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Education |
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EDUC 635 - Engaging Families and Communities in Education
This course addresses the development of culturally relevant practices for engaging families and communities in education. The course will include research on forms of engagement and effective communication strategies, means for supporting the homeschool connection, and approaches to building community partnerships. This hybrid course will integrate the use of online assignments, readings, and videos, as well as in-class discussions.
Credits: 3
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EDUC 637 - Foundations of Multicultural Education
This course introduces students to Multicultural Education and Social Justice theory and practice with a special emphasis on content integration, cross-cultural competencies, and the structural (political, economic, social) and psychological dimensions of oppression and their impact on teaching and learning, critical pedagogy, and the transformation of curriculum. Students will become familiar with Bilingual and English as a Second Language (ESL) Education and learn strategies to work with linguistically diverse learners.
Credits: 3
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EDUC 640 - Behavior Management for School Aged Children
This course presents methods and theory on behavior management issues in today’s classrooms and the risk factors that influence anti-social behavior. Participants learn how to develop a multi-modal approach to behavior management that includes de-escalation techniques, classroom design and management strategies, cognitive restructuring, social skills instruction, community and family involvement, establishing routines, limits and anchor points, and crisis intervention. An emphasis is placed on applied research and practical application. Field study is required.
Credits: 3
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EDUC 642 - Assessment Interpretation and Planning in Education
Theories, concepts, and methods of assessing physical, emotional, behavioral, academic, intellectual, and social development are discussed, with a specific focus on interpretation of results and data. The course also explores the process of developing and monitoring IEP goals and objectives/benchmarks. Assessing student needs related to assistive technology, current trends and assessment, information regarding collaboration with related service providers, and services provided by other agencies are discussed.
Credits: 3
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EDUC 645 - Autism Spectrum Disorders: Theory to Practice
This course is designed to provide working education professional with insights into the application of evidence-based practices to support learners with Autism Spectrum Disorders (ASD). Based on an understanding of theories of cognition related to ASD, professionals will learn the evidence-based practices that best support students with ASD and will receive guidance in implementing those strategies in a variety of educational settings.
Credits: 3
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EDUC 652 - Elementary Curriculum Development and Implementation
This course, taken concurrently with a pre-practicum, presents students with an integrated approach to the teaching of social studies, science, and mathematics for the elementary school classroom. The course emphasizes the application of the MA Curriculum Frameworks and national standards. Current cognitive learning theory and instructional strategies are emphasized in the planning, instruction, and assessment of curriculum.
Credits: 3
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EDUC 655 - Higher Education in America
This course provides an examination of the landmark historical events in the development of higher education in America and the implications thereof. Some description of circumstances in differing types of institutions is developed. Some limited treatment of legal, financial, and social complexities which have evolved in recent years is given.
Credits: 3
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EDUC 658 - Exceptional Learners: Context, Characteristics, and Legal Considerations
This course provides an overview of the foundations of special education. State and federal legislation that regulates special education services provide a framework for exploring the development of appropriate educational programming for learners with exceptionality’s. Characteristics of learners with exceptionality’s and related evidence-based practices are discussed. Course content includes an examination of universal design for learning, assistive technology, transition planning, and collaboration in the context of special education.
Credits: 3
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EDUC 662 - Moderate Disabilities Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students with mild to moderate disabilities (grades PreK-8 or 5-12) under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as a Moderate Disabilities (PreK-8 or 5-12) teacher. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 3-6
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EDUC 663 - Middle School Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach middle school students under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as a teacher at the middle school level. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 3-6
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EDUC 664 - High School Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach high school students under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as a teacher at the high school level. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 3-6
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EDUC 667 - Early Childhood (PreK-K) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students at the Early Childhood, grades PreK-K level under the direct supervision of a qualified supervising practitioner and program supervisor. Teacher candidates complete a minimum of 100 clock hours at the preschool level. (Either EDUC 667 or 669 must be in a setting that includes children with special needs.) A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 1-3
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EDUC 668 - Elementary (1-6) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students at the elementary level (grades 1-6) under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours. A minimum of 300 clock hours is required for those seeking licensure as an Elementary (1-6) teacher. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 3-6
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EDUC 669 - Early Childhood (1-2) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach students at the Early Childhood, grade 1-2 level under the direct supervision of a qualified supervising practitioner and program supervisor. Teacher candidates complete a minimum of 200 clock hours at the grade 1-2 level. (Either EDUC 667 or 669 must be in a setting that includes children with special needs.) A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for Practicum placement must be met including passing all required MTEL’s.
Credits: 1-3
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EDUC 671 - Learning, Teaching, and Technology
This course integrates technology with meaningful learning and teaching. The goal of this course is to demonstrate how technology helps to fulfill the new vision for learning and teaching described by state and national frameworks. The emphasis is on designing and implementing projects through technology that offer students the opportunity to construct new knowledge, develop collaboration skills, apply knowledge to new situations, and integrate subjects across the curriculum. Students will be expected to research technology tools in practice and report on them.
Credits: 3
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EDUC 673 - Teaching Exceptional Learners: Advanced Practices and Methods
This course prepares teachers to use evidence-based practices to support students with moderate disabilities and achieving meaningful access to the general education curriculum. This discussion includes environmental considerations, assistive technology, transition planning, and differentiated instructional planning to meet the needs of learners. Emphasis is placed on embedding elements of the IEP (course of accommodations) and universally designed lessons and teaching academic, social, and behavioral skills to diverse learners.
Credits: 3
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EDUC 685 - Secondary Methods, Assessment and Pre-Practicum
This course deepens students’ understanding of teaching and learning at the secondary level. The theoretical emphasis of the class focuses on learning and learning style theories. The practical emphasis focuses on when and how to implement specific teaching and assessment strategies to support the academic development of all students. The course includes a 45 hr. Pre-practicum.
Credits: 3
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EDUC 686 - Mathematics Curriculum Development and Implementation for Secondary Education
The theoretical emphasis of this course focuses on current cognitive learning theory and differentiated instructional strategies for use in curriculum planning and assessment in a secondary mathematics classroom. The practical emphasis focuses on when and how to implement the strategies to support the academic development of all students. The course is grounded in the principles outlined in The Common Core State Standards for Mathematics.
Credits: 3
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EDUC 690 - Role of the Principal/Assistant Principal
This course identifies those skills that are essential to effective principals and assistant principals. Among the topics and skill competencies to be examined are school organization, curricular needs, program and staff development, strategies for institutional change, fiscal management and budget concerns, and leadership styles.
Credits: 3
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EDUC 693 - Leadership in a Diverse Society
This course, with tomorrow’s leaders in mind, examines appropriate and current leadership skills which will create effective organizations and builds a knowledge base of the multi-diversified groups and subgroups with whom an administrator (i.e. principal, assistant principal, supervisor, or curriculum specialist) must interact. Participants demonstrate the requisite skills that are necessary for effective leadership with diverse populations through the study of social justice issues in society.
Credits: 3
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Emergency Medical Services Management |
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EMSM 251 - Advanced Cardiac Life Support
This course prepares the student to mitigate those medical situations resulting in foreign body airway obstruction and sudden cardiac arrest in adults, infants, and children using manual, mechanical, pharmaceutical, and electronic therapies. Successful completion results in certification from the American Heart Association.
Credits: 1
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Health Studies |
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HLTH 505 - Curriculum Construction in Health Education
This course analyzes the essential components of and procedures for the development of a written standards-based/data-driven pre-K-12 comprehensive health education or interdisciplinary (health education & physical education) curriculum. Using the National Health Standards and the Massachusetts Comprehensive Health Frameworks, students will design and write a standards-based/data-driven curriculum document geared to a specific grade level (preK-12). Opportunity for interfacing physical education and health education instruction into a coherent interdisciplinary or cross-curricular written curriculums is often the typical instructional delivery model in grades preK-12, will be provided as one option for designing and developing a written curriculum document. The importance of parental involvement in the delivery of meaningful and age-appropriate health or interdisciplinary curricular materials will be showcased as students enrolled in this course will evaluate the impact parenting roles and responsibilities have on strengthening the well-being of individuals and families via well-designed health instructional materials. A variety of assessment tools and techniques will be explored completing the connection among instruction, curriculum, and evaluation.
Credits: 3
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HLTH 517 - Organization, Administration, and Assessment for the School Health Program
This course examines administrative relationships, procedures, and assessment techniques involved in the conduct of school health programs. Areas of study include: general policies, services and delivery systems, environment, reliability, personnel duties, curriculum development, and instruction. An emphasis on aligning program objectives and assessment strategies with the current Massachusetts Comprehensive Health Education Frameworks (MCHEF) comprise a significant segment of required assignments.
Credits: 3
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HLTH 525 - Human Disease and Health Literacy
This course examines a wide range of contemporary health problems. Students examine the epidemiology and pathology of major diseases and the attendant psychosocial implications. The prevention and control are discussed through the lens of health literacy. Health literacy is the degree to which individuals have the capacity obtain, process, and understand basic health information and services needed to make appropriate health decisions.
Credits: 3
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HLTH 601 - Health Behavior
This course provides the students with a broad theoretical base for the analysis of health behaviors. Major health behavior models and theories, and their applications are presented. Theory is integrated into analysis of specific behaviors, which impact health. Sociological, cultural, economic, and environmental factors, which influence health, are emphasized. Students are exposed to basic applications and theories of health counseling. Psychological issues related to coping with illness and death are covered.
Credits: 3
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HLTH 610 - Issues in Public Health and Physical Activity
Contemporary health issues are examined using an epidemiological perspective.
Recommendations forming the core of public health initiatives in health and physical
activity are analyzed regarding their rationale, structure, and function in promoting
health and preventing disease. Current national goals and objectives for health
and physical activity are covered. Issues in the interpretation of literature, public
health recommendations, and principles and strategies for health behaviors are discussed.
Strategies to pursue careers in the promotion of health and physical activity
are examined.
Credits: 3
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HLTH 614 - Planning of Health Promotion Programs
Students investigate best practices for techniques of need assessment, program design, administration, and evaluation of health promotion programs that can apply across a variety of settings. Students study literature in the field and work in small groups applied problem-solving situations. A data-driven program evaluation plan is designed.
Credits: 3
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HLTH 640 - Techniques of Applied Nutrition
This course is a study in applied nutrition as related to human health. Health issues related to nutritional deficiencies and excesses, and related therapies are discussed. Practical applications of sound nutritional principles are the focus of this course.
Prerequisites & Notes
Permission of instructor.
Credits: 3
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HLTH 682 - Seminar in Health Promotion
This seminar considers problems and provides advanced study in health promotion and wellness management programs. A graduate student, with permission of the advisor, may register for this seminar only two times.
Credits: 1-3
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HLTH 686 - Health Promotion/Wellness Management Fieldwork
A fieldwork experience designed to supplement classroom study by providing direct insights in the operation of a health promotion/wellness management program through a participant-observer experience.
Prerequisites & Notes
Consent of fieldwork supervisor.
Credits: 1-5
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Health, Physical Education and Recreation |
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HPER 645 - Marketing Issues in Sport and Recreation
This course provides the student with basic knowledge and understanding of sports marketing and promotions on the educational, recreational, and professional levels. Attention is given to a history of sports marketing, definition of terms, principles of marketing, strategic market planning, and evaluation of sports marketing programs. Components of the course include developing products, sponsorships, special event fundraising, public relations, utilizing television, and radio networking.
Credits: 3
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Movement Studies |
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MOST 624 - Motor Learning and Control
This course is designed to present information concerning fundamental concepts in motor learning and control. Topics include stages of skill acquisition, neurological bases of movement, motor integration, feedback, motor memory, conditions of practice, attention, and perception. Laboratory sessions are designed to enhance the understanding of topics covered.
Prerequisites & Notes
MOST 224
Credits: 3
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MOST 629 - Heritage and Values of Movement and Sport
This course is designed to teach students about the cultural heritage and values of human movement and sport from a philosophical and historical perspective. A close examination is made of important time periods of the past that have affected current attitudes, understanding, knowledge, and behavior.
Credits: 3
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Occupational Therapy |
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OCTH 501 - Occupational Therapy Fundamentals
This course is a study of the historical and current philosophies, models, Frans and frameworks of occupational therapy with emphasis on the present scope of practices, issues, and concepts. The values of occupational performance and activity in prevention, treatment, and health maintenance are also addressed. Students practice the occupational therapy process and professional reasoning in developing and evaluating occupation based treatment plans.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 3
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OCTH 503 - Professional Seminar I
Students in this seminar/practicum explore their understanding of themselves, the illness/disability experience and the contexts of occupational therapy practice. Through exploration of the therapeutic use of self, reflective exercises and observational experiences in area clinics, students and faculty collaborate to exam in the dynamics of professional caregiving. Professional ethics, standards of practice, and interpersonal skills are practiced and discussed during weekly seminar.
Prerequisites & Notes
Occupational therapy major or permission of instructor.
Credits: 1
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OCTH 505 - Group Process
This course, including a laboratory experience, focuses on understanding the process of group dynamics, recognizing various types of verbal interactions among group participants, and learning appropriate techniques and intervention to promote insight and improved interpersonal interaction skills.
Prerequisites & Notes
OCTH 501 - Occupational Therapy Fundamentals
Credits: 1
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OCTH 506 - Group Process Lab
Lab component of OCTH 505.
Credits: 0
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OCTH 512 - Neuroscience and Occupation I
This course presents the neurological foundations of human performance, behavior, and emotion through lecture and laboratory formats. Students engage in collaborative analysis of clinical examples to better understand the structure, function, and development of the nervous system and its influence on functional tasks throughout the lifespan.
Prerequisites & Notes
Occupational therapy major.
Credits: 3
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OCTH 514 - Neuroscience and Occupation I Lab
Lab component of OCTH 512.
Credits: 0
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OCTH 515 - Functional Movement in Occupations
Students develop knowledge and skills in observing, evaluating, and describing posture, balance, alignment and movement during performance of functional activities. Students apply principles of kinesiology, biomechanics and motor learning to problems of functional movement. Skills introduced include range of motion, manual muscle testing, splinting and methods of adapting tools, materials and environments.
Credits: 2
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OCTH 521 - Application of Theory and Evidence in Pediatric Occupational Therapy Practice
Students will explore the intersection of theory, evidence, and legal considerations that guide testing and intervention in pediatric practice. Commonly used pediatric tests will be assessed and used as part of the process of pediatric evaluation. Test results and resources for evidence based practice will be used to guide development of intervention plans and activities with a diverse population.
Prerequisites & Notes
OCTH 520 - Development, Occupation, and Performance in Childhood and Infancy
Credits: 3
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OCTH 527 - Development, Dysfunction, and Occupational Therapy Adaptation in Adolescents Lab
Lab component of OCTH 525.
Credits: 0
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OCTH 582 - Graduate Seminar
This course provides a discussion of professional ethics and current issues in the field. Personal values and attitudes, and their relationship to the provision of patient care, are explored as they relate across the spectrum of cultures, classes, and current events.
Prerequisites & Notes
Occupational therapy major.
Credits: 3
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OCTH 583 - Seminar for Clinical Reasoning
Students in this seminar explore the relationship between clients’ occupational roles and dysfunctions in light of theoretical frames of reference. Through peer discussion students develop an appreciation of others’ experiences and greater confidence for assuming professional roles. Occupational therapy majors with extensive OT clinical experience may apply to substitute this course for OCTH 584.
Prerequisites & Notes
Permission of instructor and OTRC.
Credits: 1
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OCTH 585 - Individualized Fieldwork in Occupational Therapy
This course provides additional Level I fieldwork to explore particular clinical interests or to address specific performance issues identified in OCTH 584. The student and an occupational therapy faculty member develop specific objectives for an individualized clinical experience which includes regular supervision with a faculty member and a clinical supervisor, with readings, special projects, written assignments, and presentations.
Prerequisites & Notes
OCTH 584 - Clinical Education I and Professional Seminar II
Credits: 1-6
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OCTH 592 - Individual Study in Occupational Therapy
This course provides students with the opportunity to engage in individualized
study with an occupational therapy faculty member. The student may explore particular
academic or professional interests, beyond or within the requirements of the occupational
therapy curriculum. The learning experience may include guided study in a particular
professional specialty area, a small research project, or independent reading
or writing on a topic related to the field. This course may be taken more than
once.
Prerequisites & Notes
Occupational therapy major and permission of instructor.
Credits: 1-4
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OCTH 612 - Research Project Design
Students prepare a written plan for a personal ‘program of research’ leading to a portfolio of scholarly work that will begin in this course and be completed in OCTH 626 Research Project over the next year. Course activities and assignments will demonstrate students’ emerging understanding of and competence in applying research knowledge and skills within the practice of occupational therapy.
Prerequisites & Notes
RSCH 610 - Foundations and Methods of Research
Credits: 2
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OCTH 626 - OT Research Project
Students plan, organize, and implement a personal plan of scholarly activity under the supervision of an Occupational Therapy faculty member. Projects are submitted and presented in an approved form for retention by the Occupational Therapy Department. Students must successfully complete a minimum of 3 semester hours of OT Research Projects credits to fulfill the project requirements for the Master of Science degree in Occupational Therapy.
Prerequisites & Notes
OCTH 612 - Research Project Design
Credits: 1-3
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OCTH 631 - Occupation, Dysfunction, and Adaptation in Adults I
This course is the first in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy interventions, emphasizing a neurodevelopmental approach, are reviewed and practiced in laboratory experiences.
Prerequisites & Notes
OCTH 512 - Neuroscience and Occupation I
OCTH 513 - Neuroscience and Occupation II
OCTH 520 - Development, Occupation, and Performance in Childhood and Infancy
OCTH 521 - Application of Theory and Evidence in Pediatric Occupational Therapy Practice
PHTH 506 - Clinical Human Anatomy I
and
PHTH 508 - Clinical Human Anatomy II
Credits: 3
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OCTH 633 - Occupation, Dysfunction, and Adaptation in Adults III
This is the third in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy intervention, emphasizing biomechanic, rehabilitative, and human occupation approaches, are reviewed and practiced.
Prerequisites & Notes
OCTH 631 - Occupation, Dysfunction, and Adaptation in Adults I
Credits: 3
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OCTH 634 - Occupation, Dysfunction, and Adaptation in Adults IV
This is the fourth in a four-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the psychosocial domain of human occupation. Psychiatric diagnoses are explored, along with occupational therapy techniques for assessment and intervention. Students have the opportunity to experience group leadership roles in the community.
Prerequisites & Notes
OCTH 632 - Occupation, Dysfunction, and Adaptation in Adults II
Credits: 4
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OCTH 635 - Development and Adaptation for the Older Adults
The age range of the older adult today is 40 plus years. Students learn of the variety of physical and psychosocial strengths and challenges experienced by this population and the roles occupational therapists play in facilitation of healthy occupations. Students observe older adults in various community arenas while they practice evaluation and treatment planning for this population.
Prerequisites & Notes
OCTH 501 Occupational Therapy Fundamentals
Credits: 3
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OCTH 636 - Occupational Therapy for the Older Adult
Occupation based issues and occupational therapy treatment for the older adult are explored and applied to treatment planning and documentation practice. Students with previous experience and/or academic history related to older adults tailor this course with the professor to match their individual needs.
Prerequisites & Notes
Permission of professor and OTRC.
Credits: 1-2
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OCTH 637 - Occupation, Dysfunction and Adaptation in Adults V
This is the fifth in a 5-course sequence that examines occupational function, dysfunction, and adaptation in adults. This course specifically addresses clinical pathology, theory, and practice related to the physical domain of human occupation. Techniques for occupational therapy intervention emphasizing advanced biomechanical and evidence based approached while applying occupation based models are reviews and practiced.
Prerequisites & Notes
OCTH 633 - Occupation, Dysfunction, and Adaptation in Adults III
Credits: 3
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OCTH 683 - Professional Seminar III
Students participate in a seminar designed to assist in the transition from the OT academic setting to full-time fieldwork. Students review AOTA and Springfield College O.T. department fieldwork policies and procedures, complete or update required training in clinical procedures (e.g. HIPAA, Universal Precautions, background checks), and discuss conceptual foundations of fieldwork education, problem solving strategies, and the student evaluation process.
Credits: 1
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OCTH 686 - Specialty Clinical Education
This optional fieldwork goes beyond the traditional requirement and offers students the opportunity to explore and perfect occupational therapy skills in a specialty area of practice. It is designed to strengthen students’ skills in a specialty area which demands refined expertise.
Prerequisites & Notes
Permission of instructor. Fee.
Credits: 0
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OCTH 687 - Professional Seminar IV
Students participate in a seminar designed to assist in the transition from fieldwork to career. Students discuss fieldwork successes and challenges and how that has and will influence their career goals and strategies. Students learn about and prepare for national certification, state licensure, and other policies and procedures related to entering the profession.
Prerequisites & Notes
OCTH 684 - Clinical Education II
Credits: 1
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Physical Education |
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PHED 505 - Sports Medicine for Athletic Administrators
This course is designed to expose students pursuant of a degree in athletic
administration to major health issues and concerns encountered in athletics. Specific
attention is given to problematic areas and the administrator’s role. Further, this
course will aid the administrator in their ability to evaluate coaching practices and
techniques making provisions for better care of the athlete.
Credits: 2
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PHED 612 - Concepts in Assessment and Remedial Exercise Theory
This is an application of appropriate exercise programs for individuals with specific rehabilitation needs. It includes testing and evaluation, indications and contraindications of exercise, crutch and wheelchair management, use of adaptive equipment, and specific pathology.
Credits: 3
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PHED 613 - Advanced Level Coaching: Methods and Issues
In this course, graduate students examine the role and responsibilities of the coach in intercollegiate and elite athletics. Major topics include ethics, recruiting, staffing, practice design, and governing body regulations.
Prerequisites & Notes
Previous playing experience at the college level or previous coaching experience at the interscholastic level or above.
Credits: 3
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PHED 615 - Experiential Education Programming
This course is designed to teach students the foundations of experiential education and the applications across multiple settings including the out-of-doors, in school, sport and youth programming. Specific emphasis will be reviewing instructional models that promote experiential education through sport, physical activity and the outdoor contexts. Students will examine literature and theories to build a strong comprehension of the design principles and learning theories associated with experiential education. Topics will include, but are not limited to the following: positive youth development, community youth development, outcomes based curriculum design and leadership.
Credits: 3
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PHED 620 - Philosophy of Sport
The ethical, aesthetic, epistemological, axiological, and metaphysical dimensions of sport are studied.
Prerequisites & Notes
Undergraduate course in philosophy.
Credits: 3
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PHED 627 - Facility Design, Operation and Maintenance in Athletics
Principles of the design, maintenance, and operation OD sport and recreation facilities are presented with specific focus on utilization by interscholastic and intercollegiate programs. The student will develop an increased awareness of the wide variety of disciplines necessary for renovation or construction, and effective administration of athletic and recreation venues. The student will be challenged to apply course content through active participation, site visits to newly constructed or renovated sites, research, and project development activities.
Credits: 3
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PHED 629 - Curriculum Construction in Physical Education
This course provides an opportunity for graduate students, especially those preparing themselves for administrative positions, to undertake a practical experience in physical education curriculum construction.
Credits: 3
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PHED 633 - Athletic Administration
Problems and standards connected with the administration of school and college athletics are considered, as well as relationships with state and national athletic foundations and with conferences for athletics. The course is designed to prepare the graduate student to organize and administer a program of intramural sports on both the public school and collegiate levels.
Credits: 3
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PHED 635 - Motor Development and Analysis
This course is an examination and analysis of perceptual motor factors which affect cognitive, psychological, social, and physical development throughout the lifespan. Topics include prenatal development, patterns of growth and development, reflexes, information processing, gender differences, adult regression, and remediation programs.
Credits: 3
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PHED 636 - Elementary Physical Education Methods and Pre-Practicum: Grades K-2
This one-half semester course is designed to help graduate-level physical education teacher preparation students further their pedagogical content knowledge and to introduce principles of curriculum development and liability issues for grades pre-K through 2. Students apply developmentally appropriate practices in school-based laboratory settings.
Credits: 1.5
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PHED 637 - Elementary Physical Education Methods and Pre-Practicum: Grades 3-5
This one-half semester course is designed to help graduate-level physical education teacher preparation students further their pedagogical content knowledge and to introduce principles of curriculum development and liability issues for grades 3 through 5. Students apply developmentally appropriate practices in school-based laboratory settings.
Credits: 1.5
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PHED 638 - Secondary Physical Education Methods and Pre-Practicum: Grades 6-8
This one-half semester course is designed to help graduate-level physical education teacher preparation students further their pedagogical content knowledge and to introduce principles of curriculum development and liability issues for grades 6 through 8. Students apply developmentally appropriate practices in school-based laboratory settings.
Credits: 1.5
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PHED 639 - Secondary Physical Education Methods and Pre-Practicum: Grades 9-12
This one-half semester course is designed to help graduate-level physical education teacher preparation students further their pedagogical content knowledge and to introduce principles of curriculum development and liability issues for grades 9 through 12. Students apply developmentally appropriate practices in school-based laboratory settings.
Credits: 1.5
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PHED 645 - Finance in Athletics
Principles of Marketing and Budgeting are presented that relate to the industry of sports and recreation in general, and more specifically to athletics at the interscholastic and intercollegiate levels. This course provides the student with basic knowledge and understanding of sports marketing, branding, promotions, and other marketing concepts historically and identifies current trends in these areas. Financial management principles will be presented related to strategic planning, along with the operational and capital budget planning process. The student will be challenged through active participation, research, and project development activities to apply marketing and budgeting concepts to the roles of athletic administrator.
Credits: 3
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PHED 658 - Sport in Society
This course is a general ‘sociology of sport’ class at the graduate level. The student will learn a variety of sociological concepts and theories, and how these apply to sport. In addition, the student will examine a multitude of sociological research findings about sport.
Credits: 3
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PHED 660 - Advanced Instructional Strategies
This course is designed to extend the knowledge and skills of experienced teachers in instructional strategies and techniques which are generic in physical education. Lecture sections are focused upon advanced concepts underlying successful teaching. Laboratory sessions are devoted to hands-on, practical applications and observational assessments of lecture concepts in a controlled environment and in field-based classes.
Credits: 3
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PHED 663 - Adapted Physical Education and Recreation
This is a theory course that presents a study of prevalent disabling conditions with special emphasis on relevant legislation, research, muscular and motor dysfunction, and adaptation of activity/ equipment for amelioration and remediation through physical activity.
Prerequisites & Notes
PHED 308.
Credits: 3
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PHED 670 - Supervision and Mentoring
This course is designed to help athletic administrators, athletic trainers, cooperating teachers, mentor teachers, principals and other administrators for their role as supervisors and/or mentors. The following content is emphasized; fostering open communication, building and maintaining professional relationships and communities, utilizing systematic observation techniques, conducting observations, facilitating ongoing reflection and providing appropriate feedback in various supervisory situations. Course content also includes policies and procedures related to evaluation, best practices to be an effective professional, and identification and assessment of training and professional development programs.
Credits: 3
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PHED 675 - Legal Issues in Physical Education and Athletics
This course is designed to provide knowledge and understanding of general legal concepts, federal and state legislation, and legal liabilities pertaining to physical education and athletics. Factors important to schools and colleges concerning the viability of physical educators, coaches, and administrators will be addressed. The course will examine a variety of real-life situations that require students to appreciate the legal and ethical dilemmas facing those who participate in, supervise and/or manager others in the areas of physical education and athletics. Students will explore, analyze, and discuss possible resolutions to specific dilemmas.
Credits: 3
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PHED 680 - Culturally Relevant Pedagogy in Physical Education
This course focuses on understanding the three main tenets of culturally relevant pedagogy as detailed by Gloria Ladson-Billings (1995), and how to apply them within physical education contexts, either as an educator or teacher-educator. Assumptions which underpin the course are that physical education has historically enacted a colorblind perspective when it comes to invisible or unspoken issues of racial inequity embedded within the field. Additionally, this course operates from the assumption that many teachers, and in particular, white teachers, are often unaware of the need for culturally relevant pedagogies and instead maintain Eurocentric pedagogies which privilege whiteness while simultaneously positioning racial and ethnic minorities as “other.” Therefore, this course will aim to disrupt the framework of whiteness from which physical education is often constructed towards deeper and more nuanced understandings of culturally relevant pedagogies. Informed by literature on the topic, students will center the multiple ways of knowing that emerge from their determinations of culturally relevant pedagogy in order to apply this knowledge in work towards more equitable and inclusive physical education contexts and to better meet the needs of a diverse student population, including English Learners.
Credits: 3
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PHED 683 - Leadership in Athletics Seminar
This course explores in-depth, relevant problems in administering school and collegiate athletic sport programs. Required of all students enrolled in the program for athletic administration, it should be taken after or concurrent with PHED 633.
Prerequisites & Notes
PHED 633 - Athletic Administration
Credits: 2
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PHED 684 - Physical Education (PreK-8) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach elementary/middle school physical education under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours, depending on the number of registered credits. A minimum of 300 clock hours is required for those seeking licensure as a Physical Education (PreK-8) teacher. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 2 - 6
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PHED 685 - Internship in Advanced Level Coaching
In this course, graduate students have an opportunity to utilize the knowledge base acquired in the coaching program and to practice their coaching skills with intercollegiate or elite athletes.
Prerequisites & Notes
PHED 613 - Advanced Level Coaching: Methods and Issues
Credits: 1-4
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PHED 686 - Graduate Field Experience
PHED 686 is in harmony with the College’s philosophy of involving students in the programs of social institutions, specifically educational institutions to include high schools, preparatory schools, colleges and universities, or established conferences to which educational institutions belong (for example, the ECAC, NCAA, Big East, MIAA, etc). This experience should be fitted to the student’s career development. Consequently, PHED 686 experiences will be arranged on an individual basis with the onus on the student for securing a site. The student should be provided with an opportunity to observe and work in an athletic administrative capacity under the guidance of a professional athletic administrator.
Prerequisites & Notes
PHED 633 - Athletic Administration
Credits: 2-4
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PHED 689 - Physical Education (5-12) Practicum and Seminar
This culminating experience gives teacher candidates the opportunity to plan, organize, and teach secondary physical education under the direct supervision of a qualified supervising practitioner and program supervisor. The experience includes between 150-450 clock hours, depending on the number of registered credits. A minimum of 300 clock hours is required for those seeking licensure as a Physical Education (5-12) teacher. A seminar taught by Springfield College faculty is included.
Prerequisites & Notes
All standards for practicum placement must be met including passing all required MTELs.
Credits: 2 - 6
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PHED 692 - Independent Study in Physical Education
This course is intended to meet the non-thesis master’s degree requirements in the health science and physical education programs. A project is planned by the student and conducted under faculty supervision. It may involve a research project, development of curricula materials, a review of literature, or other appropriate activity. A written proposal is required.
Prerequisites & Notes
Approval of major advisor and faculty supervisor is required to register for this course.
Credits: 2
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PHED 695 - Fieldwork in Adapted Physical Education
Students are introduced to a variety of programs and handicapped/ disabled populations. A minimum of three placements is required. Emphasis is placed on public school adapted physical education programs, with additional placements in recreational, geriatric, clinical, and social agencies. The course is limited to students in the master’s degree adapted physical education program, with two semester hours in the fall, and three semester hours in the spring.
Prerequisites & Notes
PHED 663 - Adapted Physical Education and Recreation
Credits: 4-6
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PHED 705 - Instructional Effectiveness in Higher Education
This course is designed to strengthen the pedagogical content knowledge of doctoral students preparing to teach in higher education. Effective instructional strategies and curriculum development are presented and practiced.
Credits: 3
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PHED 710 - Doctoral Seminar
This course provides a forum for addressing contemporary issues related to higher education, physical education and sport. Trends and issues within each of these areas serve as the basis for discussion and exploration. Challenges in the conduct of research and publication are also investigated. This course is required of all doctoral students in the D.P.E. Degree program.
Credits: 2
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PHED 718 - Seminar in Teaching in Higher Education
This seminar is designed for doctoral students to prepare for entry to a higher education teaching career. The course includes an examination of issues, roles and privileges associated with teaching and administration in higher education.
Credits: 2
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PHED 731 - Seminar in Physical Education Teacher Education
This course is designed to consider issues involved with teacher education in physical education. Participants will be engaged with research and current topics in order to ultimately assume responsibility within physical education teacher education programs. They should topics to be explored include: research on career socialization, the admissions process, curriculum design and degree requirements, field experience, faculty, and evaluation in undergraduate and graduate physical education teacher education programs.
Credits: 2
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Physical Therapy |
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PHTH 506 - Clinical Human Anatomy I
This course provides a comprehensive study of normal and pathological functions of human movement, with emphasis on the skeletal, articular, and muscular systems. Using a regional approach, the course includes surface anatomy and clinical palpation. The laboratory experience includes prosections of human cadavers.
Prerequisites & Notes
Physical therapy or occupational therapy major or permission of instructor.
Credits: 3
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PHTH 507 - Clinical Human Anatomy I Lab
Lab component of PHTH 506.
Credits: 0
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PHTH 508 - Clinical Human Anatomy II
This course provides a comprehensive study of normal and pathological functions of human movement, with emphasis on the skeletal, articular, and muscular systems. Using a regional approach, the course includes surface anatomy and clinical palpation. The laboratory experience includes prosections of human cadavers.
Prerequisites & Notes
Physical therapy or occupational therapy major or permission of instructor.
Credits: 3
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PHTH 509 - Clinical Human Anatomy II Lab
Lab component of PHTH 508
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