Special Topics Course Proposal Form: Submitted By Joshua Wolfson
SUFFOLK COUNTY COMMUNITY COLLEGE
SPECIAL TOPICS COURSE PROPOSAL FORM
ORIGINATING CAMPUS: ( ) Ammerman ( ) Eastern
(x) Grant
Date Submitted to Campus Dean: _____10/2014_____
To meet the ideals of Suffolk County Community College, new courses should, if appropriate, consider issues arising
from elements of cultural diversity in areas of textbook choice, selection of library and audio-visual materials, and
teaching methodology.
CAMPUS DEAN E-MAILS ENTIRE PROPOSAL PACKET TO THE COLLEGE CURRICULUM
COMMITTEE CHAIR AS A WORD DOCUMENT UPON ITS APPROVAL.
____________________________________________________________________________________________________________
PROCEDURES
1. Instructor downloads and drafts proposal and syllabus from Special Topics link on the Curriculum Website
2. Proposer sends the files (proposal and syllabus) electronically to the Academic Chair for distribution and support
from Academic Department.
3. Academic Chair initials the proposal upon approval and electronically forwards file and syllabus to the Campus
Dean.
4. Upon approval, the Campus Dean initials the proposal and electronically forwards file and syllabus to the College
Curriculum Committee Chair for posting on the Curriculum Website.
5. The College Curriculum Chair will electronically forward the files (including syllabus) to the College Associate Dean
for Curriculum and Assessment.
___________________________________________________________________________
Proposed by: Joshua Wolfson
Date of Proposal: 10/23/14
Department/Discipline: Physical Education
Course #: 295
Performance
I.
Course Title: Cooperation and Leadership through Human
RELATIONSHIP TO STUDENTS
A.
*Credit Hours: 1 Contact Hours: 2
Lecture Hours: 0 Lab/Studio Hours: 0
*See Curriculum Website for Credit/Contact Hours Formula.
II.
B.
Class Size: 26
C.
Course Fees
Lab Fees: $60
Course Fees: $0
RELATIONSHIP TO MASTER SCHEDULE
A.
**Proposed Semesters Course will run:
Fall__2015__
Winter_N/A_
Spring_2015__
B.
**Projected Termination Date
Fall__N/A___
Winter_N/A__
Spring_N/A___
Summer_N/A__
Summer_2015__
**Special Topics courses may run for only two semesters. Upon the completion of the second semester, the
course must be withdrawn from the schedule unless it has been re-approved as a Special Topics course or
approved as a permanent course. Under no circumstances may a Special Topics course run for more than four
semesters.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
10/2014
Special Topics Course Proposal Form: Submitted By Joshua Wolfson
III.
Rationale for Course:
Cooperation and Leadership through Human Performance is designed to enhance communication, critical thinking,
and information management skills. Interpersonal communication, intrapersonal writing, and group dynamic
exercises are incorporated into the learning process to articulate goal setting, team building, and problem solving.
Consummate professionals embody the aforementioned skills and characteristics as they work towards the
advancement of their constituencies. Cooperation and leadership opportunities are infused within professional,
societal, and personal settings. Dynamic relations between individuals and their environments produce the need
for education in the understanding of these interactions. Taught through physical and cognitive challenges, the
educational experience will encompass physical, social, psychological, and cultural components that can change the
way students’ think about themselves and their environment.
PED 295 will provide opportunities for autonomy in supportive learning environments with a focus on cognitive
growth. This model has been shown to be successful in increasing academic achievement. The academic and social
impacts of this course are significant, extensive, and longitudinal. The rarities of the positive impacts are
exemplified in an amalgamation of three meta-analyses reviewing 187 studies comprised of 26,845 participants.
Data indicates that cooperation and leadership through human performance is one of only a few areas in education
where effects are positive across all measured outcomes. In follow-up studies, positive impacts are present in
addition to previous effects. It is uncommon to find increased effects in follow-up studies as data collected from
other areas show diminished follow-up effects (Hattie, 2009). The implications of these findings demonstrate the
importance of incorporating this course into the curriculum as Cooperation and Leadership through Human
Performance will have both immediate and future impacts on students’ academic and social performance.
IV.
Description of Course:
PED 295, Cooperation and Leadership through Human Performance, will examine components associated with
cooperation and leadership. Critical analysis, leadership strategies, group and individual challenges, and
teambuilding will be used to direct the student from theory to application. While it is important to have the
requisite skills to succeed as an individual, it is equally important to understand the individual’s role in group
settings. Since teamwork and cooperation are ubiquitous and interdisciplinary, psychological, philosophical,
analytical, and communicative components will be reflected through the course literature, exercises, and writing.
In order to reinforce classroom activities, the incorporation of readings through editorials, research papers, video,
and current events will be carefully selected to reinforce applied skills and concepts. Writing will be descriptive,
reflective, and critical in nature to incite reflection, critical thought, and information internalization. The
incorporation of human performance to develop cooperation and leadership skills will afford the opportunity to
further develop ones understanding of psychology, philosophy, and inter-personal communication. This will better
prepare individuals for the omnipresent cooperative and leadership environment found in todays society.
This course will be useful to those interested in business, communication, philosophy, physical education, sports,
and other disciplines seeking leadership and cooperative learning.
V.
Approvals
Department Approval: Alphonses J. Heraghty
Date: 10/29/14
Academic Chair
Campus Dean Approval_James m. Keane
Date__10/29/14__
Campus Dean
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
10/2014
Special Topics Course Proposal Form: Submitted By Joshua Wolfson
SPECIAL TOPICS • COURSE SYLLABUS
I. Course Number and Title:
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PED 295
Cooperation and Leadership through Human Performance
II.
Description of Course:
PED 295, Cooperation and Leadership through Human Performance, will examine components associated with
cooperation and leadership. Critical analysis, leadership strategies, group and individual challenges, and
teamwork will be used to direct the student from theory to application through communication, experimental
learning, and group dynamics. While it is important to have the requisite skills to succeed as an individual, it is
equally important to understand the individual’s role in group settings. Since teamwork and cooperation are
ubiquitous and interdisciplinary, psychological, philosophical, analytical, and communicative components will be
reflected through the course literature, exercises, and writing.
In order to reinforce classroom activities, the incorporation of readings through editorials, research papers, video,
and current events will be carefully selected to reinforce applied skills and concepts. Writing will be descriptive,
reflective, and critical in nature to incite reflection, critical thought, and information internalization. The
incorporation of human performance to develop cooperation and leadership skills will afford the opportunity to
further develop ones understanding of psychology, philosophy, and inter-personal communication to better
prepare one for the omnipresent cooperative and leadership environment.
This course will be useful to those interested in business, communication, philosophy, physical education, sports,
and other disciplines seeking leadership and cooperative learning.
III.
Course Objectives:
(What should students learn as a result of taking this course and how will they demonstrate that
learning?)
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Upon completion of this course students will:
Demonstrate interpersonal and intrapersonal skills as related to communication and problem solving.
Critically analyze roles and skills in group and individual exercises.
Locate, evaluate, synthesize, and demonstrate cooperative and leadership strategies from a variety of
sources and disciplines.
Demonstrate an understanding of group dynamics from a physical and social perspective.
Explain the role of cooperation and leadership in the consummate professional.
Demonstrate the application of skills to promote personal, social, and physical growth.
Identify the role of human performance in pursuing a healthy lifestyle.
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
10/2014
Special Topics Course Proposal Form: Submitted By Joshua Wolfson
IV.
Required Texts and Materials:
(List textbooks, newspapers, journals, Internet resources, CD-ROMS, Videos, other teaching materials
to be used in the course.)

Texts, editorials, research papers, video, and current events will be carefully selected to reinforce applied
and theoretical skills and concepts.
V.
Assessment of Student Learning:
(Describe assessment measures, i.e., instruments that measure the attainment of course objectives.)
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Attendance – Students are expected to attend all classes. Attendance policy will follow the college wide
recommendation outlined in the college catalog.
Preparation – Students are expected to be prepared for every class. In the event of an absence, students are
responsible for all information covered.
Active participation – Students are expected to contribute to all aspects of class exercises.
Assignments – Includes but not limited to reading, writing, and oral presentations. Students’ assignments
will be designed to assess oral communication, critical thinking, information management, leadership and
cooperative strategies, personal, social, and physical growth, and the role of human performance in
pursuing a healthy lifestyle.
Mid-term and Final – Culminating assessments will be administered to evaluate the internalization of the
course objectives.
Grading:
A weighted scale encompassing the assessment criteria above will be used to determine students’ final grades. The
following represents the letter grade associated with the numerical range:
90-100 = A
80-84.9 = B
70-74.9 = C
60-64.9 = D
85-89.9 = B+
75-79.9 = C+
65 - 69.9 = D+
0 - 59.9 = F
INC = Incomplete
VI.
WEEK
1-2
3-4
Weekly Outline of Topics and Assignments:
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SKILLS
Orientation and introduction
Safety concerns (Covered regularly)
De-inhibitizing exercises
Trust building
Planning and goal setting concepts and exercises
Introduction to human performance concepts
Assessment of student learning and performance
Personality analysis (Myers-Briggs Type Indicator)
Theories and exercises related to communication and group dynamics
Group norm exercises and concepts
Introductory team building exercises
Application of human performance concepts
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
10/2014
Special Topics Course Proposal Form: Submitted By Joshua Wolfson
5-7
8-9
10
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Assessment of student learning and performance
Application of group dynamic theories through individual and group tasks
Group and individual role analysis
Introduction to problem solving and critical thinking concepts
Intermediate team building exercises
Leadership and communicative theory analysis
Communication and problem solving concepts and exercises
Application of human performance concepts
Assessment of student learning and performance
Cooperative and problem solving challenges
Intermediate/Advanced team building exercises
Application of leadership and cooperative theories
Application of human performance concepts
Assessment of student learning and performance
De-brief and reflective activities
Closure activities
Application of human performance concepts
Assessment of student learning and performance
ALL FORMS MUST BE SUBMITTED ELECTRONICALLY
10/2014