1 Norfolk State University Department of Interdisciplinary Studies Syllabus Ideas and Their Influences (INT 411.

90)

Dr. Andrew T. Arroyo, Ed.D. BMH C-105 757-823-2878

Fall 2013 Ofc hrs: M/W 2-4, T, 12-2, F 10-noon online; other times by appointment atarroyo@nsu.edu

Great minds discuss ideas. Average minds discuss events. Small minds discuss people. -- Eleanor Roosevelt Personal Statement from the Professor It is with great excitement that I welcome you to INT 411. As you will see right away, my style of instruction follows what is called a dialectical method. In this classroom there is no such thing as the Teacher and the Student; instead, following the wisdom of Brazilian educator and activist Paulo Freire, I am a Teacher-Student and you are a Student-Teacher. We each have much to learnand we are blessed with the opportunity to enjoy each others company for the next several weeks to forward that process. You have worked diligently to arrive at this point in your college career. Now lets keep that momentum going and capitalize on this moment in time we have together. Hopefully we will emerge from this course with more than a head full of new facts; but rather, with minds exercised in wisdom and hearts more attuned to the needs of our world that we are uniquely positioned to meet. Professor Andrew T. Arroyo, Ed.D. Course Description Investigation of influential ideas as seen through Western and non-Western perspectives. Topics include worldviews, religion, identity, suffering, government, education, and globalization. Emphasis is given to uncovering historical, social, and cultural forces informing the origination and propagation of these ideas, including pre-Modern, Modern, and post-Modern forces in the Western and non-Western traditions. Integration of ideas from the major traditions is emphasized in order to achieve an interdisciplinary learning experience. Course Rationale Int 308, 322, 375, and 360 are prerequisites for this course. As a part of the INT major/minor core, this course is developed to challenge the assumptions and methods that

2 the average person uses to understand and interpret the environment. Similarly, it is intended to pose relevant questions regarding the meanings and life experiences derived from these assumptions, often based in our own ideologies, which are based on the dominant Western influence and ideas. Therefore, students are to have a clear understanding of Interdisciplinary Studies and the relevance of Interdisciplinary-based knowledge that stresses linkages, leaning on the concepts of critical thinking, language use, culture, research and social theories from previous courses. Emphasis is therefore, on deliberately identifying relationships between disciplines; it is holistic with a focus on themes and issues pertaining to life experiences. Intended Measurable Course Learning Outcomes The major performance outcomes for students participating in this course are: Students will be able to demonstrate linkages and relationships between ideas and their resultant constellations of knowledge via assignments Students will be able to demonstrate a developing critical discernment for the relevancy of the interpretations and explanations held by people whose voices have been marginalized, negated, neglected, and silenced with the dominant (European) intellectual heritage as well as within their own groups intellectual heritage via writing activities Students will be able to actively and honestly investigate their thinking patterns sharing how they formulate ideas and which influences have impacted their worldview Students will be able to demonstrate the interdisciplinarity of most major ideas in contemporary American society, highlighting those ideas they are influenced by the most, via the course culminating assignment/project.

Course Materials/Required Texts/Supplementary Readings Ideas and Their Influences, 2nd Edition, Andrew T. Arroyo (Ed.), Kendall Hunt Publishing Company Publication Manual of the American Psychological Association (6th edition) Other readings, films, audios, lectures, tours, presentations, and materials given during class time, or posted by the professor on the Blackboard site Related University-Wide and Course Specific Requirements The following competencies are required and assessed in INT 411: (a) writing; (b) information technology literacy; and (c) critical thinking. Course Policies/Requirements Attendance (Participation)/Tardiness PolicyStudents are expected to attend every class and to be on time. For face-to-face students, missing more than 20% of classes during the semester will result in an automatic failure for the course, and excessive tardiness will result in a serious reduction of the students grade (at the professors discretion). For online students, missing more than four discussion boards will result in an automatic failure.

3 Cell Phone PolicyCell phones should be silenced and put away during class. No texting is permitted at any time. Discussion Board Requirements (online courses only) See the Posting Instructions document located in Blackboard for applicable discussion board requirements. Late Work Policy -- Late work is not accepted unless prior authorization has been given or a doctors note is provided after the fact. In the event late work is accepted, it is subject to point deductions at the discretion of the professor, up to 10% per day. Email Only official NSU email accounts should be used for course correspondence. Students should check their email a minimum of three times per week to avoid missing vital course announcements. Weather PolicyIn case of inclement weather, students should listen to local major radio and television stations; visit the NSU website at www.nsu.edu; and/or call the University operator at 757-823-8600. Students are responsible to be present for class unless an official closure has been announced. Online courses are not subject to university closures. Incomplete PolicyYou must be passing the course and have completed at least 50% of the work in order to qualify for an incomplete at the professors discretion. Incompletes are rarely granted. Disability PolicyIn accordance with section 504 of the 1973 Rehabilitation Act and the American with Disabilities (ADA) of 1990, any student with a disability or who thinks s/he may have a disability, please make contact with the Supporting Students through Disability Services (SSDS) Office. Academic Integrity/Plagiarism PolicyPlagiarism is defined as using other peoples work as your own without crediting them, including but not limited to: copying others notes, exams, essays, or information, quoting and paraphrasing others ideas without giving them credit and proper documentation; using information from the internet without properly citing source, website address (URL), author, date, etc. Plagiarism is a form of cheating and will result in an assignment grade of F and possibly an overall course grade of F. Any instance of academic dishonesty will NOT be tolerated. See the student handbook for a description of the honor policy and the consequences for violations. Use of the World Wide Web for researchFor this and all courses I teach, the following sources are acceptable: books, magazines, newspapers, and scholarly journals. No websites (other than reputable news or government websites) are accepted for research purposes in any paper/project. This includes Wikipedia. Success PolicyThe best policy for success in any course is preparation, time management, and constant communication with the professor. Be proactive instead of reactive. Attending college is a privilege, not a right. You are accountable for everything. Speak up if you are confused about anything. The buck stops with YOU! Grading Scale: 100-93 = A (Superior) 92-90 = A-

4 89-87 = B+ (Very Good) 86-83 = B 82-80 = B79-77 = C+ (Average to Adequate) 76-73 = C (INT majors must earn C or better to gain credit towards graduation.) 72-70 = C69-67 = D+ 66-64 = D 63-60 = D59 & below = F Course Assignments Attendance/Participation grade given at end of semester Quiz 1 -- Due Module 5 Quiz 2 -- Due Module 8 Quiz 3 -- Due Module 12 Final Integrative Essay Due Module 15

20% 20% 20% 20% 20%

*Attendance/Participation is calculated based on discussion board participation for online courses. For face to face courses it is based on regular, on-time attendance in class. This grade is assessed one time at the end of the semester based on performance throughout the entire semester. It is not assessed weekly. SCHEDULE OF TOPICS Please see Blackboard for topics and assignments. I will open each weeks assignment before it starts to keep the class together.

PED 480-Norfolk State University-Fall 2013

Principles of Physical Education Preparing competent, compassionate, cooperative and committed leaders. Instructor: Dr. Beatrice Darden-Melton Office: 146 Bozeman Education Building Office Hours: Mon 11-1, Tues & Thur 10:30-1:30 Additional hours by appointment Email: bdarden-melton@nsu.edu

Phone: 823-2702

Course Description: Concerned with understanding the scope and significance of physical education through the development of a basic philosophy of education. Includes historical background and role, problems, and function of physical education in contemporary American society. Prerequisite: PED 280
NASPE PETE Standard 6: Professionalism Physical Education teacher candidates demonstrate dispositions essential to becoming effective professionals

Course objectives: 1. Consider how personal identity, relative to social factors (race, age, gender) influence personal physical activity choices. 2. Identify environmental barriers (culture, physical surroundings, economic standards) relevant to exercise and a given community. 3. Work collaboratively with community members as well as other exercise and sport science professionals. 4. Use the reflective process to foster the development of professional practice and individual development. 5. Become sensitive to diversity-related topics and the promotion of physical activity through the media. 6. Identify the array of professional career choices and the competencies related to those choices, as well as the role of professional organizations in promoting physical education. Textbook: Graham, G. (2010). Teaching Children Physical Education.

6 3rd Edition. Champaign, IL: Human Kinetics. Recommended: Sutherland, C. (2002). Physical Education: Tips from the Trenches. Champaign, IL: Human Kinetics. Tentative Daily Outline: Week 1 Introduction, information sheets, syllabus The profession of physical education Group discussion on NASPE standards/VA SOLs Identifying current issues in PE Discussion of issues, brainstorming solutions Discussion of issues, brainstorming solutions Labor Day: No Class Getting started in teaching Article review due Back to school -- A teachers August job Designing a welcoming classroom motivation Budget and equipment purchase Bulletin board design due Establishing your classroom procedures Integrating into the culture of the school Dealing with parents, Managing people in the classroom Article review due Managing space and time & Managing equipment Midterm Midterm grades due Multiple lesson plan formats Team teaching with colleagues Integrating scientific content Integrating writing into the content

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

7 Using multiple methodologies Observation paper due

Week 9

Fall Break Wrap up of management skills Assembling your portfolio Reconsidering your philosophy of teaching 2 4 6 9 11 13 Assessing artifacts for your portfolio Pre-conference assessment: choosing sessions No class: VAHPERD conference Debriefing from VAHPERD Finding your own teaching style Time management balancing coaching with

Nov

teaching 16 18 papers 20

Designing a productive resume Gather resources for an interview references, Preparing for an interview researching questions Resume due Practicing for an interview Reading Day Thanksgiving break Resume and panel interviews Resume and panel interviews Resume and panel interviews

23 25 27 30 2 4

University Assigned Final Exam Time: TBA

8 Special Accommodations: The University is aware of the need to make accommodations for students with disabilities. If you need assistance with accommodations, please contact the instructor as soon as possible.

Grading: All students are expected to adhere to the Universitys honor code when completing all assignments and exams. All assignments are to be neatly typed in proper format using default font and margins. Grammar, spelling and punctuation will be considered in grading. All work should be correctly cited using APA format.

Basis for Grades: Attendance: Bulletin board Issues article review #1 Issues article review #2 Resume Panel interview Midterm Exam Final exam 10% 10% 10% 10% 10% 15% 25% 10%

*Extra credit will be available periodically through in-class activities Grading Scale: A = 94.0-100 A- = 91.0-93.9 B+ = 88.0-90.9

B = 84.0-87.9 B- = 81.0-83.9 C+ = 78.0-80.9

C = 74.0-77.9 C- = 70.0-73.9 D = 67.0-69.9 F = 00.0-66.9

Classroom Policies and Procedures: Please read carefully

9 Please make every effort to attend each class, arrive and be ready for class to begin at the appointed hour. Latecomers are disruptive to the class and interrupt the delivery of instruction. We will make every effort to begin class on time so that the appropriate material can be covered. Missing class means you may miss some important materials, even if you get the notes from a classmate. You are responsible for all material covered and directions given in class, even when you are not in attendance. Please email me when you will not be in attendance. Athletes traveling with a team should let me know ahead of time and all assigned work must be turned in before leaving town. No electronic devices such as cell phones or beepers are allowed in class. They must be off and secured in a closed area. Texting during class is not permitted. Assignments should be done thoughtfully and completely, typed as is appropriate, and turned in on the assigned due date. If you have questions about the assignment, please feel free to ask but do so before the due date of the work. Make up work is strictly at the discretion of the instructor, and will only be permitted with documentation of extenuating circumstances. Assignments are due on scheduled dates as outlined on the syllabus. Late assignments will NOT be accepted unless there is an approved physicians excuse. Please make arrangements to have your assignment turned in on time even if you cannot attend class. In-class work for extra credit points cannot be made up. Please be sure you are available on scheduled testing and exam dates. If you have an illness or emergency that prevents you from being at the exam site on time, please call and leave me a message as soon as you know. Arrangements can be made to make up exams in extreme circumstances but in some cases, a late deduction (of 10%) will be taken. Make up exams will be arranged at a time that is mutually convenient for the instructor and the student. Leaving campus early for vacations is not a valid excuse to miss an exam or assignment date.

10

This course is part of a sequence leading to teacher licensure. As a teacher candidate in this program, you are expected to behave in a professional manner. This should involve being respectful to EVERYONE in the classroom, professors, guest speakers, and peers alike. Discussion is a welcome part of the class and asking questions is encouraged but please be careful to express your opinions and questions thoughtfully and with reasonable information to back up your positions.

Bibliography: Graham, G. (2005). Teaching Children Physical Education: Becoming a Master Teacher. (2nd ed.) Human Kinetics. Graham, G., Holt/Hale, S., Parker, M. (2006). Children Moving: A Reflective Approach to Teaching. (7th ed.) McGraw Hill. Horine, L., Stotlar, K., ( 2004). Administration of Physical Education and Sport Programs. McGraw Hill. Lumpkin, A. (2205). Introduction to Physical Education, Exercise Science, and Sport Studies. (6th ed.) McGraw-Hill. NASPE. (2004). Moving into the Future: National Standard for Physical Education. (2nd ed.) McGraw-Hill.

11

PED 480-Norfolk State University-Fall 2013

Principles of Physical Education Preparing competent, compassionate, cooperative and committed leaders. Instructor: Dr. Beatrice Darden-Melton Office: 146 Bozeman Education Building Office Hours: Mon 11-1, Tues & Thur 10:30-1:30 Additional hours by appointment Email: bdarden-melton@nsu.edu

Phone: 823-2702

Course Description: Concerned with understanding the scope and significance of physical education through the development of a basic philosophy of education. Includes historical background and role, problems, and function of physical education in contemporary American society. Prerequisite: PED 280
NASPE PETE Standard 6: Professionalism Physical Education teacher candidates demonstrate dispositions essential to becoming effective professionals

Course objectives: 1. Consider how personal identity, relative to social factors (race, age, gender) influence personal physical activity choices. 2. Identify environmental barriers (culture, physical surroundings, economic standards) relevant to exercise and a given community. 3. Work collaboratively with community members as well as other exercise and sport science professionals. 4. Use the reflective process to foster the development of professional practice and individual development. 5. Become sensitive to diversity-related topics and the promotion of physical activity through the media. 6. Identify the array of professional career choices and the competencies related to those choices, as well as the role of professional organizations in promoting physical education. Textbook: Graham, G. (2010). Teaching Children Physical Education.

12 3rd Edition. Champaign, IL: Human Kinetics. Recommended: Sutherland, C. (2002). Physical Education: Tips from the Trenches. Champaign, IL: Human Kinetics. Tentative Daily Outline: Week 1 Introduction, information sheets, syllabus The profession of physical education Group discussion on NASPE standards/VA SOLs Identifying current issues in PE Discussion of issues, brainstorming solutions Discussion of issues, brainstorming solutions Labor Day: No Class Getting started in teaching Article review due Back to school -- A teachers August job Designing a welcoming classroom motivation Budget and equipment purchase Bulletin board design due Establishing your classroom procedures Integrating into the culture of the school Dealing with parents, Managing people in the classroom Article review due Managing space and time & Managing equipment Midterm Midterm grades due Multiple lesson plan formats Team teaching with colleagues Integrating scientific content Integrating writing into the content

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

13 Using multiple methodologies Observation paper due

Week 9

Fall Break Wrap up of management skills Assembling your portfolio Reconsidering your philosophy of teaching 2 4 6 9 11 13 Assessing artifacts for your portfolio Pre-conference assessment: choosing sessions No class: VAHPERD conference Debriefing from VAHPERD Finding your own teaching style Time management balancing coaching with

Nov

teaching 16 18 papers 20

Designing a productive resume Gather resources for an interview references, Preparing for an interview researching questions Resume due Practicing for an interview Reading Day Thanksgiving break Resume and panel interviews Resume and panel interviews Resume and panel interviews

23 25 27 30 2 4

University Assigned Final Exam Time: TBA

14 Special Accommodations: The University is aware of the need to make accommodations for students with disabilities. If you need assistance with accommodations, please contact the instructor as soon as possible.

Grading: All students are expected to adhere to the Universitys honor code when completing all assignments and exams. All assignments are to be neatly typed in proper format using default font and margins. Grammar, spelling and punctuation will be considered in grading. All work should be correctly cited using APA format.

Basis for Grades: Attendance: Bulletin board Issues article review #1 Issues article review #2 Resume Panel interview Midterm Exam Final exam 10% 10% 10% 10% 10% 15% 25% 10%

*Extra credit will be available periodically through in-class activities Grading Scale: A = 94.0-100 A- = 91.0-93.9 B+ = 88.0-90.9

B = 84.0-87.9 B- = 81.0-83.9 C+ = 78.0-80.9

C = 74.0-77.9 C- = 70.0-73.9 D = 67.0-69.9 F = 00.0-66.9

Classroom Policies and Procedures: Please read carefully

15 Please make every effort to attend each class, arrive and be ready for class to begin at the appointed hour. Latecomers are disruptive to the class and interrupt the delivery of instruction. We will make every effort to begin class on time so that the appropriate material can be covered. Missing class means you may miss some important materials, even if you get the notes from a classmate. You are responsible for all material covered and directions given in class, even when you are not in attendance. Please email me when you will not be in attendance. Athletes traveling with a team should let me know ahead of time and all assigned work must be turned in before leaving town. No electronic devices such as cell phones or beepers are allowed in class. They must be off and secured in a closed area. Texting during class is not permitted. Assignments should be done thoughtfully and completely, typed as is appropriate, and turned in on the assigned due date. If you have questions about the assignment, please feel free to ask but do so before the due date of the work. Make up work is strictly at the discretion of the instructor, and will only be permitted with documentation of extenuating circumstances. Assignments are due on scheduled dates as outlined on the syllabus. Late assignments will NOT be accepted unless there is an approved physicians excuse. Please make arrangements to have your assignment turned in on time even if you cannot attend class. In-class work for extra credit points cannot be made up. Please be sure you are available on scheduled testing and exam dates. If you have an illness or emergency that prevents you from being at the exam site on time, please call and leave me a message as soon as you know. Arrangements can be made to make up exams in extreme circumstances but in some cases, a late deduction (of 10%) will be taken. Make up exams will be arranged at a time that is mutually convenient for the instructor and the student. Leaving campus early for vacations is not a valid excuse to miss an exam or assignment date.

16

This course is part of a sequence leading to teacher licensure. As a teacher candidate in this program, you are expected to behave in a professional manner. This should involve being respectful to EVERYONE in the classroom, professors, guest speakers, and peers alike. Discussion is a welcome part of the class and asking questions is encouraged but please be careful to express your opinions and questions thoughtfully and with reasonable information to back up your positions.

Bibliography: Graham, G. (2005). Teaching Children Physical Education: Becoming a Master Teacher. (2nd ed.) Human Kinetics. Graham, G., Holt/Hale, S., Parker, M. (2006). Children Moving: A Reflective Approach to Teaching. (7th ed.) McGraw Hill. Horine, L., Stotlar, K., ( 2004). Administration of Physical Education and Sport Programs. McGraw Hill. Lumpkin, A. (2205). Introduction to Physical Education, Exercise Science, and Sport Studies. (6th ed.) McGraw-Hill. NASPE. (2004). Moving into the Future: National Standard for Physical Education. (2nd ed.) McGraw-Hill.