Course Descriptions RDG 703 Reading Internship Grades 9-12 (1 credit) Students are required to complete a one credit reading internship that covers literacy field-based experiences at the high school level. This course of study is designed for students to observe, interview, and experience literacy program planning, operation, and management in grades 9-12. Students will spend time shadowing a reading specialist as he or she delivers intervention, collaborates with colleagues, administers evaluations, determines diagnoses, plans curriculum and budgets, and manages literacy initiatives. Students will be actively involved in the day-to-day literacy processes and programs in their schools. This is one of the capstone experiences for students who are planning to be certified as a reading/writing specialist.
Special Education (All DEV, EDU, MBE, RDG and SPED courses may require students to complete off-campus field experience.) SPED 501 Students with Exceptionalities (3 credits) Students will be introduced to the issues related to children with disabilities and the educational implications for participation within the regular classroom. Strategies to support children within the regular classroom will be examined. This course includes the history of Special Education, as well as current trends and research. Federal and state legislation will be reviewed as will the NH State Standards for Children with Disabilities. Students will review the Individuals with Disabilities Act as it relates to the Elementary Secondary Education Act (ESEA) reauthorized as No Child Left Behind (NCLB), the Americans with Disabilities Act (ADA) including title II of the ADA and section 504 and The Rehabilitation Act Amendments of 1973, as amended. SPED 521 Effective Learning Environments (3 credits) This course examines teaching strategies and techniques for early childhood, elementary education, middle school, and high school. Students will conduct an in-depth study of behavior theory and practical applications in the classroom environment. Students will learn to promote learning environments where students can set goals and accept responsibility for their own learning. Modification and accommodations will be researched at each level discussing the best approaches depending upon the developmental age of the child. Alignment with the regular education curriculum includes a review of the Grade Level Expectations and the Grade Span Expectations. Students will leave this class with a good understanding of the progression and development of students with disabilities K-12 personally, socially, physically, and academically. Prerequisite: SPED 501 SPED 525 Critical Issues for Students with Disabilities (3 credits) This course provides students with a deep understanding of children with disabilities and specific characteristics of such disabilities. Students will analyze various disabilities and how learning is impacted within the regular curriculum. Students will examine and be prepared to define ways in which such disabilities are diagnosed and possible strategies
and techniques (to include assistive technology) to assist the student in the regular classroom. Response to Intervention (RTI) will be discussed as a regular education initiative that can serve the needs of all students. Students will research resources available for families and schools to support the needs of disabled children. The role of the family and school as partners will be developed as a critical technique to serve the needs of disabled students, as well as the importance of facilitating effective meetings and communication efforts that must be part of the role of special educator. Prerequisite: SPED 501 SPED 561 IEP Consultation and Collaboration (3 credits) This course presents the IEP process from referral to completion to include: (1) a review of possible interventions; (2) the determination of assessments to provide; (3) collaborating the assessment team; (4) coordinating with parents and the student; (5) determination of disability; (6) working collaboratively to prepare the IEP; (7) monitoring progress as defined in the IEP; (8) using the NH Special Education Identification system (NHSEIS); (9) preparing and training paraprofessionals to support the child’s IEP; and (10) providing transition options at each transition stage. Students will be expected to clearly define roles and responsibilities within the school for the special education teacher, the regular education teacher, paraprofessionals, and other personnel within the school. Additionally, students will examine and develop a process to meaningfully engage parents in the process preschool through age 21. Prerequisite: SPED 501. SPED 571 Special Education Student Teaching and Seminar (3 credits) 8 weeks full-time teaching under the supervision of a Special Education Teacher. Prerequisites: SPED 501, SPED 525, SPED 521, SPED 561 and Elementary or Secondary Certification.
Sport Management SPT 501 Research Methods in Sport Management (3 credits) This course examines the methods and techniques used in research in the field of sport management and the sport industry. Including the basic aspects of reading, evaluating, and writing research; this course will explore the concepts developed in relevant literature as they apply to sport management. Topics include problem selection, literature review, instrumentation, methodology, statistical issues, and types of research in sport management. SPT 510 Sport and Society (3 credits) Students investigate the interrelationships between sport, culture, and society in an attempt to better understand the role and function of sport in contemporary society. Students receive a broad overview of selected socio-cultural factors that influence participation in sports. In addition, major ethical issues of sport in society will be explored. SPT 525 Sport Licensing & Strategic Alliances (3 credits) The goal of this course is to develop a deep, working knowledge of sports licensing and strategic alliances and how they relate to the business of sports. Students will fully explore 109