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EDC 718 Pre-Practicum
No full textAs requested, please find attached a proposal for the Department of Counselor Education to offer a new course EDC 718: Pree-Practicum in our Mntal Health Counseling Program. The course will replace and supercede EDC 735: Clinical Experience Implementation I. Please note that EDC 718: Pre-Practicum was approved as a new course in previous College Senate Resolutions as follows: School Counseling program (Resolution 2017-2018_27GC) and College Coounseling and Student Affairs Program (Resolution 2018-29018_28GC
Anthropology minor core course inclusion for ANT101 to satisfy one of the two introductory courses required
No full textIn order to better serve the needs of our students, the Anthropology Department proposes Anthropology 101-The Human Condition-count as 1 of the 2 rquired courses for the anthropology minor. Theis is in line with the change to allow ANT101 to satisfy one of the 3 introductory core courses that was apporved last year for the anthropology major
Developing Mathematical Flexible Thinking in Students with Disabilities
No full textThis curriculum project was designed to improve mathematical flexible thinking skills, with a focus on students with disabilities. This is achieved through the integration of inquiry-based learning activities and mathematical discourse throughout each lesson. This collection of lessons is not a unit, rather it is a collection of exemplar lessons which detail how to embed these strategies to develop students mathematical fleible thinking skills. Hoever, all lessons are from Alegbra I and Geometry. Teachers can use this curriculum as it is, or as a model of how to support the development of flexible thinking skills for all students, including students with disabilities
Overcoming Barriers on Including of Students with Autism Spectrum Disorders in Physical Education
No full textAutism Spectrum Disorder (ASD) is a disability that affects one in 68 children. The Individuals with Disabilities Act (IDEA) states that students with disabilities should have equal opportunities in an educational environment including physical education. Undergraduate students in physical education preparation programs and in-service teachers lack the knowledge and experiences needed to teach inclusive physical education. Students with ASD face issues related to individual challenges, peer interactions and exclusion. In order for students with ASD to be successful in inclusive physical education it is essential that physical education teachers are highly qualified, and understand the barriers that students with ASD face and how to overcome them. The purpose of this synthesis project is to review the literature on overcoming barriers on including of students with Autism Spectrum Disorders in physical education
Teaching Probability and Statistics in Algebra II Through Active Learning and Mathematical Discourse
No full textThis curriculum project was designed to make the instruction and learning of probability and statistics a more interactive and collaborative experience. The project presents non-sequential lesson plans and learning activities to encourage mathematical discourse between students and their peers with the goal of supporting the development of conceptual understanding. Topics covered include conditional probability and the normal curve. All of these lessons are aligned with the New York State Next Generation Learning Standards for Algebra II
What are the effects of American Culture on International Female Youth?
No full textThis research examines the influence of American music videos on a focus group of women from different cultures. The women discuss how the videos impact their sense of self-esteem according to beauty standards, culture, and social interactions portrayed in the videos
Grace Pulcini, interviewed by Sara Cocca
No full textGrace Pulcini is pursuing her Bachelor’s degree in History at SUNY Brockport. Pulcini initially enrolled in SUNY Geneseo but decided to transfer to SUNY Brockport her first semester for personal reasons. She currently plans on receiving her Masters’ in Public history and museum studies and might pursue a PhD in history in the future
The Impact Affective Teaching Has on High School Physical Education Student\u27s Life Skills
No full textAbstract
As high school students graduate and move on towards their careers and lives that lay ahead of them, they most likely will implement what they have learned from school into their regular every day scenarios. What impacts these students can positively affect their life style choices, especially when it comes to physical education. Specifically, the affective domain provides students with many relevant learning points that they can use for the remainder of their lives. As physical education instructors, while it is crucial to focus on psychomotor and cognitive aspects of the content that is delivered, utilizing the affective domain can prove to be just as impactful in the long run. Previous research has suggested that there are certain approaches that teachers can take that can maximize student’s lifelong retention in the affective learning category. The purpose of this synthesis was to review literature on teaching affective skills in high school physical education and its impact on student’s life skills
Plan of Study and Advisement Key Number (Graduate Level) Policy Revision
No full textCurrent ppolicy requires matriculated graduate students to use an advisement key number to register for just their second semester of coursework. Proposal seeks to expand the use of the advisement key number for registration each semester (fall and spring) for all matriculated graduate students (inclluding newly matriculated incoming first semester graduate students). Proposal also seeks to drop from the policy the statement on plans of study being required by some academic departments to qualify for graduation as this practice is no longer a function of the degree conformation process. Proposal seeks to revise the Policy Name, Policy Statement, and Policy Procedures
GPA Requirement to Transition form Exercise Science Intent to Exercise Science Major
No full textCurrently Exercise Science Intents need to: 1) complete \u3ecredits at SUNY Brockport, 2) complete the PES 335 course with a C+ or better, and 3) have a \u3e2.75 overall institutional GPA in order to transition to the exercise Science Major. The Exercise Science faculty would like to maintainstandards 1 and 2, and would like to change standard 3 to \u3e 2.5 oveal instiutional GPA.
Once students make the transition to the Exercise Science major, they have alwys been required to possess a \u3e 2.75 in-major GPA in order to begin their capstone internship, and we would like to maintain that standard.
We believe that this proposed change will give additional access to the Exercise Science major for all Brockport students, including the growing number of accepted emerging scholar and transfer students, while maintaining the graduation and exit standards that we have always held in high regaard