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Accounting |
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ACCT 417 VITA Experience (3)
Co-requisites: ACCT 417L
The Volunteer Income Tax Assistance (VITA) program offers supervised work-training in the IRS VITA and Tax Counseling (TCE) programs. The course offers a significant educational experience by providing hands-on exposure in the field of income tax and tax return preparation. Students must earn the IRS Certification to participate in the VITA program and must contribute services in all scheduled VITA sessions. The course goals are completed by April 15.
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Art |
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ART 200 Art for the Classroom Teacher (1)
This course is intended to familiarize students with media and techniques pertaining to Art within the public school system. This course is an introduction to Art Education theory.
(1) |
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ART 224 Art Education Studio I (3)
An intense studio experience using various art media, materials and processes. Intended for prospective art specialists teaching Pre K-Adult. A grade of C or better is required for credit for art majors.
(3) |
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ART 318 Art Education for Early Childhood and Middle Childhood Education (3)
Study of contemporary trends in early childhood and elementary art education. Not offered on a regular basis. A grade of C or better is required for credit for art majors.
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ART 321 Art Education for Adolescent Education. (3)
Prerequisites: Grade of C or better in ART 318 . ART 103 , ART 104 , ART 224 .
Study of philosophies and theories of art education; curriculum-planning, supervising and teaching of art in the modern secondary school. Not offered on a regular basis. A grade of C or better is required for credit for art majors.
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ART 324 Art Education Studio II (3)
Prerequisites: Grade of C or better in ART 224 .
Further experience using various art materials and processes. Intended for prospective art specialists teaching Pre K-Adult. A grade of C or better is required for credit for art majors.
(3) |
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ART 424 Advanced Studies in Visual Arts (1-6)
Prerequisites: Grade of C or better in ART 221 or ART 331 and the permission permission of the instructor, and overall GPA of at least 2.50, a grade point average of at least 3.00 in Studio Art courses and the completion of 30 or more semester hours.
Under one general heading, a variety of courses are available to meet requirements in the visual arts. Advanced Studies in Visual Arts is a continuation of principles introduced in lower division courses with increasing emphasis on independent projects. Each of these courses requires a high degree of commitment and self-discipline on the part of the student due to the rigorous curriculum and the individualized course structure. The student will focus attention on one of the specific areas listed below. Topics of study will be indicated on the student’s transcript. The Emphasis of study may be divided into the following topics or areas of concentration: Art History, Sculpture, Installation, Painting, Advertising/ Graphic Design, Art Education, Illustration, Jewelry, Ceramics, Drawing, Weaving, Print-making, Crafts, Portfolio Preparation or Photography. Upon registering for any Advanced Studies course, the student must submit a written proposal outlining the project and anticipated research methods to an appropriate art faculty member. The aforementioned faculty member will be responsible for the evaluation of the project and a grade assignment at the conclusion of the semester. A grade of C or better is required for credit for art majors.
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ART 424C Advanced Studies in Ceramics (1-6)
Prerequisites: Grade of C or better in ART 221 or ART 331 and the permission permission of the instructor, and overall GPA of at least 2.50, a grade point average of at least 3.00 in Studio Art courses and the completion of 30 or more semester hours.
Under one general heading, a variety of courses are available to meet requirements in the visual arts. Advanced Studies in Visual Arts is a continuation of principles introduced in lower division courses with increasing emphasis on independent projects. Each of these courses requires a high degree of commitment and self-discipline on the part of the student due to the rigorous curriculum and the individualized course structure. The student will focus attention on one of the specific areas listed below. Topics of study will be indicated on the student’s transcript. The Emphasis of study may be divided into the following topics or areas of concentration: Art History, Sculpture, Installation, Painting, Advertising/ Graphic Design, Art Education, Illustration, Jewelry, Ceramics, Drawing, Weaving, Print-making, Crafts, Portfolio Preparation or Photography. Upon registering for any Advanced Studies course, the student must submit a written proposal outlining the project and anticipated research methods to an appropriate art faculty member. The aforementioned faculty member will be responsible for the evaluation of the project and a grade assignment at the conclusion of the semester. A grade of C or better is required for credit for art majors.
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ART 424S Advanced Studies in Sculpture (1-6)
Prerequisites: Grade of C or better in ART 221 or ART 331 and the permission permission of the instructor, and overall GPA of at least 2.50, a grade point average of at least 3.00 in Studio Art courses and the completion of 30 or more semester hours.
Under one general heading, a variety of courses are available to meet requirements in the visual arts. Advanced Studies in Visual Arts is a continuation of principles introduced in lower department courses with increasing emphasis on independent projects. Each of these courses requires a high degree of commitment and self-discipline on the part of the student due to the rigorous curriculum and the individualized course structure. The student will focus attention on one of the specific areas listed below. Topics of study will be indicated on the student’s transcript. The Emphasis of study may be divided into the following topics or areas of concentration: Art History, Sculpture, Installation, Painting, Advertising/ Graphic Design, Art Education, Illustration, Jewelry, Ceramics, Drawing, Weaving, Print-making, Crafts, Portfolio Preparation or Photography. Upon registering for any Advanced Studies course, the student must submit a written proposal outlining the project and anticipated research methods to an appropriate art faculty member. The aforementioned faculty member will be responsible for the evaluation of the project and a grade assignment at the conclusion of the semester. A grade of C or better is required for credit for art majors.
(1-6) |
Athletic Training |
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AT 2602 Pre-Professional Athletic Training Practicum (1)
Prerequisites: AT 242 , AT 243 , and BIOL 101
This practicum course will be taken by students in the semester immediately prior to application to the professional phase of the Athletic Training Program. It will provide the student with clinical based opportunities within a professional athletic training setting. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given standards of achievement and linked to courses previously taken. Students will be required to obtain on campus clinical hours during the semester, in addition to one hour laboratory each week.
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AT 3601 Athletic Training Practicum I (2)
Prerequisites: AT 2602
The first professional phase practicum course provides the student with clinical based opportunities within a variety of athletic training settings. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given standards of achievement and linked to courses previously taken. Students will be required to average 10 clinical hours per week while assigned to a clinical rotation, in addition to the laboratory meetings each week. An area of emphasis will include general orthopedics.
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AT 3602 Athletic Training Practicum II (3)
Prerequisites: AT 3601
This second professional phase practicum course provides the student with clinical-based opportunities within a variety of athletic training settings. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given standards of achievement and linked to courses previously taken. Students will be required to average approximately 15 clinical hours per week while assigned to a clinical rotation, in addition to the laboratory meetings each week. An area of emphasis will include physical therapy and therapeutic rehabilitation.
(3) |
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AT 4601 Athletic Training Practicum III (3)
Prerequisites: AT 3602
This third professional phase practicum course provides the student with clinical-based opportunities within a variety of athletic training settings. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given standards of achievement and linked to courses previously taken. Students will be required to average approximately 15 clinical hours per week while assigned to a clinical rotation, in addition to the laboratory meetings each week. An area of emphasis will include orthopedics.
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AT 4602 Athletic Training Practicum IV (3)
Prerequisites: AT 4601
This fourth professional phase practicum course provides the student with clinical-based opportunities within a variety of athletic settings. Classroom and laboratory sessions are designed to introduce the learner to specific educational competencies and clinical proficiencies. The proficiencies will be practiced and assessed to given standards of achievement and linked to courses previously taken. Students will be required to average approximately 15 clinical hours per week while assigned to a clinical rotation, in addition to the laboratory meetings each week. An area of emphasis will include general medicine.
Two hours lecture and one hour laboratory.
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Business Education & Office Administration |
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BEOA 414 Special Methods in the Teaching of Business Education (3)
Prerequisites: or permission of instructor
Prepares students for the initial stage of teaching by developing an understanding of the nature, organization, and administration of business and economics programs in the middle and secondary schools. Develops an understanding of and skill in using instructional materials, methods, and techniques for planning and directing learning activities. A 25-hour school based field experience is required.
(3) |
Business General |
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(3) |
Communication Arts |
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COMM 420 Special Topics: Communication (3)
Prerequisites: Junior or Senior standing
Directed individual study and work in the field of communication in which the student will work closely with an instructor to acquire new skills, knowledge, or expertise beneficial to their career goals; Under this general heading, special areas of study are available to the student who wants to gain additional education in the field of communication. A student is permitted to take more than one 420 course. However, within any emphasis, only 3 hours of 420 credit can count towards a student’s major requirements, with any additional hours counting as elective credit.
(3) |
Education |
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EDUC 210 Diversity, Culture, and Education in a Pluralistic Society (3)
Prerequisites: Minimum of 15 hours of college credit.
Co-requisites: Enrolled in EDSP 303 (SPED 303) concurrently.
An examination of the cultural/sociological, historical, political, and philosophical roots of American education. A 25-hour school-based field experience is required. A grade of C or better is required of education majors.
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EDUC 220 Special Topics in Education (1-3)
Prerequisites: Specified by instructor.
An extended study of special topics in education.
(1-3) |
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EDUC 301 Educational Technology (3)
Prerequisites: EDUC 210 and EDSP 303 (SPED 303) with a minimum grade of “C”
Co-requisites: EDUC 305
This course provides teacher candidates with the theory, knowledge and application of technology to teaching, learning and the curriculum. The course is based on the ISTE standards and the 21st Century Learning Skills. A grade of C or better is required.
(3) |
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EDUC 305 Psychology of Teaching and Learning (3)
Prerequisites: EDUC 210 and EDSP 303 (SPED 303) with a minimum grade of “C”
Co-requisites: EDUC 301
The study of various educational theories, principles, and their implications for teaching and learning. Emphasis is placed on the linkage of educational theory with educational practice in the classroom. A 25-hour school-based field experience is required. A grade of C or better is required.
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EDUC 306 Classroom Management and Instructional Strategies (3)
Prerequisites: EDUC 301 , EDUC 305 ,and admission into the Teacher Education Program, or consent of the Director of Teacher Education.
This course examines instructional, organizational and classroom management strategies to create safe and effective learning environments. Techniques for classroom preparation, setup and management, and discipline models are explored, as well as planning and preparing for instruction, and establishing and communicating expectations. A 25-hour school-based field experience is required. A grade of C or better is required.
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EDUC 307 Language Arts and Writing Across the Curriculum (3)
Prerequisites: and or taking concurrently.
Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which all children, including ELL students, are involved in thinking and communicating. One of the critical components of the course is teaching candidates strategies for teaching the writing process, and exploring how the traits of writing align with the writing process. Candidates learn strategies for teaching students how to write across the curriculum utilizing innovative and motivating methods. A grade of C or better is required.
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EDUC 400 Special Topics in Education (1-3)
Prerequisites: Consent of instructor.
An in-depth study of various areas of education which may include classroom management, inclusion, instructional technology or educational research.
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EDUC 416 Assessment and the Data Informed Teacher (3)
Prerequisites: Admission to the Teacher Education Program; must be taken concurrently with EDUC 412 , EDUC 413 , and EDUC 414 .
Methods for using classroom assessment-formative and summative, formal and informal-to improve both teaching and student learning. Candidates will collect and analyze data suing a variety of formats. A clinical experience is required. A grade of C or better is required.
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EDUC 418 Content Area Reading (3)
Prerequisites: Admission to the Teacher Education Program; must be taken concurrently with the secondary block methods courses.
Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum. A clinical experience is required. A grade of C or better is required.
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EDUC 470 Independent Study (1-3)
Prerequisites: Consent of instructor.
Investigation of in-depth special topics in education. Application must be made through the Department of Education Office and approved by a committee prior to registration.
(1-3) |
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EDUC 505 Advanced Teaching and Learning (3)
The study of various educational theories, principles, and strategies, and their implications for teaching and learning. (Clinical I - 25 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
(3) |
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EDUC 516 Integrated Methods in Secondary Education (3)
Prerequisites: None
This course is designed to provide a framework for understanding how to teach students for maximum learning at the secondary level (grades 5-Adult). Student development is tied to various strategies and to best practices for successful instruction. Mastery models are presented that reinforce the decision-making process in selecting instructional strategies, and the application of reflective practice to evaluate success is emphasized. A twenty-five (25) clock hour experience in a school setting is required.
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EDUC 517 Integrated Methods in Elementary Education (3)
This course is designed to provide a framework for understanding how to teach students for maximum learning at the elementary level for PreK-Adult content certification. Student development is tied to various strategies and to best practices for successful instruction. Mastery models are presented that reinforce the decision-making process in selecting instructional strategies, and the application of reflective practice to evaluate success is emphasized. (Clinical VII - 25 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
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EDUC 520 Educational Research (3)
This course introduces a student to the various types of quantitative and qualitative research. Course content will focus on the research process including evaluations of existing educational research as well as analysis and application of the findings.
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EDUC 525 Educational Trends and Issues (3)
This course explores the trends and issues in society that affect education and lifelong learning. The course will approach trends and issues that are both external and internal to education, but continue to influence the institution of education. The course of study will include a focus on (1) social trends and their potential impact on education, (2) educational trends and their impact on the classroom, and (3) planning for the future. Key concepts explored and how these affect education include inclusion, professional development schools, legal policies and procedures, social-demographic changes and factors, socio-economics status, and technology. This course will also include planning for the future, forecasting, theories of change, and change agentry.
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EDUC 530 Integrating Technology in the Teaching and Learning Process (3)
This course aligns content-specific standards with ISTE’s National Educational Technology Standards and state technology standards to assist teachers in integrating technology in Pre K-Adult classrooms through participation in and development of project-based learning activities. Learning activities focus on the use of technology as a tool to foster higher level outcomes in content-specific curricula. Teachers will have a better understanding of how technology enhances instruction and student learning.
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EDUC 535 Theories of Educational Leadership (3)
This course explores administrative theory and its practical application including the purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern, and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included.
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EDUC 540 Assessment & Evaluation (3)
Prerequisites: None
This course explores the application of measurement principles in the assessment of learning in educational environments. Topics include formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with the administration and interpretation of evaluation instruments.
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EDUC 550 Seminar and Special Topics in Education (3)
This course provides an opportunity to examine and discuss current educational practices and issues in depth. Emphasis will be placed on analysis and synthesis of primary/current research as well as classroom application and practice. Possible courses might include preparing for National Board Certification, Grants and Grant Writing, and Electronic Resources for the Classroom. Course topics may vary each semester.
(3) |
Education (Special) |
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EDSP 303 Introduction to Special Education (3)
Prerequisites: Minimum 15 hours of college credit.
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 least restrictive environment is provided. Research on each of the identified exceptionalities in special education is required. Topics of emphasis include: special education legislation, the special education process from referral to placement, response to intervention, developing individualized education plans (IEPs), positive behavior support and teaching strategies specific to exceptionalities. A grade of C or better required.
Note: Must take concurrently with EDUC 210.
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EDSP 317 Reading Strategies for Special Education I (3)
Prerequisites: EDSP 303 or consent of instructor.
This course presents a variety of methods for teaching reading to students who have special learning needs. Emphasis will be placed on differentiated instruction as it applies to teaching reading strategies. The course provides opportunities for candidates to explore the position that reading and spoken language have much in common. It focuses on the development of reading abilities, the difficult issues involved in defining reading disabilities, and the classification of reading disabilities. Additionally, the courses focuses on the development of literacy skills essential to reading. An introduction to assessment, instructional strategies, and remediation of reading disabilities is provided as a transition to the second course. A 25-hour field experience is required for this course.
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EDSP 318 Assessments in Special Education (3)
Prerequisites: EDSP 303 or consent of instructor.
The focal points of this course are educational assessment, evaluation and designing appropriate instruction for students with mild disabilities. Students will use various assessment techniques and plan for instruction based on assessment data. Additionally, the course focuses on the general curricular and program needs of special education students from early childhood through adolescent levels. Topics include formal and informal assessment, curriculum development, and planning instructional strategies, IEP development and implementation, collaborative consultation, and transition services. A 20-hour field experience is required.
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EDSP 321 Special Education in the Early Childhood Setting (3)
Prerequisites: EDSP 265
The early years of a child’s development are critical in the overall healthy development of an individual and the need for professional support of families in fostering this healthy development is on the rise. Students who successfully complete this course will gain knowledge and skills necessary to provide best practice development and educational services to children with diverse abilities and their families. Students will gain an understanding of specific disabilities and a more advanced ability to design services for children and families in natural and educational settings that are in accordance with current laws and policies.
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EDSP 365 Understanding Difficult Behavior (3)
Prerequisites: EDSP 303 and EDUC 210
A unique combination of material on understanding and supporting students with emotional and behavioral problems and practical methods for dealing effectively with these students in a variety of settings-from the general education classroom to specialized intervention programs. This course is a Hybrid, meaning that part of the class will meet face-to-face and part of the class will meet on-line. There is a 25-hour field experience with this course.
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EDSP 370 Planning and Implementation of Individualized Plans for Special Education (3)
Prerequisites: EDSP 303, Introduction to Special Education and EDSP 318, Assessment in Special Education
Individualized planning is intended to be carefully designed so that plans reflect what an individual student knows and can do as well as what the student must know and do to successfully progress through the educational system. To that end, this course will prepare candidates in the effective development of pre-referral interventions, initiating the referral process, determining eligibility, writing present levels of academic achievement and functional performance (PLAAPFs), preparing annual goals, developing individualized transition plans (ITP), individualized family service plans (IFSP), individualized education plans (IEP) and overseeing the implementation of such plans. A 25-hour field placement in a special education environment (self-contained and/or inclusive general education classroom) is required.
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EDSP 380 Trends and Issues in Special Education (3)
Prerequisites: None
The field of special education is a dynamic, ever evolving field. It is essential, therefore, that students are afforded every opportunity to stay current in the field. Consequently, this course is designed to provide students opportunities to study current trends and issues in the field of special education as they relate to instruction, advocacy, policy, service delivery, transition, and teacher preparation. Candidates will participate in school, community, or leisure/community setting designed and intended for individuals with special learning needs. A 10-hour field experience is required.
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EDSP 409 Strategies for the Secondary Classroom Inclusive Environment (3)
Prerequisites: EDUC 306
Co-requisites: EDUC 410 , EDUC 416 and EDUC 418
The course provides secondary education majors 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 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: collaboration and co-teaching, parent and community involvement, social and multicultural issues, and classroom management techniques. A clinical experience is required. A grade of C or better is required.
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EDSP 415 Co-Teaching, Consultation, and Collaboration (3)
Prerequisites: Admission into the Teacher Education Program and acceptance into the Special Education Methods Block.
This course is designed to prepare special education candidates to engage in collaborative school consultation and teamwork as they address the individual needs of students with mild disabilities. A 25-hour field experience is required.
Note: Special Education majors will take this course concurrently with EDSP 412 , EDSP 413 , and EDSP 414 as part of the Special Education Methods Block.
Note: Elementary Education majors will take the course as part of the the Professional Education Component of their field of study.
Note: Secondary Education majors will take EDSP 409 .
(3) |
Educational Leadership |
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EDEL 500 Public School Administration (3)
This course is designed to introduce the student to public school administration. Effective and successful schools research will be examined along with their practical applications to the field of education. A variety of topics relevant to the field of public school administration will be discussed. Twenty (20) clock hours in an elementary setting is required.
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EDEL 550 Action Research/Internship I (3)
Prerequisites: This course should be taken during the last two semesters of the program.
This internship course is an integrated part of the Master’s program. The entire emphasis of the internship is to provide a well thought out, planned “hands-on” learning experience for students which bridges the gap between pedagogy and practice. This course will provide prospective principals with practical experience in educational leadership tasks, issues and responsibilities under the close supervision and direction of clinical affiliates, which will also include effective supervisory skills and the teacher/staff evaluation process.
This course will include the introduction of action research in the school setting with the interns completing a needs survey for the school in conjunction with the supervising principal. The needs survey will lead to the development of an on-site literature review. The literature review will lead into the action research project in EDEL 560 Internship II/ Action Research.
Interns will complete 100 hours of on site internship experience under the direction and supervision of the on site administrator.
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EDEL 560 Action Research/Internship II (3)
Prerequisites: This course should be taken during the last two semesters of the program.
This internship course is an integrated part of the Master’s program. The entire emphasis of the internship is to provide a well thought out, planned “hands on” learning experience for students which bridges the gap between pedagogy and practice. This course will provide prospective principals with practical experience in educational leadership tasks, issues and responsibilities under the close supervision and direction of clinical affiliates, which will also include effective supervisory skills and the teacher/staff evaluation process.
This course will include the development of a needs-based, action research project, approved by the on site principal and the university professor that is applicable to the needs of the school. Interns will complete 115 hours of on site internship experience under the direction and supervision of the on site administrator. Students develop and inclusive portfolio which includes artifacts from the entire graduate experience.
(3) |
English |
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ENGL 101 Composition and Rhetoric I (3)
Prerequisites: 18 or higher on ACT English or equivalent placement exam.
Exploration of the writing process, with emphasis on development of expository writing skills. Grade of C or better required to satisfy the General Education requirement and to proceed to ENGL 102.
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ENGL 102 Composition and Rhetoric II (3)
Prerequisites: A grade of C or higher in ENGL 101 or equivalent proficiency.
Further exploration of the writing process and refinement of skills developed in ENGL 101 . Emphasis on the more specialized forms of writing, including argumentative and research-based writing and writing about literature. Grade of C or better required to satisfy the General Education requirement and to proceed to additional coursework in English or journalism courses.
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ENGL 324 Survey of British Literature I, From Anglo-Saxon to Restoration (3)
Prerequisites: ENGL 301 with a grade of C or better; or consent of instructor.
Exploration of works from the Anglo-Saxon period through the Renaissance selected for their artistic or cultural significance, with emphasis on interrogation of the world views they reflect and their visions of social order and justice. Study of print texts is enhanced by incorporation of audio versions of texts, music, filmed dramatic performances, visual images, and/or feature films.
ENGL 324, 325, 326, 327 and 328 are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
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ENGL 325 Survey of British Literature II, From Restoration through Romantic (3)
Prerequisites: ENGL 301 with a grade of C or better; or consent of instructor
Exploration of works from the Restoration through the Romantic era selected for their artistic or cultural significance with emphasis on interrogation of the world views they reflect, including emergent egalitarian ideals of social order and justice. Study of print texts is enhanced by incorporation of audio versions of texts, music, filmed dramatic performances, visual images, and/or feature films.
ENGL 324, 325, 326, 327 and 328 are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
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ENGL 326 Survey of British Literature III, From Victorian to Present (3)
Prerequisites: ENGL 301 with a grade of C or better; or consent of instructor
Exploration of works from the Victorian era to the present selected for their artistic or cultural significance. Emphasis on interrogation of the world views they reflect, including an increasingly inclusive vision of egalitarian social order and justice across gender, racial/ethnic, social class, and self-identification divides. Study of print texts is enhanced by incorporation of audio versions of texts, music, filmed dramatic performances, visual images, and/or feature films.
ENGL 324, 325, 326, 327 and 328 are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
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ENGL 327 Survey of American Literature I, From Beginning to Civil War (3)
Prerequisites: ENGL 301 with a grade of C or better; or consent of instructor
A wide-ranging survey of American literature of all genres from the first European contacts through the Civil War. As well as exposing students to the “canonical” major authors and a variety of other writers of the period, this course examines differing concepts of literary merit, differing ideas of what constitutes literature itself, developing ideas of “Americanness”, and competing visions of a just society within the historical context of the period. Study of print texts is enhanced by incorporation of audio versions of texts, music, filmed dramatic performances, visual images, and/or feature films.
ENGL 324, 325, 326, 327 and 328 are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
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ENGL 328 Survey of American Literature II, From Civil War to Present (3)
Prerequisites: ENGL 301 with a grade of C or better; or consent of instructor
A wide-ranging survey of American literature of all genres from the end of the Civil War until the present. Works studied will represent writers widely considered to be major authors and a variety of others, with emphasis on their different ideas of the nature, function and value of literature. Socio-historical contexts, both of the works’ production and of their current critical evaluation, will be examined, as will recurrent themes such as the struggle for social justice and the changing relationship of the United States to the rest of the world. Study of print texts is enhanced by incorporation of audio versions of texts, music, filmed dramatic performances, visual images, and/or feature films.
ENGL 324, 325, 326, 327 and 328 are the literary core for students pursuing a B.A. English degree; a minor in English: Literature Emphasis; or the B.S. Education, English Grade 5-Adult degree.
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ENGL 2201 Special Topics I (1)
Prerequisites: C or higher grade in ENGL 102 or equivalent proficiency.
Individual one-hour courses on selected literary topics (Ancient period to1650). Open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Education requirements.
(1) |
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ENGL 2202 Special Topics II (1)
Prerequisites: C or higher grade in ENGL 102 or equivalent proficiency.
Individual one-hour courses on selected literary topics (1650 to present). Open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Education requirements.
(1) |
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ENGL 2203 Special Topics III (1)
Prerequisites: C or higher grade in ENGL 102 or equivalent proficiency.
Individual one-hour courses on selected literary topics representing both the Ancient period to 1650 and 1650 to the Modern period. Open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Education requirements.
(1) |
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ENGL 2204 Special Topics in Literature Prior to 1900 (1)
Prerequisites: “C” or higher in ENGL 102 or equivalent proficiency.
Individual one-hour courses on selected literary topics (Ancient period to 1900). Open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Education requirements.
(1) |
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ENGL 2205 Special Topics in Literature and Film Since 1900 (1)
Prerequisites: C or higher in ENGL 102 or equivalent proficiency.
Individual one-hour courses on selected literary topics (1650 to present). Open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Education requirements.
(1) |
Exercise Science |
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EXSS 202 Foundations of Sport (2)
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.
(2) |
Geography |
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GEOG 385 American Indians and Indigenous Cultures (3)
Prerequisites: , or consent of instructor
This course explores American Indians and indigenous cultures beginning with the Pleistocene settlement of the Americas and the Hawaiian islands. It follows native cultures through the period of European contact, treaty system, and removal to reservations. It ends with contemporary issues of casinos, and other social issues such as alcoholism, education and suicide.
(3) |
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GEOG 400 Undergraduate Teaching Assistant (1)
Prerequisites: Geography Major/Minor. Minimum GPA of 2.75 in Major. Junior or Senior Standing.
Course will focus on introducing students to teaching practices in relation to Geography at a collegiate level. Students will work with an instructor throughout the semester. Applicants ideally should be interested in teaching at the university level or enrolled in courses preparing them for a role in Education.
Note: Pass/Fail Grading
(1) |
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GEOG 554 Geographic Alliance Summer Institute (3-6)
This course is an intensive 14-day course that meets for 90 plus hours. It includes lecture and field trips as it introduces students to geography as a discipline in which critical thinking application and contemporary technological skills play a significant role. The basic focus is the study of spatial patterns in human and natural phenomena. The expected outcome is that students will appreciate and think critically about the relationship of people and the environment. The Alliance Summer Geography Institute schedule follows the educational outcomes outlined by the West Virginia DOE.
(3-6) |
Geology |
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GEOL 101 Earth Processes, Resources, and the Environment (4)
Study of Earth systems and the connection between people, resources, and the environment. Topics include minerals, rocks, plate tectonics, geologic hazards, water, pollution, and global environmental change. A General Education lab science.
Three hours lecture, two hours lab or field.
(4) |
Health Education |
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H ED 120 Personal Health (3)
The study of personal health as it relates to children through adults.
Note: Satisfies the General Education Physical Wellness Requirement.
(3) |
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H ED 200 Foundations of Health Education (3)
Prerequisites: None
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.
(3) |
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H ED 220 Special Topics (1-3)
Coursework of current interest in the area of health education 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.
(1-3) |
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H ED 230 Health Education Seminar (1-3)
On various topics in Health Education.
(1-3) |
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H ED 240 Independent Study (1-3)
Consists of advanced study, reading, and/or research in health education.
(1-3) |
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H ED 260 Practicum (1-3)
The course is a directed field experience designed to provide the students with an opportunity to apply skills, knowledge, and values of physical education and/or sports management in a variety of clinical settings.
(1-3) |
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H ED 304 Principles of Nutrition and Weight Management (2)
A 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.
Note: Satisfies the General Education Physical Wellness Requirement.
(2) |
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H ED 306 Principles of Human Sexuality (3)
This course is designed to provide students with the content knowledge needed to teach, facilitate, and/or educate target audiences about issues pertaining to sex education. Emphasis will be placed on biological, psychological, and sociocultural issues pertaining to growth, development and family planning.
(3) |
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H ED 320 Special Topics (1-3)
Coursework of current interest in the area of health education 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 maximum of 9 credits.
(1-3) |
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H ED 330 Health Education Seminar (1-3)
On various topics in Health Education.
(1-3) |
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H ED 340 Independent Study (1-3)
Consists of advanced study, reading, and/or research in health education.
(1-3) |
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H ED 360 Practicum (1-3)
The course is a directed field experience designed to provide the student with an opportunity to apply skills, knowledge, and values of physical education and/or sports management in a variety of clinical settings.
(1-3) |
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H ED 400 Methods and Materials in Health Education (3)
Prerequisites: H ED 120 , H ED 200
Theory and application of health instruction planning and instruction, including materials, curriculum development and a variety of teaching methods appropriate for the 5-Adult setting. A 15-hour school-based field experience is required.
(3) |
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H ED 420 Special Topics (1-3)
Coursework of current interest in the area of health education 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.
(1-3) |
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H ED 430 Health Education Seminar (1-3)
On various topics in Health Education.
(1-3) |
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H ED 440 Independent Study (1-3)
Consists of advanced study, reading, and/or research in Health Education.
(1-3) |
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H ED 460 Practicum (1-3)
The course is a directed field experience designed to provide the student with an opportunity to apply skills, knowledge, and values of physical education and/or sports management in a variety of clinical settings.
(1-3) |
Health Promotion |
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HLTH 500 Foundations of Health Education & Health Promotion (3)
To provide the graduate student with an overview of general principles and concepts of health education and promotion applicable to traditional work settings. Theoretical models used to explain why people adopt or fail to adopt health promoting behaviors will also be addressed.
(3) |
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HLTH 555 Graduate Seminar (1-3)
Selected topics in the health education and promotion, including curriculum development, instructional processes, program planning supervision, content development, research, and evaluation.
Note: This course may be repeated up to three times.
(1-3) |
History |
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HIST 400 Undergraduate Teaching Assistant (1)
Prerequisites: and . Junior or Senior standing.
Course will focus on introducing students to an array of pedagogical theories and teaching practices in relation to history instruction at a collegiate level. Students will work with an instructor in either HIST 101 or HIST 102 throughout the semester. Students must attend at least two (2) class sessions per week and work with students in peer review groups one-on-one. Applicants ideally should be interested in teaching at the university level or enrolled in courses preparing them for a role in Education. Students should fill out an application available in the Department of Humanities and submit supporting materials outlined on the application a semester before their intention to be UTAs. There shall be a limit to two UTAs per class per semester.
(1) |
Music |
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MUS 204 Music Skills and Materials for the Classroom Teacher (1)
A course in the fundamentals of music as introduced in the general elementary classroom by the classroom teacher in support of the music specialist. A basic study of the principles of Music Education and a survey of the available materials and appropriate procedures for the classroom teacher.
(1) |
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MUS 303 Music Education I - General (3)
Prerequisites: MUS 300 or consent of instructor.
A study of teaching techniques and materials appropriate to grades PreK-5. Teaching required. Ten hours modeling a master teacher.
(3) |
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MUS 304 Music Education II - Choral (3)
Prerequisites: MUS 300 or consent of instructor.
A study of vocal and choral teaching techniques and materials for grades 5-12. Teaching required. Ten hours modeling a master teacher.
(3) |
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MUS 305 Music Education III - Instrumental (3)
Prerequisites: MUS 300 or consent of instructor.
A study of instrumental teaching techniques and materials appropriate to grade 5-12. Teaching required.
(3) |
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MUS 426 Special Topics: Music Education (1-6)
Prerequisites: Consent of instructor.
Courses on various topics in music education. Topics of study indicated on student’s transcript. May be taken for credit repeatedly.
(1-6) |
Philosophy |
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PHIL 400 Undergraduate Teaching Assistant (1)
Prerequisites: , and . Junior or Senior standing.
Course will focus on introducing students to an array of pedagogical theories and teaching practices in relation to philosophy instruction at a collegiate level. Students will work with an instructor in either PHIL 101 or PHIL 102 throughout the semester. Students must attend at least two (2) class sessions per week and work with students in peer review groups one-on-one. Applicants ideally should be interested in teaching at the university level or enrolled in courses preparing them for a role in Education. Students should fill out an application available in the Department of Humanities and submit supporting materials outlined on the application a semester before their intention to be UTAs. There shall be a limit to two UTAs per class per semester.
(1) |
Physical Education |
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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.
Note: Satisfies the General Education Physical Wellness Requirement.
(2) |
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P ED 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.
(1) |
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P ED 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. This course is not required for physical education majors.
Note: Satisfies the General Education Physical Wellness Requirement.
(3) |
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P ED 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 athletic pursuits. This course is not required for physical education majors.
Note: Satisfies the General Education Physical Wellness Requirement.
(3) |
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P ED 220 Special Topics (1-3)
Coursework of current interest in the area of physical education offered occasionally according to University guidelines and the Department of Human Performance. Topics of study indicated on the student’s transcript. Repeatable up to three times for a maximum of 9 credit hours.
(1-3) |
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