Curriculum

This course is intended as an introduction to the philosophical and historical implications, and the principles serving as the foundation of physical education.

This course teaches techniques for effective oral and written communication. In a workshop environment that features continual instructor and peer evaluation, students develop a process approach to writing and speaking. Students will write in a variety of genres and will reinforce rhetorical strategies pertaining to audience awareness while practicing oral delivery skills. A grade of C or better is required to pass the course.

This course is designed to assist entering students in making a successful transition to life at Husson College. The goals of this mandatory course include personal development and campus community engagement. Students will work together to identify academic and social resources, to develop skills for academic and social success, to make meaningful connections with the campus community, and to develop academic and career goals. The course is experiential in nature and all course activities are directed toward fostering the above two goals.

Contemporary College Algebra provides students a college level academic experience that emphasizes the use of algebra and functions in problem solving and modeling, provides a foundation in quantitative literacy, supplies the algebra and other mathematics needed in partner disciplines, and helps meet quantitative needs in, and outside of, academia. Students address problems presented as real world situations by creating and interpreting mathematical models. Solutions to the problems are formulated, validated, and analyzed using mental, paper and pencil, algebraic, and technology-based techniques as appropriate. Four credit hours.

This course introduces students to important traditional ethical theories, new directions in moral thinking, and contemporary ethical controversies. It focuses on ethics as the practice of informed dialogue and principled behavior in a diverse and changing society and in the workplace.

This is a scientifically based introduction to the discipline of psychology. It examines the study of basic patterns of behavior including motivation, learning, emotions, the physiological basis of behavior, human growth and development, personality theory and measurement, and abnormal and deviant behavior.

An integral component for all education majors, this course is designed to provide a basic understanding of the rewarding, yet challenging, teaching profession. Students broadly explore an overview of the educational field and its philosophical, political, legal, and social foundations. Current issues impacting education in a changing society will be examined. Coursework is intended to stimulate thoughtful reflection as students use information to develop their own beliefs concerning educational issues. Students will complete their first 30 hour clinical as part of this course.

This course teaches techniques for effective oral and written communication. In a workshop environment that features continual instructor and peer evaluation, students develop a process approach to writing and speaking. Logical argumentation, academic conventions, and research-related skills are the primary focus. Public speeches are based on written assignments that incorporate various source materials. As students explore connections between the written and spoken word, the significance of nonverbal language and listening skills are emphasized. A grade of C or better is required to pass the course.

Quantitative Literacy provides a college level experience that focuses on the process of interpreting and reasoning with quantitative information. Students are expected to build on prior understanding of mathematical models and applications, while integrating concepts from logic, algebra, geometry, probability and statistics. Understanding the language of mathematics, developing strategies and interpreting results, are learned via a context driven approach requiring a willingness to think about quantitative issues in new ways. The three credit course meets general education quantitative literacy requirement

Functional Anatomy and Physiology is a one semester, 3 credit lecture with a separate laboratory course designed to give the non-science major knowledge of the human body and its relationship with the environment. Topics covered include: the chemical basis of life, the anatomy & physiology of all organ systems, growth, development, heredity and biotechnology issues.

Functional Anatomy and Physiology Lab is a 1-credit lab that students take at the same time as taking the lecture part of the course, Sc 120. It is laboratory designed to give the non-science major knowledge of the human body and its relationship with the environment. Topics covered parallel the lecture topics in Sc 120 and include: the chemical basis of life, the anatomy & physiology of all organ systems, growth, development, heredity and biotechnology issues.

This course is an introduction to the study of society and the interaction of individuals within society. It is a prerequisite for all other courses in sociology. Topics studies include basic sociological theory and concepts, socialization, cultures, institutions, patterns of social structure, and social change. Some emphasis is placed on cultural relativity in modern society and the implications of cultural differences for business.

This course explores the application of learning and performance of motor skills in a variety of activities. Dance, racquet sports, aquatics and track/field will be participatory and allow students to gain experiential opportunities with instruction, drill progression, strategies, equipment and facility preparation and reflection. Instructor and peer feedback will enhance this class, and allow tactical decision-making competencies.

This course is designed to introduce health education and physical education majors to curriculum content, design, and policy. Students acquire skills in how to create, design, organize, evaluate, and implement movement skills and health curricula. Curricula are examined to familiarize students with grade level competency. Teacher preparation students must incorporate curricula mapping in accordance with the Maine Learning Results.

*Students, for whom English is a second language, will substitute Eh or writing intensive courses approved by their academic advisors.

This course serves as an introduction to nutritional concepts and to the interconnections of health, nutrition, weight, and physical activity. This course is particularly appropriate for students with no science background.

Organismal Biology is an introductory biology course with an integrated lab, intended primarily for non-science majors. This course enables the student to become aware of their role in the complex biological system in which they live. Students will learn about plant biology, animal biology and microbiology in the context of how these organisms have shaped our current state of biodiversity. Since all organisms grow, develop and subsist within an environment, topics will include how organisms survive in, and interact with other organisms within their ecological community.

This is a 3 credit course designed to introduce the physical education student to a core of competences to employ at the K-12 teaching levels. Several health topics will be covered including personal fitness, mental health, stress management, drug abuse and addiction, alcohol, nutrition and diet, tobacco, cardiovascular disease, cancer, infectious diseases, and the dying and death process.

This is a three credit course designed to introduce various team sports, lead-up games and recreational games. Students will have direct involvement in instruction of the activities and the planning for instruction through the employment of the sport education model of learning. The Maine Learning Results and Performance Indicators will be required for all sport activities K-12.

This course, building upon EH 111, introduces students to the study of literature and the fundamental of literary research. Students explore fiction, poetry, and drama from both the western and non-western worlds. The creative process is explored through reading, discussion, research and writing. Additionally, the key themes of power, identity, justice and adaptation and explored in relation literature.

This course includes physiological processes of development including conception, prenatal growth, birth, maturation, and aging, provide a framework for examining the cognitive, affective and social development of the individual during his/her life-span.

This course explores the application of learning and performance of motor skills. Topics include the scientific study of motor skills and abilities, motor control, attention and memory, motor skill learning, instruction and augmented feedback, and practice conditions.

Provides an opportunity to learn and utilize necessary skills for camping and outdoor recreation. Explores necessary equipment, orientation skills, basic first aid techniques, wilderness safety, wilderness survival, and environmental care. Course concepts are applied to physical education instruction.

Works toward the program requirement of completing three 1-credit hour education practicum courses during the junior or senior years. Students spend 30 hours in regional schools. Under the direction of the practicing teachers, students may occasionally receive teaching assignments, for which lesson plans are produced. This course is taken by physical education majors concurrently with ED 446 and by Health majors with ED 215

The course examines the educational perspectives of K-12 students. Students in the course will incorporate the principles of educational psychology in a variety of classroom settings and decision-making processes. Authentic case studies will be used to analyze the practical applications of these principles in teaching and learning situations. Theories, principles, and issues investigated in this course are cognitive, linguistic, personal, social, emotional & moral development, and students with special needs. There will be an in depth study of how students learn in the areas of cognitive learning process, construction of knowledge, behavior views of learning, social cognitive learning and motivation. Instructional processes will be examined in relation to instructional strategies, student interactions, and learning assessment. This is a third year course. Students will demonstrate their understanding by identifying the principles of educational psychology during visits to their assigned schools.

This course is designed to teach prospective physical education teachers the concepts necessary to become an effective teacher. The class will study classroom management, planning, teaching instruction, student feedback and assessment. Students will have the opportunity to practice planning and teaching techniques by conducting lessons to local preschoolers.

Electives are non-specific courses available to complement the goals and interests of an individual student. Please check with your advisor for a list of appropriate courses that will satisfy the Health Elective requirements.

This course examines changes within the human body due to the effects of acute and chronic exercise. The student is challenged to expand both their knowledge of and appreciation of human physiological reaction, regulation, and adaptation to exercise.

Prepares classroom teachers to successfully educate students with disabilities within the regular classroom setting. While the primary focus is to manage the instructional requirements of students with disabilities, the course incorporates the legal and ethical standards for mainstreaming and the roles of parent advocacy and support groups. Additionally, students become familiar with instructional issues represented by students from culturally, ethnically, and socio-economically diverse populations. Course content also explores the importance of enhancing educational opportunities of diverse learners via procedural due process, diagnostic practices, and development of professional and parent collaboration.

Works toward the program requirement of completing three 1-credit hour education practicum courses during the junior or senior years. Students spend 30 hours in regional schools. Under the direction of the practicing teachers, students may occasionally receive teaching assignments, for which lesson plans are produced. Physical Education majors take this course concurrently with ED 447 and Health Education majors with ED 350

Students gain skills using assessments within physical education and health education content. Tools for assessing the levels of competency are utilized at each elementary and secondary grade level. Teacher preparation students will apply these assessment tools to current programs, using guidelines in the Maine Learning Results.

This course is designed to teach prospective physical education teachers the concepts necessary to become an effective teacher. The class will study classroom management, planning, teaching instruction, student feedback and assessment. Students will have the opportunity to practice planning and teaching techniques by conducting lessons during the attached practicum experience.

This course is intended to provide the opportunity to offer advanced courses in education that would not normally be a part of the Husson curriculum. As such the topics will depend upon the interests of students and faculty.

This course examines the application of anatomical and physiological principles of kinesiology and physical movement. Topics include the scientific study of human movement, analysis of motor skills, and programs of exercise and evaluation of human performance.

An exploratory course that integrates the curriculum with the lifespan approach encompassing developmentally-appropriate and inclusive activities. The health and wellness of all individuals will be promoted regardless of differences in age, coordination, concept understanding, attention span, or behavior challenges. The focus will be on students with unique needs.

Satisfies the program requirement of completing three 1-credit hour education practicum courses. Seniors spend 30 clock hours acting as teachers' aides in regional schools. Under the direction of the practicing teachers, students may occasionally receive teaching assignments, for which lesson plans are produced.

This is a three-credit course designed to present individual sports with progressive lead-ups games and strategies. Individual activities for lifetime participation would also be emphasized. Prospect physical educators (students) will be actively involved in instructions through employment of the sport education model of learning. The Maine Learning Results and Performance Indicators will be included in order to conform with State Teacher Certification.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "FA Elective") means that you may choose a course from the group of "FA" courses. Likewise, those courses with a numeric listing (for example "FA 3XX Elective") means you may choose a course from the group of "FA" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

Electives are non-specific courses available to complement the goals and interests of an individual student. Please check with your advisor for a list of appropriate courses that will satisfy the Health Elective requirements.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "HY Elective") means that you may choose a course from the group of "HY" courses. Likewise, those courses with a numeric listing (for example "HY 3XX Elective") means you may choose a course from the group of "HY" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

This practical experience is divided into two parts, student teaching and seminar in teaching. Student teaching provides all education students with the opportunity to practice the art and science of teaching in a structured setting with guidance and supervision. Also provides students with appropriate feedback in curriculum organization, lesson plan development, assessment, and classroom management strategies. The Student Handbook's policies and procedures must be followed and honored during this time by students, preceptors, and college supervisors. The second part is the capstone experience. This experience affords students the opportunity for self-reflection and self-assessment of personal knowledge, skills and attitude in preparation for a teaching career. While completing student teaching assignments in schools, students accumulate a wealth of experience shared with peers in a supportive setting. Students are videotaped once during their student teaching placement. The course instructor and peers then provide appropriate feedback regarding curriculum organization, lesson planning, assessment, communication skills, and management strategies. The comprehensive portfolios are also carefully assessed and discussed. This section of the course embraces the thirteen guiding principles stated in the Student Handbook, the Maine Learning Results, and the ten Maine Standards for Results-based Initial Teacher Certification from the State Board of Education.