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Communication Arts |
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COMM 340R Advanced Radio Production (3)
Prerequisites: with COMM 210R taken concurrently.
This course develops skill sets associated with the roles of station management. Students develop programming for WCUR, assume management positions, including station manager, program director, sales manager, etc.
Term Offered: (F)
(3) |
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COMM 340T Advanced Television Production (3)
Prerequisites: with COMM 210T taken concurrently.
The application of advanced production skills, including directing, videography, editing, and other production components. Projects may include, but are not limited to: documentaries, narratives, music, videos, commercials, etc.
Term Offered: (F)
(3) |
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COMM 350 Public Relations Writing (3)
Prerequisites:
Principles and practical experience in writing, editing, and producing materials used in public relations communication.
Term Offered: (F)
(3) |
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COMM 360 Communication Law (3)
Prerequisites: or permission of instructor.
The study of mass communication law including print, broadcast, and cable regulations, but First Amendment freedoms studied also apply to interpersonal speech. Current events are examined as well as case histories in fields such as libel, obscenity and indecency, privacy, copyright, and commercial speech.
Term Offered: (F)
(3) |
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COMM 400G Special Projects in Communication (3)
Prerequisites: Junior or Senior standing
Directed individual study and work in the field of communication in which the student will work closely with an instructor to acquire new skills, knowledge, or expertise beneficial to their career goals; Under this general heading, special areas of study are available to the student who wants to gain additional education in the field of communication. A student is permitted to take more than one 400G course. However, within any emphasis, only 3 hours of 400G credit can count towards a student’s major requirements, with any additional hours counting as elective credit.
Term Offered: (F, S)
(3) |
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COMM 411 Rhetorical Theory & History (3)
Prerequisites:
Advanced study of rhetorical theories.
Term Offered: (S)
(3) |
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COMM 422 Rhetorical Criticism (3)
Prerequisites:
Seminar considering methods and theories used to explain, analyze, and responsibly create rhetorical messages. Emphasis on organizational messages.
Term Offered: (S)
(3) |
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COMM 440 Public Relations Cases (3)
Prerequisites:
Explores a variety of public relations problems using the case study approach.
Term Offered: (S)
(3) |
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COMM 450 Communication Research (3)
Prerequisites: or junior standing
Focuses on learning qualitative and quantitative research methods, analyzing study designs and results, and applying research methodology through original student projects.
Term Offered: (S)
(3) |
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COMM 460 Communications Capstone Experience (3)
Prerequisites: Junior or Senior standing
A capstone experience completed in the community or a communication organization. The experience may involve an internship or faculty-guided project pursuant to the student’s vocational or graduate school objectives.
Term Offered: (F, S, Sum I and Sum II)
(3) |
Computer Science |
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CS 201 Introduction to Computer Programming I. (3)
Prerequisites: MATH 91 , or Mathematics ACT of 19+, or qualifying COMPASS score; MATH 103 recommended.
Fundamental characteristics and properties of computer languages, algorithmic methods of solving problems on the computer. C programming language is taught and used.
Term Offered: (F, S)
(3) |
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CS 202 Introduction to Computer Programming II. (3)
Prerequisites: CS 201 with a grade of C or better.
Continuation of CS 201 .
Term Offered: (S)
(3) |
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CS 212 Cobol (3)
Prerequisites: CS 201 .
Basic characteristics and properties of computers and applications to business.
Term Offered: (F)
(3) |
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CS 215 Assembly Language Programming (3)
Prerequisites: CS 201 with a grade of C or better.
An introduction to machine language and assembly language. Symbolic coding, addressing techniques, and operation of assemblers are included.
Term Offered: (F)
(3) |
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CS 240 Programming in C++ (3)
Prerequisites: CS 202 with a grade of “C” or better.
Advanced programming techniques using C++ object-oriented programming language. Topics include the underlying C language, the use of objects (abstract and concrete classes, class interfaces, and class templates), dynamic storage structures, and an introduction to software engineering frameworks using the C++ language.
Term Offered: (S)
(3) |
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CS 271 Computer Organization and Hardware (3)
Prerequisites: CS 215 and .
Organization of computers in terms of input-output, memory, control and processing units. Representation of data, machine arithmetic instruction formats, basic mechanical and electronic characteristics of computers included, as well as storage devices, control and processing units and computer networks.
Term Offered: (S)
(3) |
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CS 275 Special Topics in Computer Science (1-2)
A series of 1-credit, 5-week or 2-credit 10 week mini-courses in topics related to computer science.
(1-2) |
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CS 355 Data Structures (3)
Prerequisites: CS 240 .
Implementation of abstract data types, stacks, linear and circular lists, queues, trees, hashing functions, memory management, sorting, and searching algorithms.
Term Offered: (F)
(3) |
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CS 356 Data Base Management (3)
Prerequisites: CS 240 .
Design, evaluation, and use of data base systems. Topics include file organization and maintenance, information retrieval, query languages, security and the relational, hierarchical, and network approaches to data base management.
Term Offered: (S)
(3) |
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CS 361 Operating Systems (3)
Prerequisites: ,
Introduction to software organization for program, storage, and process management. Topics include concurrent processes, virtual memory, placement, and scheduling algorithms.
Term Offered: (F)
(3) |
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CS 362 Programming Languages and Translators (3)
Prerequisites: MATH 220 , MATH 307 , and CS 355 .
Formal definitions of programming languages, including specifics of syntax and semantics. Includes introduction to design, structure, and use of translators for programming languages, and related automata theory topics.
Term Offered: (S)
(3) |
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CS 410 Software Engineering Using Java (3)
Prerequisites: CS 240 .
An introduction to rigorous frameworks for the engineering of software systems. Several engineering frameworks are examined, with discussion on the offerings and limitations of each approach. A relatively modern and futuristic view of software engineering serves as the basis for developmental projects in the course. The Java Language is taught and used.
Term Offered: (S)
(3) |
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CS 420 Special Topics (3)
Prerequisites: Consent of instructor
Extended study of special topics in Computer Science
(3) |
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CS 430 Microcomputer System Design (3)
Prerequisites: CS 356 .
Co-requisites: CS 361
Information and systems concepts, and management of information processing.
Term Offered: (F)
(3) |
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CS 445 Distributed Processing and Networks (3)
Prerequisites: CS 361 .
Introduction to distributed processes, its advantages and disadvantages relative to microcomputerization of information processing.
Term Offered: (S)
(3) |
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CS 455 Image Processing (3)
Prerequisites: CS 202 , MATH 303 , MATH 425 ; PHYS 317
Development of the standard topics of image processing including image enhancement in spatial and frequency domains, filtering, wavelets and multiresolution processing, image compression and segmentation with an emphasis on their mathematical foundations.
Term Offered: (F)
(3) |
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CS 490 Practicum I (3)
Prerequisites: Mathematics or Computer Information Systems major with junior or senior standing and consent of instructor.
Field experience in data processing environments. Provides opportunity to relate principles to practical applications in the computer and/or computer information-processing fields. Student must submit a written report.
Term Offered: (F, S)
(3) |
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CS 491 Practicum II (3)
Prerequisites: Mathematics or Computer Information Systems major with junior or senior standing and consent of instructor.
Field experience in data processing environments. Provides opportunity to relate principles to practical applications in the computer and/or computer information-processing fields. Student must submit a written report.
Term Offered: (F, S)
(3) |
Early Childhood Regents Bachelor of Arts |
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ECRB 200 Child Development of Infants and Young Children (4)
Investigates development of infants, toddlers, and preschool aged children. Social-emotional, cognitive, motor and language development are covered. Course content is appropriate for individuals working in a childcare setting. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 201 Environments for Infants and Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children, as well as Infant, Toddler, and Early Childhood Environmental Rating Scales are included in course curriculum. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 202 Language for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance language development. A 16 hours field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 203 Literacy for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance emergent literacy skills. Course participants will develop and implement developmentally appropriate literacy activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 300 Social Studies for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance social skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 301 Math for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers,and preschool aged children that foster and enhance emergent math skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is delivered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 302 Science for Young Children (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance emergent science skills. Course participants will develop and implement developmentally appropriate activities suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 304 Guiding the Behavior of Young Children 1 (4)
Provides child care workers with the necessary knowledge and skills to set up and maintain high quality environments for infants, toddlers, and preschool aged children that foster and enhance positive behavior. Course participants will develop and implement developmentally appropriate behavior management programs suitable for child care settings. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 305 Guiding the Behavior of Young Children 2 (4)
Provides child care workers with the necessary knowledge and skills to effectively handle challenging behaviors of infants, toddlers, and preschool aged children. Course participants will evaluate behavior management programs and conduct functional behavior assessments. Course participants will also design and implement behavior intervention plans appropriate for the child care setting. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 306 Technology for Child Care (4)
Provides child care workers with the necessary knowledge and skills to effectively operate and embed appropriate technology within the environments established for infants, toddlers, and preschool aged children. Emphasis will be given on enhancing communication between child care and the family through the use of current technology. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 307 Working with Families of Young Children (4)
This course prepares the child care worker in serving familes of infants, toddlers, and preschool aged children. The role of external groups and establishment of effective home-school-community interactions are studied. Topics related to communication, diversity within family systems, and collaboration are also included. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 400 Young Children with Special Needs 1 (4)
This course investigates the childcare’s role in the care of children with developmental delays and/or exceptionalities. Federal laws and state policies pertaining to you children with special needs are included. Early intervention programming is examined and includes ethical considerations in referral processes and intervention. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 401 Young Children with Special Needs 2 (4)
This course investigates the methods and materials appropriate for the child care worker’s interaction with young children exhibiting developmental delays and/or exceptionalities. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 402 Use of Assessment in Child Care 1 (4)
Provides child care workers with knowledge and skills necessary to set up and maintain high quality assessment programs for infants, toddlers, and preschool aged children that ensure developmental milestones are achieved. Various assessment techniques will be introduced. A 16 hour field experience is embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
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ECRB 403 Use of Assessment in Child Care 2 (4)
Various assessment techniques appropriate for use in the child care setting with infants, toddlers, and preschool aged children will be implemented and analyzed. The course will also focus on the appropriate use of assessment data in the child care setting in regard to parent communication, planning strategies, collaborative consultation with other professionals. A 16 hour field experience in embedded in the course.
Term Offered: Course is offered once every year and is delivered as part of a co-hort.
(4) |
Early Education |
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E ED 265 Child Development (3)
A study of theory and research regarding social-emotional, cognitive, motor and language development in young children.
Term Offered: (F)
(3) |
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E ED 305 Early Education Curriculum, Methods and Materials Practicum (3)
Prerequisites: or consent of instructor
Examines curriculum, methods, and materials for learning and teaching at the early childhood levels. A 26-hour field experience is required in an early childhood environment.
Term Offered: (S)
(3) |
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E ED 324 Assessment in Early Childhood Education (3)
Prerequisites: E ED 265 , or consent of instructor.
Emphasizes the goals, benefits and uses of assessment as well as the use of systemic observations, documentation and other effective assessment strategies in responsible ways that include a partnership with families and other professionals, to positively influence children’s development and learning.
Term Offered: (F)
(3) |
Economics |
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ECON 201 Principles of Macroeconomics (3)
Introduction to the capitalistic economic system. Emphasis on national income accounting and macroeconomic theories dealing with employment, inflation, and economic growth.
(3) |
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ECON 202 Principles of Microeconomics (3)
Analysis of microeconomic theories involving the theory of the firm under various market structures, the allocation of productive resources, and the distribution of income.
(3) |
Education |
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(3) |
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EDUC 91 Reading and Study Skills (1-3)
Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level.
Note: (Non-graduation credit.)
(1-3) |
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EDUC 92 Reading and Study Skills (1-3)
Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level.
Note: (Non-graduation credit.)
(1-3) |
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EDUC 210 Foundations of Education (2)
Prerequisites: None
Provides early identification of teacher education candidates; information for progressing through the teacher education program; and the cultural/ sociological, historical, political, and philosophical roots of American education. A 25-hour school-based field experience is required. A grade of C or better is required.
(2) |
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EDUC 301 Educational Technology (3)
This course provides teacher candidates with the theory, knowledge and application of technology to teaching, learning and the curriculum. The course is based on the ISTE standards and the 21st Century Learning Skills. A grade of C or better is required.
Note: EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), The Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combing the three courses, EPAT is an eight credit hour offering.
Term Offered: (Fall, Spring)
(3) |
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EDUC 304 Developmentally Appropriate Practice (3)
Prerequisites: EDUC 210 .
An introduction to the physical, social, emotional, and intellectual development of elementary age children (K-6). Provides learning experiences related to developmentally, culturally and linguistically appropriate instructional practices and strategies. A grade of C or better is required.
(3) |
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EDUC 305 Psychology of Teaching and Learning (3)
Prerequisites: EDUC 210 .
The study of various learning theories and their implications for teachers. A 25-hour school-based field experience is required. A grade of C or better is required.
Note: EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), The Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combing the three courses, EPAT is an eight credit hour offering.
Term Offered: (Fall, Spring)
(3) |
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EDUC 306 Instructional Processes and Strategies (3)
Prerequisites: EDUC 301 , EDUC 305 , admission into the Teacher Education Program, or consent of the Director of Teacher Education.
The study of planning and preparing for instruction; use of effective teaching behaviors and classroom management techniques; use of instructional media. A 25-hour school-based field experience is required. A grade of C or better is required.
(3) |
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EDUC 307 Reading and the Language Arts (3)
Prerequisites: EPAT - ( , , )
Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which children are actively involved in thinking and communicating. Focus is on curriculum, varied instructional strategies, speaking, writing and viewing as an integral part of the total curriculum with attention to both creative and functional aspects of language use. A grade of C or better is required.
(3) |
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EDUC 308 Reading in the Early Years (3)
Prepares the candidate to teach young children to read; to plan and organize a reading program for beginners; to select and use appropriate materials for developing emergent literacy and reading skills; and, to test and evaluate reading growth in young children. A 10-hour field experience is required.
Term Offered: (S)
(3) |
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EDUC 309 Understanding Reading Problems: Assessment and Instruction (3)
Prerequisites: EPAT ( , , ) or consent of the instructor.
Introduction to informal evaluation techniques and strategies that assess literacy needs and strengths. Topics include the interactive nature of literacy components and importance of the teacher as a focused classroom observer. A 15-hour school-based field experience and a grade of C or better is required.
(3) |
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EDUC 310 Assessment and Evaluation of Instruction (2)
The study and development of techniques for assessing student progress for the purpose of improving instruction through interpretation of evaluation data. A grade of C or better is required.
Note: EPAT is an integrated course offering that combines three education classes, Educational Technology (EDUC 301), The Psychology of Teaching and Learning (EDUC 305), and Educational Assessment (EDUC 310). The course is structured around face to face sessions including weekly meetings with professors in field placement schools. Much of the course work is delivered asynchronously. As a result of combing the three courses, EPAT is an eight credit hour offering.
Term Offered: (Fall, Spring)
(2) |
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EDUC 311 Elementary Science Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with , EDUC 313 , EDUC 314 and SPED 309 .
Provides teacher candidates instructional methods, curriculum concepts and laboratory materials appropriate to the teaching of science in elementary schools. A clinical experience and grade of C or better is required.
(3) |
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EDUC 312 Elementary Social Studies Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with EDUC 311 , EDUC 313 , EDUC 314 and SPED 309 .
Provides teacher candidates with subject content materials and methods for teaching the social studies in the elementary-schools. A clinical experience and grade of C or better is required.
(3) |
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EDUC 313 Elementary Math Methods (3)
Prerequisites: EDUC 306 and must be taken concurrently with EDUC 311 , EDUC 312 , EDUC 314 and SPED 309 .
Provides candidates with the knowledge, skills, methods, materials for teaching elementary mathematics. A clinical experience is required. A grade of C or better is required.
(3) |
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EDUC 314 The Teaching of Reading (3)
Prerequisites: and taken concurrently with , , , and .
Provides teacher candidates strategies, techniques and methods which focus on the five essential components of reading and writing as they directly relate to the teaching of reading in elementary schools. A clinical experience is required. A grade of C or better is required.
(3) |
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EDUC 318 Content Area Reading (3)
Prerequisites: EDUC 306 , or may be taken concurrently with EDUC 306
Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum. A grade of C or better is required.
(3) |
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EDUC 330 Diversity in Social and Educational Settings (3)
Prerequisites: Twelve hours of Social Science courses and upper-class status, EDUC 305 , or consent of instructor
Examines transecting master statuses of race, class, gender, sexual orientation, and disability, and implications of one’s professional attitudes towards “difference” on the teaching-learning process or human services work.
Term Offered: (F)
Also listed as: (cross listed with SOWK 302 )
(3) |
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EDUC 400 Special Topics in Education (1-3)
Prerequisites: Consent of instructor.
An in-depth study of various areas of education which may include classroom management, inclusion, instructional technology or educational research.
(1-3) |
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EDUC 456 A Performance Assessment Internship for Certified Teachers (3)
Prerequisites: Admission to the student teaching semester, professional teaching licensure.
A partial semester of classroom teaching for certified teachers in grades Preschool-Adult under the direct supervision of public school and University personnel.
(3) |
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EDUC 456 Supervised Directed Teaching (4-12)
Prerequisites: Admission to the student teaching semester, verification of successful completion of PRAXIS II: Subject Assessments Test(s) and Principles of Learning and Teaching Test.
Classroom teaching in grades Preschool-Adult under the direct supervision of public school and University personnel. A grade of C or better is required.
(4-12) |
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EDUC 470 Independent Study (1-3)
Prerequisites: Consent of instructor.
Investigation of in-depth special topics in education. Application must be made through the Division of Education Office and approved by a committee prior to registration.
(1-3) |
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EDUC 505 Advanced Teaching and Learning (3)
The study of various educational theories, principles, and strategies, and their implications for teaching and learning. (Clinical I - 25 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
(3) |
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EDUC 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.
Term Offered: (F, S, Sum)
(3) |
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EDUC 516 Integrated Methods in Secondary Education (3)
Prerequisites: None
This course is designed to provide a framework for understanding how to teach students for maximum learning at the secondary level (grades 5-Adult). Student development is tied to various strategies and to best practices for successful instruction. Mastery models are presented that reinforce the decision-making process in selecting instructional strategies, and the application of reflective practice to evaluate success is emphasized. A twenty-five (25) clock hour experience in a school setting is required.
(3) |
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EDUC 517 Integrated Methods in Elementary Education (3)
This course is designed to provide a framework for understanding how to teach students for maximum learning at the elementary level for PreK-Adult content certification. Student development is tied to various strategies and to best practices for successful instruction. Mastery models are presented that reinforce the decision-making process in selecting instructional strategies, and the application of reflective practice to evaluate success is emphasized. (Clinical VII - 25 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
(3) |
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EDUC 520 Educational Research (3)
This course introduces a student to the various types of quantitative and qualitative research. Course content will focus on the research process including evaluations of existing educational research as well as analysis and application of the findings.
Term Offered: (F, S, Sum)
(3) |
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EDUC 525 Educational Trends and Issues (3)
This course explores the trends and issues in society that affect education and lifelong learning. The course will approach trends and issues that are both external and internal to education, but continue to influence the institution of education. The course of study will include a focus on (1) social trends and their potential impact on education, (2) educational trends and their impact on the classroom, and (3) planning for the future. Key concepts explored and how these affect education include inclusion, professional development schools, legal policies and procedures, social-demographic changes and factors, socio-economics status, and technology. This course will also include planning for the future, forecasting, theories of change, and change agentry.
Term Offered: (F)
(3) |
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EDUC 530 Integrating Technology in the Teaching and Learning Process (3)
This course aligns content-specific standards with ISTE’s National Educational Technology Standards and state technology standards to assist teachers in integrating technology in Pre K-Adult classrooms through participation in and development of project-based learning activities. Learning activities focus on the use of technology as a tool to foster higher level outcomes in content-specific curricula. Teachers will have a better understanding of how technology enhances instruction and student learning.
Term Offered: (F, S, Sum)
(3) |
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EDUC 535 Theories of Educational Leadership (3)
This course explores administrative theory and its practical application including the purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern, and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included.
Term Offered: (F)
(3) |
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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.
Term Offered: (F, S, Sum)
Note: 10-hour field based experience required.
(3) |
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EDUC 550 Seminar and Special Topics in Education (3)
This course provides an opportunity to examine and discuss current educational practices and issues in depth. Emphasis will be placed on analysis and synthesis of primary/current research as well as classroom application and practice. Possible courses might include preparing for National Board Certification, Grants and Grant Writing, and Electronic Resources for the Classroom. Course topics may vary each semester.
(3) |
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EDUC 555 Classroom Management (3)
This course is designed to provide the student with various strategies to enable them to successfully prepare for and manage a positive classroom setting. Activities will include effective classroom preparation, formulating procedures and rules, identifying inappropriate student behaviors, recognizing and accommodating exceptionalities and diversity, and establishing positive relationships with parents. This course will also familiarize students with various theories of classroom management, and causes of disruptive behavior. (Clinical VI - 15 hours Field Experience) Clinical experiences will be conducted in age/grade/content appropriate classrooms as required by WV Policy 5202 and the West Virginia Professional Teaching Standards (WVPTS).
(3) |
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EDUC 556 Supervised/Directed 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. 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) |
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EDUC 560 Action Research in Education (3)
Prerequisites: Completion of 24 credit hours including with a grade of “C” or better.
This course provides a foundation for qualitative inquiry with a focus on case study research, ethnographic description, designing and conducting qualitative research. The course includes collecting and analyzing data and reporting qualitative analysis.
Term Offered: (F, S)
(3) |
Educational Leadership |
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EDEL 500 Public School Administration (3)
This course is designed to introduce the student to public school administration. Effective and successful schools research will be examined along with their practical applications to the field of education. A variety of topics relevant to the field of public school administration will be discussed. Twenty (20) clock hours in an elementary setting is required.
Term Offered: (F, S, Sum)
(3) |
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EDEL 550 Action Research/Internship I (3)
Prerequisites: This course should be taken during the last two semesters of the program.
This internship course is an integrated part of the Master’s program. The entire emphasis of the internship is to provide a well thought out, planned “hands-on” learning experience for students which bridges the gap between pedagogy and practice. This course will provide prospective principals with practical experience in educational leadership tasks, issues and responsibilities under the close supervision and direction of clinical affiliates, which will also include effective supervisory skills and the teacher/staff evaluation process.
This course will include the introduction of action research in the school setting with the interns completing a needs survey for the school in conjunction with the supervising principal. The needs survey will lead to the development of an on-site literature review. The literature review will lead into the action research project in EDEL 560 Internship II/ Action Research.
Interns will complete 100 hours of on site internship experience under the direction and supervision of the on site administrator.
Term Offered: (F, S, Sum)
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EDEL 560 Action Research/Internship II (3)
Prerequisites: This course should be taken during the last two semesters of the program.
This internship course is an integrated part of the Master’s program. The entire emphasis of the internship is to provide a well thought out, planned “hands on” learning experience for students which bridges the gap between pedagogy and practice. This course will provide prospective principals with practical experience in educational leadership tasks, issues and responsibilities under the close supervision and direction of clinical affiliates, which will also include effective supervisory skills and the teacher/staff evaluation process.
This course will include the development of a needs-based, action research project, approved by the on site principal and the university professor that is applicable to the needs of the school. Interns will complete 115 hours of on site internship experience under the direction and supervision of the on site administrator. Students develop and inclusive portfolio which includes artifacts from the entire graduate experience.
Term Offered: (F, S, Sum)
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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.
Term Offered: (S)
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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.
Term Offered: (S)
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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.
Term Offered: (S)
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ENGL 90 Fundamentals of Composition and Grammar (3)
Provides students with an opportunity to acquire skills necessary for successful performance in ENGL 101 . Grade of C or better required to pass. (Non-graduation credit)
Term Offered: (F, S)
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ENGL 101 Composition and Rhetoric I (3)
Prerequisites: ENGL 90 or equivalent proficiency.
Exploration of the writing process, with emphasis on development of expository writing skills. Grade of C or better required to satisfy the General Studies requirement and to proceed to ENGL 102.
Term Offered: (F, S)
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ENGL 102 Composition and Rhetoric II (3)
Prerequisites: A grade of C or higher in ENGL 101 or equivalent proficiency.
Further exploration of the writing process and refinement of skills developed in ENGL 101 . Emphasis on the more specialized forms of writing, including argumentative and research-based writing and writing about literature. Grade of C or better required to satisfy the General Studies requirement and to proceed to additional coursework in English or journalism courses.
Term Offered: (F, S)
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ENGL 105 Grammar, Composition & Rhetoric (3)
Prerequisites: Consent of the instructor.
Co-requisites: ENLG 105L
Exploration of the writing process, with emphasis on development of expository writing skills. ENGL 105 is intended for students who would otherwise be placed in ENGL 090, but whose test scores or placement essays indicate they might be able to proceed at a faster pace. Students who achieve a grade of C or better in ENG 105 and ENG 105L thereby fulfill the ENG 101 requirement.
Term Offered: (F, S)
Note: Must be taken concurrently with ENGL 105L
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ENGL 105L Grammar, Composition & Rhetoric Lab (1)
Prerequisites: Consent of the instructor.
Co-requisites:
Students address their individual writing needs through an instructor-directed series of assignments in the writing lab. Must be taken concurrently with ENGL 105. A grade of C or better in both ENGL 105 and ENGL 105L is needed to fulfill the ENGL 101 requirement.
Note: ENGL 105L is non-graduation credit.
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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.
Term Offered: (F, S)
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ENGL 203A Special Topics (1)
Prerequisites: C or higher 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 Studies requirements.
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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.
Term Offered: (F, S)
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ENGL 204A Special Topics (1)
Prerequisites: C or higher in ENGL 102 or equivalent proficiency.
Individual one-hour courses on selected literary topics (1650 to the present). Open to both English majors and non-majors. In some cases, these courses may be used toward fulfillment of General Studies requirements.
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ENGL 205 Writing About Literature (3)
Prerequisites: C or higher in ENGL 102 ; or demonstration of equivalent proficiency.
A writing course for English majors that incorporates modern literature of various genres. Grade of C or better required for English program admission. ENGL 205 or demonstrated equivalent proficiency is the prerequisite for all courses for the English major, minor, or teaching content specialization (except for ENGL 250 and ENGL 330 ; and journalism courses).
*Note: A grade of C or better in ENGL 205 is the pre-requisite for most of the following courses. For students pursuing a major, minor, or teaching content specialization in English, obtaining consent to enroll in a course for which ENGL 205 is a pre-requisite prior to completion of ENGL 205 does not mean that the ENGL 205 requirement has been waived.
Term Offered: (F, S)
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ENGL 207A Special Topics (1)
Prerequisites: C or higher 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 Studies requirements.
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