Display professional competence in adventure learning activities and instructional skills by demonstrating a grade of 3.0 or better in PA 5560 courses.
Demonstrate effective teaching skills for a variety of adventure related lessons.
Demonstrate competence in facilitation skills including assessment of client groups, planning and conducting adventure based learning experiences and promoting transference of learning.
Discuss the various forms of diversity that can be found in an adventure learning group and explain effective professional strategies for respecting this diversity and creating a safe and effective learning environment.
Explain Adventure Learning’s role as a social and individual change agent and discuss examples of this change observed in the conduct of adventure programming.
Display an understanding of and practice professional standards of risk management, with a grade of 3.0 or better on the content exam in EE 5100 Risk Management in Experiential Education.
Effectively advocate for adventure learning in their local community or educational setting.
Demonstrate competency and proficiency in the following areas:
Current issues in high school and Division III college athletic administration
Sport law in athletics
Sport business management
Demonstrate conceptual view of the administration of athletic programs.
Recognize the foundations of the concepts in athletic administration.
Explore problems and context by analyzing them into key elements, meanings and relationships; develop solutions by incorporating knowledge and value-based judgment; cultivate arguments for action; and improve their performance based on critiques.
Communicate effectively as required by an athletic administrator, operate well in a team, and convey ideas effectively in written and oral assignments.
Demonstrate accepted techniques of research and effectively explain data in written and oral communications.
Demonstrate the professional and ethical responsibilities of a college athletic administrator and seek opportunities to grow professionally.
Physical Education K-12:
Standard I: Scientific and Theoretical Knowledge: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.
Standard II: Skill and Fitness Competence: Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Standard III: Planning and Implementation: Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
Standard IV: Instructional Delivery and Management: Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
Standard V: Impact on Student Learning: Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Standard VI: Professionalism: Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.