Education Courses (EDUC)
091-092 Reading and Study Skills. (1-3)
Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level. (Non-graduation credit.)
210 Foundations of Education. (2)
Provides early identification of teacher education candidates; information for progressing through the teacher education program; and the cultural/sociological, historical, political, and philosophical roots of American education. A 25 hour school-based field experience is required.
301 Educational Technology. (3)
This course is designed to provide teacher candidates with a combined base
of theory, knowledge, and application of computer skills. The course
includes the development of a powerpoint presentation and an electronic
portfolio; the use of spreadsheet software and an educational statistical
package; the use of synchronous and asynchronous modes of technological
communication; and, the development of documents in HTML format for Web
communication. The teacher candidate will evaluate educational software and
websites, and become familiar with assistive software and hardware for
students with special needs.
305 Psychology of Teaching and Learning. (3)
Prerequisites: EDUC 210.
The study of various learning theories and their implications for teachers. A 25 hour school-based field experience is required.
306 Instructional Processes and Strategies. (3)
Prerequisite: EDUC 301, EDUC 305 and Admission into the Teacher Education Program or consent of the Director of Teacher Education.
The study of planning and preparing for instruction; use of effective teaching behaviors and classroom management techniques; use of instructional media. A 25 hour school-based field experience is required.
307 Elementary Language Arts. (3)
Corequisite: EDUC 306.
Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which children are actively involved in thinking and communicating. Focus is on curriculum, varied instructional strategies, speaking, writing and viewing as an integral part of the total curriculum with attention to both creative and functional aspects of language use.
308 Reading in the Early Years. (3)
Prepares the candidate to teach young children to read; to plan and organize a reading program for beginners; to select and use appropriate materials for developing emergent literacy and reading skills; and, to test and evaluate reading growth in young children. A 10 hour field experience is required. (S)
310 Assessment and Evaluation of Instruction. (2)
Prerequisite: EDUC 305.
The study and development of techniques for assessing student progress for the purpose of improving instruction through interpretation of evaluation data.
311 Elementary Science Methods. (2)
Prerequisite: EDUC 306.
Provides teacher candidates instructional methods, curriculum concepts and laboratory materials appropriate to the teaching of science in elementary schools.
312 Elementary Social Studies Methods. (2)
Prerequisite: EDUC 306.
Provides teacher candidates with subject content materials and methods for teaching the social studies in the elementary schools.
318 Content Area Reading. (2)
Corequisite: EDUC 306.
Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum.
319 The Teaching of Reading. (3)
Prerequisites: EDUC 306; EDUC 307 recommended but not required.
The study of word recognition and comprehension. Basic understandings, techniques, and approaches directly related to developmental programs in elementary and middle schools. Organization and evaluation of reading programs. A clinical experience is required.
320 Constructive Assessment of Literate Behaviors. (3)
Prerequisites: EDUC 307, 319.
Introduction to informal evaluation techniques and strategies that assess literacy needs and strengths. Topics include the interactive nature of literacy components and importance of the teacher as a focused classroom observer. A 15 hour school-based field experience is required.
326 Development of Communication Systems. (3)
Prerequisite: EDUC 305 or consent of instructor.
Examines the sequence and theories of normal and abnormal communication in children. Methods for assessment and facilitation of language development are studied. A 10 hour school-based field experience is required (F).
330 Diversity in Social and Educational Settings. (3)
Prerequisites: Twelve hours of Social Science courses and upperclass status, EDUC 305 or consent of instructor (crosslisted with SOWK 302).
Examines transecting master statuses of race, class, gender, sexual orientation, and disability, and, implications of one’s professional attitudes towards "difference" on the teaching-learning process or human services work (F).
456 Supervised Directed Teaching. (4-12)
Prerequisites: Admission to the student teaching semester, verification of successful completion of PRAXIS II: Subject Assessments Test(s) and Principles of Learning and Teaching Test.
Classroom teaching in grades Preschool-Adult under the direct supervision of public school and University personnel.
456A Performance Assessment Internship for Certified Teachers. (3)
Prerequisites: Admission to the student teaching semester, professional teaching licensure.
A partial semester of classroom teaching for certified teachers in grades Preschool-Adult under the direct supervision of public school and University personnel.
Elective Education Courses
400 Special Topics in Education. (1-3)
Prerequisite: Consent of instructor.
An in-depth study of various areas of education which may include classroom management, inclusion, instructional technology or educational research.
470 Independent Study. (1-3)
Prerequisites: Consent of instructor.
Investigation of in-depth special topics in education. Application must be made through the Division Office and approved by a committee prior to registration.
Special Education Courses (SPED)
309 Strategies for the Inclusive Environment. (3)
Prerequisites: Admission into the Teacher Education Program; EDUC 306
This course is required of all teacher candidates. The course provides prospective teachers an overview of special education and the federal requirements that govern the educational process. The course is designed to prepare teacher candidates to meet the diverse needs of all learners in inclusive general education environments. Emphasis is placed on the identification of the individual needs of special education students and the development of effective instructional strategies/teaching techniques to address those needs. Topics will include: parent and community involvement, social and multicultural issues, and classroom management techniques. A 25-hour field placement is required.
310 Introduction to Special Education. (3)
Introduction to current issues and problems related to children and youth who deviate from the average in mental, physical, social and/or emotional characteristics to the extent that the appropriate inclusionary setting is provided. Research on a current issue in special education is required.
311 Characteristics of the Learning Disabled. (3)
Prerequisite: SPED 310 or consent of instructor
Investigation of affective, cognitive and educational (attention and memory) characteristics from early years to adolescence. Special attention will be given to research for the purpose of developing teaching guidelines based on the characteristics of learning disabled students. A 10 hour school-based field experience is required.
325 Human Relations in Early Education Settings. (3)
Prerequisite or corequisite: EDUC 305 or consent of instructor.
Included are simulations of interpersonal skills effective with families, professionals, and paraprofessionals involved with the child. The role of external groups and establishment of effective home-school-community interaction are studied. Interviews are required (F)
328 Program Management. (3)
Prerequisites: EDUC 305, E ED 304 or consent of instructor.
Techniques for coordination of curriculum and instruction components in early childhood programs are examined. Criteria for selection and use of various classroom management procedures are studied. Field trip is included.
330 Characteristics of Behavior Disorders. (3)
Prerequisite: SPED 310 or consent of instructor
Investigation of the various behavioral characteristics and etiological factors that influence the identification and placement of behavior disordered students. Special attention will be given to preparing a Functional Behavior Assessment, completing a Manifestation Determination, and the development of behavioral interventions and behavior management plans. A 10-hour school-based experience is required.
382 Characteristics of Mental Impairments. (3)
Prerequisite: SPED 310 or consent of instructor
Investigation of the intellectual, educational, social and emotional characteristics of mentally impaired individuals from early childhood to adult levels. Special attention given to current issues, characteristics, etiologies and transitional services. A 10 hour school-based field experience is required.
383 Assessment of Exceptional Children. (3)
Prerequisite or corequisite: SPED 311, SPED 330, SPED 382.
Educational assessment and evaluation for remediation, understanding and utilization of the psychological evaluations, teacher assessment and analysis for planning individualized instruction. Teacher candidates will use various assessment techniques and plan for instruction based upon assessment data.
385 Curriculum and Planning for Exceptional Children. (3)
Prerequisite or corequisite: SPED 310.
Focus on the curricular and program needs of special education students from early childhood through adolescent levels. Topics include curriculum planning, informal assessment methods, instructional strategies, individual education plan (IEP) development and implementation, collaborative consultation and transitional programs. A 10-hour school-based experience is required.
402 Early Identification and Inclusion. (3)
Prerequisite: EDUC 305.
Methods and materials for identification, intervention, and developmental interaction with young children having mild and moderate conditions are studied.
403 Intervention with Young Children. (3)
Prerequisites: SPED 310 and SPED 402 or consent of instructor.
Alternative curricular approaches for intervention with young children having severe and profound conditions are examined. Home-based intervention programming is included. A 26-hour field experience is required.
407 Methods for Teaching the Learning Disabled. (3)
Prerequisite or corequisite: SPED 310 and SPED 311 or consent of instructor
Introduction to basic procedures for behavioral remediation of academic subjects. Emphasis placed on practical, research based techniques of educational programming based on the development of complete individual education plan (IEP) for either a resource or self-contained learning disabilities student. A 10-hour school-based field experience is required.
408 Classroom Organization and Management. (3)
Prerequisite: SPED 310 or SPED 385.
Investigation of the special education teacher’s role as manager and facilitator of the learning environment. Topics include theories and application of cognitive behavior management, methods of data collection and analysis, design and evaluation of classroom interventions, self-monitoring techniques, and development of research-based instructional materials. A 15 hour school-based field experience is required.
410 Methods for Teaching the Behavior Disordered
Prerequisite: SPED 310, SPED 330 or consent of instructor
Introduction to methods of teaching academic subjects, behavior management skills, and social skills to behavior disordered students from early childhood through adolescent levels. Topics include theories and application of behavior management, methods of data collection and analysis, design and evaluation of classroom interventions, self-monitoring techniques, and the development of research-based instructional materials. A 15-hour school-based experience is required.
495 Methods for Teaching the Mentally Impaired. (3)
Prerequisites: SPED 310 and SPED 382 or consent of instructor.
Investigation of methods for teaching academic subjects, personal, social and daily living skills to mildly and moderately mentally impaired students from early childhood to adolescent levels. A 10-hour school-based field experience is required.
Early Education Courses (E ED)
265 Child Development. (3)
Prerequisite: EDUC 305.
A study of theory and research regarding social-emotional, cognitive, motor and language development in young children. A 26-hour field experience is required.
304 Early Education, Curriculum, Methods and Materials. (3)
Prerequisite: Admission into the Teacher Education Program for Early Childhood Special Education Pre K-K majors.
Investigates relationship between curricular design and how, why, what and where children learn. Explores historical and philosophical foundations and current trends. Content will focus on curricular methods and materials to facilitate development and learning. A 20 hour field experience is required.
305 Early Education Curriculum, Methods and Materials Practicum. (3)
Prerequisite: E ED 304 or consent of instructor
Examines existing commercial materials for learning and teaching at the early childhood levels. Opportunities are provided to observe in programs for infants and toddlers and to work with parents. A 26-hour field experience is required. (S)
324 Infant Growth and Development. (3)
Prerequisites: EDUC 305, E ED 265 or consent of instructor.
Provides an in-depth examination of the sensorimotor phase of development. Factors impacting growth from conception through the first two years of life are examined (S).
Health Education Courses (H ED)
120 Personal Health. (3)
The study of personal health as it relates to children through adults, including the six CDC risk areas of injuries, tobacco use, alcohol/drug use, sexual behavior, diet, and physical activity. (F)
200 Foundations of Health Education. (3)
Prerequisite: H ED 120.
A study of the historical, philosophical, sociological, psychological, and scientific foundations of health education. Consideration is given to individual and societal factors which contribute to and/or influence the elements of physical, social, emotional, spiritual, and intellectual health. (F)
208 School Health. (2)
A study of school health education and coordinated school health programs. Note: A requirement for the Elementary K-6 certification. Not a requirement for Health Education certification. (F, S)
210 Organization of School Health Programs. (2)
A study of the comprehensive school health program, including health services, health education, and environmental concerns which contribute to the promotion of health and prevention of disease for the school student. (F)
300 Measurement and Evaluation in Health Fields. (2)
Prerequisite: H ED 120.
The study of the processes used to evaluate health education programs. Concen-tration on evaluation will include planning, conducting needs assessments, conducting evaluations, and analysis procedures. A discussion of the assessment techniques of current health status is also included. (S)
303 Principles of Mental and Emotional Health. (2)
A study of mind/body health and the effects of attitudes, emotions, and relationships on health. Consideration is given to stress with an emphasis on appropriate management techniques and strategies. (F)
304 Principles of Nutrition and Weight Management. (2)
Management approach to the cause and the nature of health and well being, and health deterioration, emphasizing health maintenance and disease prevention through nutrition and weight control. (S)
305 Human Disease. (2)
A study of the causation and prevention of the major chronic and infectious diseases which affect the quality of an individual’s life. Major signs and symptoms of disease as well as treatment will be discussed. (F)
400 Methods and Materials in Health Education. (3)
Prerequisites: H ED 120, EDUC 305.
Theory and application of health instruction including materials, curriculum development, and a variety of teaching methods appropriate for the Pre K-Adult setting. (S)
415 Community Health and Health Promotion. (2)
Prerequisite: H ED 120.
Discusses problems of chronic and communicable diseases, environmental health, world health, and the various community agencies involved in their solutions through planning, implementing, and assessing programs. Special attention is given to cultural health issues as well as the special needs of the elderly. A class service-learning project is required. (S)
Physical Education Courses (P ED)
101M Personal Wellness. (2)
Provides the student with the knowledge, skills, and values to develop a basic personal fitness/wellness program that can be maintained for life. Two hours lecture, one hour laboratory. (General Studies Requirement) (F, S)
110 Introduction to Teaching Physical Education. (1)
Should be taken by majors at the beginning of their physical education coursework. Emphasis on understanding the profession and relevant issues in physical education, introduction to current literature and events, collaborative learning strategies, and the framework for portfolio development in the physical education program. (F, S)
117 Team Sports. (3)
Consideration will be given to acquiring the basic knowledge, skills, strategy, and safety procedures necessary to participate in and teach beginning field hockey, softball, soccer, flag football, basketball, team handball, volleyball, and track and field, as well as others that may be added at the instructor’s discretion. (F, S)
118 Individual Sports and Physical Activities. (3)
Consideration will be given to acquiring the basic knowledge, skills, strategy, and safety procedures necessary to participate in and teach beginning golf, archery, bowling, badminton, racquetball, tennis, weight training, skiing, jogging/walking, in-line skating, hiking, biking, and other outdoor pursuits. (F, S)
202 Foundations of Physical Education and Sport. (3)
A study of the history and philosophy of physical education and sport and their relationship to current trends in the field, and the psychological and sociological implications of physical education and sport. (S)
207 Anatomy and Physiology. (3)
BIOL 101 and 102 recommended.
An introduction to knowledge of the normal development, structure, and function of man. (F)
212 Rhythms and Dance. (2)
Emphasis on various rhythm and dance skills and activities suitable for physical education programs for developmental levels Pre K-4, 5-8, 9-Adult. Participants will acquire proficiencies in skill development, instructional techniques, and assessment tools to provide valuable rhythms/ dance activities to all students. (S)
225 Physical Education Workshops. (1-3)
Coursework of current interest in the area of physical education, health, and athletic training will be offered occasionally according to University guidelines as the Department of Human Performance so chooses. Topics of study will be indicated on student’s transcript. Repeatable up to three times for a maximum of 9 credits.
229 Aquatics. (2)
Consideration will be given to acquiring the knowledge, skills, and related techniques that are essential for swimming and water safety participation and instruction. For non-swimmers, P ED 225, Be-ginning Swimming, is recommended. (S)
230 Gymnastics. (2)
Consideration will be given to acquiring fundamental knowledge, skills and techniques that are essential to prove competence in tumbling and basic educational gymnastics work. (Fall)
306 Administration in Physical Education and Sport. (2)
P ED 202 recommended.
A study of administrative procedures and techniques involved in planning and conducting programs associated with schools, sports facilities, and the athletic training environment. (F)
307 Assessment in Physical Education. (2)
Consideration is given to the nature and use of measurements and evaluations in the fields of health and physical education programs. Included is alternative assessment techniques in Pre K-Adult programs as exemplified in the National Standards. (S)
314 Applied Physiology. (3)
Prerequisite: P ED 207.
The study of the effects of physical activity on the human body and its various organic systems. (F)
315 Kinesiology. (3)
Prerequisite: P ED 207 or permission of instructor.
Considers principles of the mechanics of body movement in relation to anatomical structure, body development, and muscular efficiency. (S)
320 Coaching Techniques. (1)
Using the American Sports Education Program, participants will receive formal instruction in the areas of sport science, sport first aid, drugs and sports. Provides the individual the opportunity to receive coaching certification by meeting national testing standards required by West Virginia legislation and the West Virginia Secondary Schools Activities Commission, governing body for high school athletics in the state. (S)
329 Motor Learning/Development. (2)
Prerequisite: EDUC 251.
Examines the cognitive and neurophysiological processes underlying motor skill acquisition and performance; emphasis is on the application of this knowledge to the process of teaching motor skills. (F)
400 Physical Education Pedagogy. (2)
Prerequisite: EDUC 305.
Emphasis will be on pedagogical teaching skills to be used in the Pre K-Adult curricula, emphasizing the teaching process. (F)
401 Physical Education for Elementary Teachers. (3)
Prerequisite: EDUC 305, EDUC 301
For elementary education majors (not physical education majors). Emphasizes the teaching process of physical education and the content appropriate for elementary children’s physical education. A school-based field experience of approximately 15 hours is included.
402 Curriculum and Instruction for Elementary Physical Education. (3)
Prerequisites: EDUC 305, P ED 400.
For physical education majors. Incorporates the pedagogical skills learned in P ED 400 with content development for a successful physical education program for Pre-K–5 grade children. Emphasis will also be on incorporating the National Standards and the WV Physical Education Content Standards into the curriculum, and on program planning. Includes a school-based field experience of approximately 15 hours. (S)
403 Curriculum and Instruction for Middle and Adolescent Physical Education. (3)
Prerequisites: EDUC 305, P ED 400.
Emphasis is placed upon program planning procedures and teaching strategies for physical education 5-9 and 9-Adult programs. (S)
407 Adapted Physical Education. (2)
Prerequisite: EDUC 305.
A study of the prevalent disabilities in children and youth and methods of adapting the physical education program to meet the needs of each individual. Recommended for students enrolled in Special Education and/or Physical Education. (S)
450 Directed Studies in Health and Physical Education. (1-3)
Prerequisite: Consent of instructor.
Investigation of in-depth special topics in health and physical education. (F, S)
Safety Education Courses (S ED)
204 First Aid. (2)
Instruction in knowledge and skill of standard first aid and personal safety and medical self-help. One hour lecture, one hour laboratory. (F, S)
205 CPR for the Professional Rescuer. (1)
Prepares the professional rescuer with the knowledge and skills necessary to make appropriate decisions about the care to be provided in an emergency to sustain life, reduce pain, and minimize consequences of respiratory and cardiac emergencies until more advanced medical help can arrive. Required standards of completion will result in American Red Cross course certification. (S)
216 Principles of Safety Education. (2)
Focuses on school safety, with an emphasis on the safe school environment, crisis management, basic first aid procedures, legal liability, development of a safe school plan, and a survey of safety instructional materials for the school setting. (F, S)