The Division of Education and Human Performance

The Division of Education and Human Performance includes the Department of Education and The Department of Human Performance. Degrees offered include the Bachelor of Science in Education, the 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 listing, see the following pages:

Courses	Page
Education	84
Special Education	86
Early Education	88
Health Education	89
Physical Education	91
Safety Education	93
Athletic Training	96

Degrees	Page
The Bachelor of Science in Education	64
The Bachelor of Science in Athletic Training	93
Minor in Health Promotion	100

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. Twenty-seven (27) faculty members teach a variety of courses from early childhood to secondary education, from foundations to clinical applications. Accreditation of our programs include North Central Association of Colleges and Schools Commission on Institutions of Higher Education (NCA), National Council for Accreditation of Teacher Education (NCATE), National Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC), National Association for Sport and Physical Education (NASPE), the American Association for Health Education (AAHE), The Athletic Training Program was awarded accreditation by the Commission on Accreditation of Allied Health Education Programs (CAAHEP).

Department of Education

The mission of the Department of Education at Concord University 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.

Concord University is involved in a collaboration 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 (pages 27-29), (2) the requirements for the content specialization(s) (pages 70-84), and (3) the Professional Education component (page 65). Candidates also are required to meet criterion scores on PRAXIS I: Pre-Professional 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 pages 70-84 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, Oral Communication, Physical Education, or Social Studies. Specific course requirements and identification of certification levels (5-9, 5-Adult, 9-Adult) are outlined on pages 73-83 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 73-83 and within the division or department offering the specialization.

IV. Special Education Endorsements in Specific Learning Disabilities K-Adult, Mental Impairments K-Adult, Behavior Disorders K-Adult, or Multi-categorical K-Adult must be combined with Elementary K-6. Specific course requirements are listed on pages 71-72.

V. 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 pages 83-84.

The Professional Education Component

Candidates must earn a 2.50 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)

EDUC 456 - Supervised Directed Teaching (12)

*Not required for Music Education majors. Music Education majors must complete a computer competency test through 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. Concord also offers teacher education classes on a regular basis in the Beckley area.

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 Pre-Professional Skills Tests (written verification from the testing service must be received by the Office of the Director of Teacher Education), and a required demonstration of speaking, listening, and computer skills.

4. Submission of a Professional Portfolio with acceptance by a Teacher Education Admission Committee. Requirements for the portfolio are available in the Division Office. Portfolios will be due in the Division Office the last working day of September during the fall semester, and the last working day of February during the spring semester. Candidates with portfolios 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 advisor;
• 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. Applications should be obtained from, and returned to, the Office of the Coordinator of Clinical Experiences. 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.

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 (with the exception of music 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 Office of the Coordinator of Clinical Experiences. 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 Office of the Coordinator of Clinical Experiences 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.

Candidates should plan their academic programs so that all coursework will be completed as regular college courses, inasmuch as correspondence, individual study, etc., are not viable means for completion.

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 Director of Teacher Education.

Candidates working for the Bachelor of Science in Education degree are advised that all phases of teacher education require cooperative effort 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 Coordinator 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 Pre-K-K, (p. 71),

or

B. 2. Special Education K-Adult:

(1) Specific Learning Disabilities K-Adult (p. 71),

or

(2) Mental Impairments K-Adult (p. 71),

or

(3) Behavior Disorders K-Adult, (p. 71),

or

(4) Multi-categorical K-Adult, (p. 72).

C. Elementary K-6 and any other 5-9, 5-Adult, 9-Adult, or Pre K-Adult content specialization.

Elementary K-6

A 2.50 Grade Point Average Required

		Credit Hours
ART 102	Art Education I	2
ART 301	Art Education II	2
*BIOL 101-102	General Biology I and II	4-4
E ED 304	Early Education Curriculum, Methods, and Materials	3
EDUC 307	Elementary 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	Constructive Assessment of Literate Behaviors	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 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
		82 hours

*Satisfies General Studies Requirements

+Requires grade of "C" or better

Early Education Pre-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
EDUC 308	Reading in the Early Years	3
SPED 328	Program Management	3
SPED 402	Early Identification and Inclusion	3
		18 hours

Specific Learning Disabilities K-Adult

A 2.50 Grade Point Average Required

		Credit Hours
SPED 310 (core)	Introduction to Special Education	3
SPED 311	Characteristics of the Learning Disabled	3
SPED 383 (core)	Assessment of Exceptional Children	3
SPED 385 (core)	Curriculum and Planning for Exceptional Children	3
SPED 407	Methods for Teaching the Learning Disabled	3
SPED 408 (core)	Classroom Organization and Management	3
		18 hours

Mental Impairments K-Adult

A 2.50 Grade Point Average Required

		Credit Hours
SPED 310 (core)	Introduction to Special Education	3
SPED 382	Characteristics of Mental Impairment	3
SPED 383 (core)	Assessment of Exceptional Children	3
SPED 385 (core)	Curriculum and Planning for Exceptional Children	3
SPED 408 (core)	Classroom Organization and Management	3
SPED 495	Methods for Teaching the Mentally Impaired	3
		18 hours

Behavior Disorders K-Adult

A 2.50 Grade Point Average Required

		Credit Hours
SPED 310 (core)	Introduction to Special Education	3
SPED 330	Characteristics of the Behavior Disordered	3
SPED 383 (core)	Assessment of Exceptional Children	3
SPED 385 (core)	Curriculum and Planning for Exceptional Children	3
SPED 408 (core)	Classroom Organization and Management	3
SPED 410	Methods for Teaching the Behavior Disordered	3
		18 hours

Multi-Categorical K-Adult

A 2.50 Grade Point Average Required

Teacher candidates may complete the Special Education core (12 hours) and Special Methods in Learning Disorders, Mental Impairments, and Behavior Disorders (18 hours) for the Multi-Categorical K-Adult endorsement for a total of 30 hours.

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 9-Adult level (the only exceptions to this rule are Art 5-Adult and Oral Communications 9-Adult, which require a second specialization).

All 5-9, 5-Adult, 9-Adult teacher candidates must complete EDUC 318 Content Area Reading and special methods courses within their content specializations.

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. (Music majors are not required to take EDUC 318.)

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, Oral Communications, Physical Education, and Social Studies.

EDUC 318, Content Area Reading, 2 credit hours, is a requirement for Secondary Education Content Specializations with the exception of Music Education majors.

Art 5-Adult

A 2.0 Grade Point Average Required; *Not a Stand Alone Field

		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: Early to Nineteenth Century
ART 331	History of Art: Nineteenth Century and Contemporary	3
	One course from
ART 205	Ceramics I
ART 206	Ceramic Sculpture
ART 307	Sculpture I
ART 308	Printmaking I	3
		30 hours

Art Pre-K-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: Early to Nineteenth Century	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	History of Art: Nineteenth Century to Contemporary	3
Art Electives*		8
		50 hours

*The student must have a nine-hour concentration from one of the following areas: Ceramics; Crafts; Drawing; Painting; 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.

Business 5-Adult

Business Education Comprehensive

A 2.50 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	3
BGEN 202	Decision Sciences I	3
BGEN 222	Business Productivity Software	3
BGEN 301	Introduction to the Legal Environment in Business	3
BGEN 311	Management Information Systems	3
ECON 201*	Principles of Macroeconomics	3
ECON 202	Principles of Microeconomics	0
MGT 305	Principles of Management	3
MGT 307	Labor Relations/Human Resources	3
MKT 305	Principles of Marketing	3
		40 hours

*One of the Economics courses will satisfy a 3 hour Social Science general studies requirement.

English Language Arts

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 120.

		Credit Hours
ENGL 203	World Literature I	3
ENGL 204	World Literature II	3
ENGL 205	Writing about Literature	3
	Six hours from
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 431A-440A	Advanced Mini-Courses
ENGL 300	English Grammar	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
ENGL 414	Special Methods in the Teaching of English Language Arts	3
ENGL 415	Practicum in the Teaching of English Language Arts	1
		34-35 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.

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.

		Credit Hours
ENGL 203	World Literature I	3
ENGL 204	<