Mar 28, 2024  
2018-2019 Academic Catalog (August 2018 - July 2019) 
    
2018-2019 Academic Catalog (August 2018 - July 2019) [ARCHIVED CATALOG]

Course Descriptions


 

Education

  
  • EDUC 460 Student Teaching

    (6)
    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. A grade of C or better is required.


(6)
  
  • 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)
  
  • 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)
  
  • EDUC 510 Models of Curriculum and Instruction

    (3)
    This course considers current research regarding the teaching and learning processes and explores a variety of instructional models and strategies. Practical application of models to instructional planning and delivery in Pre K-Adult classrooms will be emphasized.


(3)
  
  • 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.


(3)
  
  • 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).


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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)
  
  • EDUC 555 Classroom Management

    (3)
    This course is designed to provide students with various strategies to enable successful preparation and management of a positive classroom environment.  Students will analyze various theories of classroom management and their implications for classroom management. 


    Note: This course includes a 25-hour field placement in a content/grade-level appropriate classroom.
(3)
  
  • EDUC 556 Supervised/Directed Teaching

    (6)
    Prerequisites: Admission to the student teaching semester, verification of successful completion of PRAXIS II:  Content 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.  Student Teaching (supervised directed teaching) is a semester (16 weeks) of professional experience in a public school setting(s) within the teacher candidate’s content area(s) and at the appropriate developmental levels.  All requirements for Admission to Student Teaching as outlined in the Academic Catalog must be met prior to the student teaching experience.


(6)

Education (Special)

  
  • EDSP 265 Child and Adolescent Development

    (3)
    Prerequisites: None
    The course provides a thorough study of theory and research in three different areas of child development-physical, cognitive, and social emotional-during the specific time periods of infancy and toddlerhood, early childhood, and adolescence.  The course also examines how children develop continuously, not only across time periods, but also across areas-physical development is not separated from cognitive development, and emotional development does not proceed independently from social or physical development.


(3)
  
  • 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.
(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • EDSP 326 Development of Communication Systems

    (3)
    Prerequisites: 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


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • EDSP 412 Science and Social Studies Methods in Special Education

    (3)


    Prerequisites: Admission into the Teacher Education Program and acceptance into the Special Education Methods Block.
    This course focuses on the acquisition of knowledge and skills necessary to teach both science and social studies to diverse learners.  Science methods will prepare teacher candidates to participate in activities designed to explicitly teach the Nature of Science (NoS, Scientific Inquiry, and Project-Based Learning (PBL)).  Social studies methods will prepare teacher candidates to participate in activities designed “to help young people develop the ability to make informed decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (The National Council for the Social Studies, 2010).  As part of the Special Education Methods Block, there is a field experience associated with this course.

    Note:  Special Education majors will take this course concurrently with EDSP 413, EDSP 414, and EDSP 415 as part of the Special Education Methods Block.


(3)
  
  • EDSP 413 Reading/Language Arts Methods in Special Education

    (3)


    Prerequisites: Admission into the Teacher Education Program and acceptance into the Special Education Methods Block.
    This course presents a variety of methods for teaching reading to students who have special learning needs.  As part of the special education methods block, there is a field experience/practicum associate with this course.

    Note:  Special Education majors will take this course concurrently with EDSP 412, EDSP 414, and EDSP 415 as part of the Special Education Methods Block.


(3)
  
  • EDSP 414 Mathematics Methods in Special Education

    (3)


    Prerequisites: Admission into the Teacher Education Program and acceptance into the Special Education Methods Block.
    This course focuses on the acquisition of knowledge and skills that are necessary to teach mathematics to diverse learners.  Students will understand stages of development and create instructional approaches and activities that are developmentally appropriate and that maximize young students’ understanding and interest in mathematics.  Students will utilize manipulatives and other hands-on activities to illustrate concepts.  As part of the special education methods block, there is a field experience/practicum associated with this course.

    Note:  Special Education majors will take this course concurrently with EDSP 412, EDSP 413, and EDSP 415 as part of the Special Education Methods Block.


(3)
  
  • 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

  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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)
  
  • EDEL 570 Organization and Management of Public Schools

    (3)
    This course represents a comprehensive study of the managerial duties and responsibilities of a school administrator in the Pre K-Adult setting. This course also examines the organizational structure of the public school system as well as the individual schools. Twenty (20) clock hours in a high school setting is required.


(3)
  
  • EDEL 580 Public School Law

    (3)
    This course explores public school law as it relates to the theory and practical application of federal, state, and local laws and regulations governing public schools. Emphasis on Constitutional law and the judicial rulings of the Supreme Court, federal district courts, and state appellate courts. Laws and regulations in West Virginia are examined. Twenty (20) clock hours in a Pre K -12 setting is required.


(3)
  
  • EDEL 590 School and Community Relations

    (3)
    This course examines the role of school policy in the modern community, community power structure and resources, the social and political context, and the principles of school community relations in the context of social change, including group processes, multicultural and multiethnic understanding, the needs of exceptional children, interagency cooperation, funding and evaluation. Students are provided opportunities to develop materials for use in their local schools or districts. Twenty (20) clock hours in a middle school setting is required.


(3)

English

  
  • 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.


(3)
  
  • ENGL 101C Grammar, Composition & Rhetoric

    (3)
    Prerequisites: 17 or less on ACT English or equivalent placement exam.
    Co-requisites: ENGL 101L

    Exploration of the writing process, with emphasis on development of expository writing skills.  Through a combination of regular classwork and an individualized program of work in the writing lab and/or supplemental group work in ENGL 101L, students will, by semester’s end, cover all that is required to progress to ENGL 102.


(3)
  
  • ENGL 101L Grammar, Composition & Rhetoric Lab

    (0)
    Co-requisites: ENGL 101C  

    Students enrolled in ENGL 101L will address their individual writing needs through an instructor-directed series of assignments in the writing lab and/or a classroom setting.  Must be taken concurrently with ENGL 101C.


(0)
  
  • 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.


(3)
  
  • ENGL 203 World Literature I

    (3)
    Prerequisites: C or higher in   
    Literary masterpieces of western and non-western civilizations up to approximately1650 (through European Renaissance), with emphasis on critical analysis, discussion, and writing about various genres, including drama, poetry, and narrative. Selective use of non-print media complements primary focus on close reading of printed texts.


(3)
  
  • ENGL 204 World Literature II

    (3)
    Prerequisites: C or higher in ENGL 102  
    A sampling of works representing western and non-western civilizations from approximately 1650 (European Neoclassical period) to the present, with emphasis on critical analysis, discussion, and writing about various genres, including drama, poetry, and narrative. Selected authors include women writers and writers representing historically marginalized ethnic groups including authors of color. Selective use of non-print media complements primary focus on close reading of printed texts.


(3)
  
  • ENGL 210 Interdisciplinary Writing & Literature: Special Topics

    (1-3)
    Prerequisites: “C” or higher in   or equivalent
    Intermediate-level writing and literature course incorporating multiple genres, media, and disciplines.


(1-3)
  
  • ENGL 251 Technical Writing

    (3)
    Prerequisites: ENGL 102  with a grade of “C” or better; or consent of instructor.
    This course is designed to prepare students to present written and oral reports, proposals, recommendations, and case studies. The course will study modes of researching information, targeting an audience, designing a final product, completing a professional electronic presentation, and evaluating technical information sources.


(3)
  
  • ENGL 261 Creative Writing

    (3)
    Prerequisites: ENGL 301  with a grade of C or better; or consent of instructor.
    An introduction to writing poetry, drama, and fiction.


(3)
  
  • ENGL 301 The Study of Literature

    (3)


    Prerequisites: C or higher in ENGL 102 ; or demonstration of equivalent proficiency.
    An introduction to literary study at the major level.  Emphasis on the analytical reading of literature, including an introduction to literary theory as a critical lens, the practice of literary scholarship, and writing about literature.  A variety of genres will be considered, including film.  ENGL 301 or demonstrated equivalent proficiency is the prerequisite for all courses for the English major, minor, or teaching content specialization (except for ENGL 251 and ENGL 331).

    Obtaining consent to enroll in a course for which ENGL 301 is a pre-requisite prior to completion of ENGL 301 does not mean that the ENGL 301 requirement has been waived.


(3)
  
  • ENGL 308 Advanced Composition

    (3)
    Prerequisites: ENGL 301  with a grade of C or better; or consent of instructor.
    This course should be taken prior to the senior year. Advanced study and practice of the techniques of expository, argumentative, descriptive, and narrative writing.


(3)
  
  • ENGL 310 The Teaching of Reading

    (3)
    Prerequisites: ENGL 313  and ENGL 311 ; or consent of instructor.
    Study of the techniques of beginning and developmental reading in grades 5-Adult. Emphasis on adopting a teacher/researcher model of teaching; on developing instructional strategies to enhance reading comprehension by integrating reading, writing, speaking, and listening skills; and on learning effective ways to communicate respect for learners from all backgrounds and at all developmental levels.


(3)
  
  • ENGL 311 Study of the English Language

    (3)
    Prerequisites: ENGL 301   with a grade of “C” or better; or consent of instructor.
    Introduction to the study of phonology, morphology, and syntax of English and the forces, past and present, affecting the language. Promotes awareness of historical and cultural roots of various language patterns.


(3)
  
  • ENGL 313 English Grammars

    (3)
    Prerequisites: ENGL 301  with a grade of C or better and ENGL 311 ; or consent of instructor.
    Introduction to structural, transformational, and traditional grammars of English.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • 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.


(3)
  
  • ENGL 329 Children’s Literature

    (3)
    Prerequisites: ENGL 203  or consent of instructor.
    A survey of both traditional and modern juvenile literature. Satisfies requirement for the K-6 certification. Selected authors include women writers and writers representing historically underrepresented ethnic groups including authors of color. Selective use of non-print media complements primary focus on printed texts, illustrations, and elements of book design.


(3)
  
  • ENGL 331 Young Adult Literature

    (3)
    Prerequisites: ENGL 203  or ENGL 204 , or consent of instructor.
    A survey of literature that appeals to adolescents, with emphasis on applying close reading strategies and theoretical approaches to reading a wide variety of YA texts, and on identifying the historical and cultural evolution of young adult literature, including evolving constructs of “adolescence” and “the imagined reader” of YA literature, and issues relevant and relating to the teaching of young adult literature.  Social justice issues, diverse and oppressed audiences and voices, globalism, gender and sexual orientation, disability communities, and the role of multietnicism/multiculturalism will be explored.  This course will likewise consider cultural artifacts pertaining to young adults and young adult culture.


(3)
  
  • ENGL 361 Advanced Creative Writing

    (3)
    Prerequisites: ENGL 261  
    Advanced studies in poetry, drama, fiction and/or creative non-fiction toward publication in students’ chosen field of writing.


(3)
  
  • ENGL 400 Undergraduate Teaching Assistant

    (1)
    Prerequisites: English major/minor or instructor approval.  Minimum GPA of 2.75 in major.  Junior or Senior standing.  Must have taken ENGL 101 and ENGL 102 at Concord University.
    Course will focus on introducing students to an array of pedagogical theories and teaching practices in relation to composition instruction at a collegiate level.  Students will work with an instructor in either ENGL 101 or ENGL 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 Eduction.  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 UTA’s.  There shall be a limit to two UTAs per class per semester.


    Note: Pass/Fail Grading
(1)
  
  • ENGL 413A English Language Arts Professional Seminar

    (2)


    Prerequisites: Admission to Professional Education Program and Admission to English Program, or instructor consent.
    Teacher candidates create instructional strategies responsive to diverse students’ community and school context-based needs, and designed to explore social justice issues implicit in young adult literature and inherent in situations involving negotiation of linguistically diverse communication patterns.  Under the supervision of a mentor teacher in their school-based early field experience, candidates collaboratively plan and implement research-based, standards-aligned ELA instruction and assessment strategies designed to promote active engagement of all learners.  Candidates plan and video record book talks on selected young adult books for viewing by students at their early-field experience school.  In preparation for their ongoing professional growth as teacher-researchers, candidates investigate the benefits of active membership in ELA professional organizations, including opportunities for sharing their research at conferences and in the publications of these organizations.

    A 25 hour school-based experience is required.


    Note: A prerequiste for ENGL 414/415

(2)
  
  • ENGL 414 Special Methods in the Teaching of English Language Arts

    (3)
    Prerequisites: Consent of instructor.
    Co-requisites: ENGL 415 .

    Study of methods and materials for teaching English language arts in grades 5-Adult. Emphasis on adopting a teacher/researcher model of teaching, on developing instructional strategies for facilitating integration of the language arts, and on learning effective ways to communicate respect for learners from all backgrounds and at all developmental levels. Students who anticipate student teaching in the Fall should take 414 the preceding Fall. Grade of C or better required to pass.


(3)
  
  • ENGL 415 Practicum in the Teaching of English Language Arts

    (1)
    Prerequisites: Consent of instructor.
    Co-requisites: ENGL 414 .

    Supervised experience teaching fundamentals of reading, composition, and effective language usage. Emphasis on implementing a teacher/researcher model of teaching, on facilitating integration of the language arts, and on effectively communicating respect for learners from all backgrounds and at all developmental levels.


(1)
  
  • ENGL 420 Special Topics

    (1-3)
    Prerequisites: Consent of instructor.
    Advanced and extended exploration of topics addressed in other English courses at Concord. This course is intended for students who have already successfully completed the appropriate lower numbered course. May be repeated for credit.


(1-3)
  
  • ENGL 440 Independent Study

    (1, 2, 3)
    Prerequisites: A 2.5 overall GPA; ENGL 203 , ENGL 204 , or ENGL 301 ; and consent of the instructor.
    Typically, the course will be an in-depth study of a subject (mutually agreed upon by the student and the instructor) not normally treated in other courses. Applications may be picked up from the Department Chairperson.


(1, 2, 3)
  
  • ENGL 461 Creative Writing Portfolio

    (3)
    Prerequisites: ENGL 261   and ENGL 361  
    Independent Study capstone of the Creative Writing Program.  The student will prepare a collection of original work within a single genre, substantial enough to serve as a portfolio for application to an MFA program.


(3)
  
  • ENGL 480 Honors Courses

    (3)
    Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of Faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Department Chairperson for further information.


(3)
  
  • ENGL 481 Honors Courses

    (3)
    Juniors and seniors who qualify for Honors Courses are offered the opportunity to study with individual members of Faculty. This is specialized study apart from conventional classroom work. Interested students should contact the Department Chairperson for further information.


(3)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • ENGL 2611 Creative Writing: Poetry

    (1)
    Prerequisites: ENGL 261  or consent of instructor
    Intermediate-level, poetry-specific creative writing course offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 261  or through submission of a promising creative-writing portfolio.


(1)
  
  • ENGL 2612 Creative Writing: Drama

    (1)
    Prerequisites: ENGL 261  or consent of instructor
    Intermediate-level, drama-specific creative writing course offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 261  or through submission of a promising creative-writing portfolio.


(1)
  
  • ENGL 2613 Creative Writing: Fiction

    (1)
    Prerequisites: ENGL 261  or consent of instructor
    Intermediate-level, fiction-specific creative writing course offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 261  or through submission of a promising creative-writing portfolio.


(1)
  
  • ENGL 2614 Creative Writing: Non-Fiction

    (1)
    Prerequisites: ENGL 261  or consent of instructor.
    Intermediate-level writing course focusing on non-fiction writing, offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 261 or through submission of a promising creative-writing portfolio.


(1)
  
  • ENGL 2615 Creative Writing: Distinct Genre or Practice

    (1)
    Prerequisites: ENGL 261  or consent of instructor.
    Intermediate-level writing course focusing on writing in genres or for media other than those covered in ENGL 2611-ENGL 2614, offered as needed to accommodate students who have demonstrated strong creative writing skills in ENGL 261 or through submission of a promising creative-writing portfolio.


(1)
  
  • ENGL 4201 Special Topics: Advanced Mini-Courses, British Literature prior to the Restoration

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4202 Special Topics: Advanced Mini-Courses, British Literature from the Restoration through the Romantics

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4203 Special Topics: Advanced Mini-Courses, British Literature from Victorian to the Present

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4204 Special Topics: Advanced Mini-Courses, American Literature from the Beginnings to the Civil War

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4205 Special Topics: Advanced Mini-Courses, American Literature from the Civil War to the Present

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4206 Special Topics: Advanced Mini-Courses, Anglophone Literature

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4207 Special Topics: Advanced Mini-Courses, Literature in English Translation

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4208 Special Topics: Advanced Mini-Courses, Advanced Special Topics

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4209 Special Topics: Advanced Mini-Courses, Linguistics; Literary Theory and Criticism; Research Methods

    (1)
    Prerequisites: ENGL 301  with a grade of C or better; and one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328 ; or consent of the instructor
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)
  
  • ENGL 4210 Special Topics: Advanced Mini-Courses, Individualized Study

    (1)
    Prerequisites: Junior or senior status; ENGL 301  with a grade of C or better (or demonstration of comparable writing skills); one of the following: ENGL 324 , ENGL 325 , ENGL 326 , ENGL 327 , or ENGL 328  (or demonstration of comparable reading skills); and consent of the instructor 
    Designed primarily for students pursuing a major, minor, or teaching content specialization in English, these mini-courses may be appropriate for upper-level students in other disciplines as well. They focus on major authors, genres, themes, literary movements, or other selected aspects.


(1)

ESL

  
  • ESL 81 Fundamentals of Reading and Writing

    (3)
    This course is designed to assist students in their reading comprehension along with their ability to write coherently focusing on sentence structure, proper grammar and vocabulary.


(3)
  
  • ESL 82 Fundamentals of Oral Communication

    (2)
    This course is designed to encourage oral communication focusing on pronunciation, fluency and confidence using English in everyday and academic life.


(2)
  
  • ESL 83 Fundamentals of Listening Comprehension

    (3)
    This course is designed to train students to focus on listening comprehension through a variety of lessons using a number of multimedia tools.  Students will focus on everyday conversations, dialogues, and situations for everyday and academic purposes.


(3)
  
  • ESL 86 TOEFL Preparation

    (6)
    This class is focused on improving TOEFL scores through numerous lessons and practices in order to best prepare students for the Paper Based Test administered on campus twice per semester.


(6)
  
  • ESL 89 ESL Cultural Awareness

    (1)
    This class is devoted to learning different aspects of living in the United States through lectures, role plays, field trips, class discussions and other relevant activities.


(1)
  
  • ESL 91 Intermediate Reading and Writing

    (3)
    This course is designed to prepare students for the skills needed for their reading comprehension.  This course focuses on academic reading comprehension along with a focus on an ability to write coherently focusing on sentence structure, proper grammar and vocabulary through multiple essay writings.


(3)
  
  • ESL 92 Intermediate Oral Communication

    (2)
    This course is designed to encourage oral communication focusing on pronunciation, fluency and confidence using English in everyday and academic life.  Students will be responsible for various speeches throughout the semester.


(2)
  
  • ESL 93 Intermediate Listening Strategies

    (3)
    This course is designed to improve students’ listening capabilities focusing on listening comprehension through a variety of lessons using a number of multimedia tools.  Students will focus on academic listening using sample speeches and lectures. The students will also work on improving dictation and pronunciation.


(3)
  
  • ESL 96 TOEFL Preparation

    (6)
    This class is focused on improving TOEFL scores through numerous lessons and practices in order to best prepare students for the Paper Based Test administered on campus twice per semester.


(6)
  
  • ESL 99 ESL Cultural Awareness

    (1)
    This class is devoted to learning different aspects of living in the Unites States through lectures, role plays, field trips, class discussions and other relevant activities.


(1)

Exercise Science

  
  • 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)
  
  • EXSS 315 Kinesiology and Biomechanics

    (3)
    Considers principles of the mechanics of body movement in relation to anatomical structure, body development and muscular efficiency.


(3)
  
  • EXSS 329 Motor Learning and Development

    (2)
    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.


(2)

Finance

  
  • FIN 200 Personal Financial Planning

    (3)
    Introduction to the concepts, heuristics and computations required to develop financial projections, plans and budgets that encompass the entire personal finance life cycle.  Students learn concepts related to assets, liabilities and net wealth and how to research and estimate future income and expenses taking into consideration taxes, inflation, cost of living adjustments, and career advancement.  They learn how to calculate and plan for payment of interest and principle to pay off debts, how to invest in assets (cars, houses, stock, bonds, mutual funds, etc.) and how to calculate appreciation/depreciation in these assets.  Students learn how all of these factors contribute to their ability to achieve financial independence and eventually retire.


(3)
  
  • FIN 205 Principles of Investing

    (3)
    An introduction to analysis of investment issues with individual investors as the central focus.  Quantitative skills required for the course will not exceed familiarity with basic arithmetic operations. 


    Note: The course is open to all majors.
(3)
 

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