| 1 | KIN 240 (Conceptual Basis KIN). | Complete course |
| 2 | Students complete course content in several classes. | demonstrates ethical standards in reaction papers and discussions |
| prepares a presentation to "a school board" addressing a current issue | ||
| 3 | Students complete field experiences and professional activities. | is mentored by a professional in a field setting and demonstrates ethical and professional behaviors (as evaluated by mentor) |
| attends presentations by practicing professionals and develops list of appropriate questions and/or demonstrates understanding of professional/ethical behavior in reaction papers or group discussions | ||
| 4 | Students collect professional organization materials to determine which organization would support their needs as a professional. | Evaluate through a description of what they believe are the most pressing issues in the profession and possible strategies or directions for rectifying. |
| written description of the organization selected and why they believe that is the best fit for their direction. Provide rationale. | ||
| 5 | Students obtain a copy of the profession's Code of Ethics. | Evidence of a copy of the Code of Ethics |
| 6 | Students obtain a copy of the profession's Licensing Laws. | Evidence of a copy of Licensing/Certification guidelines |
| 7 | Students explore issues associated with ethics and morality in relation to their future careers in a variety of professions; examine issues of professional identity; raise a variety of moral issues related to their professional goals and strategize about their best resolution. | |
| 8 | Students examine the historical treatment and lives of individuals with disabilities. | write a paper on the laws for individuals with disabilities in school. |
| 9 | Students attend events and conferences that expose them to a wide variety of professional issues. | |
| 10 | Students compare how some relatively "universal" task (e.g., transporting/carrying and infant) is performed under a variety of cultural conditions. | |
| Students keep a personal journal of movement experience and possible cultural influences. | put different ethnic groups into the questions to see if the students are able to recognize where the differences are and how their answering of a question might change for the different populations. | |
| 11 | Students complete a portfolio containing reflective essays addressing issues associated with the author's subjective experiences as a mover and scholar of movement. | reflect on their personal biography and the impact that has had on their view of teaching/learning. |
| 12 | Students perform an observation at the child study center - focus is on cultural variations in interactions during play. | |
| 13 | Students observe a group of individuals who assemble around a particular movement activity (i.e.dance or sport). | and identify the cultural significance of the activity to those individuals. |
| 14 | Students keep a journal in which they explore their process towards understanding the sociocultural principles raised in class discussions and readings. | Exams ask students to reflect on a variety of multicultural, diversity, and philosophical issues. |
| 15 | Students volunteer OR find a paid position working in a related job. | |
| 16 | Students examine issues of professional identity. | testing and fieldwork experiences |
| 17 | Students raise a variety of moral issues related to their professional goals and strategize about their best resolution. | |
| 18 | Students participate in numerous discussions related to their identity as professionals. | testing and fieldwork experiences |
| 19 | K30 (Professional Foundations), K153 (History, Philosophy, and Sociology of Physical Education) | Identify and demonstrate an understanding of the basic concepts, issues, and problems in kinesiology, Demonstrate an understanding of the legal and ethical aspects within the discipline; (Standard 1,7 ), Define and discuss ethics and personal action in re |
| 20 | Lectures, readings and out-of-class written assignments in 167 (Humanistic and Integrative Aspects of Exercise Science) | Trad eval of lab reports and out-of-class assignments |
| 21 | Students acquire knowledge of standards, ethics and expectations of professional communities related to human movement (K30). | Research and writing and written exams |
| 22 | Students write an organized essay demonstrating standards and ethics of a selected professional community. | |
| 23 | Students learn proper etiquette for teaching. Students apply the CA Framework to their grade. | appropriate microteaching |
| 24 | Students read the CA Framework | |
| 25 | Students develop a professional growth goals via the portfolio and biography. | These are submitted for evaluation based upon a rubric provided by the instructor. |
| 26 | Students engage in new dance experiences (viewing live dance as art performance; drama and sport). | |
| 27 | Students read, discuss and model appropriate language use related to individuals with disabilities. Students observe and write on a disability-sporting event in the community. | |
| 28 | Students design lessons and units that match the CA Framework and NASPE standards. | |
| 29 | Students create and administer assessments that address the CA Framework and NASPE standards. | |
| 30 | Students prepare a resume for evaluation. |