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GRADUATE TRANSCRIPT
ED 800: CONCEPTS OF EDUCATIONAL INQUIRY
Instructor: Dr. Steven Weiland
Summer 2015
This course provided an opportunity to explore the various domains of educational inquiry through a multi-perspective approach. The elements that shape our understanding of educational design and purpose are exposed for analysis and critique. The examples highlighted cultural impacts on education, as well as some economical differences shaping educational trends. The process to deconstruct education from a ‘whole and complete idea’ into the current tools it runs on became a highlight for this course. Influences to changes in education are continually evolving. Discovering philosophical and practical forces behind each change is critical to our knowledge.
TE 818: CURRICULUM IN ITS SOCIAL CONTEXT
Instructor: Dr. Matt Ferkany
Spring 2015
The placement of curriculum within a greater definition of society, power politics, morality, and foundational changes became the lens for our focus in this class. We were able to look at curriculum when designed to meet the needs of a few through power. We saw examples of societal inequalities as a beginning to new curriculum design to meet the needs of a widening socioeconomic gap. The interesting conclusions from seeing curriculum as a manipulative mechanism for improvement and oppression was it begins to provide a storyline for its influence throughout various social, historical, and political settings. Greatly impacted by the environment it is raised in, curriculum adjusts to meet the needs of participants with power and less to those with demands for equity and morality.
KIN 868: SKILL DEVELOPMENT IN ATHLETES
Instructor: Dr. Andrew Driska
Spring 2016
A new course was offered in Kinesiology which centered on specific approaches to improved performance for athletes. I was presented with strategies to improve the quality of practices, coaching, athlete support, performance growth, and overall success. An interesting quality was revisited from classes previously in the Kinesiology field that age and skill are exceptionally important when developing strategies for athletic improvement. Optimal designs for practices at the Varsity level may be detrimental to productivity in youth ranks. The class highlighted the essential teaching belief of differentiation among our athletes. The ongoing debate of genetics vs. environment was discussed with some answers found and more questions generated. The critical idea for skill development is based in a belief between the two worlds of genetics and environment, as both can play a significant factor.
KIN 854: LEGAL AND ADMINISTRATIVE ISSUE FOR ADMINISTRATORS AND COACHES
Instructor: Dr. Rick Atkinson
Spring 2015
A design based in the legal and logistical responsibilities of coaching and administering athletic programs successfully. The spectrum of focus included protocols for safety, legal responsibilities, and liability. Coaches and administrators were placed in situations of varying risk, safety, and liability with the expectation to understand and assess the optimal path to a productive outcome. In order to understand the multiple layers of duties, the class focused on building a foundation of common knowledge towards player and spectator safety, site assessments for risk, and evaluating liability claims. The knowledge benefits university administrators and coaches, along with youth coaches and sports directors. Each level has particular responsibilities in safety, risk, and liability, with changes only to degree of responsibility for the respective areas in need.
KIN 856: PHYSICAL BASES OF COACHING ATHLETES
Instructor: Dr. Scott Reiwald
Summer 2016
This has been a course with a heavy emphasis on the fundamental understanding behind movement, nutrition, and performance. The foundations of our entire approach to athletic movement is based in our ability to understand how the body moves and how is can move most effectively and efficiently. A theme for the class became the connecting thread that ties all components of physical bases into a successful athlete. In research into nutritional breakdown of foods, coaches are able to recommend or provide healthy and effective fuel for the body. The various parts of the course all centered around optimal performance and how to minimize losses. The foundation of science allowed this class to become an exploratory approach to find individual improvement in coaching and athlete support.
KIN 855: PSYCHOSOCIAL BASES OF COACHING
Instructor: Dr. Andrew Driska
Fall 2015
Effective coaching with consideration for environmental factors of influence was a central theme to this course. Coaches learned to level styles of coaching as it related to age, gender, competition level, and culture. The key factors mentioned became discussion points for further examination through research and contemporary strategies. Each area was aware of external concerns or pressures from a societal standpoint. This course also centered on improvement to athlete success that was born from effective strategies in coaching. We often found athletes to be failed by their coaches who were unwilling to evolve and ultimately led to the stagnation of growth. Effective coaching is a humble acceptance to adopting best practices which were not personally designed.
KIN 857: PROMOTING POSITIVE YOUTH DEVELOPMENT THROUGH SPORTS
Instructor: Dr. Dan Gould
Fall 2015
Sport becomes a vehicle to promote healthy physical, emotional, and cognitive development in our students and athletes. By focusing not exclusively on performance but personal growth instead, the youth achievement in multiple environments becomes the objective. The interesting dynamic of balance is raised with a new age of early specialization and heightened competition levels growing rapidly. The theme for education in the sports community and all tits participants is a highlighted focus for youth athlete development as individuals. Athletics can play a pivotal role to the support or detriment of personal progress in students and support should be available by parents and coaches in the sports community.
EAD 850: ISSUES AND STRATEGIES IN MULTICULTURAL EDUCATION
Instructor: Dr. Riyad Shahjahan
Spring 2016
A diverse look into coordinating factors which lead to differences in the understanding of culture as educators. This class forced an uncomfortable reality to be present in the form of inequality. Various forms of inequality were introduced from cultural misunderstandings, to the active oppression of non-dominant cultures among groups holding power. The need for continued awareness to cultural differences was exposed to reveal the core issues of hatred and bigotry among societal groups. The business end of advocating for equality in schools was addressed after the struggle of endless oppressed groups was presented. The definition for multicultural education continues to provide new meaning in each community with the intention to undo the numerous wrongs that are still present in communities today.
EDU 604: INSTRUCTIONAL STRATEGIES FOR MORE EFFECTIVE TEACHING (This course was taken through Buffalo State University)
Instructor: Dr. Wanda Dean
Fall 2012
The differences found inside the classroom for each student are expected to be met with more than just good intentions by educators. Multiple settings for classroom diversity were discussed to localize a focus towards effective support for students. The founding belief in differentiation is extended to match students that learn with roadblocks in their path to success. Equally important are the achieving students that deserved to be challenged and supported along with their classmates. The varying factors of socioeconomics, language, and preparedness for learning have to be addressed. All play a vital role towards success in the classroom.
ED 870: CAPSTONE SEMINAR
Instructor: Dr. Matthew Koehler
Fall 2016
A culminating review of program work, goals, and achievement is placed on display for peers to evaluate and support in the process of developing an online portfolio. The class has chosen focuses towards reviewing exemplary work as well as the reflection on professional and personal goals from the initial start of the program. An entire review of class and work is to be done in order to present a portfolio rich in optimal information and viewing quality. A highlight of the course is the healthy feedback all students receive during the ongoing construction of the final portfolio.
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