The School of Education is a proud part of Indiana University East Honors Program. Please watch for Honors classes and ask your Education Advisor about the Merits of being an IU East Honors Scholar. All the courses we offer ranging from undergraduate through graduate level are listed below.
EDUC-F 205 Study of Education and Practice of Teaching (3 cr)
This course examines the nature of schooling as an institution from the perspective of a diverse student body, teaching pedagogy, administration, and outside cultural influences.
EDUC-P 250 General Educational Psychology (3 cr)
The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness.
HPER-P 290 Movement for Children (3 CR)
EDUC-M 300 Teaching in a Pluralistic Society (3 cr)
This course introduces you to teaching as a profession. You will focus upon the "self as teacher," learning styles, cultural pluralism, and classroom teaching strategies which respond positively to the personal and ethnic diversity of the learner. Offered fall and spring semesters.
Professional Education Courses
EDUC-E 337 Classroom Learning Environments (3 cr)
This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences and on planning, utilizing, and evaluating learning environments. Selection of materials, activities, and the acquisition of skills for using these to stimulate children’s development are the major focuses.
EDUC-M 324 Teaching about the Arts (3 cr)
Introduction to importance of the arts in elementary school curriculum. You are given a foundation of methods and materials in art and music that will enable you to integrate the arts into the general curriculum, supplement art lessons given by school art specialists, and encourage student discussion and understanding of art and music in the world today. Offered fall and spring semesters.
EDUC-E 301 Emergent Literacy (3 cr)
EDUC-M 311 General Methods for Kindergarten and Elementary (3 cr)
Explores elementary school learning environments in which teachers plan classroom organization and management, curriculum, and evaluation to meet the needs of individual pupils, as well as examines the legal rights and responsibilities of teachers. Offered fall and spring semesters.
EDUC-E 328 Science in the Elementary Schools (3 cr)
The focus of this course will be on developing teacher competencies in writing performance objectives, question-asking, evaluating, and sequencing. These competencies will reveal themselves in the preparation and development of science activities and the teaching strategies involved in presenting those activities to elementary school children. Offered fall and spring semesters.
- Corequisite: EDUC-M 301
EDUC-E 339 Methods of Teaching Language Arts (3 cr)
This course appraises the materials, methods, and techniques employed in an elementary school developmental language arts and reading program. E339 is to be taken before E340 and E341. Offered fall and spring semesters.
- Corequisite: EDUC-M 301 and EDUC-M 340
EDUC-E 340 Methods of Teaching Reading I (3 cr)
This course describes and appraises the methods, materials, and techniques employed in diagnosing learning problems in elementary language arts and reading programs. Offered fall and spring semesters.
EDUC-E 325 Social Studies in the Elementary Schools (3 cr)
Emphasizes the development of objectives, teaching strategies, and evaluation procedures that facilitate the social learnings of young children. Special attention given to concept learning, inquiry, decision making and value analysis. Offered fall and spring semesters.
EDUC-E 341 Methods of Teaching Reading II (3 cr)
This course describes and appraises the materials, methods, and techniques employed in corrective instruction in elementary language arts and reading programs. Offered fall and spring semesters.
EDUC-E 343 Mathematics in the Elementary Schools (3 cr)
Emphasizes the developmental nature of the arithmetic process and its place as an effective tool in the experiences of the elementary school child. Offered fall and spring semesters.
- Corequisite: EDUC-M 301
EDUC-M 201 Laboratory/Field Experience (1 cr)
Laboratory or field experience for sophomores (may be repeated).
- Corequisite: EDUC-P 250
EDUC-M 301 Laboratory/Field Experience (1 cr)
Laboratory or field experience for sophomores and juniors (may be repeated). Offered fall and spring semesters.
EDUC-M 314 General Methods for SH/JH/MS Teachers (3 cr)
Study covers individualized and interdisciplinary learning methods, measurement and evaluation, teaching and curriculum development, and organization of the SH/JH/MS. Offered spring semesters. J 500 is a course component of the T2T program and can only be taken by T2T students.
EDUC-M 401 Laboratory/Field Experience (0-3 cr)
Laboratory or field experience for juniors or seniors (may be repeated).
EDUC-M 425 Student Teaching: Elementary (10 cr)
Full-time supervised student teaching for at least 10 continuous weeks in grades 1-6 of an accredited elementary school in the state of Indiana, unless the integral program includes student teaching in an approved out-of-state site. Grade: S or F. Offered fall and spring semesters.
EDUC-M 441 Methods of Teaching SH/JH/MS Social Studies (3 cr)
Includes consideration of philosophical and psychological perspectives, development and practice of skills and techniques, selection of content and materials, and evaluation of student and teaching performance. Offered fall semesters.
EDUC-M 446 Methods of Teaching SH/JH/MS Science (3 cr)
Methods, techniques, content, and material applicable to the teaching of science in the SH/JH/MS. Designed for students who plan to teach biology, chemistry, earth science, general science, or physics in SH/JH/MS. Offered fall semesters.
EDUC-M 452 Methods of Teaching SH/JH/MS English (3 cr)
Methods, techniques, content, and material applicable to the teaching of English in the SH/JH/MS. Offered fall semesters.
EDUC-M 457 Methods of Teaching SH/JH/MS Mathematics (3 cr)
Methods, techniques, content, and materials applicable to the teaching of mathematics in the SH/JH/MS. Offered fall semesters.
EDUC-M 464 Methods of Teaching Reading (3 cr)
Curriculum, methods, and materials for teaching students to read more effectively. Offered fall semesters.
- Prerequisite: EDUC-M 299
EDUC-M 470 Practicum (3-8 cr)
Teaching or experience under the direction of an identified supervising teacher, with the university providing supervision in the endorsement or minor area and at the level appropriate to the area and in an accredited school within the state of Indiana, unless the integral program includes experience in an approved and accredited out-of-state site. The practicum may be full or part-time, but in every instance the amount of credit granted will be commensurate with the amount of time spent in the instructional setting. Grade: S or F. Offered fall and spring semesters.
EDUC-M 480 Student Teaching in the Secondary School (10 cr)
Full-time supervised student teaching for at least 10 continuous weeks in your major certification area in a senior high, junior high, or middle school within the state of Indiana, unless the integral program includes student teaching in an approved out-of-state site. May include a portion of the time in your minor certification area. Grade: S or F. Offered fall and spring semesters.
EDUC-E 449 Trade Books and the Classroom Teacher (3 cr)
Emphasis on the use of trade books for teaching language arts and reading, K-8. Historical and contemporary literature will be used to examine objectives and techniques of instruction
EDUC-Q 200 Introduction to Scientific Inquiry (3 cr)
Course provides the elementary education major with a background in the science process skills needed to complete required science courses. Offered fall and spring semesters.
EDUC-X 400 Diagnostic Teaching of Reading in the Classroom (3 cr)
Diagnosis of reading difficulties and solutions to problems through research, conference, and practice in the use of materials and equipment.
EDUC-X 401 Critical Reading in the Content Area (1-3 cr)
Aids elementary and secondary teachers in the development of instructional strategies that assist students in the comprehension, critical analysis, and integration of ideas presented in print material of various subject matter areas. Offered periodically.
EDUC-A 510 School Community Relations (3 cr)
This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using the community resources in instruction, and planning school-community relations programs.
EDUC-E 501 Emergent Literacy (3 cr)
Reflecting recent research in emergent literacy, this course focuses on how reading and writing emerge from early childhood through early second grade. Methods of developmentally appropriate instruction and assessment of language and literacy development in very young children (grades K-2) are emphasized.
EDUC-E 506 Curriculum in Early Childhood Education (3 cr)
This course focuses on the curriculum aspects of early childhood programs designed to meet ethnic and cultural differences and on planning, utilizing, and evaluating learning environments. Selection of materials, activities, and the acquisition of skills for using these to stimulate children's development are the major focuses.
EDUC-E 523 Math Methods (2 cr-T2T Course)
This course focuses on the pedagogy of math instruction at the elementary level. This course is a component of the elementary T2T program.
EDUC-E 535 Elementary School Curriculum(3 cr-T2T Course)
This course focuses on the development and planning of curriculum at the elementary level. This course is a component of the elementary education T2T program.
EDUC-E 555 Human Diversity in Education (3 cr-T2T Course)
This course focuses on the examination of education and teaching from a social foundations and multicultural perspective. This course is a component of the secondary T2T program.
EDUC-E 590 Culminating Research Component (3 cr)
This course serves as the culminating research project class for students enrolled in the M.S. program.
EDUC-H 538 Critical Thinking and Education (3 cr)
A philosophical examination of the role of education in fostering the development of critical-creative thinking with an emphasis on 1) techniques of reasoning 2) methods of logical appraisal, formal versus informal; and 3) application in the classroom.
EDUC-J 538 Internship/Field Placement (1-3 cr-T2T Course)
This course places the student in schools for their field placement and student teaching. Number of credits taken depend on the program. This is a component of the T2T program.
EDUC-J 655 Seminar in Multicultural and Global Education (3 cr)
Examines major concepts, theoretical frameworks and educational responses associated with multicultural/global education. Designed to heighten cross-cultural awareness and explore the concept of a unified approach to multicultural/global education within various academic disciplines.
EDUC-K 500 Topical Workshop in Special Education (3 cr)
The course objective is to distinguish the differences and similarities between the high incident disabilities and look closely at the category of Learning Disabilities from the three primary special education perspectives: Medical, Psychological and Socio-ecological.
EDUC-K 500 Intro to Special Education for Secondary Students (3 cr)
This course provides and introductory overview to the field of special education. Topics include: the history and evolution of special education; laws governing the field; the 13 exceptionalities under the special education umbrella, their unique characteristics, and the frequency with which they occur; the process of identifying students; response to intervention (RTI); universal design for learning (UDL); an overview of least restrictive environments (LRE) at the secondary level; the components of an individualized education plan (IEP); transition planning for young adults; the importance of person-first language; and an introduction to the critical disability studies perspective.
Required pre-requisite for secondary teachers only, unless transcripts show equivalent undergraduate coursework. Not counted as part of the minor.
EDUC-K 505 Intro to Special Education for Elementary Students (3 cr)
This course provides and introductory overview to the field of special education. Topics include: the history and evolution of special education; laws governing the field; the 13 exceptionalities under the special education umbrella, their unique characteristics, and the frequency with which they occur; the process of identifying students; response to intervention (RTI); universal design for learning (UDL); an overview of least restrictive environments (LRE) at the elementary level; the components of an individualized education plan (IEP); early childhood programs; the importance of person-first language; and an introduction to the critical disability studies perspective.
Required pre-requisite for elementary teachers only, unless transcripts show equivalent undergraduate coursework. Not counted as part of the minor.
EDUC-K 510 Assistive Technology in Special Education (2 cr)
This course is designed to provide an overview of various types of assistive technology which can benefit students with disabilities. How to best match students’ needs with assistive technology and how to provide assistive technology as an accommodation in students’ IEPs will also be investigated.
EDUC-K 520 Survey of Behavior Disorders (3 cr)
This course is designed to promote understanding of appropriate curricula, procedures, and materials for use with students who have been identified as socially or emotionally disturbed. The following topics will be addressed: how to develop and maintain a productive and proactive classroom environment; how to teach student discipline, self-control, conflict resolution and other self-management skills; how to manage and prevent crisis behavior; and how to develop and implement behavior intervention and management plans in classroom programs and in cooperation with parents, teachers and other personnel.
EDUC-K 525 Survey of Mild Handicaps (3 cr)
This course is designed to provide educators with a wealth of methods for adapting, accommodating and modifying classroom instruction for students with special needs. In specific assignments will focus on the differences between adaptations, accommodations and modifications as well as their applications in classrooms and in standardized testing situations. How to document accommodations, adaptations and modifications in students’ IEPs, designing instruction with students’ strengths in mind, and utilizing Gardner’s multiple intelligences will also be explored.
EDUC-K 563 Diagnosis and Remediation of Learning Disabilities (3 cr)
This course is designed to promote understanding of what constitutes a learning disability, how classroom teachers can accommodate, adapt and modify assignments to meet the needs of students with special needs, and what the presence of a learning disability means for identified students, their families, and their teachers. Causes of learning disabilities, the development of students with learning disabilities, assessment of learning disabilities, and planning appropriate instruction and behavior interventions for students with learning disabilities will be addressed.
EDUC-K 565 Collaboration and Service Delivery (2 cr)
This course is designed to strengthen educators’ understanding of team teaching or co-teaching by exploring various models of team approaches. Of specific focus will be the variety of inclusion models which can be implemented in the classroom along with the drawbacks and benefits of each.
EDUC-F 500 Independent Study (3 cr)
Students will work with the special education faculty to design and implement a research-based classroom experience where they focus on applying research-based instructional strategies to smaller groups or single student needs.
EDUC-K 595 (Practicum in Special Education (2 cr)
Students will complete a lab/field experience where graduate coursework will be applied in a classroom setting. This will be arranged in consultation with the special education faculty at IU East.
EDUC-L 500 Instructional Issues in Language Learning (3 cr)
Reviews the principles and current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored. SPRING beginning 2012
EDUC-L 501 Critical Reading in the Content Area (1-3 cr)
In today's challenging, technologically-driven world, the improvement of student literacy across the curriculum is vital. This class will address strategies which will aid teachers in improving and promoting deeper understanding of texts across grade levels and content areas. Reaching diverse and striving learners will be emphasized. Assessment will be discussed and strategies to raise scores on high-stakes testing will be presented. Teachers will have the opportunity to broaden their perspective on literacy issues by participation in professional conversations that cross grade, departmental, school, and district boundaries. Summer beginning 2012
EDUC–L 504 Identifying and Working with Learner Literacy Difficulties (3 cr)
An in-depth study of available literacy assessments will be addressed. Students will assess and diagnose literacy difficulties of children, analyze the results, and enact solutions using research, conferences, and strategies. It specifically emphasizes on-going assessment as a part of the teaching process as well as techniques effective with at risk literacy learners. Spring beginning 2012
EDUC-L 516 Advanced Study in the Teaching of English/Language Arts (3 cr)
The study of current trends, issues, theories, and research in teaching and learning English/language arts is the focus of this course. This course explores language, composition, literature and media education, focuses on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry, facilitating student responsibility for themselves and their world. Fall beginning 2012
EDUC-L 519 Fundamentals of Teaching Reading in the Elementary School (3 cr-T2T Course)
An in-depth study of available literacy methods will be addressed. It specifically emphasizes on-going assessment as a part of the teaching process as well as techniques effective with at risk literacy learners. This course is a component of the T2T program. Fall beginning 2012
EDUC-L 525 Practicum in Language Education (1-4 cr)
This course is a supervised application of language and literacy teaching methods. There will be special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals. FALL beginning 2012
EDUC–L 530 Topical Exploration in Education (0-3 cr)
Community Literacy Experience. This course explores various topics of relevance to the teaching of literacy within one's community. Students will help to plan and implement a needs-based reading experience for children in their community. Summer beginning 2012
EDUC-L 530 Revamping your Writing Instruction (3 cr)
Launch your writer's workshop with strategies that jumpstart your year and enhance 6+1 Traits of Writing instruction throughout the year. The lessons are teacher-tested with supplementary materials that help you implement a writing program in your own classroom. The hybrid class designed for teachers in kindergarten through Grade 12 meets once a month with support work online.
EDUC-L 540 Methods and Materials for Teaching English as a New Language (3 cr)
Current practices and strategies for teaching English as a new language. Theories, methods, materials, and issues in the field of ENL are covered as they relate to the teaching of literacy for nonnative speakers of English. Fall beginning 2011
EDUC-L 545 Advanced Methods of Teaching Reading (3 cr)
In this course basic approaches to teaching reading across the curriculum at the elementary school level are presented. Teaching methods and materials for emerging, beginning, and developing stages of reading development are demonstrated and discussed. The reading process and the relationships among reading, writing, language, and thinking are examined. Techniques and materials for individualizing literacy learning for all students are explored.
EDUC-L 559 Tradebooks and the Classroom Teacher (3 cr)
This course emphasizes the use of trade books for teaching language arts, reading, writing, and the content areas for grades Kindergarten through 8. As a survey course, it is designed to assist teacher candidates in becoming familiar with the many trade books available for use in the classroom. An equally important purpose of the course is to enable teacher candidates to develop creative and insightful strategies for use with different genre of literature in their future classrooms. Spring semesters and summers of even numbered years.
EDUC-P 506 Motivating the Underachieving Student (3 cr)
This course will focus on motivation for K-12 students with particular attention being paid to learners who are underachieving. Various theories of motivation will be examined including Skinner's Behavioral Model, Glasser's Control Theory, the Cognitive Model, and Attribution Theory. The causes of underachievement will also be examined along with instructional approaches designed to improve student achievement. The use of technology to increase motivation will also be investigated. Potential contributing factors to underachievement such as learning disabilities, attention problems, lack of parent support, and intellectual giftedness will also be studied.
EDUC-P 506 Managing Aggressive and Disruptive Students (3 cr)
This course will focus on individual and group study of selected topics in the field of educational and school psychology. More specifically, this course will examine the factors that contribute to violence and aggression in schools. The topics of anger management, oppositional defiant disorder, attention deficit hyperactivity disorder, and effective classroom management will also be addressed. Finally, techniques to work with difficult parents will be explored.
EDUC-P 507 Targeting Assessment to Increase Student Achievement (3 cr)
This course is designed for classroom teachers and is designed to meet their classroom assessment needs. You will have opportunities to collaborate, take risks, exercise creativity, locate information, communicate, problem-solve, and create high-quality products.
EDUC-P 510 General Educational Psychology (3 cr-T2T Course)
The study and application of psychological concepts and principles as related to the teaching-learning process, introduction to classroom management, measurement/evaluation, and disability awareness. This graduate course is a component of the elementary and secondary T2T programs.
EDUC-P 516 Adolescent Behavior and Development (3 cr)
P516 is a masters' level course meant to introduce and familiarize students with the period of human development known as adolescence. It is directed toward an understanding, partly of adolescence as a process, but more of adolescents as people and how they exist within their broader communities, particularly their community of learners. The primary focus of P516 is on normal adolescence and normal adolescents. There is, however, a need to deal at some level with abnormal or atypical development. Thus, some discussion of psychological and social problems of adolescence is included.
EDUC-R 503 Instructional Media Technology (3 cr)
R503 is designed to help teachers utilize interactive media and the skills needed in the 21st century to engage at-risk and disengaged learners. Topics covered include audio and video production, presentation and communication tools, project-based learning, critical media literacy, differentiation, and online tools and resources.
EDUC-R 505 Instructional Media Applications (3 cr)
R505 is designed to introduce students to the learning theory, course development, and means of delivery for online teaching and learning. Topics covered include audio and video production, presentation and communication tools, project-based learning, critical media literacy, differentiation, and online tools and resources.
EDUC-S 503 Secondary Content Methods (3 cr)
This course will prepare the pre-service teacher to teach their content area at the middle school, junior high, or senior high level. Both curriculum and methods will be discussed.
EDUC-W 520 Instructional Technology (3 cr)
This course examines the various tools available in online and virtual instruction and best practices for their utilization.
EDUC-X 530 Methods of Teaching Secondary Reading (3 cr)
This course is designed to promote understanding and expertise with instructional strategies that improve reading comprehension in middle school, junior high, and senior high content-area courses. The reading process and relationships between reading, writing, and thinking will be examined. Strategies to assist struggling readers and second language learners will be covered.
EDUC-Y 510 Action Research in Education (3 cr)
This course examines the methodologies for conducting action research and will help teachers in developing their reflective capacities by providing the opportunity for rigorous inquiry into classroom practices.
Fundamentals of Human Movement (2 cr)
Introduction to identification, analysis, and evaluation of fundamental motor patterns, progressions in skill development, and skills for effective teaching. Analysis, evaluation, and development of personal movement and sport skills.
Principles of Athletic Training and Emergency Care (2 cr)
An introduction to the principles of injury prevention through proper application of current training techniques. Lecture and demonstration of emergency measures will allow the student to develop techniques to treat basic training injuries which may include sprains, strains, fractures, dislocations, and spinal injuries. Skill training in bandaging, taping, and splinting techniques.
Theories of Conditioning for Coaching (3 cr)
Limited to coaching minor students or permission of instructor.
A practical application of conditioning and physical training theory of coaching and high level fitness. The class utilizes physiological principles of conditioning to prepare athletes for optimal performance. Discuses various types of training and organization of workouts for endurance, speed, and strength. Includes lab time which consists of hands on work with various training techniques.
Philosophical Foundations of Coaching (3 cr)
Limited to coaching minor students or permission of instructor.
A philosophical approach to coaching for various sports. Topics include, but are not limited to, different coaching styles and strategies, growth and development characteristics, legal issues and liability, pedagogical considerations, coaching relationships, and other issues and problems related to sport.
Practicum in Coaching (3 cr)
Includes a weekly seminar. Junior/Senior standing and admission to the coaching minor. (Limited to coaching minor students or permission of instructor.) Students will serve as an assistant under an experienced coach and will participate in weekly seminars. CPR and First Aid Certification must be completed and recorded prior to HPER P-455.
Coaching of Football (2 cr)
Fundamentals of offensive and defensive line and backfield play, passing techniques, tackling techniques, outstanding rules, offensive plays, most frequently used defenses, special team strategies, conditioning. Equipment selection and proper fitting of equipment.
Coaching of Basketball (2 cr)
Shooting techniques, passing, ball handling, footwork, offensive patterns vs. man-to-man defenses, zone defense, half court and full court defenses, special situations, regular season and tournament strategy, conditioning.
Coaching of Baseball (2 cr)
Fundamentals of pitching, catching, batting, base running, infield and outfield play, offensive and defensive strategy, practice organization and management, equipment selection, field care.
Coaching of Cross Country, Track and Field (2 cr)
Fundamental procedures in conditioning and training for cross country and track and field. Gives basic understanding of each event’s coaching strategy and coaching psychology. Home meet organization and management.
Coaching of Soccer (2 cr)
Theory and methods of coaching soccer covering technical, administrative, and organizational aspects of the process. Emphasis on execution of individual and small group skills, team offense and defense patterns, conditioning, and organizing practice sessions.
Coaching of Volleyball (2 cr)
Theory and methods of coaching volleyball, covering technical, administrative, and organizational aspects of the process. Emphasis on execution of advanced skills and team offense and defense patterns, conditioning, organizing practice sessions.
Principles of Sports Officiating (1 cr)
Ethics of sport officiating; mastery, interpretation, and application of sports rules. Laboratory and classroom experiences. The opportunity to obtain IHSAA certification at the conclusion of the class will be offered. Principles of Sports Officiating may be taken for different sports.
Sports Marketing and Management
Introduction to Sport Management (3 cr)
An examination of the broad spectrum of career opportunities available in the sport management profession. Special emphasis on career planning, sport management terminology, and an overview of specific skills and courses required for professional preparation in sport management.
Managing a Business for Non-Business Majors (3 cr)
No prerequisites. Course focuses on key business management principles, with a particular focus on the organization and human resource aspects. The course is designed for non-business majors who are interested in learning more of the practical aspects of managing a business. The course is designed for individuals who are non-business majors, such as those students interested in sports management, arts/music management, social services or scientific enterprise management. (Business students may take the course but it will only serve as an elective course).
Marketing a Business for Non-Business Majors (3 cr)
Course focuses on key business marketing principles and practices. The course is designed for non-business majors who are interested in learning more about how they would market the businesses and organizations or their personal practices. The course is designed for individuals who are non-business majors, such as those students interested in sports management, musicians, artists, social services, scientific management or individual entrepreneurs (Business students may take the course but it will only serve as an elective course).
- Prerequisites: BUS-W 201 or consent of instructor.
Financial Management Basics for Non-Business Majors (3 cr)
Students will need to have completed math general education requirements. Course focuses on key financial management principles and practices for running a business. The course is designed for non-business majors who are interested in learning more about how they would manage the finances and budgets of their businesses and organizations or their personal practices. The course is designed for individuals who are non-business majors, such as those students interested in sports management, musicians, artists, social service professionals, scientific enterprise managers, or individual entrepreneurs (Business students may take the course but it will only serve as an elective course).
- Prerequisites: BUS-W 201 or consent of instructor.
Issues in Intercollegiate Athletics (3)
Examination of current issues in intercollegiate sport in America. This course presents the historical foundation of current issues and solutions, and examines current positions and arguments.
Practicum in Sport Studies (1-3)
Practical job-related learning experience in sport management or marketing under supervision of professional in area. Prior approval required. Only S/F grades given.