Sport and Recreation Management

stewardship. Covers bee anatomy, bee species, life cycle of bees, beekeeping equipment, safety practices, choosing a hive location, establishing a new hive, opening established hives, inspecting the hive, identifying bee diseases and pests along with control practices and pollinator gardens. At the completion of the course, students will be competent in the basics of setting up and managing a backyard apiary and designing a pollinator garden. Fieldwork required, 1 credit.

SCI 1019 Introduction to Fly Fishing:

Interactive hands-on course introduces the fundamental of fly fishing. Students will become proficient in fishing terms, casting, knot tying, fly selection, reading water, fly fishing tactics, wading techniques and safety. Introduces basic fly tying techniques and provides understanding and use of fly fishing equipment. Examines entomology, fish behaviors and habitats and conservation of cold water streams. Students will also develop an awareness of how to apply “Leave No Trace” ideas to their lives beyond the course. Class will be conducted indoors and outdoors, so dress appropriately. Designed for students with little or no knowledge of fly fishing; waders, rods and reels will be provided but student are also welcome to bring their own. Fieldwork required, 1 credit.

SCI 1020 Introduction to Fly Tying: Handson course that introduces the science and art of fly tying. Learn about the equipment, tools and materials needed for fly tying, the feeding habits of trout, and the life cycle of insects. Acquire basic tying skills and techniques and be proficient in tying flies that realistically imitate the actual insect. Some of the flies include San Juan Worm, Green Weenie, Wooly Bugger, Sexy Stone, Caddisfly nymph (larva and pupa); Mayfly Nymph (Pheasant Tail and Hares Ear); Caddis Dry Flies (CDC and Elk Ear); Mayfly Dry Fly (Parachute and Spinner). Suitable for beginners with no previous experience as well as students with some experience who want to improve SCI 1021 Edible Ecosystems: Explores hands-on methods for using our natural ecosystems to grow great food, while also protecting biodiversity, encouraging wildlife habitat and native pollinators, building healthy soil, and ultimately restoring and protecting our land resources. Copy nature’s blue print to use backyard microclimates and natural patterns to create gardens, “food forests” and edible landscapes that produce an abundance of fruits, berries, nuts, vegetables, herbs and honey. Fieldwork required, 1 credit.

SCI 1022 Fermentation: Fermentation has been an important process throughout human civilization. Examines many aspects of the fermentation process including the history of fermentation. Studies the biological process itself, as well as, the development of impurities that generate spoilage or a foul-tasting product. Examines how the sensory systems, including sight, smell, and even sound, affect the taste and quality of fermented products. Students must be 21 years old by the first day of i nstruction for this course. 1 credit.

SCI 1023 Blood Spatter Analysis: Introduces the student to the types of blood spatter patterns associated with crimes. Provides broad material to begin to give students an understanding of this area of forensic study. Covers common patterns, the crime scene investigation, and interpretation of patterns. 1 hour lecture and field work, 1 credit.

Social Sciences

SOSC 3130 Workplace Environments in

Social Science: Increases awareness of the variety of jobs performed at various work sites through site visits, class discussion and presentations by guest speakers. Develops a better understanding of the various opportunities available in the field of criminal justice, social sciences, and psychology. Transportation to off-site venues provided; class meetings provided. 3 hours lecture, discussion and travel, 3 credits.

SOSC 4705 Internship Prep in the Social

Sciences: Plans for successful experiences in private, public, or community agencies within the criminal justice, psychology, and social science systems. Assembles a professional portfolio including a resume and supporting documents, police and child abuse checks, and documents for other regulatory requirements. Such as first aid and CPR certification. Fall, Spring or Summer, 0 credits.

SOSC 4710 Internship in the Social Sciences:

Assimilates, integrates, and complements previous social science coursework and allows the student to gain practical experience necessary for entrance into the world of employment or graduate school. Fall, Spring or Summer, 3 credits.

SOSC 4910/PSYC 4125 Research

Implementation and Analysis: Students will implement a research proposal developed during PSYC 3125: Research Methods for the Social and Behavioral Sciences. Explores analysis issues and apply statistical material to their individual data sets. Final project will consist of a written thesis and poster presentation of findings. Prerequisite: PSYC 3125. Fall or Spring, 3 credits.

Sociology

SOCI 1110 Introduction to Sociology:

Examines social organization, social movements, change, and the socialization process. Explores cultural unity and diversity in a pluralistic society. Fall and Spring, 3 hours lecture and discussion, 3 credits.

SOCI 2120 The Sociology of Social

Problems: Examines social disorganization, value conflict, and personal deviation in selected problems: race, war, vested interests, crime, family, poverty, civil liberties, cities, population, and ecology. A research paper on a problem topic approved by the instructor is central to the course. Fall (not offered every year), 3 hours lecture and discussion, 3 credits.

SOCI 2125 The Family: Examines family as the basic social institution in society. Explores diverse family patterns, relationships, communication, conflict resolution, and problems in contemporary society. Spring, 3 hours lecture and discussion, 3 credits.

Spanish

SPAN 1010 Introduction to Spanish: Provides opportunities for students to develop listening, speaking, reading, and writing skills. Through listening and repetition, the student identifies sounds and imitates the pronunciations of native Spanish speakers. Students learn basic concepts regarding the Spanish language including pronunciation of the alphabet, numbers, and general sentence construction. 1 hour lecture, discussion, and laboratory, 1 credit.

SPAN 1011 Beginning Spanish: Provides opportunities for students to develop listening, speaking, reading, and writing skills. Through listening and repetition, the student identifies sounds and imitates the pronunciations of native Spanish speakers, and engages in basic conversations using a variety of day-to-day situations. 1 hour lecture, discussion, and laboratory, 1 credit.

SPAN 1012 Conversational Spanish: Provides opportunities for students to develop listening and speaking skills. Through listening and repetition, the student identifies sounds and imitates the pronunciations of native Spanish speakers, and engages in basic conversations using a variety of day-to-day situations. Also included is an introduction to Hispanic culture and customs. 1 hour lecture, discussion, and laboratory, 1 credit.

SPAN 1110 Elementary Spanish I: Provides opportunities for students to develop listening, speaking, reading, and writing skills. Through listening and repetition, the student identifies sounds and imitates the pronunciations of native Spanish speakers, and engages in basic conversations using a variety of day-to-day situations. Also included is an introduction to Hispanic culture and customs. Spring, every other year, 4 hours lecture and discussion, 3 credits.

SPAN 1115 Elementary Spanish II: Continues to develop the concepts from SPAN 1110. Students utilize vocabulary and grammar to communicate effectively in basic survival situations, increase their comprehension of readings and their ability to answer questions, and enhance writing skills. Prerequisite: SPAN 1110 or successful completion of three years of high school Spanish, or consent of the instructor. Fall, every other year, 4 hours lecture and discussion, 3 credits.

SPAN 2110 Intermediate Spanish I: Assumes the student has a sound background in elementary Spanish. Includes an active review of important language facts and experiences, and continues to enhance communicative competency while learning new concepts to reinforce communication skills which are useful in sophisticated situations. Prerequisite: SPAN 1115 or successful completion of four years of high school Spanish, or consent of the instructor. Spring every other year, 3 hours lecture and discussion, 3 credits.

SPAN 2115 Intermediate Spanish II: Offers a comprehensive review of grammar structure while developing reading, writing, listening, and speaking skills. Using Spanish appropriately by emphasizing oral communication skills and language skills. Studies geography, music, art, literature, history, and everyday life of the Hispanic cultures. Prerequisite: SPAN 2110 or successful completion of four years of high school Spanish or consent of the instructor. Fall (every other year), 3 hours lecture and discussion, 3 credits.

SPAN 3010 Special Topics in Spanish:

Spanish for Healthcare: Covers the basics of Spanish for medical purposes. Focuses on two of the language activities: reception (reading and listening) and production (writing and speaking). Review language activities to address and be consistent with grammar, communicative and lexical approaches. Students are expected to identify and formulate by themselves everyday phrases and commands to exchange information and to develop specific assignments in the medical field. Not offered every year, 3 hours lecture, discussion, recitation, 3 credits.

Special Education

SPEC 2110 Characteristics and Needs of

Exceptional Learners: Defines and analyzes exceptionalities in children. Examines the legal issues involved in identifying and educating exceptional students. Covers the analysis of the interrelationships between exceptional children and family and school systems. Prerequisites: PSYC 2190, 2195 or 2205. Fall, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 2115 Special Education Processes

and Procedures: Examines the federal and state mandated processes and procedures associated with special education. Includes the historical perspectives of special education, the characteristics of individualized instruction and special education procedures pertinent to regular and special education teachers. Prerequisite: SPEC 2110. Spring, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 2120 Early Intervention and

Transitions: Analyzes the early intervention services available for young children. Focuses on the child with special needs, the role of the caregiver, the parents and the early interventionist in meeting the needs of the young child in the least restrictive/inclusionary environment. Prerequisite: SPEC 2110. Spring, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 3110 Classroom Management

Positive Behavior Intervention and Support: Studies the rationale, theories, and techniques for creating positive, learning environments. Addresses specific individual and group behavior challenges. Students develop a repertoire of management skills that support best practices and are based on current research regarding classroom management. Prerequisite: SPEC 2110 and acceptance into the education program. Fall, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 3115 Differentiated Instruction for

Diverse Learners: Enables the prospective teacher to learn how to coordinate the classroom learning environment to effectively address the diverse needs of students in classroom settings. Considers adaptations and accommodations in teaching methods necessary to meet the needs of all learners. Discusses various formative and summative assessment techniques. Prerequisite: SPEC 2110, and acceptance into the education program. Fall and Spring, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 3120 Low Incidence Disabilities:

Assessment and Instruction: Focuses on a detailed analysis of the environments and organizations involved in the education of children with severe disabilities. Emphasizes placement and methodologies for working with children with severe cognitive limitations, low vision and blindness, hearing impairments and deafness, deaf-blindness, autism, physical or health disabilities and traumatic brain injury. Prerequisites: SPEC 2115 and acceptance into the education program. Fall, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 3125 Evidenced-Based Strategies -

ASD: Focuses on the characteristics, diagnosis, and effective evidenced based practices when educating children with Autistic Spectrum Disorder and Pervasive Developmental Disorder. Explores various service delivery models. Addresses the relationship between the educational team, families and agencies. Prerequisites: SPEC 2110 and acceptance into the education program. Spring, 3 hours lecture and discussion, 3 credits. Fieldwork required.

SPEC 3130 Learning Disabilities: Identification and Instruction in Content

Areas: Examines the physical, cognitive, and social characteristics of individuals with specific learning disabilities. Presents current theories and educational strategies. Emphasizes the link between assessment and instruction is emphasized. Prerequisites: SPEC 2115 and acceptance into the education program. Fieldwork required. Fall, 3 hours lecture and discussion, 3 credits.

SPEC 3140 Transition Planning: Focuses on the process of preparing students with exceptionalities to transfer successfully into employment, independent living and postsecondary education. Examines both formal and informal assessment methods used in the transition process. Explores the involvement of the student, families, educators, and community resources. Focuses on the IEP process as well as laws and regulations related to this transition period. Prerequisite: EDUC 3001. Fieldwork required. 3 hours lecture and discussion, 3 credits.

SPEC 4110 Family Partnerships; Advocacy,

Collaboration and Transitions: The capstone course in the Special Education sequence, focuses on the special educator as the problem solver. Examines the collaborative process between key personnel and agencies and this affects successful implementation of the student’s I.E.P. Emphasizes the central role