Education
Education courses are
designed to provide teacher candidates with professional
knowledge and skills. 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)
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 20 hour school-based field experience is
required.
251 Human Growth and Development.
(3)
The study of theories of children’s
physical, intellectual, emotional, and social development.
The candidates will be able to describe the
characteristics of children at each developmental stage and
state educational implications for pre-service teachers.
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 and 251.
The study of various learning theories and
their implications for teachers. A 20 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 20
hour school-based field experience is required.
307 Elementary 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)
Prerequisite: EDUC 251.
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. ( 2)
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 305, 306; EDUC 307
recommended but not required.
The study of word recognition and
comprehension. Basic understandings, techniques, and
approaches directly related to developmental programs in early
and middle schools. Organization and evaluation of
reading programs. A clinical experience is
required.
320 Constructive Assessment of
Literate Behaviors. (3)
Prerequisites: EDUC 307, 319.
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 210, 251, and 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-12
under the direct supervision of public school and College
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-12 under the direct
supervision of public school and College 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 Office and approved by a committee prior to
registration.
Special Education Courses (SPED)
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. A 10 hour school-based
experience is required.
311 Characteristics of the Learning
Disabled. (3)
Prerequisite: SPED 310.
Investigation of affective, cognitive and
educational (attention and memory) characteristics from early
years to adolescence. Special attention will be given to
research for the purpose of developing teaching guidelines
based on the characteristics of learning disabled students.
A 10 hour school-based field experience 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.
330 Characteristics of Behavior
Disorders (3)
Prerequisite: SPED 310.
Investigation of the various behavioral
characteristics and etiological factors that influence the
indentification and placement of behavior disordered students.
Special attention will be given to preparing a Functional
Behavior Assessment, completing a Manifestation Determination,
and the development of behavioral interventions and
behavior management plans. A 10-hour school-based
experience is required.
382 Characteristics of Mental
Impairment. (3)
Prerequisite: SPED 310.
Investigation of the intellectual,
educational, social and emotional characteristics of mentally
impaired individuals from early childhood to adult levels.
Special attention given to current issues,
characteristics, etiologies and transitional services. A
10 hour school-based field experience is required.
383 Assessment of Exceptional
Children. (3)
Prerequisite: SPED 311 OR SPED 330.
Educational assessment and evaluation for
remediation, understanding and utilization of the
psychological evaluations, teacher assessment and analysis for
planning individualized instruction. Teacher candidates
will use various assessment techniques and plan for
instruction based upon assessment data.
385 Curriculum and Planning for
Exceptional Children. (3)
Prerequisite or corequisite: SPED 310.
Focus on the curricular and program needs
of special education students from early childhood through
adolescent levels. Topics include curriculum planning, informal
assessment methods, instructional strategies, individual
education plan (IEP) development and implementation,
collaborative consultation and transitional programs. A
10-hour school-based experience is required.
402 Early Identification and
Inclusion.(3)
Prerequisite: EDUC 305.
Methods and materials for 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.
407 Methods for Teaching the
Learning Disabled. (3)
Prerequisite or corequisite: SPED 311 and
385.
Introduction to basic procedures for
behavioral remediation of academic subjects. Emphasis
placed on practical, research based techniques of educational
programming based on the development of complete individual
education plan (IEP) for either a resource or
self-contained learning disabilities student. A 10 hour
school-based field experience is required.
408 Classroom Organization and
Management. (3)
Prerequisite: SPED 385.
Investigation of the special education
teacher’s role as manager and facilitator of the learning
environment. Topics include theories and application of
cognitive behavior management, methods of data collection and
analysis, design and evaluation of classroom interventions,
self-monitoring techniques, and development of research-based
instructional materials. A 15 hour school-based field
experience is required.
410 Methods for the Behavior
Disordered
Prerequisite: SPED 310, SPED 330.
Introduction to methods of teaching
academic subjects, behavior management skills, and social
skills to behavior disordered students from early childhood
through adolescent levels. Topics include theories and
application of behavior management, methods of data collection
and analysis, design and evaluation of classroom interventions,
self-monitoring techniques, and the development of
research-based instructional materials. A 15-hour
school-based experience is required.
495 Methods for Teaching the
Mentally Impaired. (3)
Prerequisites: SPED 382 and SPED 385.
Investigation of methods for teaching
academic subjects, personal, social and daily living skills to
mildly and moderately mentally impaired students from early
childhood to adolescent levels. A 10 hour school-based
field experience is required.
Early Education Courses (E ED)
265 Child Development. (3)
Prerequisite: EDUC 305.
A study of theory and research regarding
social-emotional, intellectual, motor and language development
in young children. A 26 hour field experience is
required.
304 Early Education, Curriculum,
Methods and Materials. (3)
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
26 hour field experience is required.
305 Early Education Curriculum,
Methods and Materials Practicum. (3)
Prerequisite: E ED 304.
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.
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).
School Library Media Courses (LSC)
200 Introduction to the Library. (3)
An overview of the historical development
and organization of information and information services.
Emphasizes the various services and resources in a
library. Ten (10) hour field experience in a school or
public library setting is required.
308 Library Materials for Students
K-12. (3)
A study of the philosophy, principles and
practices used in selecting and developing a library collection
for children and young adults, as well as programming for using
materials in library and curricular settings.
310 Reference and Information
Retrieval. (3)
Prerequisite: L SC 200 or consent of
instructor.
Development of professional expertise in
selecting and using resources and technology from both local
and remote data bases to satisfy specific information needs of
students and teachers.
320 Technology in the Library Media
Center. (3)
Introduction to the utilization of
automation in the library media center. Includes the
selection of computer hardware and software for instructional
purposes; use of interrated library software for library
management activities such as, acquisitions and cataloging; and
the importance of computer networks and circulations for
including resource sharing, instruction and research.
Emphasis will also be given to descriptive cataloging
procedures and procedures of on-line catalogs.
430 Administration of School Library
Media Centers. (3)
Principles and objectives of elementary,
middle and secondary school media center administration
including planning, developing collections, budgeting, facility
planning, evaluating and staffing. A 25 hour school-based
field experience is required.
440 The School Library Media Program
and the Curriculum. (3)
Planning for the effective use of the
school library media program in cooperation with the
instructional staff. Focuses on the process of developing
the program and the school library media specialist’s
role in designing curriculum, developing teaching-learning
strategies, and in working with teachers, students and
administrators. A 25 hour school-based field experience
is required.
Department of Human Performance
Programs in the
Department of Human Performance prepare candidates to
teach health and physical education in K-12 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 College 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 K-12 schools.
Programs of study are outlined on page 64 (Health) and pages
68-69 (Physical Education) of this catalog. Candidates are
encouraged to major in both Health and Physical Education,
although the dual major is not required. All criteria for
Teacher Education as outlined on pages 55-56 must be met by
candidates for either health or physical education
content specializations.
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. For students majoring in
both health and physical education, HED 120, Personal Health,
may be substituted for the General Studies requirement PED
101M, Personal Wellness.
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 of
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)
300 Measurement and Evaluation in
Health Fields. (2)
Prerequisite: H ED 120.
The study of the processes used to
evaluate health education programs. Concentration on
evaluation will include planning, conducting needs assessments,
conducting evaluations, and analysis procedures. A
discussion of the assessment techniques of current health
status is also included. (S)
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. (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 305.
Theory and application of health
instruction including materials, curriculum development, and a
variety of teaching methods appropriate for the K-12 setting.
(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)
101A-J Other General Physical
Education Electives. (2)
Offered occasionally for elective credit
for all students. Consideration will be given to
acquiring basic knowledge, skills, strategy and values of
lifetime sports and related activities. One hour lecture,
two hours laboratory. (F, S)
(A) Archery–Badminton;
(B) Tennis–Racquetball;
(C) Swimming;
(D) Golf–Bowling;
(E) Dance;
(G) Basketball–Football;
(J)
Softball–Volleyball–Track/Field
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 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)
Prerequisites: BIOL 101 and 102
recommended.
An introduction to knowledge of the normal
development, structure, and function of man. (F)
212 Rhythms and Dance. (2)
Emphasis on various rhythm and dance
skills and activities suitable for physical education programs
for developmental levels K-4, 5-8, 9-12. Participants
will acquire proficiencies in skill development, instructional
techniques, and assessment tools to provide valuable
rhythms/dance activities to all students. (S)
225 Physical Education
Workshops. (1-3)
Minicourses of current interest in the
area of physical education, health, and athletic training will
be offered occasionally according to College guidelines as the
Department of Human Performance so chooses. Topics of
study will be indicated on student’s transcript.
229 Aquatics. (2)
Consideration will be given to acquiring
the knowledge, skills, and related techniques that are
essential for swimming and water safety participation and
instruction. For non-swimmers, PED 225, Beginning Swimming, is
recommended. (S)
230 Gymnastics. (2)
Consideration will be given to acquiring
fundamental knowledge, skills and techniques that are essential
to prove competence in tumbling and basic educational
gymnastics work. (Fall)
306 Administration in Physical
Education and Sport. (2)
Prerequisite: P ED 202 recommended.
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 Physical
Education. (2)
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 K-12 programs as exemplified in the
National Standards. (S)
314 Applied Physiology. (3)
Prerequisite: 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: P ED 207 or permission of
instructor.
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 WV Secondary
Schools Activities Commission, governing body for high school
athletics in the state. (S)
329 Motor Learning/Development. (2)
Prerequisite: EDUC 251.
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 K-12 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 Pre-K–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 5-8
and 9-12 programs. (S)
407 Adapted Physical Education.
(2)
Prerequisite: EDUC 305.
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)
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 College
guidelines as the Department of Physical Education and Health
so chooses. Topics of study will be indicated on
student’s transcript.