The Division of Education and Human Performance
The Division of Education and Human Performance includes the Department of Education and the Department of H-----uman Performance. Degrees offered include the Bachelor of Science in Education, Bachelor of Science in Athletic Training, Bachelor of Science in Interdisciplinary Studies-Sports Management, and/or a minor in Health Promotion.
For specific programmatic and course listings, see the following pages:
Courses Page
Education 101
Special Education 103
Early Education 105
Health Education 106
Physical Education 107
Safety Education 110
Athletic Training 110
Degrees
The Bachelor of Science in
Education 80
Bachelor of Science in Health and/or
Physical Education 106
The Bachelor of Science in Athletic
Training 110
Minor in Health Promotion 117
Bachelor of Science in Interdisciplinary
Studies - Sports Management 118
THE DIVISION OF EDUCATION AND HUMAN PERFORMANCE offers a variety of opportunities for students interested in careers in teacher education, athletic training, sports management, and related fields. Graduates of our program have been recognized as outstanding teachers of the year, earned scholarships and internships with affiliate professional organizations, and admitted to prominent graduate schools around the country. The Division offers a variety of courses from early childhood to secondary education, from foundations to clinical applications. Our programs are accredited and/or approved by The Higher Learning Commission, a commission of the North Central Association of Colleges and Schools (NCA/HLC), National Council for Accreditation of Teacher Education (NCATE), Association for Childhood Education International (ACEI), National Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC), National Association for Sport and Physical Education (NASPE), and the American Association for Health Education (AAHE). The Athletic Training Program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE).
Department of Education
The mission of the Department of Education is to prepare beginning professional educators who are informed and thoughtful decision-makers capable of teaching a variety of students and specializations in culturally diverse settings. The Department strives to provide all teacher education candidates with the knowledge and skills necessary to become the best teachers they can be by offering the highest quality instruction and programs utilizing all available resources efficiently and effectively.
The Department collaborates with representatives from public schools, professional groups, government, and other programs within the University to prepare educators and to cooperate in the development of educational policies. The Department also strives for the improvement of education at the local, state, regional, and national levels in that the improvement of schooling results in a more literate and enlightened citizenry. This, in turn, contributes to the proliferation of democratic values and enhances our position in the global economy.
Professional Development Schools
Concord University is involved in a collaborative with local public schools. This collaboration is known as Professional Development Schools (PDS). The purpose of the collaborative is to improve the quality of future educators and, thus, improve the quality of the educational system at the local, state, regional, and national levels. The PDS, structured as a network that includes University and public school faculty, parents, and community partners, seeks to improve teacher education, and meet professional development needs and goals as identified by public school faculty. The PDS collaborative provides the bridges that connect Concord’s teacher education program to the daily instructional practices that occur in P-12 schools. The PDSs serve as clinical sites for teacher candidates to teach under the guidance of “expert” mentor teachers. The clinical experiences allow faculty from Concord and the partnerships to collaborate extensively in providing quality experiences for all teacher candidates involved in the initiative. The public schools benefit from the expertise of the University faculty and the significant contributions the teacher candidates make to the school. The children in these schools benefit from the additional adult attention as well as from the enthusiasm and new learning strategies that teacher candidates often bring to the classroom as they prepare to become teachers.
The Bachelor of Science in Education
Preparing teacher candidates to enter the teaching profession is the primary responsibility of the Department of Education. Teacher candidates may earn a degree in a variety of content areas and/or endorsements in order to teach in early education, elementary, middle, or secondary classrooms. The Bachelor of Science in Education degree will qualify a teacher candidate for recommendation of initial licensure to the West Virginia Department of Education. This is a requirement, even if the candidate intends to teach in another state. Through reciprocal licensure agreements, graduates may qualify for licensure in other states. Graduates may receive one-year probationary certification while filing to become a citizen of the United States, or when filing a declaration of intent to become a naturalized citizen.
As of January 1, 2002, all applicants for initial licensure must be fingerprinted and undergo a state and federal background check. Individuals convicted of a felony may not be eligible for certification to teach. Convicted felons should determine their eligibility for certification with the West Virginia Department of Education prior to entering the teacher education program.
Candidates graduating with the Bachelor of Science in Education degree must satisfactorily complete a minimum of 128 semester hours including (1) the Program of General Studies, (2) the requirements for the content specialization(s), and (3) the Professional Education component. Candidates also are required to meet criterion scores on PRAXIS I: Preprofessional Skills Tests (PPST) and PRAXIS II: Subject Assessments (some specializations require more than one subject assessment) and the Principles of Learning and Teaching Test. Candidates must also meet West Virginia certification requirements.
Candidates who enter teacher education and graduate with a Bachelor of Science in Education may seek certification in the following areas:
I. Elementary (Grades K-6) prepares candidates to teach in elementary schools. This program may be combined with additional specializations. See page 86 for specific course requirements.
II. Content Specializations (Grades 5-9, 5-Adult, 9-Adult) prepare teacher candidates to teach at the secondary level. Specialization programs are available in Art, Biology, Business, Chemistry, English/Language Arts, General Science, Health, Mathematics, Physical Education, or Social Studies. Specific course requirements and identification of certification levels (5-9, 5-Adult, 9-Adult) are outlined on pages 89-99 and additionally within the department or division offering the content specialization.
III. Content Specializations (Pre K-Adult) prepare teacher candidates to teach in early education through adult education. Programs are available in Art, Health, Music, or Physical Education.
Specific course requirements are outlined on pages 86-87 and within the division or department offering the specialization.
IV. A Special Education Endorsement in Multi-categorical K-6 may be combined with Elementary K-6. Specific course requirements are listed on page 100.
V. A Special Education Endorsement in Multi-categorical 5-Adult may be combined with a core content specialization (i.e., Biology, Chemistry, English, General Science, Mathematics, or Social Studies) in 5-Adult. Specific course requirements are listed on pages 89-99.
VI. Early Childhood Special Education (Pre K-K) prepares teacher candidates to teach children from birth through kindergarten, and children with disabling conditions from birth through age eight. Specific course requirements are listed on page 100.
The Professional Education Component
Candidates must earn a 2.75 GPA in the Professional Education component and complete the following courses with a grade of C or better:
EDUC 210—Foundations of Education (2)
*EDUC 301—Educational Technology (2)
EDUC 305—Psychology of Teaching and Learning (3)
**EDUC 306—Instructional Processes and Strategies (3)
**EDUC 310—Assessment and Evaluation (2)
SPED 309—Strategies for the Inclusive Environment (3)
SPED 310 – Introduction to Special Education (3)
EDUC 456—Supervised Directed Teaching (12)
*Not required for Music Education majors. Music Education majors must complete a computer competency test through the Division of Fine Arts. Verification of successful completion of this competency test must be on file in the Division of Education and Human Performance.
**Not required of students in the Early Childhood Special Education program.
The Special Methods Component
Students in Pre K-Adult, 5-9, 5-Adult, or 9-Adult content specializations must complete the special methods of teaching course(s) with a grade of C or better. These courses are offered through the academic divisions/departments which offer the content specialization.
Admission to Teacher Education
Candidates for the Bachelor of Science in Education degree must be officially admitted to the Teacher Education Program prior to taking EDUC 306 or E ED 304 (for Early Childhood Special Education majors). Applications should be obtained from and returned to the Division Office for processing. All candidates will be notified by letter concerning their admission status.
Candidates must complete 100 hours of documented volunteer experience working with children in organized settings prior to admission to the Teacher Education Program. Appropriate volunteer experiences might include: Boy Scouts of America, Girl Scouts, Energy Express, Boys and Girls Clubs of America, tutoring in after-school or summer programs, camp counselors, etc. The 100 hours of experience must be documented through letters from teachers, supervisors, or leaders. All documentation must be included in the candidate’s portfolio when he/she applies for admission to the Teacher Education program. The 100 volunteer hours are in addition to any required field practicum hours.
Prior to admission to the Teacher Education Program, candidates must also satisfy the following requirements:
1. Successful completion of a minimum of 50 hours, which must include:
A. English—6 hours ENGL 101 & 102, Composition and Rhetoric I & II Grade of C or better is required.
B. Communication Arts—3 hours CART 101, Fundamentals of Speech Grade of C or better is required.
C. Mathematics—3 hours (excluding Math 108)
(Note: Candidates in the Elementary K-6 Program must complete MATH 101 with a grade of C or better.
D. Natural Science—4 hours One laboratory science course
(Note: Candidates in the Elementary K-6 Program should select from BIOL 101, BIOL 102, PHSC 103 or PHSC 104.)
E. Social Science—6 hours
(Note: Candidates in the Elementary K-6 Program should select from SOC 101, GEOG 200, or HIST 101.)
F. EDUC 210—2 hours
Foundations of Education
Grade of C or better and successful completion of 25 hour school-based field experience is required.
2. Attainment of an overall grade point average of 2.75 or better in all work completed (including transfer credit).
3. Successful completion of the PRAXIS I Preprofessional Skills Tests (written verification from the testing service must be received by the Division of Education Office), and a required demonstration of speaking and listening.
4. Submission of a Professional Portfolio with acceptance by a Teacher Education Admission Committee. Requirements for the portfolio are available in the Division of Education Office. Portfolios will be due in the Division of Education Office the last working day of September during the fall semester, and the last working day of February during the spring semester. Candidates whose portfolios are not approved by the Teacher Education Admission Committee will be given recommendations for improving their portfolios or will be counseled concerning their admission to the teacher education program.
5. Successful completion of an interview with faculty.
CAUTION: Candidates not meeting application deadlines or admission criteria will be denied admission to the Teacher Education Program and must reapply.
Retention
The Division of Education and Human Performance provides a variety of measures to facilitate candidates’ successful performance including the following:
•Assignment of an appropriate adviser;
•Special summer advising;
•Report of mid-term grades;
• Resources and study materials for PRAXIS I testing preparation;
•Individual letters to candidates upon application and acceptance to the program;
•Individual interviews;
•Individual letters to candidates upon application and acceptance to student teaching;
•Student teaching placement meetings provide for discussion and questions;
•Exit interviews with student teachers identify program strengths and recommendations for program improvement.
A variety of support services are available through the CASE/Concord Child Development Center, Student Support Services and the Financial Aid Office.
Admission to Student Teaching
Student teaching (supervised directed teaching) is a semester of professional experiences in a public school setting(s). The teacher candidate must file an application for admission to student teaching by the end of the fourth week of the semester preceding the semester in which the student teaching is planned.
Candidates will be notified by letter of their eligibility. Additionally, all candidates must attend a mandatory placement meeting.
Due to licensure and accreditation regulations, admission requirements may be revised. Therefore, candidates should check current requirements with the Coordinator of Clinical Experiences.
The following criteria must be met in order to be eligible for admission to student teaching:
1. The teacher candidate must be admitted into the Teacher Education Program.
2. All coursework must be completed. Credit for all coursework including transfer courses, correspondence courses, individual study courses, etc., must appear on the candidate’s transcript at the time of the eligibility deadline.
3. The professional education component must be completed with a grade of C or better and an overall grade point average of 2.75.
4. EDUC 318, Content Area Reading, must be completed by secondary majors.
5. All required school-based field experiences must be successfully completed.
6. The following minimum grade point averages must be attained:
A. An overall 2.75 in all course work taken.
B. An overall 2.00 in General Studies.
C. An overall 2.75 in professional education, with no grade less than a C.
D. The required grade point average for the teacher candidate’s content specializations.
7. Evidence of a current negative tuberculin test (PPD) that extends throughout the student teaching semester must be presented to the Division of Education Office. The PPD or an X-ray are the only acceptable tests and are valid for two years.
8. Passing scores on PRAXIS II: Subject Assessments (some specializations require more than one subject assessment) and Principles of Learning and Teaching Test (PLT) must be attained. Written verification from the testing service must be received by the Division of Education Office prior to the deadline for eligibility to student teach. The eligibility deadline is the last day of the semester prior to the semester of student teaching.
Student teaching is a full time professional experience. Teacher candidates should not enroll in extra coursework or engage in extra-curricular activities which interfere with student teaching. Exceptions to this must be approved by the Coordinator of Clinical Experiences.
Candidates working toward the Bachelor of Science in Education degree are advised that all phases of teacher education require cooperative efforts between Concord University and the public schools or other agencies. The superintendent, or legal representatives of these agencies or schools, and the representative of the University shall have the authority, after consultation, to reject placement or terminate the participation of any candidate who fails to meet the professional standards of the cooperating school, agency, or the University. During student teaching, the reports of the supervising teacher(s) and the recommendation(s) of the University Supervisor are essential components in determining the eligibility for graduation and recommendation for licensure.
CAUTION: Candidates not meeting application deadlines, admission criteria, and/or not attending the mandatory placement meeting will be denied student teaching. Candidates may reapply the following semester.
Exit Criteria
Graduation criteria include the completion of a minimum of 128 hours, the required GPAs, successful completion of all state-required tests, and the completion of all coursework to meet program certification requirements. Graduation with a Bachelor of Science degree in Education will not be granted unless a teacher candidate also satisfies all West Virginia teacher certification requirements.
Content Specializations
I. Elementary (K-6)
Teacher candidates seeking this certification may choose
A. Elementary K-6 only,
or
B. Elementary K-6 and one or more of the following:
B. 1. Early Education PreK–K, (page 86-87),
or
B. 2. Special Education Multi-categorical K-6 (page 87).
or C. Elementary K-6 and any other 5-9, 5-Adult, 9-Adult, or Pre K-Adult content specialization.
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Elementary K-6
A 2.50 Grade Point Average Credit Hours
ART Art for the Classroom Teacher 3
*BIOL 101-102 General Biology I and II 4-4
E ED 304 Early Education Curriculum, Methods, and Materials 3
EDUC 307 Reading and the Language Arts 3
EDUC 311 Elementary Science Methods 2
EDUC 312 Elementary Social Studies Methods 2
EDUC 319 The Teaching of Reading 3
EDUC 320 Understanding Reading Problems: Assessment and Instruction 3
ENGL 329 Children’s Literature 3
*GEOG 200 Principles of Physical Geography 3
*GEOG 101 World Cultural Geography 3
H ED 208 School Health 2
*HIST 101-102 History of Civilization 3-3
HIST 203-204 History of the United States 3-3
HIST 307 West Virginia History, Geography and Government 3
+MATH 101 General Mathematics 3
+MATH 103 College Algebra 3
+MATH 110 Mathematics for Elementary School Teachers 3
+MATH 305 Mathematics for the Public Schools 3
MUS 204 Music Skills and Materials for Classroom Teachers 3
P ED 401 Physical Education for Elementary Teachers 3
*PHSC 103-104 Introduction to Physical Science I and II 4-4
S ED 216 Principles of Safety Education 2
*SOC 101 People and Their Social Environment 3
84 hours
*Satisfies General Studies Requirements
+Requires grade of “C” or better
Early Education PreK-K
*Not a stand alone field
A 2.50 Grade Point AverageCredit Hours
E ED 265 Child Development 3
E ED 304 Early Education Curriculum, Methods, and Materials 3
E ED 305 Early Education Curriculum, Methods, and Materials Practicum 3
EDUC 308 Reading in the Early Years 3
SPED 328 Program Management 3
SPED 402 Early Identification and Inclusion 3
18 hours
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Special Education Multi-categorical K-6
Must be combined with Elementary K-6
A 2.50 Grade Point Average is Required Credit Hours
SPED 310 Introduction to Special Education 3
SPED 350 Assessment, Curriculum, and Planning for Students with Mild Disabilities 3
SPED 355 Characteristics of Mild Disabilities 3
SPED 415 Methods for Teaching Students with Mild Disabilities 3
SPED 417 Reading Strategies for Special Education I 3
SPED 419 Reading Strategies for Special Education II 3
SPED 425 Mathematics Strategies for Special Education 3
SPED 444 Trends and Issues in Special Education 3
24 hours
EDUC 318, Content Area Reading, 3 credit hours, is a requirement for Secondary Education Content Specializations.
II. Content Specializations (Grades 5-9, 5-Adult, 9-Adult)
To prepare to teach in a middle school, candidates should have a minimum of two disciplines at the 5-9 level or combine a 5-9 field with another content specialization. A high school teacher must have at least one content specialization at the 5-Adult or 9-Adult level (the only exception to this rule is Art 5-Adult which requires a second specialization).
III. Content Specializations (Pre K-Adult)
These programs allow teacher candidates to teach in specific subject areas. Teacher candidates must complete EDUC 318, Content Area Reading, and special methods courses within their content specializations.
To increase employability, students may want to consider various combinations of teaching fields. The following pages list specific requirements to teach at various grade levels in the disciplines of Art, Biology, Business, Chemistry, English Language Arts, General Science, Health, Mathematics, Music, Physical Education, Special Education Multicategorical 5-Adult and Social Studies.
Art 5-Adult Not a Stand Alone Field
A 2.50 Grade Point Average Require Credit Hours
ART 101A Introduction to the Visual Arts 3
ART 103 Drawing I 3
ART 104 Drawing II 3
ART 105 Design I 3
ART 204 Painting I 3
ART 224 Crafts I 3
ART 304 Water Color Painting 3
ART 321 Art Education for Adolescent Education 3
One course from
ART 221 Art History I
ART 331 Art History II 3
One course from
ART 205 Ceramics I
ART 206 Ceramic Sculpture
ART 307 Sculpture I
ART 308 Printmaking I 3
EDUC 318 Content Area Reading 3 3
33 hours
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Art PreK-Adult
A 2.50 Grade Point Average Required Credit Hours
ART 101A Introduction to the Visual Arts 3
ART 103 Drawing I 3
ART 104 Drawing II 3
ART 105 Design I 3
ART 204 Painting I 3
ART 205 Ceramics I 3
ART 221 Art History I 3
ART 224 Crafts 3
ART 304 Watercolor Painting 3
ART 307 Sculpture I 3
ART 308 Printmaking I 3
ART 318 Art Education for Early Childhood and Middle
Childhood Education 3
ART 321 Art Education for Adolescent Education 3
ART 331 Art History II 3
Art Electives* 8
EDUC 318 Content Area Reading 3
53 hours
*The student must have a nine-hour concentration from one of the following areas: Ceramics; Crafts; Drawing; Printmaking; Sculpture. Photography is a recommended elective.
NOTE: ART 423 classes taken to fulfill this requirement are deemed requirements of the program of study and thus, not bound by Department of Art elective restrictions. A non-credit Senior Art Show is also required for both programs.
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Business 5-Adult
Business Education Comprehensive
A 2.75 Grade Point Average Required Credit Hours
ACCT 207 Principles of Accounting 4
BEOA 220 Fundamentals of Business Communication 3
BEOA 250 Word Processing Applications 3
BEOA 302 Administrative Systems Management 3
BEOA 414 Special Methods in the Teaching of Business Education 4
BGEN 202 Decision Sciences I 3
BGEN 222 Business Productivity Software 3
BGEN 301 Introduction to the Legal Environment in Business 3
BGEN 311 Introduction to Management Information Systems 3
ECON 201* Principles of Macroeconomics 3
ECON 202 Principles of Microeconomics 0
EDUC 318 Content Area Reading 3
MGT 305 Principles of Management 3
MGT 308 Labor Relations/Human Resources 3
MKT 305 Principles of Marketing 3
44 hours
*One of the Economics courses will satisfy a 3 hour Social Science general studies requirement.
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English Language Arts 5-9
A 2.50 Grade Point Average Required, with B or better in at least 18 hours of courses in the categories specified on page 137.
EDUC 318 Content Area Reading 3
ENGL 203 World Literature I 3
ENGL 204 World Literature II 3
ENGL 205 Writing about Literature 3
ENGL 300 English Grammars 3
ENGL 302 Study of the English Language 3
ENGL 308 Advanced Composition 3
ENGL 310 The Teaching of Reading 3
*ENGL 329A Children’s Literature 1
ENGL 330 Young Adult Literature 3
One of the following literature survey courses 3
ENGL 324 Survey of British Literature I
ENGL 325 Survey of British Literature II
ENGL 326 Survey of British Literature III
ENGL 327 Survey of American Literature I
ENGL 328 Survey of American Literature II
ENGL 413A English Language Arts Professional Seminar 1
ENGL 414 Special Methods in the Teaching of English Language Arts 3
ENGL 415 Practicum in the Teaching of English Language Arts 1
**ENGL 431A-440A . . . Three Advanced Mini-Courses 3
38-39 hours
†See prerequisites.
*Required for those who are combining this 5-9 certification with a 5-Adult or a 9-Adult certification in another academic field.
*ENGL 329A is not required for those who are combining ELA 5-9 certification with a K-6 certification since they are required to take ENGL 329 (3 hours).
**The following categories must be represented within these three mini-courses: Shakespeare; women writers; and authors of historically underrepresented ethnic groups, such as authors of color.
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English Language Arts 5-Adult
A 2.50 Grade Point Average Required, with B or better in at least 18 hours of courses in the categories specified on page 120.
EDUC 318 Content Area Reading 3
ENGL 203 World Literature I 3
ENGL 204 World Literature II 3
ENGL 205 Writing about Literature 3
ENGL 260 Creative Writing 3
ENGL 300 English Grammars 3
ENGL 302 Study of the English Language 3
ENGL 308 Advanced Composition 3
ENGL 310 Teaching of Reading 3
ENGL 324 Survey of British Literature I 3
ENGL 325 Survey of British Literature II 3
ENGL 326 Survey of British Literature III 3
ENGL 327 Survey of American Literature I 3
ENGL 328 Survey of American Literature II 3
ENGL 329A Children’s Literature 1
ENGL 330 Young Adult Literature 3
ENGL 413A English Language Arts Professional Seminar 1
ENGL 414 Special Methods in the Teaching of English Language Arts 3
ENGL 415 Practicum in the Teaching of English Language Arts 1
*ENGL 431A - 440A . . . Advanced Mini-Courses 6
**JOUR 210 High School Publications 3
60 hours
*The following categories must be represented within these six mini-courses: Shakespeare; women writers; and authors of historically underrepresented ethnic groups, such as authors of color.
**Additional journalism courses are recommended as electives.
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Health Education 5-Adult*
A 2.50 Grade Point Average Required Credit Hours
H ED 120 Personal Health 3
H ED 200 Foundations of Health Education 3
H ED 210 Organization of School Health Programs 2
H ED 303 Principles of Mental and Emotional Health 2
H ED 304 Principles of Nutrition and Weight Management 2
H ED 305 Human Disease and Prevention 2
H ED 400 Methods and Materials in Health Education. 3
H ED 415 Community Health and Health Promotion 2
P ED 207 Anatomy and Physiology 3
P ED 307 Assessment in Health and Physical Educaiton 3
S ED 204 First Aid 2
S ED 216 Principles of Safety Education 2
EDUC 318 Content Area Reading 3
*BIOL 101-102 General Biology I and II 8
One course from: 3
P ED 314 Applied Physiology
PSY 328 Survey of Drug Use and Abuse
PSY 403 Human Sexuality
43 hours
*It is recommended that candidates who want to specialize in health education also obtain a certification in another content area. Students typically combine Health Education with Physical Education, Elementary Education or Science Education.
**May also meet the General Studies requirements.
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Mathematics 5-9
A 2.50 Grade Point Average Required Credit Hours
EDUC 318 Content Area Readiing 3
MATH 103*,** College Algebra 3
MATH 104* College Trigonometry 3
MATH 105 Elementary Statistics 3
MATH 110** Mathematics for Elementary School Teachers 3
MATH 201 Introduction to Computer Programming I 3
MATH 250 Calculus with Analytic Geometry I 4
MATH 260 Number Theory 3
MATH 290 History of Mathematics 3
MATH 305** Mathematics for the Public Schools 3
MATH 307 Introduction to Abstract Algebra 3
MATH 414 Special Methods in the Teaching of Mathematics 2
One geometry course from: 3
MATH 200 Introductory Geometry
MATH 309 College Geometry
33-39 hours
*Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see p. 153).
**MATH 103, 110, and 305 require a grade of C or better.
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Mathematics 5-Adult
A 2.50 Grade Point Average Required Credit Hours
EDUC 318 Content Area Reading 3
MATH 103* College Algebra 3
MATH 104* College Trigonometry 3
MATH 201 Introduction to Computer Programming I 3
MATH 220 Discrete Mathematics 3
MATH 250 Calculus with Analytic Geometry I 4
MATH 251 Calculus with Analytic Geometry II 4
MATH 252 Calculus with Analytic Geometry III 4
MATH 260 Number Theory 3
MATH 290 History of Mathematics 3
MATH 303 Mathematical Probability and Statistics I 3
MATH 305** Mathematics for the Public Schools 3
MATH 307 Introduction to Abstract Algebra 3
MATH 309 College Geometry 3
MATH 310 Abstract Algebra 3
MATH 320 Linear Algebra 3
MATH 340 Mathematical Explorations 1-1
MATH 414 Special Methods in the Teaching of Mathematics 2
49-55 hours
*Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see p. 153).
**Note: Either MATH 110 or MATH 220 is a prerequisite for MATH 305.
Highly Recommended: MATH 451, Advanced Calculus (3 hrs.) and PHYS 101-102 or 201-202 (8 hrs.)
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Music Pre K-Adult
A 2.50 Grade Point Average Required
MUS 101B Introduction to Music 3
(Music 101A may be substituted for transfer students or students entering in a spring semester.)
MUS 106 Music Theory I 3
MUS 107 Music Theory II 3
MUS 162 Woodwind Methods 1
MUS 163 Brass Methods 1
MUS 206 Music Theory III 3
MUS 245 Methods in Music Technology 1
MUS 264 String Methods 1
MUS 265 Percussion Methods 1
MUS 300 Conducting 3
MUS 302 History and Analysis of Music I 3
MUS 303 Music Education I 3
MUS 304 Music Education II 3
MUS 306 History and Analysis of Music II 3
MUS 307 History and Analysis of Music II 3
MUS 330 Music Theory IV 2
MUS 407 Arranging and Scoring 2
MUS 475 Senior Recital 1
EDUC 318 Content Area Reading 3
43 hours
Participation in a major music ensemble (MUS 451-Choir or 453 Band) is required each semester enrolled with seven credit hours applicable toward a degree. Music 453 will be Marching Band in the Fall and Concert Band in the Spring. All Instrumental Majors are required to participate in the Concert Band every Spring. All Instrumental Music Education Majors are required to take Marching Band at least one semester. After completing this requirement they may audition for the concert choir if they choose not to continue in marching band.
All of the above courses are required for a teaching field in Music. One of the four following combinations must also be selected according to the applied music area. See Music Department section for additional requirements.
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Instrument Major
MUS 161 A-B Class Piano I and II (1, 1) 2
MUS 261 Class Piano (1, 1) 2
MUS 266 Voice Class 1
MUS 370 Band Literature 1
MUS 427 Jazz Improvisation 1
Applied Music (one from 310, 312, 317, 320 or 324) 6
Major Ensemble (MUS 451 Choir or MUS 453 Band) 7
20 hours
Choir may be substituted once.
____________________________________________________________________
Voice Major
MUS 161A-B Class Piano I and II (1, 1) 2
MUS 261 Class Piano (1, 1) 2
MUS 321 Applied Piano 2
MUS 341 Choral Literature 1
Applied Music (MUS 323) 6
Major Ensemble (MUS 451 Choir or MUS 453 Band) 7
20 hours
Band may be substituted once.
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Keyboard Major
MUS 368 Keyboard Pedagogy 1
MUS 369 Elements of Accompanying (1, 1) 2
MUS 323 Applied Voice 2
MUS 341 or 370 Choral or Band Literature 1
MUS 427 Jazz Improvisation 1
Applied Music (one from MUS 321, 322, 325) 6
Major Ensemble (MUS 451 Choir or MUS 453 Band) 7
20 hours
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Composition Major
Students will complete a Senior Recital of original compositions.
MUS 161A-B Class Piano I and II (1, 1) 2
MUS 261 Class Piano (1, 1) 2
MUS 345 Composition 3
Applied Music (from MUS 310-325) 6
Major Ensemble (MUS 451 Choir or MUS 453 Band) 7
20 hours
See Music Student Handbook for additional details.
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Physical Education Pre K-Adult
A 2.50 Grade Point Average Required Credit Hours
P ED 101M Personal Wellness (health majors exempt) 2
P ED 110 Introduction to Teaching Physical Education 1
P ED 117 Team Sports 3
P ED 118 Individual Sports and Physical Activities 3
P ED 202 Foundations of Physical Education 3
P ED 207 Anatomy and Physiology 3
P ED 240 Gymnastics, Rhythms and Aquatics 3
P ED 306 Administration in Physical Education and Sport 2
P ED 307 Assessment in Health and Physical Education 3
P ED 314 Applied Physiology 3
P ED 315 Kinesiology 3
P ED 329 Motor Learning/Development 2
P ED 400 Physical Education Pedagogy 2
P ED 402 Curriculum and Instruction for Elementary Physical Education 3
P ED 403 Curriculum and Instruction for Middle and Adolescent
Physical Education 3
P ED 407 Adapted Physical Education 3
S ED 204 First Aid 2
EDUC 318 Content Area Reading 3
*BIOL 101-102 General Biology I and II 8
55 hours
*Will also meet General Studies requirements.
_______________________________________________________________________
Physical Education 5-Adult
A 2.50 Grade Point Average Required Credit Hours
P ED 101M Personal Wellness (health majors exempt) 2
P ED 110 Introduction to Teaching Physical Education 1
P ED 117 Team Sports 3
P ED 118 Individual Sports and Physical Activities 3
P ED 202 Foundations of Physical Education 3
P ED 207 Anatomy and Physiology 3
P ED 240 Gymnastics, Rhythms and Aquatics 3
P ED 306 Administration in Physical Education and Sport 2
P ED 307 Assessment in Health and Physical Education 3
P ED 314 Applied Physiology 3
P ED 315 Kinesiology 3
P ED 329 Motor Learning/Development 2
P ED 400 Physical Education Pedagogy 2
P ED 403 Curriculum and Instruction for Middle and Adolescent
Physical Education 3
P ED 407 Adapted Physical Education 3
S ED 204 First Aid 2
EDUC 318 Content Area Reading 3
*BIOL 101-102 General Biology I and II 8
52 hours
*Will also meet General Studies requirements.
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General Science 5-9
A 2.50 Grade Point Average Required with no grade lower than C
BIOL 101-102 General Biology I-II 8
CHEM 101 Introductory Chemistry I 3
CHEM 107 Introductory Chemistry Lab 2
EDUC 318 Content Area Reading 3
GEOL 101 Earth Processes, Resources, and the Environment 4
PHSC 103* Introduction to Physical Science I 4
PHYS 105 Introductory Astronomy 4
N SC 414A Special Methods in the Teaching of the Natural Sciences 2
N SC 414B Middle Level Science Education 1
MATH 103** College Algebra 3
MATH elective courses numbered above 103 (exclusive of MATH 110; MATH 104**
& 105 recommended) 6
34-40 hours
*Note: PHYS 101 or 201 may be substituted for PHSC 103.
**Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see page 152).
_______________________________________________________________________
General Science 5-Adult*
A 2.50 Grade Point Average Required with no grade lower than C
Interdisciplinary Science Core (41 hours):
BIOL 101-102 General Biology I-II 8
BIOL 201 Ecology and Field Methods 4
CHEM 101-102 Introductory Chemistry I-II 6
CHEM 107 Introductory Chemistry Laboratory 2
CHEM 210 Chemical Laboratory Safety 1
GEOL 101 Earth Processes, Resources, and the Environment 4
GEOL 202 Evolution of Earth Systems 4
PHYS 101 or 201 Introductory Physics (or University Physics I) 4
PHYS 102 or 202 Intermediate Physics (or University Physics II) 4
PHYS 105 Introductory Astronomy 4
Research Experience (2-3 hours):
One of the following options:
(a) BIOL 372 Introduction to Research, OR 3
(b) CHEM 220 Laboratory Research Methodology, AND 1
CHEM 425D Physical Properties 1
Science Elective (4 hours):
4 hours from any 200+ level course(s) in BIOL, CHEM, GEOL, NSC, or PHYS 4
Mathematics (9 hours):
MATH 103** College Algebra 3
MATH 104** College Trigonometry 3
MATH 105 Elementary Statistics 3
Science Education Methods (4 hours):
N SC 414A Special Methods in the Teaching of the Natural Sciences 2
N SC 414B Middle Level Science Education 1
N SC 414C Secondary Level Science Education 1
EDUC 318 Content Area Reading 3
57-64 hours
*Students with a 5-Adult teaching field in General Science are encouraged to pursue an additional teaching field in another area.
**Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see p. 152).
_______________________________________________________________________
Biological Sciences 9-Adult*
A 2.50 Grade Point Average Required with no grade lower than C
BIOL 101-102 General Biology I-II 8
BIOL 201 Ecology and Field Methods 4
BIOL 202 Animals as Organisms 4
BIOL 301 Plants as Organisms 4
BIOL 302 Cell and Molecular Biology 4
BIOL 372 Introduction to Research 3
BIOL 401 Genetics 4
One of the following electives (3 or 4 hours):
BIOL 230 Ornithology (4)
BIOL 231 Herpetology (3)
BIOL 260 Local Flora (3)
BIOL 451 Biology Seminar. 1
CHEM 101-102 Introductory Chemistry I-II 6
CHEM 107 Introductory Chemistry Laboratory 2
CHEM 220 Chemical Laboratory Safety 1
PHYS 101 or 201 Introductory Physics (or University Physics I) 4
PHYS 102 or 202 Intermediate Physics (or University Physics II) 4
MATH 103** College Algebra 3
MATH 104** College Trigonometry 3
GEOL 101 Earth Processes, Resources, and the Environment 4
N SC 414A Special Methods in the Teaching of the Natural Sciences 2
N SC 414C Secondary Level Science Education 1
EDUC 318 Content Area Reading 3
62-69 hours
*Students with a 9-Adult field in Biology are encouraged to complete an additional teaching field in another area, such as General Science 5-9 or 5-Adult.
**Math 103 and/or 104 will be waived for those students establishing “equivalent proficiency” as defined by the Department of Mathematics (Math ACT 25 or 28, see p. 152).
_______________________________________________________________________
Chemistry 9-Adult
A 2.50 Grade Point Average Required, with no grade lower than a C
Chemistry Core Requirements (26 hours):
CHEM 101-102 Introductory Chemistry I-II 6
CHEM 107 Introductory Chemistry Laboratory 2
CHEM 210 Chemical Laboratory Safety 1
CHEM 331-332 Organic Chemistry I-II 8
CHEM 351 Analytical Chemistry 3
CHEM 352 Instrumental Analysis 3
and one course from:
CHEM 401. . . . . . . . .Physical Chemistry I, OR 3
CHEM 413. . . . . . . . .Inorganic Chemistry 3
Laboratory Research Experiences (6 hours):
CHEM 220 Laboratory Research Methodology 1
CHEM 425A Gravimetric and Volumetric Analysis 2
CHEM 425D Physical Properties 1
and two laboratory courses from:
CHEM 425B. . . . . . . . .Spectroscopic Methods (1)
CHEM 425C. . . . . . . . .Chromatographic Methods (1)
CHEM 425E. . . . . . . . .Electroanalytic Methods (1)
CHEM 425F. . . . . . . . .Thermal Methods (1)
Natural Science and Mathematics Cognate (20 hours):
MATH 250 Calculus with Analytic Geometry I 4
BIOL 101 General Biology I 4
GEOL 101 Earth Processes, Resources, and the Environment 4
PHYS 101 or 201 Introductory Physics (or University Physics I) 4
PHYS 102 or 202 Intermediate Physics (or University Physics II) 4
Science Education Methods (3 hours):
N SC 414A Special Methods in the Teaching of the Natural Sciences 2
N SC 414C Secondary Level Science Education 1
EDUC 318 Content Area Reading 3
58 hours
_______________________________________________________________________
Social Studies 5-Adult
Better than a 2.00 Grade Point Average Required
EDUC 318 Content Area Reading 3
HIST 101-102 History of Civilization 6
HIST 201 History of Europe 3
HIST 203-204 History of the United States 6
HIST 307 West Virginia History, Geography, & Government 3
HIST 318 Contemporary World History 3
Students must take one (1) other history course not included in the above. 3
GEOG 101 Principles of World Cultural Geography 3
GEOG 200 Principles of Physical Geography 3
GEOG 250 Regional Studies 3
SOC 101 People and Their Social Environment 3
One course from the following Sociology courses: 3
SOC 201 Contemporary Social Issues OR
SOC 310 Cultural Anthropology
POSC 104 American Federal Government 3
POSC 202 State and Local Government 3
ECON 201 Principles of Economics I 3
ECON 202 Principles of Economics II 3
EDUC 330 Diversity in Social and Educational Settings 3
SOSC 414 Special Methods in the Teaching of Social Studies 3
PHIL 101 or 102 History of Ideas I or II 3
PSY 101 General Psychology 3
66 hours
* Reminder: Students enrolled in the Secondary Program in Social Studies must complete the Professional Education Component.
_______________________________________________________________________
Special Education Multi-categorical 5-Adult
Must be combined with a 5-Adult Core Content Specialization
A 2.50 Grade Point Average is Required Credit Hours
SPED 31 Introduction to Special Education 3
SPED 350 Assessment, Curriculum, and Planning for Students with Mild Disabilities 3
SPED 355 Characteristics of Mild Disabilities 3
SPED 415 Methods for Teaching Students with Mild Disabilities 3
SPED 417 Reading Strategies for Special Education I 3
SPED 419 Reading Strategies for Special Education II 3
SPED 425 Mathematics Strategies for Special Education 3
SPED 444 Trends and Issues in Special Education 3
24 hours
Early Childhood Special Education (PreK-K)
A 2.50 Grade Point Average Required Credit Hours
E ED 265 Child Development 3
E ED 304 Early Education Curriculum, Methods, and Materials 3
E ED 305 Early Education Curriculum, Methods, and Materials Practicum 3
E ED 324 Infant Growth and Development 3
EDUC 308 Reading in Early Years 3
EDUC 326 Development of Communication Systems 3
S ED 204 First Aid 2
S ED 205 CPR for Professional Rescuers 1
SPED 310 Introduction to Special Education 3
SPED 325 Human Relations in Early Education Settings 3
SPED 328 Program Management 3
SPED 402 Early Identification and Inclusion 3
SPED 403 Intervention with Young Children 3
36 hours
Education
Education courses are designed to provide teacher candidates with professional knowledge and skills. However, in-service teachers may take education courses to add endorsements or renew their teaching certificates. In-service teachers should contact the Director of Teacher Education for academic and professional advising.
Education Courses (EDUC)
091-092 Reading and Study Skills. (1-3)
Comprehension skills, vocabulary development, speed reading, sequencing and main idea skills necessary to read on the college level. (Non-graduation credit.)
210 Foundations of Education. (2)
Prerequisites: Enhanced Composite ACT score of 18. Students with an Enhanced Composite ACT score of 17 or less will be required to completed the PLATO tutorial.
Provides early identification of teacher education candidates; information for progressing through the teacher education program; and the cultural/ sociological, historical, political, and philosophical roots of American education. A 25-hour school-based field experience is required.
301 Educational Technology. (2)
This course is designed to provide teacher candidates with a combined base of theory, knowledge, and application of computer skills. The course includes the development of a powerpoint presentation and an electronic portfolio; the use of spreadsheet software and an educational statistical package; the use of synchronous and asynchronous modes of technological communication; and, the development of documents in HTML format for Web communication. The teacher candidate will evaluate educational software and websites, and become familiar with assistive software and hardware for students with special needs.
305 Psychology of Teaching and Learning. (3)
Prerequisites: EDUC 210.
The study of various learning theories and their implications for teachers. A 25-hour school-based field experience is required.
306 Instructional Processes and Strategies. (3)
Prerequisite: EDUC 301, EDUC 305, and admission into the Teacher Education Program, or consent of the Director of Teacher Education.
The study of planning and preparing for instruction; use of effective teaching behaviors and classroom management techniques; use of instructional media. A 25-hour school-based field experience is required.
307 Reading and the Language Arts. (3)
Corequisite: EDUC 306.
Provides elementary education candidates with the theoretical background and practical ideas for planning and implementing a language arts program in which children are actively involved in thinking and communicating. Focus is on curriculum, varied instructional strategies, speaking, writing and viewing as an integral part of the total curriculum with attention to both creative and functional aspects of language use.
308 Reading in the Early Years. (3)
Prepares the candidate to teach young children to read; to plan and organize a reading program for beginners; to select and use appropriate materials for developing emergent literacy and reading skills; and, to test and evaluate reading growth in young children. A 10-hour field experience is required. (S)
310 Assessment and Evaluation of Instruction. (2)
Prerequisite: EDUC 305.
The study and development of techniques for assessing student progress for the purpose of improving instruction through interpretation of evaluation data.
311 Elementary Science Methods. (2)
Prerequisite: EDUC 306.
Provides teacher candidates instructional methods, curriculum concepts and laboratory materials appropriate to the teaching of science in elementary schools.
312 Elementary Social Studies Methods. (2)
Prerequisite: EDUC 306.
Provides teacher candidates with subject content materials and methods for teaching the social studies in the elementary schools.
318 Content Area Reading. (3)
Corequisite: EDUC 306.
Reading for the content area teacher, including new developments, techniques, and methods which are related to the secondary curriculum.
319 The Teaching of Reading. (3)
Prerequisites: EDUC 306, EDUC 307 recommended but not required, or consent of instructor.
The study of word recognition and comprehension. Basic understandings, techniques, and approaches directly related to developmental programs in elementary and middle schools. Organization and evaluation of reading programs. A clinical experience is required.
320 Understanding Reading Problems: Assessment and Instruction. (3)
Prerequisites: EDUC 307, EDUC 319, or consent of 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 is required.
326 Development of Communication Systems. (3)
Prerequisite: EDUC 305 or consent of instructor.
Examines the sequence and theories of normal and abnormal communication in children. Methods for assessment and facilitation of language development are studied. A 10-hour school-based field experience is required (F).
330 Diversity in Social and Educational Settings. (3)
Prerequisites: Twelve hours of Social Science courses and upperclass status, EDUC 305, or consent of instructor (crosslisted with SOWK 302).
Examines transecting master statuses of race, class, gender, sexual orientation, and disability, and implications of one’s professional attitudes towards “difference” on the teaching-learning process or human services work (F).
456 Supervised Directed Teaching. (4-12)
Prerequisites: Admission to the student teaching semester,, verification of successful completion of PRAXIS II: Subject Assessments Test(s) and Principles of Learning and Teaching Test.
Classroom teaching in grades Preschool-Adult under the direct supervision of public school and University personnel.
456A Performance Assessment Internship for Certified Teachers. (3)
Prerequisites: Admission to the student teaching semester, professional teaching licensure.
A partial semester of classroom teaching for certified teachers in grades Preschool-Adult under the direct supervision of public school and University personnel.
Elective Education Courses
400 Special Topics in Education. (1-3)
Prerequisite: Consent of instructor.
An in-depth study of various areas of education which may include classroom management, inclusion, instructional technology or educational research.
470 Independent Study. (1-3)
Prerequisites: Consent of instructor.
Investigation of in-depth special topics in education. Application must be made through the Division of Education Office and approved by a committee prior to registration.
Special Education Courses (SPED)
309 Strategies for the Inclusive Environment. (3)
Prerequisites: Admission into the Teacher Education Program, EDUC 306
This course is required of all teacher candidates. The course provides prospective teachers an overview of special education and the federal requirements that govern the educational process. The course is designed to prepare teacher candidates to meet the diverse needs of all learners in inclusive general education environments. Emphasis is placed on the identification of the individual needs of special education students and the development of effective instructional strategies/teaching techniques to address those needs. Topics will include: parent and community involvement, social and multicultural issues, and classroom management techniques. A 25-hour field placement is required.
310 Introduction to Special Education. (3)
Introduction to current issues and problems related to children and youth who deviate from the average in mental, physical, social and/or emotional characteristics to the extent that the appropriate inclusionary setting is provided. Research on a current issue in special education is required.
325 Human Relations in Early Education Settings. (3)
Prerequisite or corequisite: EDUC 305 or consent of instructor.
Included are simulations of interpersonal skills effective with families, professionals, and paraprofessionals involved with the child. The role of external groups and establishment of effective home-school-community interaction are studied. Interviews are required. (F)
328 Program Management. (3)
Prerequisites: EDUC 305, E ED 304, or consent of instructor.
Techniques for coordination of curriculum and instruction components in early childhood programs are examined. Criteria for selection and use of various classroom management procedures are studied. Field trip is included.
350 Assessment, Curriculum and Planning for Students with Mild Disabilities. (3)
Prerequisite: SPED 310 or consent of instructor.
The focal points of this course are educational assessment, evaluation and designing appropriate instruction for students with mild disabilities. Students will use various assessment techniques and plan for instruction based on assessment data. Additionally, the course focuses on the general curricular and program needs of special education students from early childhood through adolescent levels. Topics include formal and informal assessment, curriculum development, and planning instructional strategies, IEP development and implementation, collaborative consultation, and transition services. A 20-hour field experience is required.
355 Characteristics of Mild Disabilities. (3)
Prerequisite: SPED 310 or consent of instructor.
This course investigates both the special education teacher’s role as manager and facilitator of the learning environment and the educational characteristics of students with mild disabilities. Topics include theories and applications of cognitive behavior management, methods of data collection and analysis, design and evaluation of both academic and behavioral interventions, and developing an understanding of the characteristics of students with mild disabilities in both self-contained special education classrooms and inclusive general education classrooms. NOTE: Mild disabilities include students with learning disabilities, mild mental impairments and behavior disorders.
402 Early Identification and Inclusion. (3)
Prerequisite: EDUC 305.
Methods and materials for identification, intervention, and developmental interaction with young children having mild and moderate conditions are studied.
403 Intervention with Young Children. (3)
Prerequisites: SPED 310 and SPED 402 or consent of instructor.
Alternative curricular approaches for intervention with young children having severe and profound conditions are examined. Home-based intervention programming is included. A 26-hour field experience is required.
415 Methods for Teaching Students with Mild Disabilities. (3)
Prerequisities: SPED 310, SPED 355, or consent of instructor.
This course provides an introduction to a variety of methods of teaching academic content, behavior management skills, and social skills to students with mild disabilities. Programmatic levels from early childhood through adult are addressed. Emphasis is placed on practical, research-based teaching strategies that can be implemented to design appropriate instruction. A 25-hour field experience is required.
417 Reading Strategies for Special Education I. (3)
Prerequisite: SPED 310 or SPED 355, or consent of instructor.
This course provides opportunities for students to plan programs and make modifications for struggling learners at all grade levels. Emphasis is on the diverse individual reading needs of students with mild disabilities.
419 Reading Strategies for Special Education II. (3)
Prerequisite: SPED 417 or consent of instructor.
This course uses case studies to assist preservice special education teachers to understand the process of classroom-based support for language and literacy constructions. Emphasis will be placed on differentiated instruction as it applies to teaching reading strategies. A 30 hour field placement is required.
425 Mathematics Strategies for Special Education. (3)
This course will familiarize students with effective principles for working with mainstreamed special education students and their resource teachers, and for providing for students with exceptionally strong achievement in developmentally appropriate topics in Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability (the five NCTM Content Standards). This is a hands-on activity, workshop-oriented experience. Students work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children. A 25 hour field experience is required.
444 Trends and Issues in Special Education. (3)
This course provides an overview of current issues in special education and related fields. An emphasis is on current legal frameworks for special education and other disability services, current debates within the field of special education (i.e., inclusion, NCLB, highly qualified teachers, etc.), and special education reform issues. Because the field of special education is a dynamic field, the design of this course must be one that changes each semester. In such manner, students are kept current on specific issues that impact the field.
Early Education Courses (E ED)
265 Child Development. (3)
Prerequisite: EDUC 305.
A study of theory and research regarding social-emotional, cognitive, motor and language development in young children. A 26-hour field experience is required.
304 Early Education, Curriculum, Methods and Materials. (3)
Prerequisite: EDUC 301, EDUC 305, and Admission into the Teacher Education Program for Early Childhood Special Education Pre K-K majors.
Investigates relationship between curricular design and how, why, what and where children learn. Explores historical and philosophical foundations and current trends. Content will focus on curricular methods and materials to facilitate development and learning. A 25 hour field experience in a Kindergarten setting is required.
305 Early Education Curriculum, Methods and Materials Practicum. (3)
Prerequisite: E ED 304 or consent of instructor
Examines existing commercial materials for learning and teaching at the early childhood levels. Opportunities are provided to observe in programs for infants and toddlers and to work with parents. A 26-hour field experience is required. (S)
324 Infant Growth and Development. (3)
Prerequisites: EDUC 305, E ED 265 or consent of instructor.
Provides an in-depth examination of the sensorimotor phase of development. Factors impacting growth from conception through the first two years of life are examined (S).
Department of Human Performance
Programs in the Department of Human Performance prepare candidates to teach health and physical education in PreK-Adult settings, and prepare students for a career in Athletic Training. In addition, the minor in Health Promotion accommodates students who desire to move toward advanced degrees associated with health, and augments their current non-teaching major (i.e. psychology, biology, etc) with a health certification. The department also oversees the Sports Management Interdisciplinary Degree for students interested in careers related to sports and business.
The Bachelor of Science in Education in Health and/or Physical Education
Concord University offers a Bachelor of Science in Education in both Health Education and Physical Education. The goal of both programs is to prepare competent and dedicated teachers who are able to design, deliver, and assess health and physical education programs that meet the needs of all students in Pre K-Adult schools. Programs of study are outlined on page 89 (Health) and pages 92-93 (Physical Education) of this catalog. Candidates are strongly encouraged to major in both Health and Physical Education. All criteria for Teacher Education as outlined on pages 81-82 must be met by candidates for either health or physical education content specializations. All Physical Education (Pre K-Adult and 5-Adult) candidates must successfully complete a Physical Education portfolio and have the recommendation of the Human Performance faculty in order to be admitted to student teaching.
Health and Physical Education candidates should give close consideration to the spring/fall offerings of courses, and should make every attempt to take courses sequentially. The Health education program is currently being revised. Please check with your faculty adviser.
Health Education Courses (H ED)
120 Personal Health. (3)
The study of personal health as it relates to children through adults, including the six CDC risk areas: injuries, tobacco use, alcohol/drug use, sexual behavior, diet, and physical activity. (F)
200 Foundations of Health Education. (3)
Prerequisite: H ED 120.
A study of the historical, philosophical, sociological, psychological, and scientific foundations of health education.
Consideration is given to individual and societal factors which contribute to and/or influence the elements of physical, social, emotional, spiritual, and intellectual health. (F)
208 School Health. (2)
A study of school health education and coordinated school health programs. Note: A requirement for the Elementary K-6 certification. Not a requirement for Health Education certification. (F, S)
210 Organization of School Health Programs. (2)
A study of the comprehensive school health program, including health services, health education, and environmental concerns which contribute to the promotion of health and prevention of disease for the school student. (F)
303 Principles of Mental and Emotional Health. (2)
A study of mind/body health and the effects of attitudes, emotions, and relationships on health. Consideration is given to stress with an emphasis on appropriate management techniques and strategies. (F)
304 Principles of Nutrition and Weight Management. (2)
Management approach to the cause and the nature of health and well being, and health deterioration, emphasizing health maintenance and disease prevention through nutrition and weight control. (S)
305 Human Disease and Prevention. (2)
A study of the causation and prevention of the major chronic and infectious diseases which affect the quality of an individual’s life. Major signs and symptoms of disease as well as treatment will be discussed. (F)
400 Methods and Materials in Health Education. (3)
Prerequisites: H ED 120, EDUC 210, EDUC 305.
Theory and application of health instruction including materials, curriculum development, and a variety of teaching methods appropriate for the Pre K-Adult setting. A 25-hour school-based field experience is required. (S)
415 Community Health and Health Promotion. (2)
Prerequisite: H ED 120.
Discusses problems of chronic and communicable diseases, environmental health, world health, and the various community agencies involved in their solutions through planning, implementing, and assessing programs. Special attention is given to cultural health issues as well as the special needs of the elderly. A class service-learning project is required. (S)
Physical Education Courses (P ED)
101M Personal Wellness. (2)
Provides the student with the knowledge, skills, and values to develop a basic personal fitness/wellness program that can be maintained for life. Two hours lecture, one hour laboratory. (General Studies Requirement) (F, S)
110 Introduction to Teaching Physical Education. (1)
Should be taken by majors at the beginning of their physical education coursework. Emphasis on understanding the profession and relevant issues in physical education, introduction to current literature and events, collaborative learning strategies, and the framework for portfolio development in the physical education program. (F, S)
117 Team Sports. (3)
Consideration will be given to acquiring the basic knowledge, skills, strategy, and safety procedures necessary to participate in and teach beginning field hockey, softball, soccer, flag football, basketball, team handball, volleyball, and track and field, as well as others that may be added at the instructor’s discretion. (F, S)
118 Individual Sports and Physical Activities. (3)
Consideration will be given to acquiring the basic knowledge, skills, strategy, and safety procedures necessary to participate in and teach beginning golf, archery, bowling, badminton, racquetball, tennis, weight training, skiing, jogging/walking, in-line skating, hiking, biking, and other outdoor athletic pursuits. (F, S)
202 Foundations of Physical Education and Sport. (3)
A study of the history and philosophy of physical education and sport and their relationship to current trends in the field, and the psychological and sociological implications of physical education and sport. (S)
207 Anatomy and Physiology. (3)
BIOL 101 and 102 recommended.
An introduction to knowledge of the normal development, structure, and function of man. (F)
225 Physical Education Workshops. (1-3)
Coursework of current interest in the area of physical education, health, and athletic training will be offered occasionally according to University guidelines as the Department of Human Performance so chooses. Topics of study will be indicated on student’s transcript. Repeatable up to three times for a maximum of 9 credits.
240 Gymnastics, Rhythms and Aquatics. (3)
Prerequisites: P ED 110, and possess swim skills of prone and supine float with ability to enter deep water comfortably.
This course will explore basic movement as it relates to travel, balance, and rotation in the air, on land, and in water. Emphasis will be placed on safety and appropriate activities for Pre K-Adult students.
306 Administration in Physical Education and Sport. (2)
Prerequisite: P ED 202
A study of administrative procedures and techniques involved in planning and conducting programs associated with schools, sports facilities, and the athletic training environment. (F)
307 Assessment in Health and Physical Education. (3)
Consideration is given to the nature and use of measurements and evaluations in the fields of health and physical education programs. Included is alternative assessment techniques in Pre K-Adult programs as exemplified in the National Standards. (S)
314 Applied Physiology. (3)
Prerequisite: BIOL 101-102, P ED 207.
The study of the effects of physical activity on the human body and its various organic systems. (F)
315 Kinesiology. (3)
Prerequisite: BIOL 101-102, P ED 207
Considers principles of the mechanics of body movement in relation to anatomical structure, body development, and muscular efficiency. (S)
320 Coaching Techniques. (1)
Using the American Sports Education Program, participants will receive formal instruction in the areas of sport science, sport first aid, drugs and sports. Provides the individual the opportunity to receive coaching certification by meeting national testing standards required by West Virginia legislation and the West Virginia Secondary Schools Activities Commission, governing body for high school athletics in the state. (S)
329 Motor Learning/Development. (2)
Examines the cognitive and neurophysiological processes underlying motor skill acquisition and performance; emphasis is on the application of this knowledge to the process of teaching motor skills. (F)
400 Physical Education Pedagogy. (2)
Prerequisite: EDUC 305.
Emphasis will be on pedagogical teaching skills to be used in the Pre K-Adult curricula, emphasizing the teaching process. (F)
401 Physical Education for Elementary Teachers. (3)
Prerequisite: EDUC 305, EDUC 301
For elementary education majors (not physical education majors). Emphasizes the teaching process of physical education and the content appropriate for elementary children’s physical education. A school-based field experience of approximately 15 hours is included.
402 Curriculum and Instruction for Elementary Physical Education. (3)
Prerequisites: EDUC 305, P ED 400.
For physical education majors. Incorporates the pedagogical skills learned in P ED 400 with content development for a successful physical education program for PreK–5 grade children. Emphasis will also be on incorporating the National Standards and the WV Physical Education Content Standards into the curriculum, and on program planning. Includes a school-based field experience of approximately 15 hours. (S)
403 Curriculum and Instruction for Middle and Adolescent Physical Education. (3)
Prerequisites: EDUC 305, P ED 400.
Emphasis is placed upon program planning procedures and teaching strategies for physical education 5-9 and 9-Adult programs. (S)
407 Adapted Physical Education. (3)
Prerequisite: EDUC 305, P ED 202.
A study of the prevalent disabilities in children and youth and methods of adapting the physical education program to meet the needs of each individual. Recommended for students enrolled in Special Education and/or Physical Education. (S)
450 Directed Studies in Health and Physical Education. (1-3)
Prerequisite: Consent of instructor.
Investigation of in-depth special topics in health and physical education. (F, S)
465 Field Instruction/Internship
Prerequisites: Students must have completed their coursework in their interdisciplinary area. Senior status required.
Provides students with opportunities to develop skills, knowledge, theories, and techniques with procedures from the class work applied to field situations. Must be approved by faculty supervisor. (Limited class size.)
Safety Education Courses (S ED)
204 First Aid. (2)
Instruction in knowledge and skill of standard first aid and personal safety and medical self-help. One hour lecture, one hour laboratory. (F, S)
205 CPR for the Professional Rescuer. (1)
Prepares the professional rescuer with the knowledge and skills necessary to make appropriate decisions about the care to be provided in an emergency to sustain life, reduce pain, and minimize consequences of respiratory and cardiac emergencies until more advanced medical help can arrive. Required standards of completion will result in American Red Cross course certification. (S)
216 Principles of Safety Education. (2)
Focuses on school safety with an emphasis on the safe school environment, crisis management, basic first aid procedures, legal liability, development of a safe school plan, and a survey of safety instructional materials for the school setting. (F, S)
225 Safety Education Workshops. (1-3)
Minicourses of current interest in the area of safety education will be offered according to University guidelines as the Department of Physical Education and Health so chooses. Topics of study will be indicated on student’s transcript.
The Bachelor of Science in Athletic Training
The Athletic Training Education Program (ATEP) will prepare students for a career in athletic training and related allied health professions. The program is designed to meet the guidelines of the Commission on Accreditation of Athletic Training Education (CAATE) includes the development of cognitive knowledge, in addition to psychomotor skills and affective skills, as they pertain to the educational competencies and proficiencies. The Bachelor of Science in Athletic Training degree from Concord University prepares the student for the National Athletic Trainers’ Association Board of Certification (NATABOC) examination.
The Athletic Training Education Program at Concord University is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Students successfully graduating from the ATEP program will be eligible for the NATABOC examination.
Students graduating with the Bachelor of Science in Athletic Training degree must complete a minimum of 128 semester hours including the Program of General Studies (pages 53-56) and the following program requirements:
1. Attainment of an overall grade point average of 2.50 or better on all work completed.
2. A minimum grade point average of 2.8 in the required major classes.
3. Successful completion of the yearly athletic training exam (written and practical) to be given at the end of the Spring semester.
4. Completion and documentation of a minimum of 950 contact hours under the direct supervision of NATABOC certified athletic trainers.
5. Documentation that all competencies and clinical proficiencies have been performed as outlined by the NATA Education Council.
6. Completion of a clinical rotation of football games and practices for one season, as well as other assigned sports, under the direct visual and verbal supervision of a NATABOC certified athletic trainer.
Admission, Retention, & Exit Criteria
Admission to the Athletic Training Education Program
It is the responsibility of the athletic training major to obtain an application for program admission from the program director of the athletic training education program in the Spring semester (notification will be posted). Fifty (50) documented clinical observation hours must be completed under a certified athletic trainer at Concord University prior to submission of the application. Applica-tions are due April 1 (if April 1 is on a weekend, the due date will be the following Monday). Applications will be reviewed by a panel of university faculty. Candidates will be contacted for personal interviews. The selection committee will then make recommendations for formal admission into the athletic training program. Applicants will be notified by an official letter stating their candidacy status.
The following courses must be completed, or in the process of being completed, by all students applying for admission into the Athletic Training program. These courses must be completed with a grade of C or better before admission into the Athletic Training program will be granted.
Required:
BIOL 101, General Biology 4 hours
BIOL 102, General Biology II 4 hours
AT 126, Introduction to
Athletic Training 3 hours
Highly Recommended:
S ED 204, First Aid 2 hours
S ED 205, CPR for the
Professional Rescuer 1 hour
P ED 101M..Personal Wellness 2 hours
Retention
Student performance in the classroom as well as the clinical setting will be consistently monitored by implementation of the following:
•Report of mid-term and final grades
•Mid-rotation and final evaluation of athletic training student in a clinical setting.
•Remaining in good academic and clinical standing
*Completion of an end of the year athletic training exam (written and oral practical) to be given at the end of the Spring semester.
Exit Criteria
Criteria for graduation includes completion of a minimum of 128 credit hours, a grade point average of 2.80 in the required Athletic Training Program courses, an overall grade point average of 2.50, completion of 950 clinical hours, and completion of the National Athletic Trainers’ Association Education Councils’ Competencies and Proficiencies.
Program in Athletic Training
A 2.80 Grade Point Average Credit Hours
AT 126 Introduction to Athletic Training 3
AT 126L Introduction to Athletic Training Assessment Lab 0
AT 150 General Medical Conditions and Terminology 3
AT 200 Athletic Training Practicum I 1
AT 201 Athletic Training Practicum II 1
AT 236 Evaluation Techniques I 3
AT 237 Evaluation Techniques II 3
AT 242 Advanced Athletic Training 3
AT 310 Athletic Training Practicum III 1
AT 311 Athletic Training Practicum IV 1
AT 330 Therapeutic Exercise 4
AT 330L Therapeutic Exercise Lab 0
AT 331 Therapeutic Modalities 4
AT 331L Therapeutic Modalities Lab 0
AT 420 Athletic Training Practicum V 1
AT 421 Athletic Training Practicum VI 1
AT 428 Foundations of Strength Training and Conditioning 2
AT 444 Pharmacology for Allied Health Sciences 2
AT 464 Special Topics in Athletic Training 2
*BIOL 101 General Biology I 4
*BIOL 102 General Biology II 4
*BIOL 234 Anatomy and Physiology I 4
BIOL 236 Anatomy and Physiology II 4
H ED 304 Principles of Nutrition and Weight Management 2
H ED 305 Human Disease 2
*P ED 101M Personal Wellness 2
P ED 306 Administration in Physical Education and Athletics 2
P ED 314 Applied Physiology 3
P ED 315 Kinesiology 3
*PSY 101 General Psychology 3
PSY 228 Survey of Drug Use and Abuse 3
S ED 204 First Aid 2
SED 205 CPR for the Professional Rescuer 1
74 hours
*May also be applied toward meeting the General Studies requirements.
Although the total number of hours for the Athletic Training Education Program appears large, there is an overlap between Athletic Training courses and General Studies courses.
Athletic Training Courses (AT)
126 Introduction to Athletic Training. (3)
This course introduces students to the field of athletic training, covers basic injury prevention, injury assessment and injury treatment. Included is a detailed study of the responsibilities of the athletic trainer. Students enrolled in AT 126 must also enroll in AT 126L, Introduction to Athletic Training Assessment Lab (0). Three hours lecture, one hour laboratory. (F, S)
126L Introduction to Athletic Training Assessment Lab. (0)
Corequisite: Currently enrolled in AT 126
This course is for students interested in the Athletic Training major and who are currently enrolled in AT 126, Introduction to Athletic Training. This is the first sequential assessment course of clinical proficiencies. This course will engage the student in basic athletic training skills for the observational level student (Level 0) for the demonstration, practice and assessment of those basic skills. The student will be required to accrue 25 hours of observation in the Athletic Training Room as an observational student. The observational student may NOT perform/conduct ANY patient care. This opportunity, as stated above, is for observation time only. Students will be assessed by an Approved Clinical Instructor (ACI). Students will be under the direct visual and verbal supervision of an NATABOC Certified Athletic Trainer at all times during clinical experiences. Again, the student may NOT perform ANY patient care. One hour laboratory (F, S)
150 General Medical Conditions and Terminology. (3)
This course focuses on clinical signs and symptoms of pathology, which will allow the practicing athletic trainer to recognize systemic illnesses and injuries. This course introduces the knowledge and skills needed to recognize and differentiate signs and symptoms produced by systemic disease. Organized by the major body systems including: diseases of the cardiovascular, pulmonary, neurological, psychological, and immunological. The course also utilizes medical terminology for each system. (S)
200 Athletic Training Practicum I. (1)
Prerequisite: AT 126, AT 126L, AT 150
Corequisite in AT 236
This course for Athletic Training majors is the second sequential assessment course of clinical proficiencies pertaining now, to the first semester Level 1 student. The student will continue to have an observational experience throughout this semester in order to complete and have assessment of more advanced clinical skills as compared to the previous ATEP level. Students will have additional interaction with the Medical Director/Team Physician and other Allied Health Professionals through clinical and educational in-services. Students will be required to obtain a minimum of 50 hours of clinical observation. One hour laboratory (F)
201 Athletic Training Practicum II. (1)
Prerequisite : AT 200
Corequisite: AT 237
This course for Athletic Training majors is the third sequential assessment course of clinical proficiencies pertaining now, to the second semester Level 1 student. The student will have their first clinical rotation assignment that pertains to a Lower Extremity Sport. This course will continue with the proficiency assessment to the current ATEP level. Students will have additional interaction with the Medical Director/Team Physician and other allied health professionals through educational and clinical in-services. Students will be required to obtain a minimum of 50 hours of clinical education. One hour laboratory (S)
236 Evaluation Techniques I. (3)
Prerequisite: AT 126.
This course entails the study of evaluation techniques of injuries to the lower extremities and lower back. Review of anatomy, injury recognition, muscle testing, treatment protocols and preventative measures are also examined. Two hours lecture, one hour laboratory. (F)
237 Evaluation Techniques II. (3)
Prerequisite: AT 236.
This course entails the study of evaluation techniques of injuries to the thoracic and cervical spine and upper extremities. Review of anatomy, injury recognition, muscle testing, treatment protocols and preventative measures are also examined. Two hours lecture, one hour laboratory. (S)
242 Advanced Athletic Training. (3)
Prerequisite: AT 126.
This course will describe mechanisms of injury, identify common injuries sustained by athletes, and the types of care given to prevent, treat, and rehabilitate those injuries. Additionally, students will focus on preventive and supportive taping techniques, supportive wrapping procedures, bracing techniques. Two hours lecture, one hour laboratory. (S)
310 Athletic Training Practicum III. (1)
Prerequisites AT 201 and Formal enrollment in the Athletic Training Education Program. Corequisite: AT 331.
This course for Athletic Training majors is the fourth sequential assessment course of clinical proficiencies pertaining now, to the first semester Level 2 student. The student will continue their clinical education rotation assignment that pertains to an Upper Extremity Sport. In addition, the student will have their first Equipment Intensive Experience with the off-site clinical experience dealing with preseason football (if schedule permits and it is in August before class begins). This course will continue with the proficiency assessment to the current ATEP level. Students will have additional interaction with the Medical Director/Team Physician and other allied health professionals through educational and clinical in-services and a required presentation of an athletic injury to the Team Physician. Students will be required to obtain a minimum of 200 hours of clinical education. (F)
311 Athletic Training Practicum IV. (1)
Prerequisites AT 310 and formal enrollment in the Athletic Training Education Program
Corequisite: AT 330.
This course for Athletic Training majors is the fifth sequential assessment course of clinical proficiencies pertaining now, to the second semester Level 2 student. The student will continue their clinical education rotation assignments that pertain to an Upper Extremity Sport and a General Medical Rotation. The
General Medical Rotation will be done with a physician in the surrounding community. This course will continue with the proficiency assessment to the current ATEP level. Students will have additional interaction with the Medical Director/Team Physician ad other allied health professionals through educational and clinical in-services, and two required athletic injury presentations to the Team Physician. Students will be required to obtain a minimum of 200 hours of clinical education. One hour laboratory (S)
330 Therapeutic Exercise. (4)
Prerequisite: AT 236, AT 237, AT 310, AT 331, AT 331L, formal enrollment in the Athletic Training EducationProgram.
Corequisite: AT 311
This course explains the use and theory of therapeutic exercise and equipment used in the sports medicine setting for rehabilitation. Students will be required to complete 10 hours of observation at a physical therapy clinic or sports medicine facility. Three hours lecture, one hour laboratory. (S)
330L Therapeutic Exercise Lab. (0)
Prerequisite: Enrollment in AT 330—Therapeutic Exercise Lecture
This course is designed to give the student an opportunity to practice the various therapeutic exercise techniques, as learned in the lecture portion—AT 330 Therapeutic Exercise. The student will have the laboratory opportunity to observe, practice and initiate Therapeutic Exercises for different therapeutic purposes in an injured person. This will enable the student to get the hands-on experience to assist in their development and application of previously learned skills. One hour laboratory [in conjunction with AT 330 Lecture]. (S)
331 Therapeutic Modalities. (4)
Prerequisite: AT 201, AT 237, AT 242, formal enrollment in the Athletic Training Education Program.
This course explains the use and theory of therapeutic modalities used for rehabilitation in the sports medicine setting. The course will provide information that will thoroughly explain theory and principle behind therapeutic modality use. Three hours lecture, one hour laboratory. (F)
331L Therapeutic Modalities Lab. (0)
Prerequisites: Enrolled in AT 331—Therapeutic Modalities Lecture
This course is designed to give the student an opportunity to practice the use of therapeutic modalities, as learned in the lecture portion—AT 331 Therapeutic Modalities. The student will have the laboratory opportunity to observe, practice and initiate Therapeutic Modality usage for different therapeutic purposes in an injured person. This will enable the student to get the hands-on experience to assist in their development and application of previously learned skills. One hour laboratory [in conjunction with AT 331 lecture]. (F)
420 Athletic Training Practicum V. (1)
Prerequisite: AT 311, formal enrollment in the Athletic Training Education Program.
Corequisite: AT 428, AT 444
This course for Athletic Training majors is the sixth sequential assessment course of clinical proficiencies pertaining now, to the first semester Level 3 student. The student will continue their clinical education rotation assignments that pertains to an Equipment Intensive Sport at Concord University – Football. This course will continue with the proficiency assessment to the current ATEP level. Students will have additional interaction with the Medical Director/Team Physician and other allied health professionals through educational and clinical in-services/seminars, required presentations of athletic injuries to the Team Physician and will serve as a recorder for the On-campus Clinical Evaluation with the Team Physician/ Medical Director. Students will be required to obtain a minimum of 200 hours of clinical education. One hour laboratory (F)
421 Athletic Training Practicum VI. (1)
Prerequisite: AT 420 and Formal enrollment in Athletic Training Education Program
This course for Athletic Training majors is the seventh and final sequential assessment course of clinical proficiencies pertaining now, to the second semester Level 3 student. The student continues their clinical education rotation with assignments that will be obtained at off-campus affiliate sites. These include, but are not limited to: emergency room physicians, physical therapists, and orthopedic surgeons. This course will continue with the proficiency assessment to the current ATEP level. Students will have additional interaction with the Medical Director/Team Physician and other allied health professionals through educational and clinical in-services/seminars. Students will be required to obtain a minimum of 200 hours of clinical education. One hour laboratory. (S,F)
428 Foundations of Strength Training and Conditioning. (2)
Prerequisites: BIOL 234, BIOL 236, P ED 314, P ED 315
This class facilitates an understanding of strength training and conditioning concepts, the adaptation of strength training and conditioning on the human body, and the practical application of this knowledge in designing resistance training programs. (F)
444 Pharmacology for the Allied Health Professional. (2)
Prerequisite: BIOL 234 Anatomy and Physiology I or consent of the instructor
This course provides an overview of drugs commonly used to treat patients seen by people working in allied health professions. Medical reasons for drug treatment, specific actions of therapeutic agents, and adverse effects are presented. (F)
464 Special Topics in Athletic Training. (2)
Prerequisites: AT 311, formal enrollment in the Athletic Training Education Program.
Corequisite: AT 420.
This course examines special topics pertaining to the field of athletic training. Topics will include: the female in athletics, nutrition, equipment utilization (rehab/preventive/therapeutic), employment opportunities, and professional development. This course will provide information that will examine the advanced topics in athletic training. (F)
The Minor in Health Promotion
For students committed to another major at Concord University, the Health Promotion Minor may be an excellent augmentation. This minor program prepares students for all settings of health promotion including worksite, community, clinical, and school (courses lead to teacher certification or CHES certification). The minor also prepares students for advanced degrees in most health related programs.
Course Requirements for the Health Promotion Minor
HED 120 Personal Health 3
HED 303 Principles of Mental/Emotional Health 2
HED 304. Principles of Nutrition and Weight Management. 2
HED 305. Human Disease and Prevention 2
HED 415. Community Health and Health Promotion 2
P ED 207 Anatomy and Physiology 3
P ED 307 Assessment in Health and Physical Education 3
SED 204. First Aid 2
19 hours
Sports Management - Interdisciplinary Studies
The Sports Management Interdisciplinary Degree prepares students for sport industry careers such as athletic directorships, sport facility management, sport marketing, sport promotion, equipment sales, and fitness management. The program of study focuses on physical/health education and business courses. There is a 6-hour internship in the clinical setting associated with the program. The student must apply before completing 80 semester hours, and file an approved plan of study with the Registrar.
Sports Management Interdisciplinary Studies Suggested Program
Physical Education
P ED 202 Foundations of Physical Education and Sport 3
P ED 207 Anatomy and Physiology 3
P ED 240 Gymnastics, Rhythms, and Aquatics 3
P ED 306 Administration of Physical Education and Sport 2
P ED 307 Assessment in Health and Physical Education 2
P ED 329 Motor Learning Development 2
P ED 314 Applied Physiology 3
P ED 315 Kinesiology 3
P ED 407 Adapted Physical Education 3
P ED 465 Sport Management Internship 6
Business
ACCT 207 Principles of Accounting 4
BGEN 110 Introduction to Computers in Business 3
BGEN 301 Introduction to the Legal Environment 3
ECON 202 Principles of Microeconomics 3
FIN 311 Managerial Finance 3
MGT 305 Principles of Management 3
MKT 305 Principles of Marketing 3
MGT 308 Labor Relations/Human Resource Management 3
Course from Support Discipline 3
CART 340 Public Relations
or
CART 270 Organizational Communication
Electives
320 MKT Sales Management 3
322 MKT Retail Management 3
430 MGT Business Ethics 3
117 P ED Team Sports 3
118 P ED Individual Sports 3