Master’s Degree Plan
Given-name A. Surname
UIN 666000666
Liberal and Int egr at iv e St u dies, U n i v ersit y of I l l inois, S pringf iel d
Draft for LNT Committee’s Approval, December 2022
Degree title goes here
Your street address
Springfield, IL. 62704
217-206-7311
student1@uis.edu
Table of Contents
Autobiography .....................................................................1
Goals Statement .................................................................. 2
Philosophy of Education ..................................................... 2
Learning Needs ................................................................... 3
Inventory of Learning Resources ....................................... 3
NARRATIVE CURRICULM................................................10
LNT Curriculum Proposal Timeline ................................. 15
Autobiography
This is where you paste in your learning autobiography, over this text here.
.
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“quotation or aphorism here.”
Author of quotation used above
Goals Statement
Write your goals statement here.
Goals statement.
Short Term and Intermediate Goals
•
List short term goals here.
Long Term Goals
•
List long term goals here.
“quotation or aphorism here.”
Author of quotation used above
Philosophy of Education
Your philosophy of education goes here.
Just write it.
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“Quotation.”
-Quotation author
Learning Needs
Narrative of your learning needs goes here.
You can paste it in over this text.
Specific Learning Needs Model
List specific learning needs, and rate your ability. You could use a table here if you like.
Inventory of Learning Resources
Professionals, Educators, Peers
Case-Pease, Dr. Jenene: Assistant professor of human services, child and family studies
concentration.
Degree: Mississippi College 1994.
Assistant Professor, Child and Family Studies
University of Illinois at Springfield
Office: BRK 315
Springfield, Illinois 62703
Office Phone: 217-206-8521
Email: jpeas2@uis.edu
Rationale: Dr. Pease is a faculty member of my LNT committee. As assistant professor of Child and
Family Studies within the Department of Human Services Department at UIS, Dr. Pease served as my
online graduate instructor in Human Service Administration; HMS 502 Interviewing and Assessment
Skills in Human Service, HMS 516 Ethics and Professional Development
Dr. Pease’s research and leadership in the online classroom are monumental. Dr. Pease’s recent research
work includes; professional ethics and boundaries, youth resilience, and crisis intervention.
Egizi, Andy: Adjunct Professor, Liberal Studies, Online Coordinator, Liberal Studies
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Degree: M.A. Communications, University of Illinois at Springfield
Adjunct Professor, Liberal Studies, Online Coordinator, Liberal Studies
University of Illinois at Springfield
One University Plaza
Office: UHB 3045
Springfield, Illinois 62703
Phone: (217) 206-7456
Email: aegiz1@uis.edu
Rationale: Mr. Andy Egizi was my undergraduate online coordinator for Liberal Studies. With his
position brought a new method of independent and autonomous learning in which he accepted me into the
program to explore. Through his acceptance into the program I was able to learn following eight broad
subject categories based on Ernest Boyer’s Models of Study. This undergraduate degree and the help and
leadership of Mr. Egizi gave me the desire to look for more in my education.
Hadley-Ives, Eric: Assistant Professor of Liberal Studies and Liberal and Integrative Studies
Degree: Ph.D. Washington University
Liberal and Integrative Studies Admissions
University of Illinois at Springfield
One University Plaza
Office: UHB 3028
Springfield, Illinois 62703
Office Phone: 217-206-8207
E-mail: hadlleyiv@uis.edu
Rationale: Add in a rationale here.
Academic Media
Texts
Edginton, Christopher R., and Phyllis M. Ford. Leadership in Recreation and Leisure Service
Organizations. New York: Wiley, 1985.
Rationale: This text will be used to gain knowledge on direct, face-to-face leadership. As well, this
text will be used in helping to understand the importance of leadership in recreation and leisure
service organizations through up-to-date theoretical and practical information organized in a
format that provides in-depth understanding of the elements necessary for effective leadership in
recreation and leisure service organizations.
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Elbow, Peter. Writing with Power: Techniques for Mastering the Writing Process. New York:
Oxford UP, 1998.
Rationale: This book by Elbow, provided me with various ways for getting words down on paper,
revising, dealing with an audience, getting feedback on a piece of writing, and approaching the
mystery of power in writing. Elbow’s text has given me a new application and tool which includes
focusing on my production of writing and the revision of it as well.
Keen, Sam, Anne Valley. Fox, and Sam Keen. Your Mythic Journey: Finding Meaning in Your
Life through Writing and Storytelling. Los Angeles: J.P. Tarcher, 1989.
Rationale: Through this text, I was able to discover other tools that allowed me to detect the story
line in my life and write and tell it in a step-by-step way, opening up a hidden world of selfdiscovery and meaning. This text was extremely helpful in through the writing of my
autobiography.
Marx, Jeffrey. Season of Life: a Football Star, a Boy, a Journey to Manhood. New York: Simon
& Schuster, 2004.
Rationale: This text will be used as an inspirational and moving piece of work in which I can use as
an inspirational movement resource in my field of study. Inspirational topics that include the ways
of changing lives by teaching boys how to be men of substance and impact by focusing on
relationships and a cause beyond themselves.
Maxwell, John C. Developing the Leader within You. Nashville: T. Nelson, 1993.
Rationale: This text will be used to gain knowledge about positive change through personal
integrity and self-discipline through the timeless principles applied in my life. From this text I will
learn: The true definition of leadership, the traits of leadership, and the difference between
management and leadership that will inspire me to inspire others through committed, visionary
leadership.
Metzger, Maure Ann. An Appreciative Inquiry of Youth Perspective on Effective Youth
Leadership Programming. 2007.
Rationale: This will be used as a resource tool in my field of studies that I can use to explore the
elements, processes, and practices that contribute to optimal leadership when working with at-risk
youth who participate in leadership programs.
Mitra, Dana L. Student Voice in School Reform: Building Youth-adult Partnerships That
Strengthen Schools and Empower Youth. Albany: State University of New York, 2008.
Rationale: This text will be used to gain knowledge and the outcomes through examining the
emergence of "student voice."
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Price, Hugh B. Mobilizing the Community to Help Students Succeed. Alexandria, VA:
Association for Supervision and Curriculum Development, 2008.
Rationale: From this text I plan to gain the knowledge necessary to teach educators, parents,
business and civic leaders, and members of the general public how consistent and creative
involvement can result in invigorated youth who can become inspired to achieve in school and life.
Learning how community based efforts to motivate youth success can be effective from those
leading the youth is the ultimate goal from this text.
Rogers, Carl R. A Way of Being. Boston: Houghton Mifflin, 1995.
Rationale: This text was one of the most inspirational books that I have read. The understanding of
terms coined by Roger’s that correlates with my own personal strengths and weaknesses by using
methods that involves removing obstacles so I can move forward in my own career and personal
life. As well, Roger’s gave me the understanding on how to accomplish this by what he references as
“freeing myself for normal growth and development. By applying these methods that Roger’s refers
to it allows me to deal with what I consider important to my learning, professional, and personal
needs by applying these methods at my own pace.
Taylor, Andrea S., and Jeanette Bressler. Mentoring across Generations: Partnerships for
Positive Youth Development. New York: Kluwer Academic/Plenum, 2000.
Rationale: From this text I plan to gain knowledge on how acting as advocates, challengers,
nurturers, role models and friends, older mentors help children develop the awareness, selfconfidence, and skills they need to overcome overwhelming obstacles.
Articles and Periodicals
Boone, Erin M., and Bonnie J. Leadbeater. "Game On: Diminishing Risks for Depressive
Symptoms in Early Adolescence Through Positive Involvement in Team Sports." Journal of
Research on Adolescence 16.1 (2006): 79-90.
Danish, S. J., A. J. Petitpas, and B. D. Hale. "Life Development Intervention for Athletes: Life
Skills through Sports." The Counseling Psychologist 21.3 (1993): 352-85.
Eccles, Jacquelynne S., Bonnie L. Barber, Margaret Stone, and James Hunt. "Extracurricular
Activities and Adolescent Development." Journal of Social Issues 59.4 (2003): 865-89.
Elliott, D. S., W. J. Wilson, D. Huizinga, R. J. Sampson, A. Elliott, and B. Rankin. "The Effects
of Neighborhood Disadvantage on Adolescent Development." Journal of Research in Crime and
Delinquency 33.4 (1996): 389-426.
Grossman, J. B., and J. P. Tierney. "Does Mentoring Work?: An Impact Study of the Big
Brothers Big Sisters Program." Evaluation Review 22.3 (1998): 403-26.
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Lakin, R., and A. Mahoney. "Empowering Youth to Change Their World: Identifying Key
Components of a Community Service Program to Promote Positive Development." Journal of
School Psychology 44.6 (2006): 513-31.
Larson, Reed W. "How U.S. Children and Adolescents Spend Time: What It Does (and Doesn't)
Tell Us About Their Development." Current Directions in Psychological Science 10.5 (2001):
160-64.
Lock, Eric. COMMUNITY PROGRAMS TO PROMOTE YOUTH DEVELOPMENT,
Jacquelynne Eccles and Jennifer A. Gootman (eds), Washington D.C.: National Academic Press,
2002, 411 Pp." Child and Adolescent Social Work Journal 21.5 (2004): 551-55.
Macphail, Ann, Trish Gorely, and David Kirk. "Young People's Socialization into Sport: A Case
Study of an Athletics Club." Sport, Education and Society 8.2 (2003): 251-67.
Pedersen, Sara, and Edward Seidman. "Team Sports Achievement And Self-Esteem
Development Among Urban Adolescent Girls." Psychology of Women Quarterly 28.4 (2004):
412-22.
Sallis, James F., Bruce G. Simons-Morton, Elaine J. Stone, Charles B. Corbin, Leonard H.
Epstein, Nell Faucette, Ronald J. Iannotti, Joel D. Killen, Robert C. Klesges, Clayre K. Petray,
Thomas W. Rowland, and Wendell C. Taylor. "Determinants of Physical Activity and
Interventions in Youth." Medicine & Science in Sports & Exercise 24.6 (1992): 248-257.
Simon, Peter. "Community Programs to Promote Youth Development." Journal of
Developmental & Behavioral Pediatrics 26.5 (2005): 390.
Wolf-Wendel, Lisa E., J. Douglas Toma, and Christopher C. Morphew. "There's No "I" in
"Team": Lessons from Athletics on Community Building." The Review of Higher Education
24.4 (2001): 369-96.
Local Organizations and Community Program Resources
E.L.I.T.E. Youth Outreach: is a local nonprofit organization that takes at risk youth in local
communities and gives them the skills they need to survive on their own. With the help of local
leaders we are able to reach out and point the youth in the right direction.
Peoria Area Track & Field Club: is collaboration designed to provide community youth an
opportunity to develop healthy habits while also providing a method for controlling behavior.
The spirit of track, for example, allows students time for independent reflection while giving
their body physiological benefits. It is the goal of the PATFC partnership to instill tools in our
youth empowering them to maintain control over their emotional well-being, using the sport of
track as the outlet to vent any lingering frustration the student may have endured.
C.H.O.I.C.E.S. Youth Outreach Program: In cooperation with law enforcement, educators,
and corporate and community leaders, C.H.O.I.C.E.S. delivers a powerful message of hope and
empowerment, stressing the impact of the daily decisions young people make and the connection
between those choices and consequences they experience. C.H.O.I.C.E.S. promotes self-respect
and respect for others, positive attitudes and work ethic, constructive habits and behaviors, and
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stresses the importance of education. Students are empowered to develop their inner strength, to
recognize and overcome negative peer pressure as well as other obstacles they face in their dayto-day journey from childhood to adulthood.
LNT Committee Members
LNT Advisor
Hadley-Ives, Eric: Assistant Professor of Liberal Studies and Liberal and Integrative Studies
Degree: Ph.D. Washington University
Liberal and Integrative Studies Admissions
University of Illinois at Springfield
One University Plaza
Office: UHB 3028
Springfield, Illinois 62703
Office Phone: 217-206-8207
E-mail: hadlleyiv@uis.edu
Faculty Academic Advisors
Bogle, Leonard
Assistant Professor, Educational Leadership
Office: BRK 384
Springfield, Illinois
Office Phone: (217) 206-7824
E-mail: lbogl1@uis.edu
Pease-Case, Jenene
Assistant Professor, Child and Family Studies
Office: BRK 315
Springfield, Illinois
Office Phone: 217-206-8521
Email: jpeas2@uis.edu
LNT Peer Advisors and Outside Expert Advisors
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Dunphy, Brein: Peoria High Athletic Director
Peoria High School Athletics Department
Peoria High School
1615 N. North Street
Peoria, Illinois 61604
Phone: 309-672-6630
Email: Brein.Dunphy@psd150.org
Thornton, Tim: Peoria High School Football Varsity Head Coach
Peoria High School Athletics
Peoria High School
1615 N. North Street
Peoria, Illinois 61604
Phone: 309-672-6630
Email: Timothy.Thornton@psd150.org
Farrell, John Pastor: Pastor of outreach and discipleship/ Upward Christian Youth Basketball
Grace Church Pastor of outreach and discipleship
Grace Church
1325 East Jefferson Street
Morton, Illinois 61550
Phone: 309-266-9281
Email: John.Farrell@gracemorton.org
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NARRATIVE CURRICULM
Core Requirements
INO 501 – Graduate Colloquium
To be taken as the first course after acceptance as a conditional LNT student. Serves as an
introduction to the individual option program and focuses on the skills, knowledge, and attitudes
necessary to become a self-directed, autonomous learner. Students design effective learning
experiences, organize learning resources, and design a graduate curriculum.
Rationale: This course will be used as the introduction into the LNT program that
establishes the guidelines toward my graduate degree.
4.0 Credit Hours
EDL 542 -Teacher Leadership
The examination of leadership characteristics and application of processes and strategies of
teacher leadership. The goal is the ability to understand and apply problem-solving tools while
working with people in educational setting.
Rationale: This class will be used as a method of learning leadership skills in an educational setting
as I will be working with educators, parents, youth, and the general public upon completion of my
degree. This class will give me knowledge through an application of processes and methods to apply
leadership in my professional field of studies.
4.0 Credit Hours
MPH 441-Human Well Being
Introduces students to the study of well-being and its importance in understanding health and
quality of life. Focusing on determinants of health, happiness, and the psychological aspects of a
fulfilling and flourishing life, topics include personal and social determinants of health and
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happiness. Provides information to guide interventions for improving public health and
happiness and demonstrates the use of multidisciplinary approach that unites insights and
empirical results from public health, psychology, economics, sociology, and neuroscience.
Rationale: This course will be used to gain a better understanding of the determinants that
create the over-all well- being of human individuals. This course will be used to gain a
greater knowledge of human well-being and its importance in the quality of life, as this will
be my main focus when dealing with positive youth outcomes in my professional career.
4.0 Credit Hours
PSY 332-Sport Psychology
Overview of psychological theory and research as it relates to sport and exercise at the individual
and group levels.
Rationale: This course will be used to gain competence of the theories and research in
sports through the psychological components that will enhance my ability to gain mastery
in the field of athletics.
It cannot be officially counted toward my graduate degree, and the instructor is likely to
decline a suggestion that he allow me to create an independent study based upon this
course, but I will either take the course or audit it. I don’t need the credit hours, because if
some of my pre-existing credits earned in the human services master’s degree program are
accepted, my total number of hours far exceeds the 42 credit hours required for the LNT
master’s degree.
4.00 Credit Hours
SWK: Positive Youth Outcomes (course to be developed summer 2012)
This course will review the literature on what positive youth outcomes are, and what factors are
associated with positive youth outcomes. It will then explore research on after-school
extracurricular activities, with a focus on how sports and athletics affect adolescents. The course
concludes with a review of best practices and outcome research in various preventive programs
intended to reduce substance abuse, violence, and unprotected promiscuous sexual activity in
adolescents.
Rationale: This course will be used to help fulfill my learning needs as well as strengthen
my comprehension on positive youth outcomes that I will be able to apply to my degree and
professional work in athletic leadership in human services.
4.0 Credit Hours
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LNT-580 based upon EXL 360- Social Change and Leadership
This course will look at the topics of leadership and social change. Students enrolled in this
course will be oriented to the concept of social change and leadership through participation in
discussions and a semester-long service project. Students will plan and implement a project to
meet a community need. Critical reflection on these experiences through online discussion and
journaling will enhance the experiential learning.
Rationale: This course will allow me the opportunity to first-handedly gain knowledge and
hands on experience, implementing a service project in the area in which I am looking to
gain mastery. It is only an undergraduate course, and cannot be counted toward my
major, so I propose to develop an independent study in which I cover the ideas and
materials used in this catalogue course, but do assignments and extra readings that are far
more demanding than what exists in this course. Perhaps I can informally serve as a
teaching assistant in a section of the EXL-360 course.
3.0 Credit Hours
LNT-599 based upon CRJ 363 - Gangs, Crime, and Justice
This course examines the historical background of gangs including: formation, membership, and
gang identifiers., including stereotypes and misconceptions. Drugs, investigating gang violence,
and the music/media portrayal are explored. Prevention, interventions, and suppression strategies
related to gang crimes, as well as criminal justice system responses are discussed.
Rationale: This course will be used to gain knowledge of the interventions and preventions
strategies related to gangs and gang crimes. Working with at-risk youth and assuming my
position, I feel this course will be valuable in understanding the youth that I may come into
contact with who have/had or may be tempted by gang involvement in inner cities. Having
a general knowledge of one of the biggest threats to youth today I feel this course will allow
me to gain a general knowledge that I can use in my profession.
Just as with the leadership course, this course is only an undergraduate course, and cannot
be counted toward my major, so I propose to develop an independent study in which I
cover the ideas and materials used in this catalogue course, but do assignments and extra
readings that are far more demanding than what exists in this course. Perhaps I can
informally serve as a teaching assistant in a section of the CRJ-363 course.
3.0 Credit Hours
HMS 584 - Introduction to Nonprofit Management
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This course provides a comprehensive overview of contemporary issues in managing nonprofit
organizations. Topics include theories of nonprofit management, basic leadership practice, social
problem analysis, programmatic intervention strategies, effective program design, needs
assessments, mission statements, goals and objectives, program evaluation and performance
measurement, and successful diversity management.
Rationale: This course will be detrimental to my learning needs, as I anticipate my degree
will line me up for a profession in a non-for-profit organization. This course will enhance
my knowledge and tools in the human service sector.
4.0 Credit Hours
LNT-599 based upon LIS 360 - Special Topics in Liberal Studies: Interdisciplinary Baseball
Exploration of topics relating to Boyer Categories. Meets Liberal Studies elective requirement.
This course will discuss and analyze the tipping point as an Interdisciplinary approach to
Baseball beginning from the 1800’s to 2000’s. As well, this course will teach the deep roots and
historical moments of baseball during these times.
Rationale: This course will be used to enhance my knowledge in athletics, specifically,
baseball and will fulfill a part of my learning needs to gain mastery in sports and athletics
through the sports rich history.
4.0 Credit Hours
History: Sports and Athleticism in the Ancient World (Formally His 480)
*Course number, description, and syllabus under construction- class will be available beginning
fall 2012
Rationale: This course will give me the knowledge of sports and athleticism from a
historical period in time. This course will allow me to analyze the similarities and
differences of sports and athleticism from a historical time period to the current and will be
a beneficial component in gaining mastery in athletics.
*Course number, description, and syllabus are under construction. Class will be available
beginning fall 2012 and amendments to this narrative curriculum will be made as soon as the
information becomes available.
4.0 Credit Hours
LNT 521 - Liberal & Integrative Studies
To be taken as the final course prior to closure project. Application of the principles of
integration. Students prepare a paper relating learning experiences to common themes or issues
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and design a master's project or thesis. Course Information: Credit/No Credit grading only.
Prerequisite: LNT 501.
Rationale: this course will be used to meet the LNT core degree requirements. This course
will be used as the portfolio for my LNT masters project.
3.00 Credit Hours
LNT 599 - Independent Study: Tutorial
To be taken as described in individual degree proposals. Readings or research on trends and
current issues in the student's area of study. In consultation with faculty, students define topics
integral to satisfying their self-assessed learning needs
Rationale: This course will be used to meet the LNT core degree requirements. This course
will allow me to define to define a topic that pertains to athletic leadership in human
services and that will integral to satisfy my self-assessed learning needs.
3.00 Credit Hours
LNT 560 - Master’s Thesis:
Demonstrate accomplishment and mastery of a chosen area of study. The thesis is a major
quantitative or qualitative research and writing project based in one of the academic disciplines
in the student's course of study. (4.0 credits)
Rationale: This course will be used to complete the core requirements of the LNT program
by providing a master’s thesis that will demonstrate the accomplishment and mastery in
my chosen area of study through quantitative and qualitative research and research in one
of my academic disciplines in my course of study.
4.0 Credit Hours
Secondary Courses
Upon approval from my committee, I would like to incorporate as many of the following
completed graduate level classes, as secondary classes toward my degree, degree plan, and
narrative curriculum. These classes will be used to incorporate core knowledge gained
toward mastery in my field of study and fulfilling my self-assessed learning needs.
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Course
Grade Received
HMS 538 Social Services Administration
A
HMS 501 Critical Perspectives in Human Services
B
HMS 502 Interviewing and Assessment Skills in Hum Services
A-
HMS 516 Ethics and Professional Development
B+
HMS 514 Staff Development and Supervision
A-
20 Total Hours
LNT Curriculum Proposal Timeline
Semester
Course Number and Title
Total
Fall 2011
LNT 501
Graduate Colloquium
4.0
Spring 2012
EDL 542
Teacher Leadership
4.0
Spring 2012
MPH 441
Human Well Being
4.0
Summer 2012
PSY 332
Sport Psychology (possibly audit)
4.0
Fall 2012
SWK
*Positive Youth Outcomes
4.0
Fall 2012
LNT-580
Social change and Leadership (based on EXL 360)
3.0
Spring 2013
LNT-599
Gangs, Crime, and Justice (based on CRJ 363 )
3.0
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Spring 2013
HMS 584
Introduction to Nonprofit Management
3.0
Summer 2013
LNT-599
Interdisciplinary Baseball (based on a topics course LIS 360)
4.0
Fall 2013
HIS
*Sports and Athleticism in the Ancient World
4.0
Fall 2013
LNT 521
Liberal & Integrative Studies
3.0
Spring 2014
LNT 599
Independent Study: Tutorial
43 total new credit hours
(without accepting any of the 20 credit hours already earned in HMS)
3.0
* Indicates course that has been established but has not been assigned a course number or course
description.
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