Describe and apply Title IX legislation as it relates to decision making in sport organizations.
• Explain the effects the Rehabilitation Act of 1973 and the ADA has had on sport.
• Demonstrate the ability to utilize the library and electronic resources to research sport law cases and legal principles.
• Demonstrate the ability to develop a risk-management plan for a sport or recreation organization.

SPM 355 - Public Relations and Promotions in Sport

• Demonstrate usage of terminology and theory related to public relations and promotions in the sport industry.
• Explain sport promotion theory and how it can be used in the sport industry to meet the wants and needs of the sport consumer.
• Recognize and design sport promotion research tools.
• Develop effective sport promotion plans based on data-driven decision making and time-tested public relations and promotions principles.
• Analyze case studies in sport to recognize sound public relations decisions, and to articulate sport promotion solutions for various constituents.
• Synthesize course material into a public relations and promotion plan for a sport organization.

SPM 365 - Sports Facilities and Events Management

• Describe and explain the organizational designs and operational structures within different types of businesses in the sport industry.
• Describe and explain the planning and development processes of sport facility design.
• Demonstrate the knowledge necessary to successfully develop, plan, and implement a sporting event.
• Determine policies and practices for maintenance, use, and scheduling within sport facilities.
• Demonstrate an understanding of the issues associated with the management of personnel in a sport venue.
• Demonstrate an understanding of the concept of risk management, and the significance of legal issues in the area of sport facility management.

SPM 396 - Individual Study

SPM 397 - Honors

SPM 398 - Special Topics

SPM 399 - Seminar

SPM 465 - Global Perspectives in Sport

• Explain the history and cultural significance of international sport.
• Explain how global politics impact international sport.
• Describe sporting cultures in societies outside the United States.
• Outline the various models of sport organization and governance internationally.
• Analyze the role of the media in international sport.
• Demonstrate an understanding of the role of sport in economic development.

SPM 490 - Sport Management Internship

• Apply classroom principles to a practical experience working in a professional sport management setting.
• Evaluate knowledge and skills used in the field of sport management through observation of the internship site staff as well as through direct hands-on application.
• Engage in procedures and activities of the sport organization.
• Develop a professional relationship with the internship site staff and supervisor, as well as the clients receiving services at the internship site.
• Identify and demonstrate an understanding of the policies and procedures needed to insure a safe and effective working environment for staff and clients.
• Advance knowledge through research and critical thinking on topics discovered while working in the sports industry.

SPM 492 - Practicum in Sport Management

• Demonstrate a growing awareness of professional responsibilities associated with various areas of sport management.
• Observe and/or apply theory and principles to work situations.
• Demonstrate professional behavior appropriate to the situation.
• Demonstrate interpersonal and professional communication skills.
• Demonstrate initiative, creativity, and ability to assume a degree of professional responsibility.
• Reflect on various ethical decision making skills in the Sport Marketing and Management field.

SPM 496 - Individual Study

SPM 497 - Honors

SPM 498 - Special Topics

SPM 499 - Seminar

STP 201 - Inquiry Approaches to Teaching

Upon successful completion of this course, the student will be able to:

• Use exemplary sources of inquiry-based instructional models to adapt and teach engaging STEM lessons to elementary students.
• Write performance objectives and assessments aligned with state and national standards.
• Design questions to determine students’ acquisition of knowledge.
• Research, observe, and critique strategies and assets for achieving instructional equity.
• Based on effective research on daily procedures and behavioral expectations or guidelines, describe professional teaching/management practices (safe classroom, mutual respect, professional conduct and appearance, effective use of technology, etc).
• Based on professional research, identify and describe qualities of effective teachers and personal management style, (e.g., authoritarian, interacting, democratic, etc.)
• Describe the range of learner characteristics that are significant for instructional decisions (e.g. edTPA Task 1 Part A).
• Reflect on professional research on policies for K-12 laws and court decisions regarding state and federal funding, agencies, constitution, and governmental structures.

STP 202 - Inquiry Based Lesson Design

• Use knowledge of STEM fields and inquiry-based instructional models to adapt and teach engaging STEM lessons to middle level students.

•  Write performance objectives aligned with national standards and design an assessments strategy that provides instructional feedback to the learners.

• Design questions to guide student learning and acquisition of knowledge.

• Observe and reflect on teaching practices for identifying students’ learning needs (academic, social, behavioral, linguistic, etc.) and planning specific supports and strategies to respond to those needs.

• Analyze plans for implementing a safe and effective learning environment for all students in a diverse and digital classroom.

• Identify and reflect on the impact of effective classroom management strategies and a positive classroom environment on instructional methods.

• Reflect on professional research on K-12 laws and court decisions regarding professionalism and ethics.

STP 298 - Special Topics

STP 299 - Seminar

STP 300 - Inquiry Approaches to Teaching and Lesson Design

• Use exemplary sources of inquiry-based instructional models to adapt and teach engaging STEM lessons to elementary students.
• Write performance objectives and assessments aligned with state and national standards.
• Design questions to determine students’ acquisition of knowledge.
• Research, analyze, and critique strategies and assets for achieving instructional equity.
• Based on effective research on daily procedures and behavioral expectations or guidelines, describe professional teaching/management practices (safe classroom, mutual respect, professional conduct and appearance, effective use of technology, etc).
• Based on professional research, identify and describe qualities of effective teachers and personal management style, (e.g., authoritarian, interacting, democratic, etc.)
• Describe the range of learner characteristics that are significant for instructional decisions (e.g. edTPA Task 1 Part A).
• Evaluate and apply professional research on policies for K-12 laws and court decisions regarding state and federal funding, agencies, constitution, and governmental structures.
• Use exemplary sources of inquiry-based instructional models to adapt and teach engaging STEM lessons to elementary students.
• Write performance objectives and assessments aligned with state and national standards.

STP 303 - Knowing and Learning

Upon successful completion of this course, the student will be able to:

• Construct developmentally appropriate models of knowing and learning to guide classroom practice.
• Analyze various standards for knowing science and mathematics and articulate the implications of these standards for assessment, especially standardized assessment.
• Describe what it means to know and learn relative to cognitive structures and provide research-based evidence on how it changes and develops.
• Describe and analyze various paradigms, techniques, and technologies for evaluating mathematics and science understanding.
• Evaluate and apply professional research on  K-12 educational policy and law for the Every Student Succeeds Act (ESSA).
• Explain and analyze how research on individual and group learning theories can be used to analyze classroom cultural scenarios requiring management/intervention strategies and their influence on individual and group motivation.

STP 304 - Classroom Interactions 1

Prerequisites: STP 303 with grade of C or higher and current WSP/FBI fingerprint clearance and full admission to the Teacher Certification Program.

Credits: (4)

Learner Outcomes:
Upon successful completion of this course, the student will be able to:

• Develop knowledge, skills and cultural competence using a variety of instructional strategies, focusing on what each method requires of teachers.
• Plan and teach, with a small group of peers, multi-day culturally responsive accessible high school mathematics or science lessons on an assigned topic.
• Solve problems from multiple perspectives in mathematics or science topics, justify their solutions, relate results to learning science and demonstrate awareness of alternative conceptions and their possible origin.
• Analyze culturally responsive classroom instruction and data on performance with regard to equitable and diverse instructional approaches that engage all students in learning process.
• Implement and analyze a variety of instructional strategies to provide access to all students including English Language Learners and students with exceptionalities.
• Implement relevant technologies in teaching and analyze how technology can affect classroom interactions.
• Evaluate and apply professional research on K-12 policies, laws, and court decisions regarding students’ and teachers’ constitutional rights and responsibilities.
• Develop, implement, and reflect on culturally responsive classroom management strategies used to promote collaboration, positive social interaction, and effective conflict resolution.
• Document and classify observed interventions for inappropriate behavior and compare relevance to use of instructional time and transitions.
• Analyze theoretical research-based literature in mathematics or science education and cite these results in analyses of  personal teaching and reports to peers.

STP 305 - Classroom Interactions 2

• Create, teach and evaluate multi-day, research-based math and science tasks to build and assess 6-12 students’ content knowledge based on evidence.
• Summarize and evaluate methods for working collaboratively with families and school personnel to positively impact the educational, social, and behavioral development of all students in a diverse society.
• Design and implement instructional strategies for all students including English Language Learners, and students with exceptionalities.
• Evaluate and apply professional research on K-12 policies, laws and court decisions regarding equity, discrimination, disabilities, equal access, bi-lingual, multiculturalism, diversity, and torts.
• Identify and evaluate multiple problem solving strategies and analyze student thinking as they engage in relevant mathematics and science lessons.
• Implement relevant technologies in teaching to assess and analyze learning improvement over time and optimize classroom interactions.
• Design and implement a comprehensive culturally responsive classroom management plan that applies effective management and instructional strategies that promote engaged and collaborative learning, cooperation, positive social interaction, conflict resolution, and individual and group motivation.

STP 306 - Project-Based Instruction

Upon successful completion of this course, the student will be able to:

• Use project-based instruction design principles to develop, instruct and assess an interdisciplinary, three-to four-week project-based unit for middle or secondary math and/or science courses
• Critique the merits of project-based instruction versus other instructional approaches
• Develop alternative assessments appropriate for project-based instruction
• Apply research-based literacy strategies such as Reader’s Workshop to help 6-12 students select and comprehend written text to support their project
• Plan and teach a project-based instructional unit that promotes equitable and diverse participation
• Critique STEM lessons in terms of applicability to students with exceptionalities and English Language Learners
• Select appropriate technology resources for student use based on the relationship of salient features of the technology to learning objectives
• Integrate and assess use of relevant technologies into project-based curricular units.
• Apply knowledge of the community, school, and classroom, including learner characteristics and social, cultural, political, environmental, tribal, and economic contexts to instructional and culturally responsive classroom management practices.

STP 307A - Functions and Modeling for STEM Teaching

• CP*: Engage in relevant labs by collecting and analyzing data.
• CP/PP: Demonstrate proficiency in the use of technology by collecting and analyzing data.
• CP: Evaluate the properties of various mathematical models such as linear, quadratic, exponential, logistic, and sinusoidal.
• CP: Evaluate sets of data to determine the most appropriate model then fit the model to the data set and use it to make predictions.
• CP: Demonstrate accurately (oral and written) mathematical concepts and procedures.
• CP: Model mathematically everyday problems using mathematical functions or data analysis to make sense of the everyday phenomena.
• E: Analyze instructional strategies with regard to equitable instructional practices including strategies required to support students with special needs.

STP 307B - Functions and Modeling for Secondary Mathematics

• Construct oral and written explanations and analysis of mathematical knowledge specific to the secondary math curriculum.
• Model mathematically everyday problems using mathematical functions or data analysis to make sense of the everyday phenomena.
• Demonstrate (oral and written) mathematical concepts and procedures effectively and with mathematical precision.
• Use technological tools strategically to teach and solve mathematical problems.
• Demonstrate teaching strategies for students with special learning needs (ELL, students with exceptionalities, etc.).
• Use the CCSS Math to make curricular decisions and discuss the connections between the secondary and university math curricula (ie. use curriculum mapping).
• Find and present connections between the culture (language, art, history, science, etc.) and important secondary mathematical concepts.

STP 307C - Computer Science for STEM Teaching

• Promote and model the safe and effective use of computer hardware, software, peripherals and networks
• Plan for equitable and accessible classroom, lab and online environments that support effective and engaging learning
• Demonstrate professional knowledge and skills in their field and readiness to apply them.
• Identify and participate in professional computer science and computer science education societies, organizations and groups that provide professional growth opportunities and resources
• Demonstrate knowledge of evolving social and research issues relating to computer science and computer science education
• Apply local, state, and national content and professional standards and requirements to K-12 computer science learning progressions

STP 308 - Perspectives on Science, Mathematics and STEM Education

• Research and describe the historical development aspects of science and mathematics relevant to future teachers.
• Apply several analytical frameworks for analyzing the history and philosophy of science and mathematics.
• Develop and implement skills in searching for, retrieving, and evaluating the provenance and reliability of source materials, on- and offline, including specific resources available to teachers.
• Evaluate and illustrate significant themes through eras of American education and the current context, e.g.  universal literacy, essential subjects or common curriculum, local control, secular education, compulsory attendance, public funding and legal accountability.
• Critique the effects that culture and interpersonal relations have on the development and evolution of science and mathematics.
• Integrate approaches and material learned in the course with independent research and science or math content to design middle and high school science and math lessons.
• Describe and synthesize the relationships between important themes of educational philosophy and the history of science and mathematics.

STP 309 - Research Methods

• Develop research questions applicable to teaching and learning in STEM classroom.
• Evaluate various educational, scientific, and mathematical research methods and appropriately apply these to their own research.
• Apply reading literacy strategies to analyze primary literature.
• Use case studies and research  data to explore the  interplay of learning exceptionalities, language, race, poverty, ethics, laws, and science.
• Examine underlying assumptions and bias about teaching and learning, including the significance of non-STEM subject areas in relation to STEM learning and the significance of integrated cultural and language backgrounds in a pluralistic classroom.
• Practice safe, legal and ethical use of digital information and technology, including respect for copyright, intellectual property and the appropriate documentation of sources.
• Describe and analyze research findings from a classroom intervention, discussed in context of professional literature and policy, to a broader educational community in writing and orally using editorial style as directed.

STP 396 - Individual Study

STP 397 - Honors

STP 398 - Special Topics

STP 399 - Seminar

STP 450 - Planning Inquiry Based STEM Education

STP 465 - Instructing and Assessing Inquiry Based STEM Education

• Revise and implement timeline to complete Student Teaching and edTPA requirements.
• Write official edTPA Task 1 Planning Commentary.
• Record and edit learning segment videos and write official edTPA Task 2 Instruction Commentary.
• Analyze student data for edTPA learning segment and write edTPA Task 3 Assessment Commentary.     
• Complete STEM Teaching Program assessments and end of program surveys.

STP 496 - Individual Study

STP 497 - Honors

STP 498 - Special Topics

STP 499 - Seminar

SCM 298 - Special Topics

SCM 299 - Seminar

SCM 302 - Supply Chain Bootcamp

• Describe the entitles associated with a particular industry supply chain.
• Identify the key relationship and performance factors that affect the performance of industry supply chains.
• Discuss the role of particular organizations and organizational processes affecting the performance of industry supply chains.
• Diagram the interactions among organizations in an industry supply chain.
• Analyze the impact of individual organizations on overall supply chain dynamics.

SCM 310 - Supply Chain Management

• Explain the structures and relationships that represent an industry supply chain when presented with a case or network illustration.
• Explain the role of supply chain management in supporting corporate strategy and delivering customer value.
• Describe the activities, processes and functions most commonly associated with supply chain management in organizations. 
• Distinguish between strategic, tactical and operational supply chain management activities and objectives.
• Recommend key performance indicators for supply chain related processes and explain how they help measure operating performance. 
• Evaluate product or service demand and supply characteristics and recommend a supply chain design objective that will best fit with market conditions.

SCM 310A - Enterprise Sales and Distribution Systems Lab

• Diagram the sales planning and implementation process commonly applied in an enterprise system environment
• Diagram the order management and distribution process commonly applied in an enterprise system environment
• Diagram the invoice to pay processes commonly applied in an enterprise system environment
• Perform the actions necessary to create and modify customer records, quotations and orders in an enterprise system environment
• Perform the actions necessary to create and modify distribution, delivery and invoice transactions in an enterprise system environment

SCM 396 - Individual Study

SCM 397 - Honors

SCM 398 - Special Topics

SCM 399 - Seminar

SCM 420 - Lean/Six Sigma Processes

• Demonstrate the use of process maps for a new process.
• Design a data collection plan, collect and measure the data and analyze the data.
• Design a poster to encapsulate the lean / six sigma project.
• Select a viable solution amongst many alternatives and logically defend it.

SCM 425 - Procurement and Supply Management

• Discuss the stages and activities involved in supplier evaluation and selection.
• Identify and classify the different types of purchases necessary to support organizational and supply chain operations.
• Distinguish among the different approaches to quality management and their role in procurement and supply management decisions.
• Assess the appropriateness of alternative purchasing and supply management strategies.
• Organize the stages and activities involved in supplier evaluation and selection.
• Apply tools and methods associated with the strategic sourcing process.
• Describe a framework used to help organize supplier negotiations and will be familiar with important elements that influence the negotiations process.
• Explain the primary elements contained in a supplier contract.

SCM 425A - Enterprise Purchasing and Materials Management Systems Lab

• Diagram the new vendor creation process commonly applied in an enterprise system environment.
• Diagram the purchase requisition to purchase order process commonly applied in an enterprise system environment.
• Diagram the order receipt to vendor payment processes commonly applied in an enterprise system environment.
• Perform the actions necessary to create and modify vendor information in an enterprise system environment.
• Perform the actions necessary to create and modify purchase requisitions and purchase orders in an enterprise system environment.
• Perform the actions necessary to create and modify order receipts and vendor payment transactions in an enterprise system environment.

SCM 435 - Supply Chain Operations

• Apply common quantitative methods for the analysis of operations related to purchasing, inventory, management, manufacturing, distribution and related functions.
• Employ existing models designed to solve more complex problems related to purchasing, inventory management, manufacturing, distribution and related functions.
• Explain how different operational tools and management concepts may be used to address real world problems associated with common case scenarios in product and service supply chains.
• Identify and discuss current issues affecting operational decisions in product and service-related industries.

SCM 435A - Enterprise Production Planning and Execution Systems Lab

• Diagram the new materials transaction process commonly applied in an enterprise system environment.
• Diagram the bill of material creation process commonly applied in an enterprise system environment.
• Diagram the materials requirements planning processes commonly applied in an enterprise system environment.
• Diagram the reorder point generation processes commonly applied in an enterprise system environment.
• Perform the actions necessary to create and modify a bill of materials in an enterprise system environment.
• Perform the actions necessary to create and modify and implement a material requirements plan in an enterprise system environment.
• Perform the actions necessary to create and revise reorder point system data based on new information.

SCM 450 - Logistics and Transportation

• Describe the activities most commonly associated with logistics and transportation processes in firms.
• Compute and interpret common performance measures associated with transportation and inventory management.
• Distinguish among the capabilities, operating requirements and costs of the various transportation modes and warehousing options.
• Choose the most effective operations configuration among alternatives based on tradeoffs related to transportation modes, inventory options, customer service requirements and financial goals.
• Rate the best facility locations based on quantitative and qualitative characteristics associated with logistics and transportation activities.
• Explain the purpose and requirements associated with various forms of logistics and transportation documentation.
• Describe the different types of systems used for managing logistics and transportation processes more effectively.
• Assess how logistics and transportations decisions and tradeoffs will change when considering larger supply chain related objectives.
• Calculate inventory and distribution requirements needed to achieve specific service objectives.

SCM 475 - Global Trade and Supply Chain Management

• Distinguish between alternative modes of transportation for global commerce given a set of circumstances including geography, infrastructure requirements, market factors, and service requirements.
• Select alternative methods to enter an international market given scenarios related to market conditions, corporate strategy, product requirements and support structure.
• Apply the appropriate methods of payment for international transactions given scenarios related to risk, financial conditions, and transaction requirements.
• Organize the various documents required to support the global movement of products and service between countries.
• Explain the particular market, economic, governmental, demographic, infrastructure, and other factors related to a particular country or regional area.

SCM 480 - Supply Chain Strategy

• Assess and make a preliminary diagnosis of potential management and operational challenges.
• Employ analytical and decision support tools to evaluate complex business scenarios.
• Communicate their approach to analysis and recommendations involving complex case scenarios.
• Demonstrate their ability to develop appropriate policies to guide operations and supply chain management activities and decisions.

SCM 490 - Supply Chain Management Internship

• Apply learning in professional workplace environment
• Demonstrate professional behavior in the workplace
• Substantive discipline-based outcomes developed by individual students in consult with faculty advisor

SCM 492 - Lean Six Sigma Practicum

• Apply the DMAIC process to a business process improvement project.
• Define a business problem, improvement activity, opportunity for improvement and project goals associated business process improvement project.
• Measure the performance of a process.
• Analyze a process to determine route causes of poor performance and variation.
• Propose process changes that may be implemented to eliminate root cause performance deficiencies.
• Design the control factors that will help to evaluate and control for on-going process improvement.
• Apply various lean and six sigma analysis and management techniques that can result in the improved performance of one or more business processes.

SCM 493 - Supply Chain Boot Camp

• Prepare a research brief on each organization participating in the boot camp
• Exhibit professional behavior and appropriate business skills in industry setting.
• Establish a professional network within the industry professionals
• Illustrate an awareness of the organization(s) participating in the boot camp.

SCM 496 - Individual Study

SCM 497 - Honors

SCM 498 - Special Topics

SCM 499 - Seminar

SUST 301 - Introduction to Sustainability

• Outline difficulties and challenges in developing sustainable practices using the variety of definitions for sustainability.
• Interpret the impacts of waste streams on campus and/or the greater community.
• Justify inclusion of sustainability initiatives to campus and community based projects.
• Evaluate impact of sustainability-centric projects can have on a variety of scales including campus and the greater community. 
• Construct environmental impact goals to which their proposed projects align.

SUST 309 - Sustainability Civic Engagement Experience

• Implement an academic service learning project that addresses a sustainability issue in the campus and/or community.
• Apply principles of sustainability to a campus or community based academic service learning project.
• Relate sustainability program coursework to their academic service learning project.
• Evaluate impact of sustainability academic service learning project on campus and/or community partner/issue using appropriate measures.

SUST 487 - Sustainability Project Capstone

• Synthesize the creative work students formulated in association with a community partner
• Analyze and appraise peer presentations to formulate better approaches to deliver creative work
• Apply higher order critical thinking and problem-solving skills
• Synthesize the knowledge and skills they gleaned from their experiential learning experiences
• Demonstrate clear communication strategies and techniques in oral, written, and expressive form.

SUST 490 - Cooperative Education

SUST 495 - Senior Research

• Create and propose an independent research project in environmental studies based on the scientific method that addresses a current knowledge gap.
• Design and implement sound, scientific procedures to collect empirical data that will answer research question(s).
• Utilize accepted methods of analyses to determine and analyze whether the data collected answers the research questions.
• Evaluate by use of rationality and logical inference to reach sound conclusions about the contribution, addressing both strengths and limitations, of their research contribution to science.

TH 101 - Appreciation of Theatre and Film

• Demonstrate a basic understanding of fundamental concepts within theatre arts and film.
• Demonstrate knowledge of scholarly and creative methods used within theatre arts and film.
• Acquire appropriate vocabulary and engage in discourse about aesthetic expression and/or experience.
• Demonstrate an understanding of aesthetic activities within their historic, artistic, and cultural traditions.
• Apply aesthetic judgment and critical thinking by experiencing and evaluating works of theatre and film.
• Demonstrate knowledge of aesthetic expression from diverse perspectives.
• Apply principles of being respectful audience members.

TH 107 - Introduction to Theatre

• Identify the fundamental concepts within theatre arts.
• Demonstrate the scholarly and  creative methods used in theatre arts
• Acquire appropriate vocabulary and engage in discourse about aesthetic expression and/or experience.
• Discuss and justify aesthetic activities within their historic, artistic, and cultural traditions.
• Apply aesthetic judgment and critical thinking by experiencing and evaluating works of art.
• Articulate the methods of aesthetic expression from diverse perspectives.

TH 115 - Class Piano I

• Name and recall the notes on the piano in various ranges
• Demonstrate a piano proficiency by playing the Major scales up and down one octave from 0 sharps and flats to 4 sharps and flats
• Demonstrate piano proficiency by playing various pieces from the text
• Demonstrate a piano proficiency by playing the chord progression of: I, V7, I in Major and minor keys up to 4 sharps and 4 flats

TH 116 - Class Piano II

• Demonstrate a piano proficiency by playing the harmonic minor scales up and down one octave from 0 sharps and flats to 4 sharps and flats
• Identify and demonstrate a piano proficiency by playing a five finger pattern in all 12 Major and minor keys
• Demonstrate piano proficiency by playing various pieces from the text
• Demonstrate a piano proficiency by playing the chord progression of: I, IV, I, V7, I in Major and minor keys up to 4 sharps and 4 flats
• Demonstrate a piano proficiency by playing various pieces from the text that utilize chord symbols

TH 117 - Class Piano III

• Demonstrate a piano proficiency by playing Major, minor, Dominant and diminished chords in Root, 1^st, 2^nd and 3^rd inversions
• Demonstrate piano proficiency and expansion of repertoire by playing various pieces from the text that utilize chord symbols to harmonize a melody line

TH 140 - Introduction to Theatre Design

TH 143 - Private Voice Lessons

• Identify key signatures, time signatures, rhythmic patterns, musical symbols, notes, vocal ranges, common musical terms, etc.
• Analyze and interpret music and lyrics from several different musical styles.
• Identify and select music according to their appropriate vocal range and type.
• Participate in private musical theatre vocal training sessions.
• Identify and implement the fundamentals of musical theatre vocal style and technique.

TH 144 - Foundations of Acting

• Demonstrate an understanding of acting principles and the actor’s tools.
• Demonstrate a working vocabulary of basic terms and concepts used in the acting process.
• Demonstrate the ability to create and build self- confidence and trust within an acting framework.
• Synthesize personal awareness, knowledge of Stanislavski based acting techniques, and analysis of a role through the creation of a fully realized character (including the use of subtext, playing of actions, listening and responding, appropriate physical and vocal choices, and so forth).
• Critically comment on the strengths and weakness of their own work as well as the work of their peers.

TH 145 - Foundations of Acting II

• Demonstrate an intermediate level of understanding of acting principles and the actor’s tools.
• Demonstrate an intermediate level working vocabulary of basic terms and concepts used in the Stanislavski System of acting.
• Demonstrate intermediate level of ability to create and build self-confidence and trust within an acting framework.
• Synthesize personal awareness, knowledge of Stanislavski based acting techniques, and analysis of a role through the creation of a fully realized character (including the use of subtext, playing of actions, listening and responding, appropriate physical and vocal choices, and so forth).

TH 148 - Actor Conditioning - Monologue

• Practice using the actor’s basic tools of voice, body, and imagination.
• Develop and use basic acting craft vocabulary and basic acting techniques.
• Demonstrate and practice using the Stanislavski 10-system steps in scene and monologue analysis.
• Successfully perform stage monologues.
• Identify their monologue “type”.
• Recognize and use on line and printed resources for finding “type” monologues.
• Recognize effective audition monologues.
• Practice cutting and shaping audition monologues to suit time constraints.
• Critically comment on the strengths and weakness of their own work as well as the work of their peers.

TH 160 - OSHA 10 for Entertainment

• Define the role of the Occupational Safety and Health Act and its impact on the entertainment industry.
• Identify hazards in the workplace.
• Select and use proper personal protective equipment based on a hazard analysis.
• Identify the elements of an emergency action and fire protection plan specific to the entertainment industry.
• Identify workers’ rights and employer responsibilities in the workplace.

TH 161 - Intro to Technology 1: Costumes and Makeup

• Demonstrate basic skills, theory and practice of costume construction, through creative application of skills learned in the course.
• Identify the costume shop operating procedures, organizational structure, and personnel.
• Demonstrate skill in team work and collaboration.
• Demonstrate a working knowledge of the materials, techniques, and skills involved in makeup for the theatre and TV.
• Work effectively and safely using creative problem solving and application skills.
• Demonstrate microphone wearing and basic care.

TH 162 - Intro to Technology 2: Scenery and Lighting

• Use tools, machines and hardware in a safe and proper fashion to build a piece of theatre scenery.
• Demonstrate proper use and care for painting tools.
• Demonstrate how to operate the counterweight fly system while following proper safety protocol.
• Identify the common materials used in theatre scenery construction.
• Identify and employ the various tools, fixtures, and accessories frequently used in lighting design.
• Identify and define the various parts and sub-systems within a theatrical lighting system.

TH 166 - Theory of Play Production

• Develop knowledge and competent use of the theories, styles, and protocol of the theatre profession.
• Critically comment on the strengths and weaknesses of theatre models, as well as how they might best adapt into a theatre career.
• Critically comment on the strengths and weakness of their own work as well as the work of their peers.

TH 201 - Dance Production Application

• Analyze a choreographed dance piece in order to create a design concept.
• Apply the steps of the lighting design process as it relates to dance production.
• Use the principles of color theory and cueing on stage.
• Set meetings with collaborators and manage time to meet deadlines on a large project.

TH 202 - Performance Studio

• Demonstrate the ability to work as part of a team through participation in a theatrical production, and find solutions to common problems encountered while working on a theatrical production.
• Demonstrate an understanding of performance as a part of the production process, an understanding of the dramatic text, and methods of translating text into a stage production.

TH 215 - Music Fundamentals I

• Identify, treble and bass clef, the grand staff, note and rest values, simple time signatures, whole and half steps, major and minor pentascales, triads, harmonic and melodic intervals, correct notation of music, analysis and musical terms.
• Identify intervals, major and minor ascending and descending scales, and various rhythm patterns.

TH 216 - Music Fundamentals II

• Identify technical degree names, chromatic scales, augmented and diminished intervals, interval inversions, triads, cadences, transposition, whole tone, pentatonic, blues and octatonic scales, music terminology.
• Aurally identify intervals, major and minor ascending and descending scales, and rhythmic dictation.

TH 217 - Music Fundamentals III

• Identify Alto and Tenor clefs, technical degree names, chromatic scales, augmented and diminished intervals, simple and compound interval inversions, dominant and diminished seventh chords, transposition from minor to minor, whole tone, pentatonic, blues and octatonic scales, modes, simple compound and hybrid time, analysis of musical scores, and Italian terms.  Ear training, interval singing, and rhythmic and melodic dictation.

TH 243 - Singing for Actors

• Identify key and time signatures analyze and interpret lyrics and music
• Identify and choose music according to appropriate vocal range
• Demonstrate singing technique designed for musical theatre performance in the presentational style
• Prepare to audition at the collegiate level

TH 244 - Basic Acting I

• Have an understanding of and practice using the actor’s basic tools of voice, body and imagination
• Develop and use basic acting craft vocabulary and basic acting techniques
• Identify demonstrate and practice understanding of basic American and European acting methods and schools including Stanislavski, Adler, Strasberg and Meisner
• Demonstrate and practice using the Stanislavski 10 system steps in scene and monologue analysis
• Successfully perform stage monologues and dual scenes
• Identify, discuss, demonstrate and practice stage movement techniques, including viewpoints of time (tempo, duration, kinesthetic response, repetition) and space (shape, gesture, architecture and topography) with composition work
• Practice working as an ensemble, developing kinesthetic connection through movement
• Create new works through movement and improvisation
• Apply the collaborative process through theatre work
• Critically comment on the strengths and weakness of their own work as well as the work of their peers

TH 245 - Basic Acting II

• Demonstrate a basic acquaintance with the Michael Chekhov acting technique as it applies to the physical instrument: awareness of the human body as an expressive instrument, and its relationship to space; principles of physical creation such as form, rhythm, tempo, repetition, contrast, objectivity, qualities, radiation and imagination.
• Demonstrate a basic acquaintance with the Michael Chekhov acting technique as it applies to character: Learning and applying the principles of characterization including Center, Personal Atmosphere. Archetype, Imaginary Body, and Psychological Gesture.
• Demonstrate a basic acquaintance with the Michael Chekhov acting technique as it applies to independent yet interrelated tools of the rehearsal process: techniques that allow the actor to realize Who is playing the Actions, and How they should be played.
• Use physical acting techniques with text
• Apply the above techniques and synthesize them using Stanislavski’s IO system steps.in the analysis, preparation, rehearsal and performance of a scene.
• Apply the above techniques and use them in the creation of a Fictional Character and the performance of an original monologue for the Character.
• Demonstrate and practice basic Meisner improvisation techniques which lead to: connecting with scene partners, listening, following impulses, pursuing objectives, creating arcs, raising stakes and making active choices based on personal and partner objectives coupled with given circumstances.
• Devise and rehearse an active organically connected progression of movement choices based on written stage direction and music; demonstrating an understanding of shape, tempo, architecture and topography integrated with character and objective.
• Apply the collaborative process through theatre work.
• Critically comment on the strengths and weakness of their own work as well as the work of their peers.

TH 246 - Basic Acting III

• Demonstrate a basic acquaintance with the Rasaboxes acting technique as it applies to the physical instrument: identification of the nine rasas plus breathing and movement technique as they relate to the rasas
• Demonstrate a basic acquaintance with the Rasaboxes acting technique as it applies to character: applying the rasas to character objective and subtext, using the rasas as an exploration method
• Demonstrate a basic acquaintance with the Rasaboxes acting technique as it applies independent yet interrelated tools of the rehearsal process: analysis mid use of the rasas with text
• Apply the above techniques in improvisational work
• Use physical acting techniques with text
• Use text to identify and articulate beats, the character’s interior monologue, objectives and subtext as they relate to Stanislavski’s IO-system steps
• Synthesize bold physical choices, full physical commitment, adopting another’s point of view, engaging the audience while listening and responding to the audience in a fully realized solo performance
• Apply the collaborative process through theatre work
• Critically comment on the strengths and weakness of their own work as well as the work of their peers

TH 248 - Vocal Conditioning for the Actor

• Apply various vocal production techniques which will include emphasis on support, placement, articulation, use of resonators, and tone focus. Methodologies may include various recognized systems of voice for the actor.
• Apply various physical techniques supporting vocal production such as relaxation, stillness and focus of movement, flexibility, strength, balance, coordination, posture, alignment, and expanding methods of expression through a body-mind-voice collaboration.
• Develop effective and relevant quarterly goals for vocal production specific to the student’s individual needs.

TH 249 - Vocal Conditioning for the Actor II

• Apply various vocal shaping techniques which will include emphasis on support, placement, articulation, use of resonators, and tone focus. Methodologies may include Lessac, Berry, Linklater, Mayer, and other recognized systems of voice for the actor.
• Apply various physical techniques supporting vocal shaping like relaxation, stillness and focus of movement, flexibility, strength, balance, coordination, posture, alignment, and expanding methods of expression through a body-mind-voice collaboration.
• Develop effective and relevant quarterly goals for vocal shaping specific to the student’s individual needs.

TH 252 - Stage Dance

• Demonstrate dance terminology based on the fundamental terminology of ballet.
• Demonstrate the terminology and the movement associated in putting together a dance combination in an audition situation.
• Competently perform and execute a stage dance piece.

TH 256 - Sound and Mixing - Aesthetics and Essentials

• Demonstrate competency on a digital and analog mixing board
• Display an ability to mix a multi-source input into a coherent and fluid mix.
• Display fundamental skills on how to maintain and dress microphones on an actor
• Display basic audio connection and hardware skills.
• Demonstrate the ability to successfully mix live microphones.