| |
Education |
| |
-
EDUC 450 Clinical Experience Level IV (6)
Prerequisites: Admission to year-long residency I.
Co-requisites: -Elementary Education : EDSP 415 , EDUC 416
-Secondary Education: EDSP 415 , EDUC 416
-Special Education: EDSP 415 , EDUC 416
-Wellness: H ED 400 , P ED 407
This course requires a placement in a public school where the year-long residency will be completed. Teacher candidates work as interns in their assigned public school classroom where they participate in co-teaching with a mentor teacher for a minimum of four days per week. Candidates attend courses that are part of the Year-Long Residency I while enrolled in Clinical Experience Level IV. This course allows candidates to integrate coursework and practical teaching while also offering them a holistic means to become a professional member of the public school community.
(6) |
| |
-
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. Successful completion of the adopted WVDOE approved assessment is required. 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)
Co-requisites: SPED 501 .
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)
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 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)
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)
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, middle 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: 12 earned credit hours
Co-requisites: EDUC 210 , EDUC 210L , or consent of instructor.
Introduction to current issues and problems related to children and youth who deviate from the average in intellectual, 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 (3)
Prerequisites: EDSP 303 , EDUC 210 , EDUC 210L .
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 course focuses on the development of literacy skills essential to reading. An introduction to assessment, instructional strategies, and remediation of reading disabilities is provided.
(3) |
| |
-
EDSP 318 Assessments in Special Education (3)
Prerequisites: EDSP 303 , EDUC 210 , EDUC 210L .
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.
(3) |
| |
-
EDSP 321 Special Education in the Early Childhood Setting (3)
Prerequisites: EDSP 303 .
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: EDSP 303 .
Examines the sequence and theories of normal and abnormal communication in children. Methods for assessment and facilitation of language development are studied.
(3) |
| |
-
EDSP 365 Understanding Difficult Behavior (3)
Prerequisites: EDSP 303 , EDUC 210 , EDUC 210L .
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.
(3) |
| |
-
EDSP 370 Planning and Implementation of Individualized Plans for Special Education (3)
Prerequisites: EDSP 303 , EDSP 318 , EDUC 210 , EDUC 210L .
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.
(3) |
| |
-
EDSP 380 Trends and Issues in Special Education (3)
Prerequisites: EDSP 303 , EDUC 210 , EDUC 210L .
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 a school, community, or leisure/community setting designed and intended for individuals with special learning needs.
(3) |
| |
-
EDSP 409 Strategies for the Secondary Classroom Inclusive Environment (3)
Prerequisites: Acceptance into Year-Long Residency I.
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 grade of C or better is required. This course is part of the Year-Long Residency I for secondary education majors.
(3) |
| |
-
EDSP 412 Science and Social Studies Methods in Special Education (3)
Prerequisites: Admission into the Teacher Education Program.
Co-requisites: EDSP 413 , EDSP 414 , EDUC 306 .
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).
(3) |
| |
-
EDSP 413 Mathematics Methods in Special Education (3)
Prerequisites: Admission into the Teacher Education Program.
Co-requisites: EDSP 412 , EDUC 414 , EDUC 306 .
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.
(3) |
| |
-
EDSP 414 Reading/Language Arts Methods in Special Education (3)
Prerequisites: Admission into the Teacher Education Program.
Co-requisites: EDSP 412 , EDSP 413 , EDUC 306 .
This course presents a variety of methods for teaching reading to students with special learning needs. Reading strategies designed to address specific reading problems are presented for all programmatic levels and multiple content fields.
(3) |
| |
-
EDSP 415 Co-Teaching, Consultation, and Collaboration (3)
Co-requisites: EDUC 416 , EDUC 450 .
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.
(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.
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 an 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
480 or higher on SAT
38 or higher on ASSET
71 or higher on Compass
250 or higher on Accuplacer
75 or higher on ibtTOEFL
6.5 or higher on IELTS
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:
ACT < 18
SAT < 480
ASSET < 38
Compass < 71
Accuplacer < 250
ibtTOEFL 60-74
IELTS 6.0
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. Grade of C or better required to satisfy the General Education requirement and to proceed 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: 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.
(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 .
Intermediate-level writing and literature course incorporating multiple genres, media, and disciplines.
(1-3) |
| |
-
ENGL 251 Technical Writing (3)
Prerequisites: C or higher in ENGL 102 .
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: C or higher in ENGL 102
An introduction to writing poetry, drama, and fiction.
(3) |
| |
(1) |
| |
(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 through 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 Restoration 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, 327 and 328 are the literary core for students pursuing the B.S. Education, English Grade 5-Adult degree.
(3) |
| |
-
ENGL 325 Survey of British Literature II, From Romantic to Present (3)
Prerequisites: ENGL 301 with a grade of C or better, or consent of instructor.
Exploration of works from the Romantic era to the Present 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, 327 and 328 are the literary core for students pursuing the B.S. Education, English Grade 5-Adult degree.
(3) |
| |
-
ENGL 327 Survey of American Literature I, From Beginning to Civil War (3)
Prerequisites: C or higher in ENGL 301 , 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, 327 and 328 are the literary core for students pursuing 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. 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 multiethnicism/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 , or consent of instructor.
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 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.
Note: Pass/Fail Grading
(1) |
| |
-
ENGL 420 Special Topics (3)
Prerequisites: Consent of instructor.
Advanced study in specific topics in English. Course titles will be included on student transcript.
(3) |
| |
-
ENGL 421 Shakespeare (3)
Prerequisites: ENGL 301 with a grade of C or better.
Exploration of Shakespeare’s plays and sonnets. Study of print texts is enhanced by incorporation of audio versions of texts, music, filmed dramatic performances, visual images, and/or feature films.
(3) |
| |
-
ENGL 425 Women and Marginalized Writers (3)
Prerequisites: ENGL 301 with a grade of C or better.
Survey of works by women writers and writers from marginalized communities. Texts are taken from various cultures and time periods and may vary each time the course is offered.
(3) |
| |
-
ENGL 430 English Language Arts Professional Seminar (1)
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.
(1) |
| |
-
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.
(1, 2, 3) |
| |
-
ENGL 451 Professional Writing Capstone (1)
Prerequisites: Junior or Senior status. Grade of C or higher in ENGL 251 , ENGL 301 , and consent of instructor.
Independent Study capstone course for the Professional Writing Emphasis. Provides on-campus and/or off-campus experience in handling communication assignments. Supervised by the ENGL 251 instructor. Portfolio requirement. Contracts to be drawn up at the outset of course. Credit will be on a pass/fail basis.
(1) |
| |
(3) |
| |
-
ENGL 460 Practicum in the Teaching of Composition (1)
Prerequisites: ENGL 301 or consent of instructor.
Co-requisites: ENGL 459 .
Supervised experience as a UTA in a college composition class.
(1) |
| |
-
ENGL 461 Creative Writing Portfolio (1)
Prerequisites: ENGL 361 .
Independent Study capstone of the Creative Writing Program. The student will prepare a collection of original work substantial enough to serve as a portfolio for application to an MFA program.
(1) |
| |
-
ENGL 472 Professional Paths in the Humanities (1)
This course examines how the knowledge and skills students gain in Humanities courses correspond with workplace competencies in a range of careers. Through readings, guest speakers, and written assignments integrating key Humanities skills like textual analysis with the genres of job and graduate applications, students will learn the value of the unique tools they have already acquired in positioning themselves on a professional path. As they research and prepare for the job market, students will have the opportunity to connect with each other, alumni, and other professionals to investigate post-graduate opportunities. All the while, they will continue to develop skills in critical thinking, argumentation, and written and oral communication.
(1) |
| |
-
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) |
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 Academic Reading and Writing (3)
This course aims to prepare you for reading and writing in the American university system. In this class, you will read materials from the textbook as well as outside sources (newspaper articles, journal articles, book chapters, etc.), improve your reading rate, fluency, and comprehension, and develop good reading and note-taking strategies. You will also work on your writing skills that are useful in the academic context, including planning and organizing essays, researching, selecting, and integrating information from different sources, and using appropriate language.
(3) |
| |
-
ESL 92 Speaking Fluency Development (2)
This is a student-centered course which utilizes interactive tasks to practice key aspects of speaking fluency: quantity of language produced, speed, speaking without long awkward pauses, the use of filters and discourse markers. Students will also learn common conversation habits: such as backchanneling, turn-taking, topic shifting and negotiating for meaning. Students will leave this course with the ability to express their ideas, thoughts and opinions more clearly and with greater confidence in their communicative competence.
(2) |
| |
-
ESL 93 Academic Listening and Speaking (3)
This course’s primary aim is to develop students’ academic listening and speaking skills, thus preparing learners for regular classes at the undergraduate level. In the course, learners will practice listening and speaking skills and perform a variety of listening and speaking tasks. There will be a focus on listening to academic lectures, note-taking, and presenting formal oral presentations throughout the course.
(3) |
| |
-
ESL 94 16-Week ITP TOEFL (1)
This course provides international students an avenue to obtain language proficiency scores to meet university language requirements. Students with intermediate language skills will be able to adequately prepare for the listening, writing and grammar sections of the ITP TOEFL over the course of a semester. Students will make an attempt every 4 weeks for a total of 4 attempts. Upon successfully passing all sections, the class will end.
(1) |
| |
-
ESL 95 8-Week ITP TOEFL (1)
This course provides international students an avenue to obtain language proficiency scores to meet university language requirements. Students with high intermediate and low advanced language skills will be able to adequately prepare for the listening, writing and grammar sections of the ITP TOEFL. Students will make an attempt during week 4 and another attempt during week 8. Upon successfully passing all sections the class comes to a close.
(1) |
| |
-
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) |
| |
-
ESL 100 Writing for International Students (1)
Learning a language, even your mother tongue, is a life-long process. This course recognizes that even though students may meet university language requirements, they remain learners of English and their writing can benefit from a closer collaboration with the ESL program. That collaboration may consist of email correspondence, zoom meetings and/or in-person meetings (whichever form best fits the students’ schedule and/or circumstance.) Instruction is personalized and centers around feedback on student writing examples from mainstream Concord courses. Feedback is provided in a timely manner (next day) and additional exercises may be necessary to improve reoccurring weaknesses in student performance.
(1) |
| |
-
ESL 101 English 101 Support (1-3)
This course is designed for international students taking the ENGL 101 international section. The course focuses on critical elements of the writing process: brainstorming, outlining, writing a hook and a thesis, topic sentences, using transitions, MLA format, etc. The course also provides support for ENGL 101 writing assignments through regular one-on-one meetings as needed. In addition to writing, challenging aspects of grammar, as identified through student writing samples, will be addressed. Finally, the course will cover writing tools and resources such as Purdue OWL, Grammarly, Microsoft Word and Microsoft OneDrive.
(1-3) |
| |
-
ESL 102 English 102 Support (1-3)
Co-requisites: ENGL 102 .
This course is designed for international students taking ENGL 102. The course focuses on critical elements of the writing process: brainstorming, outlining, writing a hook and a thesis, topic sentences, using transitions, MLA format, etc. The course also provides support for ENGL 102 writing assignments through regular one-on-one meetings as needed. In addition to writing, challenging aspects of grammar, as identified through writing samples, will be addressed. Finally, the course will cover writing tools and resources such as Purdue OWL, Grammarly, Microsoft Word and Microsoft OneDrive.
(1-3) |
Esports |
| |
-
ESPT 101 Introduction to Esports (3)
This course will explore the esports industry, including an overview of its many careers. It focuses on the emergence of multiplayer video game competition of the esports and gaming industry from player to professional career.
(3) |
| |
-
ESPT 301 Esports Industry (3)
Prerequisites: ESPT 101 , MGT 305 .
This course introduces students to the administration of an esports gaming organization. The focus of this course is on practical and hands-on learning and examination of current issues of the esports industry. By navigating through various exercises, students will examine the practicalities of esports management and business models.
(3) |
| |
-
ESPT 450 Esports Internship (3-6)
Prerequisites: ESPT 301 , 2.5 overall GPA, consent of instructor.
A supervised Esports internship that provides students with the opportunity to apply theoretical knowledge to practical situations in an Esports organization or setting. All Esports majors will complete at least one internship in the senior year, but may repeat the internship for a total of two semesters. However, with advanced approval from the instructor, the internship may be repeated for a total of two semesters or 6-credit hours. Students must complete 120 contact hours in the internship placement in order to earn 3 credit hours. The course grade will be pass/fail.
Note: May be repeated one time for a total of 6 credit hours.
(3-6) |
Exercise Science |
| |
-
EXSS 201 Functional Anatomy (3)
An introduction to knowledge of the normal physical development and functional movement of the human body.
(3) |
| |
-
EXSS 202 Foundations of Sport (3)
A study of the history and philosophy of physical education and sport and their relationship to current trends in the field, and the psychological and sociological implications of physical education and sport.
(3) |
| |
-
EXSS 220 Exercise Science Special Topics (1-3)
A specialized study of various topics and problems in the field of exercise science. Each offering of the course will be planned around a separate and different topic, chosen and designed by the individual instructor.
(1-3) |
| |
-
EXSS 230 Exercise Science Seminar (1-3)
On various topics in exercise science.
(1-3) |
| |
-
EXSS 240 Exercise Science Independent Study (1-3)
Consists of advanced study, reading, and/or research in exercise science.
(1-3) |
| |
-
EXSS 250 Exercise Science Internship (1-6)
Provides students with the opportunities to develop skills, knowledge, theories, and techniques with procedures from the class-work applied to field situations. Must be approved by faculty supervisor.
(1-6) |
| |
-
EXSS 260 Exercise Science 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) |
| |
-
EXSS 314 Exercise Physiology (3)
Prerequisites: BIOL 335 and BIOL 335L or BIOL 336 and BIOL 336L.
An evaluation of the acute responses and chronic adaptations of the body to the effects and stresses of exercise. This class will cover physiological responses and adaptations to exercise and the effects of physical activity on the human body and its organic systems.
Three (3) hours lecture.
(3) |
| |
-
EXSS 314L Exercise Testing and Prescription (1)
Prerequisites: BIOL 335 and BIOL 335L or BIOL 336 and BIOL 336L
Co-requisites: EXSS 314
Lab will explore the applications of topics discussed in EXSS 314 lecture. Lab will include pre-participation exams, strength and condition assessments, and program development. Lab will include descriptions and application of general tools used to evaluate human physiology.
Two (2) hours lab.
(1) |
| |
-
EXSS 315 Kinesiology and Biomechanics (3)
Considers principles of the mechanics of body movement in relation to anatomical structure, body development and muscular efficiency.
Three (3) hours lecture.
(3) |
| |
-
EXSS 316 Anatomy for Health Care and Orthopedics (3)
Prerequisites: BIOL 336 and BIOL 336L.
This course focuses on identifying anatomical structures and their components related to health care and orthopedics. Emphasis is placed on the musculoskeletal and neuromuscular systems as they relate to injuries, injury evaluation, and physical activity.
(3) |
| |
-
EXSS 320 Exercise Science Special Topics (1-3)
A specialized study of various topics and problems in the field of exercise science. Each offering of the course will be planned around a separate and different topic, chosen and designed by the individual instructor.
(1-3) |
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
Print this Page