Undergraduate Courses
ADE—Adult Education
APK—Applied Kinesiology
APK 2001. Medical and Scientific Terminology (3). Prerequisites: PET 3322 or BSC 2085. This course is the study of medical and scientific terminology, the language of medicine that focuses on prefixes, suffixes, word roots and their combining forms by review of each body system and specialty area. Emphasis is on word construction, usage, comprehension, pronunciation, and spelling. In addition, students gain information regarding anatomy and physiology, pathology, diagnostic/surgical procedures, pharmacology, scientific equipment and instruments, and abbreviations.
APK 3110C. Applied Exercise Physiology (4). Prerequisite: PET 3322. This course studies the nature of muscular, metabolic, cardiovascular, and respiratory adjustment to acute and chronic exercise.
APK 3113. Methodology of Strength and Conditioning (3). Corequisite: ATR 1810. This course covers topics involving the development of speed, strength, power, and endurance, and explores specific methods of strength and conditioning.
APK 3164. Eating Disorders and Body Image (3). Prerequisite: HUN 1201. This course presents current science based information on the prevention, contributing factors, characteristics and treatment of eating disorders, dieting and body image. Diverse populations with eating disorders, cultural and societal emphasis on thinness, and the role of the media are addressed.
APK 4400. Sport Psychology (3). This course explores selected psychological theories and applications relevant to sport and exercise behavior.
APK 4401. Introduction to Exercise Psychology (3). This course is designed for students interested in the psychosocial issues related to exercise behaviors. The course introduces both the theories and practices inherent in the field of exercise psychology. In addition, this course covers intervention strategies to promote exercise behaviors and long-term adherence to a physically active lifestyle.
APK 4403. Performance Psychology (3). This course is designed for students interested in the psychosocial issues related to performance (e.g., music, dance, military, etc.). The course introduces both the theories and practices inherent in the field of performance psychology. In addition, it covers intervention strategies used in order to combat several mental performance issues. EDF 4210. Educational Psychology: Developing Learners (3). This course is designed to introduce students to concepts of human development, learning, and motivation as foundations for the planning and implementation of classroom instruction. Students are expected to acquire and use theoretical knowledge to inform decisions about strategies for helping learners develop, learn, and achieve.
ATR—Athletic Training
ATR 1800. Introduction to Athletic Training (1). (S/U grade only.) Prerequisites: 2.5 GPA and BSC 2010, BSC 2010L, CHM 1045, CHM 1045L, HUN 1201, MAC 1105, MAC 1114, and MAC 1140. This course offers an introduction to the sports medicine healthcare professions of AT, PT, PA, and MD and others. This course provides the framework for formal application to the Athletic Training Degree Program.
ATR 1810. Athletic Training Clinical I (1). (S/U grade only.) Prerequisite: ATR 1800. This course offers a study of the cognitive, affective, and motor skills required to perform athletic-training techniques in practice settings. The techniques employed in this course reflect those presented in the lecture and laboratory course taken the previous term.
ATR 2020. First Aid (2). This course includes adult CPR, child CPR, and first aid. In addition, OSHA recommendations, blood borne pathogen precautions, and injuries are discussed.
ATR 2820. Athletic Training Clinical II (1). (S/U grade only.) Prerequisite: ATR 1810. This course offers a study of the cognitive, affective, and motor skills required to perform athletic-training techniques in practice settings. Techniques reflect those presented in the lecture and laboratory courses taken the previous term.
ATR 3012C. Orthopedic Assessment--Upper Extremity (3). Prerequisite: ATR 2820. In this course, athletic training students examine the following topics included in this course: clinical orthopedic anatomy; evaluation; and assessment and special test protocols for the shoulder, elbow, forearm, wrist, hand, finger, eye, face, nose, throat, mouth, teeth, cervical spine, head, and neck.
ATR 3102. Athletic Training I (3). Prerequisite: ATR 1800. This course covers basic topics and issues pertaining to athletic training as established by the National Athletic Trainer's Association. Treatment and rehabilitation of athletic injuries will be introduced.
ATR 3112. First Responder (3). Prerequisite: Instructor permission. This course allows students to develop basic emergency medical skills and knowledge that enables them to assist people who sustain accidental injury or who suffer a sudden illness. This course covers all the information from the United States Department of Transportation (DOT) First Responder National Standard Curriculum.
ATR 3132. Kinesiology (3). Prerequisite: PET 3322. This course introduces basic physical concepts as they apply to human movement. Emphasis is placed on structural anatomy, neuromuscular physiology, and biomechanical principles as they apply to sport skills, injury assessments, fitness activities, and rehabilitative exercises.
ATR 3213C. Orthopedic Assessment--Lower Extremity (3). Prerequisite: ATR 2832. In this course, athletic training/sports medicine students examine the following topics included in this course: clinical orthopedic anatomy; evaluation; and assessment and special test protocols for the foot, toes, ankle, knee, pelvis, thigh, thoracic and lumbar spine, and gait analysis.
ATR 3312C. Therapeutic Exercise/Rehabilitation (3). Prerequisite: ATR 3832. In this course, athletic training/sports medicine students examine the various exercise and rehabilitation topics including the following: concepts of healing; evaluation and assessment techniques; range of motion and flexibility; goniometric measurement; manual therapy techniques; muscle strengthening; plyometrics; proprioception; posture; ambulation and ambulation aids; core stabilization; aqua therapy; joint rehabilitation protocols; and spine rehabilitation protocols.
ATR 3512. Administration of Athletic Training Programs (3). Prerequisite: ATR 4842. This course explores the aspects of athletic training organization and administration. Topics include program management, human resource management, athletic insurance, risk management, ethical considerations, pre-participation physical exams, and facility design.
ATR 3802. First Responder Practicum (1). (S/U grade only.) Prerequisite: ATR 3112. This course is designed to emphasize patient assessment and care procedures at the first-responder level. The skills learned in the didactic First Responder course are refined with actual patient encounters by assisting crew members of the First Responder Unit.
ATR 3832. Athletic Training Clinical III (1). (S/U grade only.) Prerequisite: ATR 2820. This course offers a study of the cognitive, affective, and motor skills required to perform athletic-training techniques in practice settings. Techniques reflect those presented in the lecture and laboratory courses taken the previous term.
ATR 3942r. Sports Medicine Practicum (0-6). (S/U grade only.) Prerequisite: ATR 1800. This course is designed for athletic training students to investigate and research athletic training special topics through individual study and seminars. Enrollment is allowed by permission of the athletic training curriculum coordinator.
ATR 4302C. Therapeutic Modalities (3). Prerequisites: ATR 1800. This course trains students in common modalities employed by sports medicine. Where applicable, modalities of treatment will examine biophysical principles, effects of treatment, application techniques, and indications and contraindications to treatment. Safety is emphasized during instruction and practical experience.
ATR 4502. Athletic Training Professional Development (3). (S/U grade only.) Prerequisite: ATR 4852. This course covers the cognitive, affective, and motor skills required to perform athletic-training techniques in practice, non-traditional settings. Techniques reflect those presented in previous athletic-training administration lecture/lab courses. This course prepares students for the Board of Certification (BOC) examination and provides information on how the BOC examination is developed and scored.
ATR 4842. Athletic Training Clinical IV (1). (S/U grade only.) Prerequisite: ATR 3832. This course offers a study of the cognitive, affective, and motor skills required to perform athletic-training techniques in practice settings. Techniques reflect those presented in the lecture and laboratory courses taken the previous term.
ATR 4852. Athletic Training Clinical V (1). (S/U grade only.) Prerequisite: ATR 4842. This course covers the cognitive, affective, and motor skills required to perform athletic-training techniques in practice settings. Techniques reflect those presented in previous the orthopedic assessment/lower and the therapeutic exercise/rehabilitation lecture/lab courses.
ATR 4862. Athletic Training Clinical VI (1). (S/U grade only.) Corequisite: ATR 4932. This course is designed as a capstone for advanced-level students who intend to enter the profession of athletic training. Students are evaluated on cognitive, affective, and motor skills - all required to perform athletic training techniques in practice settings. Additional content includes oral, practical, and written examinations; professional-development activities; and a research project. All students enrolled in this course must show proof of current membership in the National Athletic Trainers' Association (NATA).
ATR 4932. Issues in Sports Medicine (3). Prerequisite: ATR 1810. This course addresses advanced issues relevant to athletic training and sports medicine. Current topics include athletic training administration, athletic training pharmacology, advanced assessment techniques, orthopedic surgical observation, and general medical conditions.
CHD—Child Development
CHD 2220. Child Growth and Development: The Foundation Years (3). This course is the study of children from birth through middle childhood.
CHD 3213. Social and Emotional Development (3). Prerequisite: CHD 2220. This course covers history, theory, research methods, and findings in human social and emotional development in infancy to adolescence. Students develop practical knowledge to guide children, parenting, and policy. Content includes temperament; attachment; emotional, moral, and self-development; family and peer relationships; schooling; media; gender differences; aggression; and social withdrawal.
CHD 3243. Contexts of Adolescent Development (3). This course examines the developmental process related to cognitive, physical, and psychosocial growth from pre-to late adolescence and the reciprocal influences of various contexts in which youth are embedded, such as families, peer groups, schools, and communities. It is encouraged that students take CHD 2220 prior to enrollment.
CHD 3472. Child Guidance (3). This course allows students to learn principles of positive guidance to apply in guiding children during early childhood, middle childhood, and adolescence in a variety of natural contexts, including home and school.
CHD 4537. Parenting (3). Prerequisites: CHD 2220, FAD 2230, FAD 3334, and CHD 3243. This course is a comprehensive review of contemporary theory and research in parenting. The course is organized developmentally, focusing on the emerging needs, responsibilities, and skills required by parents at progressive stages of their children's development.
CHD 4615. Public Policy: Child and Family Issues (3). Prerequisite: FAD 2230, and FAD 3220. This course provides an overview of theory and implementation of public policies relating to children and families at the state and federal levels. Students explore ways that families contribute to and are affected by social problems, and how families can be involved in policy solutions. Students learn about roles professionals can play in building and interacting with family policy.
CHD 4630. Methods of Studying Families and Children (3). Prerequisite: Admission to the major. This course examines research methods, concepts, principles, and issues in studying families and children.
CHD 4905r. Directed Individual Study in Child Development (1-3). May be repeated to a maximum of nine credit hours.
CHD 4944r. Internship in Family and Child Sciences (1-12). (S/U grade only.) Prerequisite: FAD 4805 or instructor permission. This course consists of supervised practical experience in various professional settings serving children, youth, and families, including hospitals, education facilities, human service agencies, and government agencies. May be repeated to a maximum or 12 credit hours; repeatable within the same term.
CLP—Clinical Psychology
DEP—Developmental Psychology
DIE—Dietetics
DIE 3005. Introduction to Dietetics (1). (S/U grade only.) This course is an introduction to dietetics, the professional opportunities for registered dietitians, the importance of public policy, and the role of the American Dietetic Association in dietetics education and practice.
DIE 4243. Medical Nutrition Therapy I (3). Prerequisites: HUN 1201, PET 3322, PET 3322L, HUN 3403. This course presents how diet, nutrition, and functional foods can help promote health, control weight, and manage chronic diseases. This course includes guidelines for client assessment, nutritional diagnosis, intervention, education, monitoring and evaluation.
DIE 4244. Medical Nutrition Therapy II (3). Prerequisites: HUN 1201, HUN 3403, PET 3322, PET 3322L, and DIE 4243. Corequisites: DIE 4244L and HUN 3226. This course is the second of a two-course sequence. Course material covers the pathophysiology of diseases and nutrition therapy in the treatment and prevention of acute disease states and includes guidelines for client assessment, nutritional diagnosis, intervention, education, and monitoring.
DIE 4244L. Medical Nutrition Therapy II Laboratory (1). Prerequisites: BCH 3023C, BSC 2085, DIE 4243, HUN 3224, PET 3322, and PET 3322L. Corequisites: DIE 4244 and HUN 3226. This laboratory covers the application of the principles of nutrition in the treatment and prevention of specific diseases.
DIE 4310. Community Nutrition (3). Prerequisites: DIE 3005 and HUN 1201 with a grade of "B–" or better. This course explores the planning, implementation, and evaluation of nutrition programs in the community; public nutrition policy formulation.
EAP—English as a Second Language for Academic Purposes
EAP 1850. Academic English Skills for International Students (3). (S/U grade only.) This course assists international students improve their academic English and communication skills for success at FSU. Students enhance their overall English skills and become familiar with academic and cultural expectations as well as resources available to them at FSU.
EDA—Educational Administration
EDE—Elementary Education
EDE 4905r. Directed Individual Study (1-3). May be repeated to a maximum of 12 credit hours.
EDE 4907r. Directed Field Experiences (1-3). (S/U grade only.) Corequisites: Blocks I, II, or III. This course requires participation in a public school classroom with University supervision. May be repeated to a maximum of 12 credit hours, to be taken in the following manner: at least one hour in Block I, one hour in Block II, and two hours in Block III.
EDE 4943r. Student Teaching in Elementary Education (9-12). (S/U grade only.) Prerequisites: EDE 4316 and MAE 4310. This course provides teacher candidates with a controlled transition to the role of professional educator; provides a laboratory setting in which critical teaching behaviors may be systematically developed and demonstrated; provides the elementary education faculty and the profession with an opportunity to assess the development and the needs of the teacher candidate; and provides a situation in which the remaining needs can be met. May be repeated to a maximum of 12 credit hours.
EDE 4970r. Honors in the Major Research (1-6). In this course, students accepted into the Honors in the Major program complete an original research or creative project in their major area of study. This course must be repeated at least twice to complete a minimum of six credit hours total, but may be repeated to a maximum of 12 credit hours.
EDF—Foundation and Policy Studies in Education
EDF 1005. Introduction to Education (3). This course offers students a broad view of education from historical, cultural, psychological, political, social, and philosophical perspectives. Includes lectures, discussions, and field experience.
EDF 1051r. Preparing Educators (0). (S/U grade only.) This course engages students in activities designed to facilitate preparation for state tests required for entrance to teacher certification programs.
EDF 2082. Introduction to International Development in Education (3). This course constitutes a basic overview of international development work in the education sector in societies of Asia, Africa, the Middle East and Latin America. The course explores different approaches to international development and how these shape and influence educational improvement initiatives in countries of the Global South.
EDF 2085. Teaching Diverse Populations (3). This course examines the complexity of the full range of human groupings and cultural perspectives, as well as the complex relationships among them. Students gain self-understanding in becoming culturally conscious participants in the global community through examining the differences between individuals and peoples, comparing cultures within the global community, and investigating diversity within Florida populations in general and school community populations in particular.
EDF 4423. Methods of Educational Research (3). This course surveys selected types of educational research and appropriate related techniques, with an emphasis on criteria of validity.
EDF 4430. Classroom Assessment (3). This course prepares prospective teachers for activities related to assessing students, including establishing validity evidence, enhancing generalization of observations, using traditional and alternative assessment strategies, interpreting and using data to improve achievement, and utilizing assessment in the process of learning.
EDF 4791r. Transition to Graduate School (1-3). Prerequisite: EDF 4663. This course explores and prepares undergraduate students for graduate education. Through course readings, one-on-one mentorship, and academic and professional preparation, students learn how to be successful in a graduate degree program.
EDF 4861. Education Abroad: Access, Equity, and Opportunity (3). (S/U grade only.) This course provides an introductory investigation of a variety of topics in counseling psychology and education and includes real-life, hands-on experiences related to counseling in other countries.
EDF 4905r. Directed Individual Study (1-3). May be repeated to a maximum of 12 credit hours.
EDF 4906r. Directed Individual Study (1-3). (S/U grade only.) May be repeated to a maximum of 12 credit hours.
EDG—General Education
EDG 4410. Classroom Management and Legal Issues (3). Prerequisites: MAE 4326, RED 4310, and TSL 4080. Corequisite: EDE 4907. This course is designed to provide specific knowledge and opportunities to apply skills in preparation for entering the education profession. Topics include classroom management, classroom routines, organizing for instruction, planning for instruction, effective communication, knowledge of legal and ethical responsibilities of teachers, and safe learning environments.
EDH—Higher Education
EDH 4663. Bridge to Graduate School (1-3). This course allows students to explore and prepare for graduate education. Through course readings, one-on-one mentorship, and academic and professional preparation, students learn how to translate their experiences into a graduate or professional school application portfolio.
EDH 4932r. Special Topics in Higher Education (1-3). This is a special topics course designed to assist students in learning about the foundations of higher education, student affairs, and public policy in higher education.
EDP—Educational Psychology
EEC—Early Childhood Education
EEC 4301. Early Childhood Education Foundations (3). This course introduces students to ECE primary education and provides a background of ECE theory and research to be used for determining education practices.
EEC 4400. Parents as Teachers (3). This course is an examination of the need and importance of parental involvement in the education of young children. Includes strategies for promoting home/school interactions.
EEC 4604. Techniques of Child Study and Authentic Assessment (3). In this course, students investigate and utilize data collection techniques/instruments to acquire information about young children.
EEC 4907r. Observation and Participation in Early Childhood Education (2). (S/U grade only.) This course offers students direct experiences with young children, organized in such a way that they have opportunities to put into practice those insights, principles, and understandings gained in the theory courses. May be repeated to a maximum of eight credit hours.
EEC 4943. Student Teaching in Early Childhood Education (6-10). (S/U grade only.)
EEX—Education: Education: Exceptional Child-Core Competencies
EEX 3601. Applied Behavior Analysis for Special Educators (3). Corequisite: EEX 3831. This course is an introduction to behavioral principles and procedures useful for managing the behavior of students with handicaps. For majors only.
EEX 3831. Practicum in Direct Observation (1). Corequisite: EEX 3601. This course employs direct observation and recording techniques for analysis of classroom management strategies.
EEX 4012. Foundations of Special Education (3). This introductory course includes classic and contemporary readings in the field of special education. An overview of how society has responded to the various conceptualizations of human exceptionality is presented. Students are introduced to the trends and people that formed the foundation of contemporary special education. Current policies and practices are also examined.
EEX 4070. Including Students with Disabilities in the General Education Curriculum (3). This course provides participants with the knowledge and skills to include students with disabilities in the general education curriculum by adapting instruction and assessment procedures and processes.
EEX 4201. Typical and Atypical Development and Learning (3). This course examines typical and atypical learning and development throughout the lifespan.
EEX 4212. Educational Assessment for Students with Disabilities (3). This course is designed to provide an opportunity for students to develop performance skills in the administration of formal and informal assessment instruments and processes.
EEX 4223. Individualized Educational Planning (3). This course provides students with the opportunity to demonstrate effective use of diagnostic skills. For majors only.
EEX 4250. Individualized Reading Instruction for Students with Disabilities (3). This course reviews methods for teaching reading to individuals with disabilities.
EEX 4251. Teaching Mathematics to Learners with Disabilities (3). In this course, instructional methods and curriculum to teach mathematics to students with disabilities are examined.
EEX 4253. Access to the General Education Curriculum for Individuals with Moderate/Severe Disabilities (3). This course examines methods for teaching functional reading and life skills to individuals with disabilities.
EEX 4291. Characteristics and Education of Learners with Autism Spectrum Disorder (3). This course examines the characteristics and etiology of autism spectrum disorders (ASD), and effective intervention strategies for individuals with ASD. Additionally, the focus is on assessing and addressing the core challenges of learners with ASD (e.g., language, social communication, repetitive behaviors, and behavior regulation) using evidence-based practices in school settings. Students learn to identify and implement assessment and intervention strategies based on learner strengths and needs.
EEX 4486. Differentiated Instruction for Students with Exceptionalities (3). This course is designed to provide future teachers with the knowledge and skills needed to meet the diverse learning needs of students found in today's classrooms.
EEX 4487. Social Studies and Science Curriculum for Special Educators (3). This course provides an overview of and foundation for teaching science and social studies to learners with disabilities (P-12). Students develop knowledge and skills in using a variety of instructional methods and materials appropriate for providing access to the general education science and social studies curriculum for learners with disabilities.
EEX 4605. Classroom Management for Special Educators (3). This course provides class participants with the knowledge and skills to effectively manage the behavior of learners with disabilities within a classroom setting. Course content is organized around the Pyramid Model that includes three tiers of behavior management based on principles of positive behavior support 1) Universal supports, 2) Prevention, and 3) Intervention.
EEX 4613. Positive Behavior Support (3). This course provides students with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior supports. Emphasis is placed on understanding the communicative function of challenging behaviors, the teachings of new skills that make the challenging behavior unnecessary, and the prevention of the reoccurrence of challenging behaviors.
EEX 4751. Collaboration with Families, Schools, and the Community (3). This course provides the knowledge and skills necessary for collaborating with families, other professionals, and community members.
EEX 4770. Study of Human Exceptionality (3). This course increases learner knowledge and awareness of the characteristics and needs of people with exceptionalities, and acquaints learners with the resources, issues, and trends related to appropriately meeting these needs.
EEX 4834. Introductory Practicum in Special Education (1). This practicum provides experience with individuals with a range of disabilities. This course also provides participants with experience with different special education service delivery models in a variety of grade levels ranging from K to 12.
EEX 4842. Practicum in Severe Cognitive Disabilities and/or Autism Spectrum Disorder (1). This course provides teacher candidates with field work experience teaching K-12 students with severe cognitive disabilities and/or autism spectrum disorder. The practicum provides experience in developing, implementing, and evaluating functional and academic skills for K-12 students with these disabilities.
EEX 4905r. Directed Individual Study (1-3). May be repeated to a maximum of 12 credit hours.
EEX 4930r. Special Topics in Special Education (1-3). In this course, topics vary from term to term. May be repeated to a maximum of nine credit hours.
EEX 4941. Practicum in High Incidence Disabilities (1). This practicum provides experience with individuals with high incidence disabilities.
EME—Technology and Media Education
EME 4905r. Directed Individual Study (1-3). (S/U grade only.) May be repeated to a maximum of 12 credit hours. MHS 4905r. Directed Individual Study (1-3). May be repeated to a maximum of 12 credit hours. May be repeated within the same term. PET 4171. Philosophy and Ethics of Coaching (3). This course introduces essential concepts and knowledge concerned with the discipline of ethics as it relates to the extensive and evolving demands of managing and coaching sports and activities.
EVI—Education: Visually Impaired-Blind
EVI 4011. Introduction to Visual Disabilities (3). This course is designed to provide an overview of the population of people who have visual impairments and the role of specialized service providers. Special attention is given to the effects of visual impairment on development and learning.
EVI 4110. Assessment of Students with Visual Impairments (3). This course introduces basic concepts, principles, and procedures of assessment and applied behavior analysis in the practice of providing services to students with visual impairments, their families, and educational personnel.
EVI 4121. Anatomy and Diseases of the Eye for Blindness Professionals (3). This course introduces prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers to the anatomy and physiology of the human eye, the visual mechanism, its embryologic development, and various eye pathologies. Particular emphasis is placed on the impact of these eye pathologies on the visual functioning of the individual.
EVI 4211. Literary Braille (3). In this course students develop skills in the preparation of materials for blind students in the literary braille code using a braillewriter. Interlining and proofreading are emphasized.
EVI 4212. Nemeth Code and Supporting Math Instruction for Students with Visual Impairments (3). Prerequisites: EVI 4011, EVI 4211, and EVI 4254. This course enables students preparing to be teachers of blind school-age children to support the instruction of mathematics skills. Topics include the foundation of the acquisition of mathematics skills, the Nemeth Code, adaptations of mathematics diagrams and structures, instruction in the abacus, and strategies for teaching mathematics skills to students with visual impairments.
EVI 4220. Introduction to Orientation and Mobility (3). This course provides future teachers of students with visual impairments and rehabilitation teachers with an appreciation for and a realistic understanding of the problems inherent in the orientation and mobility experienced by visually impaired individuals. Stresses techniques for teaching O/M in indoor environments.
EVI 4230. Educational Management of Students with Visual Impairments (3). Prerequisites: EVI 4211, EVI 4212, and EVI 4312. This course provides participants with the knowledge and skills necessary to manage the successful integration of students with visual impairments into the general education environment. Legal, ethical, and safety issues related to the education of students with visual impairments are explored. In addition, students are assisted as they prepare for their student teaching experience.
EVI 4250. Teaching Social and Career Skills to Students with Visual Impairments (3). Prerequisites: EVI 4011 and EVI 4254. This course provides participants with the knowledge and skills necessary to design and implement instructional activities to increase the development of social and career skills in children with visual impairments. Emphasis is placed on infusing these skills into everyday activities, educational instruction, and collaboration with families and communities to improve student outcomes.
EVI 4254. Teaching Independent Living Skills to Students with Visual Impairments (3). This course is designed to provide students planning to be teachers of students with visual impairments with the techniques and instructional tools to safely teach independent living skills, including the skills associated with food preparation, household management, personal grooming, clothing care, and health management.
EVI 4311. Teaching Reading and Writing to Students with Visual Impairments (3). Prerequisites: EVI 4011, EVI 4211, and EVI 4314 or EVI 5316. This course prepares future educators with strategies and techniques necessary for determining the mode of reading and for teaching reading and writing skills to students with visual impairments.
EVI 4312. Classroom Accommodations for Students with Visual Impairments (3). Prerequisites: EVI 4011 and EVI 4212. Corequisite: EVI 4314. This course provides participants with the knowledge and skills necessary to successfully integrate students who are visually impaired in the core education environment. Students learn to adapt classroom materials, collaborate with general education personnel, and develop direct teaching strategies that enhance the optimum functioning of a learner with a visual impairment.
EVI 4314. Low Vision (3). Prerequisite: EVI 4121. This course prepares prospective teachers of students with visual impairments, orientation and mobility specialists, and rehabilitation teachers for facilitating the visual functioning of individuals with low vision. Students learn the basics of optics and how to conduct functional vision evaluations, to modify environments, and to teach the effective use of low vision devices.
EVI 4324. Assistive Technology for Students with Visual Impairments in the Schools (3). Prerequisite: EVI 4211. Corequisite: EVI 4314 or EVI 5316. This course prepares participants in the Visual Disabilities course of studies in the assessment and use of assistive technology for students with visual impairments.
EVI 4330. Methods for Learners with Visual Impairment and Additional Disabilities I (3). Prerequisite: EVI 4121. This course introduces pre-service teachers of students with visual impairment (TVIs) to working with learners who have multiple disabilities in addition to visual impairment, including deafblindness. Course participants learn causes and educational implications of concomitant visual and additional disabilities and principles of applied behavior analysis, which transformed education for this unique group of learners.
EVI 4331. Methods for Learners with Visual Impairment and Additional Disabilities II (3). Prerequisite: EVI 4330. Corequisite: EVI 4312. This course is designed to prepare pre-service teachers of students with visual impairment (TVIs) to apply PK-12 student educational records and field observations to recommend instructional and programmatic decisions for learners who have disabilities in addition to visual impairment, including learners who are deafblind, based on assessment data.
EVI 4940. Student Teaching in Visual Disabilities (12). (S/U grade only.) Prerequisite: EVI 4230. In this course, student teachers instruct students with visual disabilities for one semester within a public school or residential school setting, full-time and under the supervision of an experienced, certified teacher of students with visual impairments.
FAD—Family Development
FAD 2230. Family Relationships: A Life Span Development Approach (3). In this course, students will explore the interpersonal relationships over the life space with the family unit. Students will gain an understanding of basic social and behavioral concepts and principles in this course. The course emphasizes the developmental tasks, structural changes, and relational processes within families. Students will use social and behaviors science methodologies to explain these patterns and trends. By the end of the course, students will understand some of the complexities influencing interpersonal relationships in families.
FAD 3220. Individual and Family Life Span Development (3). This course devotes attention to all stages of human development and the aging process. For students to fully understand human behavior, the development issues of an individual at all ages must be understood, including the influence of various social, cultural, and environmental contexts. Students become familiar with development from the prenatal period through end of life.
FAD 3343. Contexts of Adult Development and Aging (3). This course provides students with a critical understanding of both the theoretical and the interdisciplinary nature of aging, the aging process (physical, cognitive, social-emotional), and challenges of adulthood as a period of the lifespan. Further, this course focuses on critical issues in aging while strategically focusing on writing and communicating aging issues for the Human Sciences field.
FAD 3432. Stress and Resilience in Individuals and Families (3). Prerequisite: Major status or instructor permission. This course provides undergraduate majors with an introduction to family-based, stress-focused mini-theories. The course provides a framework for understanding the differences between family patterns when families are centered on growth related themes and when they are pre-occupied with a variety of stressor events.
FAD 4265. Family Diversity (3). Prerequisites: CHD 2220, FAD 2230, FAD 3343, and CHD 3243. This course is designed to expose students to the diversity of families by race, ethnicity, social class, and structures in an ego-systemic context.
FAD 4451. Human Sexuality Education (3). This course examines sexuality through the lifespan regarding relationship issues and health concerns and provides training for professionals and parents in sexuality education.
FAD 4455. Family Life Education (3). This course provides information and techniques needed to facilitate and evaluate home, school, and community relations through the lifespan.
FAD 4601. Foundations of Counseling (3). This course introduces students to the counseling process. Students explore the salient features of counseling and helping relationships. The course also covers specific theoretical orientations and therapy models that have influenced the counseling profession. Students learn basic counseling skills that can be applied within a number of social service settings.
FAD 4805. Practicum in Family and Child Science (6). Prerequisites: Major status, at least four additional major courses, and FAD 4932 (completed the semester before enrolling in FAD 4805). This course is designed to provide students with experiences in a community setting serving children, youth, and families and the opportunity to apply course material to the work environment.
FAD 4905r. Directed Individual Study (1-3). (S/U grade only.) May be repeated to a maximum of nine semester hours.
FAD 4910r. Honors in the Major Research (1-6). Prerequisites: Upper division students with an overall GPA of 3.5; instructor permission. In this course, students accepted into the Honors in the Major program complete an original research or creative project in their major area of study. This course must be repeated at least twice to complete a minimum of six (6) credit hours total but may be repeated up to a maximum of twelve credit hours in total.
FAD 4932r. Pre-Professional Development (3). Prerequisites: Major status and senior standing. This course is designed to expose students to career opportunities in FCS and professional/ethical behavior and to prepare them for placement in agencies/organizations serving individuals and families. May be repeated to a maximum of six credit hours.
FAD 4936r. Special Topics: Family or Housing (3-9). Prerequisite: Instructor permission. In this course, each topic may be taken only once. May be repeated to a maximum of nine semester hours.
FLE—Foreign Language Education
FLE 3033. Introduction to Teaching Foreign/Second Languages (3). This course is designed to meet the needs of those teaching second languages abroad and pre-service teachers in K-12 foreign/second language education by developing an understanding of current theories of second language learning through exploration of relevant research. Opportunities are provided for students to use the theoretical base in the design of classroom lessons.
FOS—Food Science
FOS 3026. Foods (3). Prerequisites: CHM 1032 and HUN 1201 with a grade of "B-" or better. This course is an introduction to the physiochemical properties of food and the relationship of these properties to preparation techniques and food quality. Management and service of food.
FOS 3026L. Foods Laboratory (1). Corequisite: FOS 3026. This course is an introduction to the physiochemical properties of food and the relationship of these properties to preparation techniques and food quality. Management and service of food.
FOS 4114C. Food Science (4). Prerequisites: CHM 2200C, FOS 3026, and FOS 3026L. This course discusses the chemistry of foods and their behavior during processing. Assessment of food quality.
FOS 4209. Food Safety and Quality (3). Prerequisites: FOS 3026 and HUN 1201, or departmental permission. In this course, topics include food spoilage and food poisoning, food-borne pathogens, food laws and regulations, HACCP and safe food handler practices, with an emphasis on current issues related to the quality and safety of food.
FSS—Food Service Systems
FSS 4135. Institutional Food Economics (3). Prerequisites: DIE 3005, ECO 2000 or ECO 2013, FOS 3026 and FOS 3026L. This course discusses cost analysis, cost containment, organizational structure, food laws, and food and beverage procurement in health care settings.
FSS 4312. Food Service Management (3). Prerequisites: DIE 3005, FOS 3026, FOS 3026L, and HUN 1201. This course focuses on managerial concepts and administration concerns involved with institutional food production.
HEE—Home Economics Education
HEE 4912r. Honors in the Major Research (1-6). In this course, students accepted into the Honors in the Major program complete an original research or creative project in their major area of study. This course must be repeated at least twice to complete a minimum of six credit hours total but may be repeated up to a maximum of 12 credit hours in total.
HOE—General Home Economics
HSC—Health Sciences
HSC 4711. Wellness/Health Risk Reduction (3). In this course the emphasis is on positive lifestyle practices to reduce one's risk for disease and for the maintenance of health and vitality. Topics include health behavior, stress, psychological health, chronic diseases, sexually transmitted infections, immunology, and psychoactive substance use and abuse.
HUN—Human Nutrition
HUN 1201. The Science of Nutrition (3). This course focuses on the elements of nutrition and factors influencing the ability of individuals to maintain good nutrition status.
HUN 2125. Food and Society (3). This course examines the impact of society on human food ways, role of food and nutrition in national development and global politics. For nonmajors.
HUN 3224. Intermediary Metabolism of Nutrients I (3). Prerequisites: CHM 2200C and HUN 1201 with a grade of "B-" or better. This course is part of a two-term sequence emphasizing the physiochemical role of carbohydrates, lipids, and proteins in metabolic pathways; their integration and regulation; bases for determining requirements for energy- yielding nutrients and energy and dietary standards; cell growth and body composition.
HUN 3226. Intermediary Metabolism of Nutrients II (3). Prerequisites: BCH 3023C or HUN 3224; BSC 2086 or PET 3322; and HUN 1201 with a grade of "B-" or better. This course is part of a two-term sequence emphasizing the physiochemical role of vitamins, minerals, and water in metabolic pathways; their integration and regulation; bases for determining requirements for vitamins, minerals, and water and dietary standards; nutrition surveys and evaluation of nutrition status.
HUN 3403. Life Cycle Nutrition (3). Prerequisite: HUN 1201. This course examines nutrition during pregnancy, lactation, and growth from infancy to the elderly. Effects of nutrition on mother and child. Interrelationships of diet, nutrition, emotional development, behavior, stress and aging.
HUN 3934r. Special Topics in Food and Nutrition (3-6). Prerequisite: HUN 1201 with a grade of "B-" or better. This course focuses on topics in community nutrition, food science and technology, and developmental and metabolic aspects of nutrition. May be repeated to a maximum of six credit hours as content changes.
HUN 4362. Functional Foods and Human Health (3). Prerequisite: HUN 1201. This course focuses on what makes a food or a food product functional, chemistry, bioavailability, and health benefits of various functional foods.
HUN 4905r. Directed Individual Study (1-3). May be repeated to a maximum of six credit hours.
HUN 4913r. Honors in the Major Research (1-6). In this course, students accepted into the Honors in the Major program complete an original research or creative project in their major area of study. This course must be repeated at least twice to complete a minimum of six credit hours total but may be repeated up to a maximum of twelve credit hours in total.
HUN 4941r. Nutrition Practicum (1-4). (S/U grade only.) Prerequisites: HEE 4054 and a 2.5 GPA. This practicum consists of supervised field experience with a selected government or non-government agency at the local or state level. May be repeated to a maximum of four credit hours.
IDS—Interdisciplinary Studies
IDS 2341. Relationship Status: It's Complicated - Understanding and Influencing Intimate Relationships (3). In this course students examine how to build and maintain key relationships through understanding themselves and critical relationship process. These key relationships include intimate relationships (dating/marriage partners, children, parents) and professional relationships (clients, coworkers, supervisors). Course content emphasizes the importance of making purposeful choices in building and maintaining personal and professional relationships.
IDS 2321. The Blindness Experience (3). In this course, students explore blindness, talk with people who are intimately familiar with blindness, and experience adventure under blindfold. Students explore society's reaction to blindness, probing its roots, and take a closer look at how views of blindness are shaped when experienced through the lenses of gender, race, class, religion, and ethnicity. Through blindfold experiences, students have opportunities to learn about braille and the activities of daily life necessary for achieving independence. Through writing, students explore their own reactions and thoughts of blindness, and reflect on the many questions that arise from delving deeper into the blindness experience.
IDS 2510. Questioning What We Know: Teaching and Learning Mathematics and Science in the 21st Century (3). This course offers an introduction to pressing issues in mathematics, science, and mathematics and science education. Students engage in critical thinking regarding effective teaching and learning of mathematics and science today and into the future.
IDS 3495. Sport: Conscience Meets Commerce (3). The course will use philosophical perspectives to critically analyze segments of the sport industry through ethical and socially responsible lenses. The course focuses on the decision-making process across sport sectors and positions.
IDS 3496. Exploring the World of Sport (3). This course provides students with a general understanding of the sport management field. Through the course, students learn about the breadth of the sport industry, the different areas which comprise the industry, and the prospective employment opportunities in sport management.
ISC—Interdisciplinary Sciences
ISC 3402. Historical, Social, and Critical Perspectives of Disciplinary Engagement in STEM (3). This course features philosophical, historical, and critical perspectives on STEM disciplines through pursuing answers to the following questions: How have the big ideas in STEM disciplines developed? What counts as productive engagement in STEM? How is participation in STEM encouraged/discouraged through in schooling and society? What instructional models broaden participation of students, particularly those traditionally marginalized in STEM?
ISC 3523C. Research Methods (3). Prerequisites: SMT 1043 and SMT 1053. In this course, students learn appropriate scientific research methods for several types of research questions. Using the inquiry method of learning, they develop a research question and an experiment to answer it, and then use statistical techniques to analyze their resulting data.
LAE—Language Arts and English Education
LAE 3331. Teaching Literature and Drama in High Schools (3). Prerequisite: Admission to English Education program. This course explores recent adolescent literature, resources and methods for teaching literature in high schools, and uses of creative dramatics in teaching literature and language skills.
LAE 3333. Teaching Writing and Language in High Schools (3). Prerequisite: Admission to the English Education program. This course focuses on attitudes, materials, and procedures for teaching written composition, language, and grammar; planning instruction and evaluating student writing.
LAE 4314. Language Arts and Literature in the Elementary School (3). The course introduces fundamental concepts and questions about oral and written language as it relates to classroom instruction and assessment and provides students with opportunities to practice strategies and techniques for planning, teaching, and assessing literacy. Covers a wide range of literature, as well as the writing process and concepts to develop extensive vocabulary, listening, viewing, and speaking. Children's literature supports effective instructional planning and implementation for literacy development in a print/language rich environment.
LAE 4323. Adolescent Literacy and Young Adult Literature (3). Prerequisites: LAE 3331, LAE 3333, TSL 4080, completion of all English Education admission requirements, including prerequisites, GPA, and FTCE General Knowledge exam. Corequisites: RED 4335, TSL 4081. This course seeks to explore ways in which young adult literature meets many of the needs of secondary school students. Students immerse themselves in the literature of young adults in order to enjoy it as a reader, recommend it to students and colleagues, and implement it within the middle school and high school curriculum.
LAE 4332. Applied English Linguistics for Teachers (3). This course is for prospective middle and high school teachers and deals with contemporary approaches to English linguistics taught in Florida public secondary schools: grammar, usage, dialectology, diction (vocabulary development), semantics, and lexicography. Linguistic content is related to contemporary theories of learning.
LAE 4335. Assessment in English/Language Arts (3). This course examines the role of assessment in secondary English/Language Arts classrooms. Students gain an understanding of how to design and implement different types of classroom-based assessments focusing on oral language, reading, and writing. The course discusses data collection, analysis, and reporting.
LAE 4863. Enhancing Teaching Through Technology (3). Prerequisite: EME 2040 or equivalent. This course surveys the issues and uses of technology to improve the teaching and achievement of students in the classroom. The course includes the most current instructional technology methods available to teachers.
LAE 4905r. Directed Individual Study (1-3). May be repeated to a maximum of twelve semester hours.
LAE 4941. Methods and Observation/Participation in Middle/Secondary English (3). Prerequisites: LAE 3331 and LAE 4323. Corequisite: LAE 4360. This field study course offers a series of observation and participation activities designed to provide the English education undergraduate with pre-student teaching classroom experiences. This course is to be taken during the final semester of coursework, with LAE 4360.
LAE 4942. Student Teaching in Secondary School English (12). (S/U grade only.) Prerequisites: All English LAE, TSL, and EDF requirements. This course is an internship in secondary English.
LDR—Leadership Studies
LDR 2101. Leadership Theory and Practice (3). This course is designed to inspire, teach, and engage students in the process of learning leadership. The course introduces students to leadership theory and helps them understand their unique role in leadership on campus, in their academic discipline, and within our larger society.
LDR 2116. Leadership in the Digital Age (3). This course focuses on addressing leadership in the 21st century in the face of emerging technology, social media communication platforms and global change. The course also introduces leadership online through the lens of positive social change. Using the social change model, students are challenged to take their activity to better their local and global communities.
LDR 2160. Peer Leadership (3). This course develops potential campus student leaders and improves overall peer leadership efficacy. Students gain a deeper understanding of themselves and appreciation for the diversity of others. This course also provides an opportunity for students who are preparing for campus leadership and mentoring roles.
LDR 2162. Leadership in Groups and Communities (3). This course is designed to inspire, teach, and engage students in the process of learning leadership within the context of working with groups and communities. This course helps students develop the skills necessary in order to be effective in the leadership process and to practice these skills within their community. The course is highly interactive, with student participation and outside class involvement as critical components to the learning process.
LDR 2190. Emotionally Intelligent Leadership (3). This course is a theory-to-practice course focusing on the role of emotional intelligence (EI) in leadership knowledge, skills, and development. Students are introduced to Emotionally Intelligent Leadership (EIL) theory and consider the role of EI in the context of individual and team leadership development.
LDR 2210. Leadership Through Intergroup Dialogue (3). This course enables students to explore different aspects of their identities in reference to power and privilege, and how that influences leadership.
LDR 2213. Leadership for Social Justice (3). This course introduces students to theoretical frameworks in the field of social justice. Through these theories, the notions of privilege, oppression, power and difference are explored. Attention is given to specific social justice issues related to gender, sexual orientation, race, religion, ability, age, and class. Students examine social justice in the context of leadership and come to understand their unique role in creating social change on campus, in their academic discipline, and within our larger society.
LDR 2218. Leadership and Well-being (3). This course is an interactive, dynamic, theory-to-practice course focusing on learning leadership and well-being theory; acquiring leadership knowledge, skills, and values; attaining personal and community health knowledge, skills, and values; and integrating leadership and wellness values to understand community and civic health concepts.
LDR 2231. Global Leadership (3). This course helps students develop the skills necessary to interact globally whether at home or abroad. It leads students to develop a sense of curiosity for diverse cultures and understanding the various behaviors, attitudes, and emotions which are found globally and impact our daily lives. The knowledge gained about global leadership allows students to recognize and respect cultural differences and be able to maneuver situations more accurately as well as gain insight and understanding of recent world leaders.
LDR 2241. Black Male Leadership (3). This course introduces the study of leadership and leadership efficacy as it relates to Black males, using text and outside readings, activities, and a variety of assignments. Students in this course are introduced to and discuss some of the social, psychological, and cognitive realities of Black males in America.
LDR 2242. Gender and Leadership (3). This course is an exploration of the intersections of the complex social construct of gender and the intricacies of enacting leadership. This course considers the experiences of women, trans*, genderqueer, and men leaders as well as concepts of gender expression and the intersectionality of identities as influencers on leadership access and practice.
LDR 2243. Latinx Leadership Development (3). This course is a theory-to-practice, interactive and identity-based leadership course discussing and analyzing components of Latinx Leadership Development. This course explores the historical and cultural aspects of Latinx culture and how it intertwines with leadership development, learning, and practice.
LDR 2290. Leadership and Sustainability in Action (3). This course is designed to introduce students to the concept of leadership and action related to sustainability. It looks at the interconnectedness and complexity of the three pillars of sustainability (environment, economic, and social) as well as discusses the development of the leadership skills needed to create social change. In conjunction with class discussions and readings, students develop a personal sustainability plan to help align passion and values into active practice.
LDR 2325. Leadership and Empowerment (3). The course includes critical conversation about leadership literature, theory, and class discussions that will provide a foundation for new perspectives of leadership, with the focus on follower empowerment.
LDR 2560. Leadership in Film (3). This course initiates a thoughtful consideration of the nature of leadership as depicted in film. Film provides unique insights to investigate character and motive, as well as culture, allowing students to access meaning and significance through theoretical, analytic and dialogic inquiry.
LDR 3200. Leadership and Ethics (3). This course helps students become ethically engaged citizens and logical thinkers. The course assists students in identifying and examining ethical leadership as it relates to values, authenticity, context, controversy, and dilemmas.
LDR 3215. Leadership and Change (3). This advanced undergraduate leadership course examines the change process and prepares leaders who are effective in working with individuals, groups, and organizations in leading and managing change. This is an interactive theory-to-practice course, focused on leadership as a change process.
LDR 3221. Contemporary Issues in Leadership (3). This course explores current issues in the campus, local, and global community and analyzes how leadership is being enacted. Students learn leadership theory and to identify and critically think about how it is displayed, especially within the context of current issues.
LDR 3263. Leadership Experience (3). Prerequisites: LDR 2101, LDR 2162, and LDR 3215 or instructor permission. This experiential-based course offers participants an opportunity to put into practice the knowledge, theory, and skills they have learned in previous courses in the Certification program. Students select and create an experience, complete an experiential learning contract for the course, and do extensive reflection on their experience throughout the course.
LDR 4105. Leadership and Complexity (3). This final course in the Certificate in Leadership Studies builds upon the leadership literature, theory and experience foundation created in the previous certificate courses. This course provides opportunities for analysis of student's experiential opportunity, advanced theory to practice work, and development of personal leadership theory and integrated learning plan.
LDR 4404. Student Affairs Leadership (3). This course offers practical information and activities designed to familiarize students with theories, organizational structures, and issues/trends/challenges of the student affairs profession. It is designed to provide students an opportunity to gain knowledge in the theory and practical application of student affairs, with an emphasis placed on leadership development, problem solving, and career exploration.
LDR 4931r. Special Topics in Leadership (3). Undergraduate leadership courses serve students from various majors across campus. Since leadership is interdisciplinary and multidisciplinary, opportunities for leadership learning not only draw from various disciplines but informs practice in numerous contexts.
MAE—Mathematics Education
MAE 4114. Learning Progressions in Elementary Mathematics (3). Prerequisite: MAE 4326. This course equips future teachers of K-6 mathematics with the Mathematical Knowledge that is necessary to effectively teach challenging topics in the K-6 curriculum. The course focuses on matters of Specialized Content Knowledge and Knowledge of Content and Students.
MAE 4310. The Teaching of Elementary School Mathematics (3). Prerequisites: MAE 4326, and MAE 4144. This course develops specific instructional techniques to maximize success in the child's learning of mathematics.
MAE 4326. How Children Learn Mathematics (3). Prerequisite: Block I. Corequisite: Block II. This course focuses on children's development of mathematical content and on the development of mathematics curriculum from children’s viewpoints. Technology as a tool for learning mathematics is included in the course.
MAT—Mathematics
MHS—Mental Health Services
MHS 4905r. Directed Individual Study (1-3). May be repeated to a maximum of 12 credit hours. May be repeated within the same term.
PCO—Psychology for Counseling
PEL—Physical Education Activities (General): Object Centered, Land
PEL 1002r. Introduction to Outdoor Games (1). (S/U grade only.) This course offers an introduction to outdoor games (field games such as cricket, lacrosse, and frisbee). Students become familiar with basic rules of the sports covered, as well as, improving individual and team skills.
PEL 1004r. Introduction to Indoor Games (1). (S/U grade only.) This course offers an introduction to indoor games (court games such as dodgeball, kickball, etc.). Students become familiar with basic rules of the activities covered, as well as, improving individual and team skills.
PEL 1111r. Bowling (1). (S/U grade only.)
PEL 1121r. Golf (1). (S/U grade only.)
PEL 1131r. Introduction to Billiards (1). (S/U grade only.) This course is designed for students to learn the basic rules of and skills required to play the game. Class meetings take place in Crenshaw Lanes. Students are responsible for demonstrating progression advancement in their personal billiards skills throughout the term.
PEL 1211Lr. Softball (1). (S/U grade only.) Students learn the rules and fundamentals of slow pitch softball. Students perform and practice throwing, pitching, fielding, and batting techniques.
PEL 1321r. Volleyball (1). (S/U grade only.)
PEL 1330. Pickleball (1). (S/U grade only.) This course is designed to provide students with the opportunity to gain knowledge, strategies, and skills in the fundamentals of pickleball at the recreational level.
PEL 1341r. Tennis (1). (S/U grade only.)
PEL 1511r. Soccer (1). (S/U grade only.)
PEL 1621r. Basketball (1). (S/U grade only.)
PEL 1646r. Flag Football (1). (S/U grade only.)
PEL 1650. Ultimate Frisbee (1). (S/U grade only.) Ultimate Frisbee is an exciting, non-contact team sport played by thousands the world over. It mixes the best features of sports such as soccer, basketball, and football into a demanding game. Students are instructed in the three basic throws and defensive strategies. The majority of the class time is spent practicing these skills in scrimmages.
PEM—Physical Education Activities (General): Performance Centered, Land
PEM 1001. Esports and Exergaming (1). (S/U grade only.) This course utilizes an interactive gaming system to introduce new methods of participating in sporting games to students. The course provides students with the opportunity to participate and gain knowledge of multiple sports and activities interactively within the comfort of an open classroom. This innovative method of introducing interactive sports aims to create a lifetime connection between the students and physical activity, whether through interactive participation or involving oneself with the actual sport or activity.
PEM 1121. Stretch and Relaxation (1). (S/U grade only.) In this course students are introduced to basic stretching principles and techniques. The course also introduces students to several relaxation methods and provides them with practical experience in both areas.
PEM 1131r. Basic Weight Training (1). (S/U grade only.)
PEM 1141r. Aerobic Conditioning (1). (S/U grade only.)
PEM 1148. Fitness Walking (1). (S/U grade only.) This is a beginning-level fitness-walking course developed to increase the physical strength and overall health of participants. Students are slowly introduced to a walking program appropriate for them. Intensity of the program increases as the student's skill level and endurance increases. No previous experience or knowledge is necessary.
PEM 1164. Dancesport (1). (S/U grade only.) Dancesport is a competitive form of Ballroom and Latin American dancing. This course focuses on Latin Dance. Students are introduced to information and techniques of Dancesport.
PEM 1171r. Aerobic Dance (1). (S/U grade only.)
PEM 1404. Self-Defense for Women (1). (S/U grade only.) This course introduces students to techniques, principles, and philosophies of self-defense, grounded in martial arts disciplines. The content focuses on the Basic Rape-Aggression-Defense (RAD) skills.
PEM 1405r. Self-Defense/Martial Arts (1). (S/U grade only.)
PEM 1406. Advanced Self-Defense/Martial Arts (1). Prerequisite: PEM 1405. This course examines advanced self-defense tactics/ techniques and considerations that may be useful for various types of encounters perpetrated against individuals beyond the Basic R.A.D. (Rape-Aggression-Defense) skills taught in PEM 1405. This advanced course is designed to serve as an extension of the basic program and taught in component block supplements to the Basic R.A.D. Systems Training.
PEM 1461r. Introduction to Fencing (1). (S/U grade only.) This course offers an introduction to Olympic Fencing, including rules, history, and equipment. Beginning with safety practices, students attain a basic orientation of fencing rules and an overview of competitive fencing. The class focuses on fundamental footwork and movement as well as basic equipment use.
PEM 1462. Intermediate Fencing (1). (S/U grade only.) Prerequisite: PEM 1461. This course provides for the development of intermediate skills for Olympic Sport fencing for those who have completed an introductory fencing course, or who otherwise have prior fencing experience.
PEM 1952. Circus Activities (1). (S/U grade only.)
PEO—Physical Education Activities (Professional): Object Centered, Land
PEO 2013. Sports Officiating (2). Prerequisites: PET 4300 and PET 4302C. Course Description not on file
PEO 2340. Theory and Practice of Tennis (2). This course is designed to provide students with the necessary knowledge and skills to coach team tennis. The students learn the principles of coaching/teaching and begin to develop their coaching philosophy.
PEO 2624. Theory and Practice of Basketball (2). This course studies teaching and coaching techniques in basketball including current trends and offensive and defensive systems.
PET—Physical Education Theory
PET 1081. Living-Learning Center Colloquium (1). (S/U grade only.) This course explores different aspects of the transition to college life. The emphasis is on topics related to wellness, and activities address the health and development of individuals, families, and communities. The course is limited to the College of Human Sciences Reynolds Hall students.
PET 3102. Introduction to Exercise Sciences (1). (S/U grade only.) This course introduces students to fields of study and careers in areas of exercise physiology, motor behavior, athletic training, health and fitness, and physical therapy. Students examine preparation for careers, including the role of various accrediting organizations. Current professional issues are discussed. This course is open to non-majors.
PET 3322. Functional Anatomy and Physiology I (3). Prerequisites: CHM 1045 and HUN 1201. Corequisite: PET 3322L. The first part of a two-term sequence, this course covers the functional anatomy and physiology of the skeletal, muscular, cardiovascular, respiratory, digestive, urinary, and endocrine systems, as well as part of the nervous system.
PET 3322L. Functional Anatomy and Physiology I Laboratory (1). Prerequisites: CHM 1045 and HUN 1201. Corequisite: PET 3322. The first part of a two-term sequence, this lab covers the functional anatomy and physiology of the skeletal, muscular, cardiovascular, respiratory, digestive, urinary, and endocrine systems, as well as part of the nervous system.
PET 3323C. Functional Anatomy and Physiology II (4). Prerequisite: PET 3322. This course is a continuation of a two term sequence of functional anatomy and physiology which includes the integumentary, nervous, lymphatic, immune and reproductive systems.
PET 3361. Nutrition and Sports (3). PET 3361 Prerequisites: HUN 1201 (B- or greater) and PET 3322 This course studies the effects of sports training upon individual nutrient stores and requirements. The effects of nutrient intake upon sports performance.
PET 3932r. Special Topics in Wellness and Exercise Science (3-6). This course discusses topics in wellness, health promotion, exercise physiology, biomechanics and motor behavior. Consult instructor. May be repeated as content changes to a maximum of six credit hours. May be repeated within the same.
PET 4051. Human Movement Studies (3). This course explores the developmental, biomechanical, and motor learning principles affecting human movement. Emphasis is on movement assessment in field-based settings.
PET 4076. Physical Dimensions of Aging (4). This course deals with the quality of life and individual differences as we age; physical decline of physiological systems (cardiovascular, muscular, joints, bone, neuromuscular); health, exercise, and well-being; and the pathology of aging. Assists students in developing an understanding of the physical aspects of aging to apply to setting such as physical therapy, sports medicine, and health and fitness programs in hospitals and retirement communities.
PET 4171. Philosophy and Ethics of Coaching (3). This course introduces essential concepts and knowledge concerned with the discipline of ethics as it relates to the extensive and evolving demands of managing and coaching sports and activities.
PET 4551. Exercise Testing and Prescription (3). Prerequisite: APK 3110C. This course examines techniques of evaluation for physical fitness and health with a particular emphasis on aerobic capacity, flexibility, strength, and body composition and to design, implement, and administer programs for developing physical fitness and lifestyle changes.
PET 4763. Coaching for Human Performance (3). The purpose of this course is to understand and evaluate human performance across the lifespan. Coaches need to understand what goes into how the body functions so they can shape their coaching practice to meet the athletes where they are and facilitate peak performance.
PET 4765. Principles and Problems of Coaching (3). This course covers the study of vital sociopsychological aspects of coaching.
PET 4941. Athletic Coaching Internship (3). Prerequisite: PET 4765 The purpose of the course is to gain experience observing and working in a professional athletic coaching and sports setting.
PET 4948r. Practicum in Exercise Sciences (1-6). (S/U grade only.) Prerequisites: A 2.75 GPA, ATR 2020 or equivalent, APK 3011C, and instructor permission. This course consists of supervised field experience in exercise physiology or motor control. May include research, athletic training, or, community fitness projects. May be repeated with permission of the instructor. May be repeated to a maximum of six credit hours with permission of the instructor.
PSB—Psychobiology
PSY—Psychology
RCS—Rehabilitation Counseling Services
RED—Reading Education
RED 4241. Using Assessments to Inform and Differentiate Reading Instruction (3). Prerequisites: RED 4310 and RED 4510. This course prepares pre-service teachers to differentiate reading instruction for learners with a range of reading profiles including typically developing learners, English language learners (ELLs), and learners with and at risk for reading disabilities (e.g., dyslexia).
RED 4310. Foundations of Reading (3). Prerequisite: EDF 1005. This course prepares pre-service teachers to teach beginning reading skills to a wide range of learners and to include the foundations of quality reading instruction addressing Florida Reading Endorsement Competencies 1 and 2.
RED 4335. Literacy Across the Content Areas (3). This course introduces pre-service teachers to the role of literacy in the content areas. Students develop the knowledge, skills, and attitudes needed to meet the literacy needs of students.
RED 4510. Reading for Understanding (3). Prerequisite: RED 4310. This course develops in depth knowledge of the underlying processes involved in reading for understanding and addresses several indicators required for the Florida Reading Endorsement (Competencies 1 & 2). This course focuses broadly on developing comprehension, oral language, and fluency skills and builds capacity to implement effective research-based reading instruction to meet the needs of a wide range of learners, including those of varying abilities and English Language Learners.
RED 4541. Literacy Assessment (3). This course provides a foundation in assessment with an emphasis on literacy/reading and is required for the Florida Reading Endorsement (Competencies 1-3). Throughout the course, students are taught to select and administer appropriate formal and informal assessments to inform reading instruction that meets the needs of all learners. Grounded in the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process, students will implement and analyze assessments, and select appropriate instruction/interventions based on the collected data.
RED 4941. Reading and ESOL Reading Practicum (3). Prerequisites: RED 4241, RED 4310, RED 4510, RED 4541, or special permission. This course is a culminating practicum and addresses several indicators required for the Florida Reading Endorsement (Competencies 4 & 5). In this culminating practicum, students apply their broad knowledge of reading to address the needs of learners with differing reading profiles to develop a comprehensive, scientifically based reading plan for a classroom. The plan includes a method to engage in systematic assessment and problem solving to effectively differentiate instruction. Students apply scientifically based instructional practices to support all learners. This course emphasizes the principles of research-based reading instruction and the Reading Endorsement Guiding Principle that teaching reading for understanding is an ongoing systematic, problem solving process. Students implement and analyze assessments, select and implement appropriate instruction/intervention based on the collected data, and monitor student progress.
SCE—Science Education
SCE 4891. Introduction to the Nature of Science and Scientific Inquiry for Elementary Teachers (3). Corequisite: EDE 4907. This course is designed for elementary education majors. The course is an introduction to the science process skills, inquiry skills, and a 21st century view of the nature of science within the context of science content.
SCE 4892. Problem-Based Science Learning for Elementary Teachers (3). Prerequisite: SCE 4891. This course provides an advanced application of science process and inquiry skills and a 21st-century view of the nature of science within the context of biological and Earth/space science content for the elementary school. Students extend and expand their understanding of science content and the inter-relatedness of various science disciplines, process and inquiry skills, and nature of science through engaging in problem-based learning activities.
SCE 4905r. Directed Individual Study (1-3). May be repeated to a maximum of 12 credit hours.
SDS—Student Development Services
SDS 3340r. Introduction to Career Development (1-3). This course focuses on the principles and practices of career planning and management, including use of self-assessment, career resources, and employability skill guides. May be repeated to a maximum of three credit hours.
SDS 3802r. Experiential Learning (0). (S/U grade only.) This course focuses on engaging students to “try on” a professional environment through an experiential learning opportunity. Experiential learning occurs through a variety of activities including internships, field work, service learning, projects, undergraduate research, fellowship, leadership, clinical experience, co-op, and practicum. Experiential learning assists students in identifying and strengthening skills needed to succeed in their intended career field. The course also focuses on how student’s experiences can put theory into practice within their intended post-baccalaureate work settings. Through goal setting, reflection and self-evaluation, this course facilitates professional growth. May be repeated to a maximum of six completions.
SDS 3940r. Experiential Learning Abroad (3). (S/U grade only.) This course focuses on engaging students to "try on" a professional environment through an internship abroad at one of FSU International Program's Study Centers.
SDS 4481. Communication and Human Relations (3). This course focuses on the relevant dimensions of helping relationships and the development of effective communications skills in a diverse world.
SLS—Student Life Skills (Learning)
SLS 1004. Academic Success in STEM (1). This course facilitates academic success and promotes retention in STEM. The course focuses on the development and application of study skills, career plans, scholastic expectations, and connections to peers, faculty, and opportunities at a research university.
SLS 1010Lr. Learning Support Lab for Mathematics (1). (S/U grade only.) Corequisites: MGF 1106, MGF 1107, or MAC 1105 This course facilitates academic success and satisfactory completion of the co-requisite course (MGF 1106, MGF 1107, or MAC 1105). The focus is on development and application of math study skills as applied to the co-requisite course material for students identified as needing more support. May be repeated to a maximum of three credit hours.
SLS 1122. Strategies for Academic Success (1). This course offers a positive intervention to facilitate academic success and to promote retention for first-time-in-college students who are in academic difficulty after their first term of full-time enrollment at Florida State University. Focus is on the development of study skills required for college-level work as well as on the identification and minimization of barriers that impede individual student achievement.
SLS 1131. Transitioning Into College for Special Populations (0-1). (S/U grade only.) This course is designed to assist new college students from specialized populations with acclimation and transition into the college context. The course focuses on the "transitioning into" aspect of college with an understanding that the student has prior experiences that frame their approach and perspective on college and its purpose.
SLS 1203. Introduction to Exploration for Academic Majors (1). This course invites students in the exploratory major to examine or evaluate major and career opportunities through analysis of their values, interest, and skills. Students explore the three fundamental components of Florida State University’s exploratory program: Self Exploration, Major Exploration, and Career Exploration. Students apply thoughtful introspection, critical reasoning, disciplined thinking, and objective analysis as they research majors and ask questions that promote disciplined thinking that ultimately results in selecting a major confidently.
SLS 1261. Academic Transition, Success, and Development for Student-Athletes (3). (S/U grade only.) This course explores the methods and strategies to successfully transition to Florida State University. The course focuses on academic success strategies, character development, leadership, time management/social pressures, social responsibility, and financial literacy.
SLS 1511r. Special Topics in Student Life Skills (1). This special topics course assists students with transition to college, including success in a major, developing career plans, and honing essential skills. The course emphasizes connections to peers, faculty, and opportunities that prepare students for the future. May be repeated to a maximum of two credit hours.
SLS 2150r. Transitioning Through College (0-1). (S/U grade only.) This course is designed to assist continuing college students with the development of an intentional college life. The course focuses on the "transitioning through" aspect of college with an understanding that the student possesses expertise, exploration is essential, and the student experience is dynamic and unique.
SLS 2206. Chart Your Course: Navigating Your FSU Experience (0-1). (S/U grade only.) This course invites first-year students to experience the many opportunities Florida State University has to offer and chart their own course to a successful college experience. Students explore their own identities and values, engage with campus resources, and apply college success strategies to effectively navigate their transition to FSU.
SLS 3140. Academic Success for Transfer Students (1). This course helps transfer students improve their academic outcomes. The course focuses on development and application of skills necessary for navigating the increased scholastic expectations of a large research university.
SLS 3207. Exploring Mindset, Motivation, and Majors (1). In this course, students delve into the intricate world of mindset, motivation, and academic majors. Through a series of interactive activities, discussions, and introspective exercises, students gain valuable insights into their personal growth mindset, intrinsic and external motivations, and unique strengths.
SLS 3360. Life after Sport: Road Map to Professional Development (2). (S/U grade only.) This course provides the tools to cultivate meaningful transition skills, enhance business & professional acumen, and ensure students are aware of the path to career opportunities outside of professional sports.
SLS 3407. Strategies for Veteran Success (0-1). (S/U grade only.) This course is designed as a proactive measure to facilitate the transition from military service to college with the ultimate goal of promoting student veteran retention, graduation, and job placement. The purpose of the course is to facilitate development of study and life management skills that are critical to success in an environment that is structured to encourage personal connections with fellow student veterans as well as campus resources.
SLS 3513r. New Perspectives: Strategies for Academic Recovery (1). This course guides the discovery and development of key skills for personal and academic success as well as the use of the campus resources that support them. The in-person class format uses hands-on activities, self-assessments, discussions, self-reflections, guest presentations, and peer mentoring to support students' development of new perspectives, skills, and academic recovery.
SLS 3606r. Transitioning Beyond College (0-1). (S/U grade only.) This course is designed to assist continuing college students with the reflection of their college experience in preparation for post-graduation success. The course focuses on the “transitioning beyond” aspect of college with an understanding that the student is entering a different phase of emerging adulthood.
SLS 3717r. Peer Learning Assistance (0-1). This course is a learning opportunity for students interested in exposure to issues regarding targeted peer learning assistance. This course provides training in various areas related to peer learning assistance and is applicable across disciplines. May be repeated to a maximum of one credit hour.
SMT—Science or Mathematics Teaching
SMT 1043. Step 1: Inquiry Approaches to Teaching (1). This course allows students to explore teaching as a career with in-state tuition paid. Following an introduction to the theory and practice behind excellent inquiry-based mathematics and science instruction, students teach lessons in pairs to obtain firsthand experience in planning and implementation.
SMT 1053. Step 2: Inquiry-Based Lesson Design in Science/Mathematics (1). Prerequisite: SMT 1043. In this course, students continue developing the lesson-plan skills learned in SMT1043 as they become familiar with exemplary middle-school science curricula. After observing a lesson being taught in a local school-district classroom, students work alone or in pairs to plan and teach three inquiry-based lessons to sixth, seventh, or eighth graders.
SMT 3100. Knowing and Learning in Science and Mathematics (FSU-Teach) (3). Prerequisites: SMT 1043 and SMT 1053, or instructor permission. This course focuses on knowing and learning in secondary science and mathematics as understood from a multidisciplinary perspective. The primary goal of this course is not simply to offer a general survey of theories of scientific and mathematical knowing and learning, but also to provide students with the opportunity to identify theories of knowing and learning and to employ these theories in their own practice of science and mathematics teaching.
SMT 4301. STEM Classrooms and Communities (3). Prerequisites: SMT 1043, SMT 1053, and SMT 3100. This course explores the role of content, pedagogy, curriculum, and technology in promoting learning and impacting STEM learning. Topics cover discourse in the classroom, management, task alignment, and classroom learning opportunities as well as assessment methods for understanding student learning.
SMT 4664. Project Based Instruction (FSU-Teach) (3). Prerequisites: SMT 1043, SMT 1053, and SMT 3100. Corequisite: Successful completion of or current enrollment in SMT 4301. This course integrates the major themes in the FSU-Teach program: infusion of technology in representation, analysis, modeling, assessment, and contextualization of the content; field-based experiences; as well as equity in an intellectually challenging culminating experience before students start teaching. Students must complete this course prior to enrolling in the Apprentice Teaching course and the seminar course (SMT 4945 and SMT 4930) of the FSU-Teach program.
SMT 4665r. Model Lessons Seminar (1). (S/U grade only.) This course includes weekly class sessions featuring invited instructors delivering model science and mathematics lessons followed by post instructional discussions revolving around the lesson's learning objectives, subject area, instructional strategies, assessments, and learning outcomes. May be repeated to a maximum of two credit hours.
SMT 4930. Apprentice Teaching Seminar (FSU-Teach) (1-4). (S/U grade only.) Prerequisites: SMT 1043, SMT 1053, SMT 3100, and SMT 4301. Corequisite: SMT 4945. In this seminar, objectives and course activities serve to support the Apprentice Teaching coursework and are repeated here. Teacher candidates meet as a seminar group for weekly ninety-minute sessions during the semester. FSU-Teach students enrolled in the five hour SMT 4945 must take this corequisite, variable credit seminar.
SMT 4945. Apprentice Teaching (FSU-Teach) (5). (S/U grade only.) Prerequisites: SMT 1043, SMT 1053, SMT 3100, and SMT 4301. Corequisite: SMT 4930. This course allows students to participate in teaching science and/or mathematics in secondary schools as their capstone field experience for the FSU-Teach (SMMT) major in the sciences and mathematics. The focus of this capstone experience is the synthesis and translation of the content and pedagogical knowledge learned in the program to the secondary classroom. This course contains signature assessments that must be successfully completed in order to earn an Institutional Recommendation for certification.
SOW—Social Work
SPM—Sports Management
SPM 4004. Issues in Sport Management (3). This course introduces students to the major topics, trends, problems and issues involved in athletics and sport management.
SPM 4011. Sport History (3). This course provides a survey of significant time periods beginning with the Ancient Greeks and ending with the current society. The survey reviews sport issues and practices across time, aiming to inform students about the role of sport in our current society.
SPM 4012. Sport in Society (3). This course covers the role of sports in the United States, focusing on sports as social and cultural phenomena. Focus is on the relationships between sports and social variables such as race and gender, social institutions such as education and family, as well as social issues such as drug use and violence.
SPM 4013. Cross-Cultural Sport (3). This course approaches sport through a variety of global perspectives and cultural lenses. Students are exposed to different national contexts, histories, leagues, and governing bodies, as well as the social, cultural, political, and economic imperatives organizing sport and its management, including global mega-events (e.g., Olympics, World Cup) and national structures (e.g., Barclay's Premier League).
SPM 4014. Sport and Literature (3). This course uses literary theory to critically analyze and interpret a series of popular sport-related novels. The course focuses on the role that literature in general, and sport-based books in particular, has played in promoting and challenging structures of gender, nationalism, sexuality, race, social class, and ability in the United States and Western society more generally.
SPM 4015. Sport and Film (3). This course allows students to use film and media studies theory to critically engage in and interpret a series of popular sport-related films. By the end of the course, students are able to write and think critically about the role that film in general, and sport-based films in particular, play in promoting and challenging dominant formations of gender, sexuality, nationalism, race, social class, and ability in Western society.
SPM 4020r. Current Issues in International Sport (3). This course is a discussion of current issues impacting the international sport industry. The course includes site visits and discussions of issues that industry professionals in international settings face.
SPM 4025. Diversity in Sport (3). This course examines the role and impact that ethnicity, racism, gender, and other diversity topics have had on sport, while providing students with an opportunity to develop an understanding and appreciation for diversity in sport.
SPM 4104. Facility and Event Management (3). In this course, students learn the factors involved in obtaining, running, and managing athletic events. They also learn the guidelines for designing, constructing, maintaining, scheduling, and managing an athletic facility.
SPM 4124. Human Resource Management in Sport (3). This course offers an introduction to the basic elements of human-resource management in sport organizations.
SPM 4154. Introduction to Sport Management (3). This course introduces the diverse field of sport management. Topics cover career opportunities within the sport industry, as well as knowledge relevant to the management, marketing, legal, and financial operations of sport organizations.
SPM 4204. Ethics in Sport (3). This course is designed to examine major moral/ethical issues within sport. Students are introduced to critical thinking regarding ethical issues in sport and learn to use moral reasoning to make ethical decisions in sport.
SPM 4304. Event and Special Projects (3). This course deals with topics and issues involved in the promotions and marketing of sporting events. The course is an examination of the evolution of large scale corporate marketing strategies.
SPM 4320. Sport Sales (3). (S/U grade only.) Prerequisites: MAR 3400 and MAR 4415 The course provides students with opportunities to learn about sales activities in the sport industry. Students participate in script training, perform role play scenarios, and complete sales-related projects.
SPM 4505. Sport Finance (3). This course introduces financial strategies related to sport entities and organizations.
SPM 4514. Entrepreneurship in Sport (3). Through this course, students are introduced to the foundational elements that encompass theoretical and practical knowledge within the topic of entrepreneurship. In addition, discussions pertaining to challenges that arise for professionals within sport organizations are highlighted for problem solving.
SPM 4604. Sport Governance (3). In this course, topics and issues discussed involve the organizational theory, behavior and structure of various sport organizations. The evolution of power and political activity engulfing sport organizations is also examined as well as concepts on leadership and management related to the sport industry. The course also includes an outside project that enhances the student's understanding of a selected sport organization and its event.
SPM 4630r. International Sport Venues (3). This course is a study of the design and management of international sport venues. Topics include design, marketing, facility image, and media and public relations, among others. This course includes site visits and discussions of issues and challenges that venue managers face. May be repeated to a maximum of six credit hours; may be repeated within the same term.
SPM 4703. Introduction to Sports Analytics (3). This course introduces students to the analytical techniques and quantitative methods that are being used to inform various decisions in the sport industry.
SPM 4705. Applied Data Analytics in Sport Management (3). SPM 4705 Prerequisites: SPM 4703 (C- or better) This course equips students with analytics skills and strategic mentalities to respond to the sport industry's demand for individuals who apply data science to solve business problems and challenges.
SPM 4723. Legal Issues in Physical Education (3). This course introduces students to the legal structures, major laws, regulations and precedents in law in sport and physical education.
SPM 4905r. Directed Individual Study (1-3). (S/U grade only.) This course enables undergraduate study of a research problem. Students work with faculty supervision to complete an independent project pertaining to a particular topic of interest. May be repeated to a maximum of 12 credit hours as topics vary. May be repeated within the same term.
SPM 4911r. Undergraduate Thesis (1-3). (S/U grade only.) This course employs a thesis project which must be an original research project utilizing methods appropriate to the nature of the project. In this course, work completed in the thesis stage includes prospectus development and approval, project completion, and defense. May be repeated to a maximum of six credit hours.
SPM 4931r. Special Topics in Sport Management (3). This course offers an analysis of selected topics in the sport-management field. May be repeated to a maximum of 12 credit hours.
SPM 4941r. Practicum in Sport Administration (3). This course provides opportunities for practical experience in various areas of sport management. The practicum is intended to provide students with work experience in a sport organization. May be repeated to a maximum of nine credit hours; repeatable within the same term.
SPM 4951. Sport Service Social Change (3). This is an experiential learning course where students use sport-based activities to serve a specific population in the local community. Through their experience and course reading, students increase their knowledge of social issues, social change, and the role of sport in both.
SPS—School Psychology
SSE—Social Studies Education
SSE 3321. Teaching History in the Middle and Secondary School (3). This course examines methodological approaches to the teaching of United States and world history. Students explore the chronological and thematic organization of history courses, primary sources, and narrative in the teaching of history. A focus is on the development of historical cognition.
SSE 4004. Teaching Citizenship (3). Prerequisite: SSE 4042. This course helps students explore the methods and goals of teaching for citizenship in social studies. Students have the opportunity to explore what teaching for citizenship means in different contexts, to incorporate citizenship education into different social studies subject areas (e.g., history, geography, economics, government, etc.), and to consider how existing curriculum and strategies help the aim of teaching for citizenship.
SSE 4042. Teaching Social Studies as a Profession (3). This course is intended to help students assess teaching social studies from an external perspective. Students have the opportunity to explore what becoming a social studies teacher means; to assess the organizational structure of teaching as a career and profession; to examine social attitudes about education and the work of teachers; and to consider what it means to think about teaching as social justice work.
SSE 4113. Elementary School Social Studies (3). Prerequisites: Block I and II. Corequisite: Block III. This course discusses the content, applications, and materials associated with the social sciences from grades K-6.
SSE 4194. Developing a Global Perspective (3). Prerequisites: EDG 4321 and SSE 4362. This course examines theory and practice in global education and the integration of global perspectives into curriculum and pedagogy in social sciences and social studies education. The course also evaluates major issues and controversies embedded in the field, and enables students to critique scholarship, analyze controversies, and propose ideas for integrating global perspectives in curriculum and instruction.
SSE 4362. Fundamentals in Teaching Social Studies (3). This course explores rationale for social studies instruction and an examination of traditional social science instructional methods.
SSE 4664. Inquiry in Teaching Social Studies (3). Prerequisites: EDG 4321 and SSE 4362. This course provides theory and practice in discovery, problem solving, and inquiry teaching of social science.
SSE 4783. Classroom Assessment for Social Studies Education (3). This course provides an understanding of the subject-specific approaches to classroom assessment in social studies education and prepares preservice teachers to select, plan, and design a range of assessments for their teaching objectives.
SSE 4904. Directed Independent Study (1-3). (S/U grade only.) This course allows students to study individually, under the direction of a faculty member. Topics vary and are usually selected on an individual basis. Hours may vary.
SSE 4940r. Field Study in Social Education (1-3). (S/U grade only.) Prerequisites: EDG 4321 and SSE 4362. This course is a participant observation field study course in an education setting to be arranged with the instructor. May be repeated to a maximum of three credit hours.
SSE 4944. Student Teaching in Social Science Education (12). (S/U grade only.) Prerequisites: SSE 4362 and SSE 4664. This course is a fifteen week, off-campus student-teaching experience in Florida schools, supervised by University faculty in social science education.
TSL—Teaching English as a Second Language
TSL 4080. Applied ESOL Instruction in PK-12 Classrooms (3). Prerequisite: TSL 4251. In this course, pre-service teachers apply research, best practices, evidence-based strategies, and assessments to content area lesson design for multilingual PreK-12 learners in mainstream classrooms. Teacher candidates apply methodologies appropriate to support academic language development, oral proficiency, literacy skills, and content instruction for English learners.
TSL 4081. Teaching English as a Second Language (3). In tis course, students develop practical competence for teaching English as a foreign or second language. The course focuses on topics and practices which improve students’ practical knowledge of evidence-based methods, techniques, and procedures for teaching language skills and domains in a variety of foreign and second language settings.
TSL 4144. Foreign/Second Language Curriculum and Materials (3). This course allows students to review L2 learning stages and contemporary curricular designs that pertain to teaching second/foreign languages. Student learn to analyze and evaluate existing curricula, materials and technology, and participate in the process of developing original units and materials.
TSL 4251. Methods in Teaching English Language Learners in PK-12 Classrooms (3). This course is designed for pre-service teachers and focuses on how to teach multilingual PreK-12 learners in mainstream classrooms. Pre-service teachers will be introduced to lesson planning and instructional techniques for English Language Learners.
TSL 4324. ESOL Instruction in the Content Areas (3). This course focuses on the theory and application of second-language learning and teaching strategies for limited English-proficient students in subject matter classes. The course also satisfies META requirements for all teachers of LEP students except primary language arts instructors. This course is appropriate for renewal of all certification coverage.
TSL 4341. Grammar Instruction for Foreign and Second Language Teachers (3). This course builds the foundation of knowledge of grammatical concepts for foreign and second language pedagogy. Grammar teaching is often at the heart of foreign and second language education.
TSL 4441. Second Language Testing and Evaluation (3). This course is designed to acquaint students with principles of second language assessment and standardized testing, to inform them of general principles of second language test construction and administration, including traditional and nontraditional assessments, and to provide practical experiences in preparing valid items and analyzing tests.
TSL 4520. Second Language Acquisition and Cross-Cultural Communication for Teachers (3). This course provides teacher candidates with information related to second language acquisition and cross-cultural communication to prepare them to work with linguistically and culturally diverse learners in K-12 settings. Students explore the relationships between language and culture and focus on methods for fostering understanding between different cultural and subcultural groups.
TSL 4662. Foundations of Second Language Acquisition (3). In this course, students explore key theories, debates, and controversies within the field of Second Language Acquisition through reading and critically evaluating relevant research. The course is organized around issues such as the age of acquisition, learning contexts, cross-linguistic influences, cognitive aspects of language learning, and learner factors (e.g., motivation, aptitude).
TSL 4941. Practicum in Multilingual/Multicultural Education (4). Prerequisites: FLE 3033 and acceptable oral-proficiency interview score. This course explores practical techniques for classroom instruction of basic foreign language skills, teaching intermediate and advanced levels, use and construction of foreign language tests, techniques of planning, classroom management, ethics, and school law.
TSL 4945r. Associate Teaching in English as a Second Language (2-10). (S/U grade only.) May be repeated to a maximum of ten credit hours.