LNT Degree Plan

Master’s Degree Plan

Given-name A. Surname UIN 666000666

Liberal and Integrative Studies, University of Illinois, Springfield

Draft for LNT Committee’s Approval, December 2022

Degree title goes here

Your street address Springfield, IL. 62704

217-206-7311

[email protected] Table of Contents

Autobiography...... 1

Goals Statement...... 2

Philosophy of Education...... 3

Learning Needs...... 4

Inventory of Learning Resources...... 5

NARRATIVE CURRICULM...... 12

LNT Curriculum Proposal Timeline...... 18 Autobiography

This is where you paste in your learning autobiography, over this text here.

1 “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.

2 “quotation or aphorism here.”

Author of quotation used above

Philosophy of Education

Your philosophy of education goes here.

Just write it.

3 “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.

4 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: [email protected]

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 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: [email protected]

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.

5 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: [email protected] 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.

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 self- discovery and meaning. This text was extremely helpful in through the writing of my autobiography.

6 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."

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.

7 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, self- confidence, 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. 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,

8 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 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 day- to-day journey from childhood to adulthood.

9 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: [email protected]

Faculty Academic Advisors

Bogle, Leonard Assistant Professor, Educational Leadership Office: BRK 384 Springfield, Illinois Office Phone: (217) 206-7824 E-mail: [email protected]

Pease-Case, Jenene Assistant Professor, Child and Family Studies Office: BRK 315 Springfield, Illinois Office Phone: 217-206-8521 Email: [email protected]

LNT Peer Advisors and Outside Expert Advisors

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: [email protected]

10 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: [email protected]

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: [email protected]

11 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 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.

12 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

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.

13 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

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.

14 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 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

15 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.

Course Grade

Received

HMS 538 Social Services Administration A

16 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

17 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

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 3.0

43 total new credit hours

(without accepting any of the 20 credit hours already earned in HMS)

* Indicates course that has been established but has not been assigned a course number or course description.