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Undergraduate Record 2005-2006 [ARCHIVED RECORD]
Curry School of Education
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Go to information for this school/college.
Curriculum, Instruction and Special Education
EDIS 201 - Teaching as a Profession Teaching as a Profession is designed as the introductory course for the Five Year Teacher Education Program. In this survey of American education, students examine education history, philosophy in action in schools, student diversity, curriculum, effective teaching, school organization and governance, education finance, education law, sociopolitical dimensions of education, and the role of teacher as professional. (Y-SS)
Prerequisites & Notes Prerequisite: Approval of Permission to Enroll Application; corequisite: EDIS 288.
Credits: 3
EDIS 202 - Foundations in Early Childhood and Developmental Risk This initial course provides an overview of early childhood special education (ECSE) and early childhood education (ECE) for children with and without disabilities birth through age 8. The course reviews the historical, philosophical, and sociological foundations of ECSE and ECE as well as current trends for service delivery. The course also addresses recommended practices for this age group (e.g. family-centered practices, culturally responsive services, inclusion, developmentally appropriate practice, collaboration). Particular attention is given to understanding the developmental characteristics, definition, and etiology of major disabling and at-risk conditions, as well as understanding federal legislation, judicial mandates, and current state regulations and procedures governing special education. (Y)
Credits: 3
EDIS 287 - Reading, Writing, and Reasoning for College Students This class is designed to introduce incoming Transition Program students to the academic expectations of the College of Arts and Sciences during the summer prior to matriculation. Students build foundational skills in reading comprehension, expository writing, and critical thinking that undergird college scholarship. Students are required to take one additional course from an approved list of three-credit College courses offered by Summer Session. The second course allows students to apply the skills they learn in EDIS 287. (SS)
Credits: 3
EDIS 288 - Field Experience Experiences are provided for students to observe Children in either a community or school context. A computer component focuses on word processing, telecommunications, and networking skills that are valuable tools for educators. (Y-SS)
Prerequisites & Notes Prerequisite: Approval of Permission to Enroll Application; corequisite: EDIS 201.
Credits: 1
EDIS 289 - Strategies for Academic Achievement Instruction in multiple strategies for analyzing, planning, and completing academic tasks. Guidance in appropriate application and adaptation of general procedures of study to requirements and materials of specific courses. Focus on continual implementation, refinement, and evaluation of strategies to ensure that study habits are effective and efficient. (S)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 302 - The Exceptional Learner Focuses on extending principles of learning and intellectual, social, emotional, and physical development to persons with disabilities, as well as the gifted. Credit may not be earned for both EDIS 302 and 500. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 388 - Laboratory/Field Experience Field-based practice experiences tutoring children. (Y)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program.
Credits: 1 to 2
EDIS 389 - Selected Topics This is a field-based course for all students enrolled in the elementary education program. This course provides opportunities to apply technology skills learned in EDLF 345. (Y)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program.
Credits: 1
EDIS 488 - Field Experience Extensive experiences in practice teaching using various models of instruction. (S)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 501 or 502, 503, or 508.
Credits: 1 to 2
EDIS 493 - Directed Study (S)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 1 to 6
EDIS 500 - The Exceptional Learner An intensive introduction to the study of exceptional children and adults. Focuses on extending principles of learning and intellectual, socio-cultural, emotional, and physical development to persons with disabilities, as well as the gifted. Information on medical conditions which influence learning and development is also provided. Credit is not given for both EDIS 302 and 500. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 501 - Curriculum and Instruction for Elementary and Special Education Study of curriculum and instructional design, and instructional strategies consistent with those designs. (Y)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 488.
Credits: 2
EDIS 502 - Instruction and Assessment Section 1: Elementary Education Extension of EDIS 501 with a focus on instructional strategies and ways of assessing learning outcomes. Section 2: Secondary Education Focuses on instructional design and strategies for teaching in secondary classrooms and assessment of student growth toward prescribed learning outcomes. (Y)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 488.
Credits: 2
EDIS 503 - Classroom Management and Conflict Resolution Many beginning teachers report difficulties with classroom management issues. This class provides the opportunity to reflect on the importance of instructional, classroom management, and conflict resolution practices. Examines the critical issues associated with discipline and management, and develops communication and social skills that are critical for implementing a management system in the classroom. (Y)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 502
Credits: 3
EDIS 503A - Assessment and Programming for Infants: Birth to Age Three This course covers assessment and programming for children birth through age 3 who are typically developing, at-risk, or have identified disabilities. The first half of the course addresses theories of child development and typical and atypical development as well as federal mandates and state regulations related to assessments for Part C programs. Students learn to select, administer, and interpret formal and informal assessments to identify the strengths and needs of infants, toddlers, and their families. The second half of the course addresses: a) service delivery options for infants and toddlers, b) selection of age-appropriate materials and equipment, c) curriculum development and implementation in the areas of self-help, motor, cognitive, social/emotional, and language, and d) IFSP development, implementation and monitoring. Particular attention is given to understanding the theories and techniques of family-centered and culturally responsive intervention as well as to methods for collaboration and consultation including service coordination, interagency coordination, and transition planning. (Y)
Credits: 3
EDIS 503B - Assessment and Instructional Programming for Young Children: Age Four to Age Eight This course covers assessment and programming for children ages 4 through 8 who are typically developing, at-risk or have identified disabilities. The first half of the course reviews typical and atypical development as well as federal mandates and state regulations for conducting assessments for Part B programs. Students learn to select, administer, and interpret formal and informal assessments to determine eligibility for special education services, diagnose learning needs, plan and modify instruction, and monitor student progress. The second half of this course covers a wide range of competencies related to curriculum and instruction including how to design and modify learning environments to meet individualized needs, select and use age-appropriate materials, develop and manage IEPs for students with disabilities, integrate the Virginia SOLs, into learning experiences and, use appropriate instructional methods including direct instruction, differentiated instruction and flexible groupings. (Y)
Prerequisites & Notes Corequisite: EDIS 388.
Credits: 3
EDIS 504 - Assessment Techniques for Exceptional Individuals Prepares teachers of exceptional children to administer, score, and interpret several standard educational instruments; to use informal procedures in educational assessment; and to interpret the combined results of psychological, sociological, medical, and educational assessments as they apply to the development and evaluation of individualized educational plans. (S)
Prerequisites & Notes Prerequisite/corequisite: EDIS 510, 511, or 512.
Credits: 3
EDIS 505 - Behavior Management Intensive analysis of cases in which classroom behavior management is a key issue. Using the case method, students apply knowledge of behavior management experience, and the experiences of their peers, to the solution of problems encountered by practicing teachers. (Y)
Credits: 3
EDIS 508 - Teaching Exceptional Children Presents strategies for teaching children with special needs and focuses on cognitive and behavioral instructional approaches. Collaboration and consultation for inclusive classrooms are essential class features. Includes application of instructional modification procedures and development of individualized plans. This class is coordinated with EDIS 514. (Y)
Prerequisites & Notes Prerequisite: EDIS 302 or 500 (510, 511, 512); corequisite: EDIS 514, 488.
Credits: 2
EDIS 510 - Characteristics of Students with Emotional Disturbances and Behavioral Disorders This course presents the characteristics of children and adolescents with emotional and behavior disorders within the context of special education services. On completion of this course, students will have (1) knowledge of the origins and characteristics of the primary behavioral disorders, (2) procedures for identification and assessment, and (3) approaches of programming and instruction (S-SS)
Credits: 2
EDIS 511 - Characteristics of Learning Disabilities Studies the meaning and concepts associated with the field of learning disabilities and the diverse characteristics of individuals with these disabilities. Includes the nature, causes, assessment, and treatment of learning disabilities. (S-SS)
Prerequisites & Notes Prerequisite/corequisite: EDIS 302 or 500.
Credits: 2
EDIS 512 - Characteristics of Mental Retardation This course is designed to explore basic concepts and issues that pertain to persons with significant limitations in intelligence and adapted behavior. While the course primarily explores the educational implications of having mental retardation, the psychological, historical, medical, and sociological implications of this disability are also touched upon. (Y)
Prerequisites & Notes Prerequisite: EDIS 302 or 500.
Credits: 2
EDIS 513 - Characteristics of People with Severe Disabilities This course is designed to explore basic concepts and issues that pertain to persons with severe disabilities including those with mental retardation, autism, and multiple disabilities who exhibit extensive or pervasive support needs. While the course primarily explores the educational implications of having mental retardation, the psychological, historical, medical, and sociological implications of this disability are also touched upon. (Y)
Prerequisites & Notes Prerequisite: EDIS 302 or 500.
Credits: 2
EDIS 514 - Curriculum for Exceptional Children An extension of EDIS 508, this class focuses on strategies for secondary-aged students with special needs. Emphasizes curriculum and instructional approaches related to cognitive and behavioral theories and addresses applications of transition procedures. (Y)
Prerequisites & Notes Prerequisite: EDIS 302, 510, 511, or 512.
Credits: 3
EDIS 515 - Collaborative Teamwork This course teaches strategies for building and operating collaborative interdisciplinary teams in school and community settings. These strategies are relevant to general and special educators as well as to other disciplines (e.g., School and Clinical Psychology, Communication Disorders, Counselor Education, Adapted Physical Education). Course content addresses team organization; stages of team development and team building strategies; teamwork skills (e.g., communication, problem-solving, conflict resolution); barriers to and supports for collaborative teams; extending the team to family members, students/peers, related service personnel, and paraprofessionals; the team’s role in transitioning students between programs, schools, and grades; and team evaluation. (Y)
Prerequisites & Notes Prerequisite/corequisite: EDIS 302 or 500.
Credits: 3
EDIS 517 - Social Issues: Schools, Classrooms, and Families This course is designed to help preservice teachers develop a personal framework for teaching and identify practices that will be used in the classroom. Strategies addressed include classroom management and community building practices, strategies for working with families, transition practices, and practices related to multi-cultural education. (Y)
Credits: 3
EDIS 518 - Social and Affective Processes in Development This course provides knowledge of basic theory and research concerning social and affective processes in the development of children who are typically developing and children with special needs, with particular attention to different risk conditions in infancy and childhood. This course focuses on the role of social contexts and parent-child and family relationships in development. An understanding of general systems theory and its application to socio-emotional development is emphasized as a means of explaining linkages across social system influences on the developing child. The course also examines ways that biological, social, and psychological processes interact. Students will be taught to understand the alternate pathways of development utilized by children with special needs, and how dyadic relationships and family systems both contribute to and ameliorate problem outcomes for children with and without specific special needs. (Y)
Credits: 3
EDIS 521 - Introduction to Language Development An overview of the language acquisition and development process. Surveys current and historical perspectives on language acquisition and treats those factors influencing language development. (Y)
Credits: 3
EDIS 522 - Reading Development for Special Populations Designed for pre-service special education teachers and is the first course in the reading sequence for special education students, this course addresses the theoretical foundations of understanding how children learn to read, as well as the problems that some children encounter in learning to read. In addition, this course addresses effective reading instruction, particularly instruction effective, particularly instruction effective for students with or at risk for disabilities. (Y-SS)
Credits: 3
EDIS 523 - Reading Diagnosis and Remediation for Special Education Teachers This course focuses on the diagnosis of reading difficulties and the array of continuous assessments that a teacher may employ to appropriately develop remediation strategies. Emphasis is placed on using assessment to guide instruction and remediation. Remediation strategies and effective reading programs are also introduced. This course is the second course in the reading sequence, and follows Reading Development for Special Populations. A tutoring lab, EDIS 523L, is taken concurrently. (Y)
Prerequisites & Notes Prerequisite: EDIS 522; corequisite: EDIS 523L.
Credits: 3
EDIS 524 - Communication Disorders in Pediatric Populations This lecture-discussion course focuses on disorders of speech, language, and communication, including severe communicative impairments. The course assists students to gain an understanding of speech and language development and intervention methods, including the effects of disabling and at-risk conditions on young children. Attention will be directed towards clinical and educational applications of content with particular emphasis on current accepted practices in communication assessment and intervention including augmentative and alternative communication. The course makes use of actual case studies that provides a realistic basis for illustrating instructional methods and family and team collaboration that is required to design appropriate programs. (Y)
Credits: 3
EDIS 525 - Early Language and Literacy Development (Y)
Credits: 3
EDIS 526 - Reading in the Primary Grades Participants will develop an understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices in the prevention and remediation of reading disabilities. This course will include an examination of current reading theory and research and its implications for assessment, instruction, and intervention for students in grades PreK-3. (Y)
Credits: 3
EDIS 527 - ECDR Teaching Methods in Math, Science, and Social Studies This course focuses on instructional strategies in science, social studies, and mathematics for use with preschool to grade 3 population. An emphasis will be on effective teaching that accommodates diverse learners. Students will gain an understanding of the knowledge, skills, and processes of history; the social science disciplines (geography, civics/economics); science (earth, life, and physical); and mathematics as defined in the Virginia Standards of Learning (SOLs). Students will learn how to a) integrate these content areas into learning experiences, b) incorporate instructional technology, and c) evaluate materials, instruction, and student achievement. Students will also learn effective instructional methods for teaching preschool and early elementary mathematics (e.g., number systems; elementary number theory, ratio, proportion and percent). Additionally, students will learn how to design active preschool and early elementary science and history/social science programs by organizing key content into meaningful units of instruction and designing instruction to reflect the Virginia SOLs. (Y)
Prerequisites & Notes Corequisite: EDIS 488.
Credits: 3
EDIS 530 - Language Skills Block Prepares students to teach reading and language arts in the elementary classroom. Attention shifts from “learning to read” to “reading to learn,” and from working with small groups to effective differentiation needed to work with entire classrooms of children. (Y)
Prerequisites & Notes Prerequisite: Admission to the Teacher Elementary Education Program.
Credits: 6
EDIS 531 - Children’s Literature Studies children’s literature and its importance as an integral part of the school curriculum. Emphasizes the treatment in books of contemporary social problems and conditions. (Y)
Credits: 3
EDIS 532 - Teaching Mathematics in the Elementary School Designed to prepare preservice teachers in understanding PreK-6 elementary topics in mathematics, teaching these topics, and how children learn mathematics developmentally. Examines ways to reason mathematically, make connections, and communicate mathematics through the use of literature, manipulatives, technology, and classroom discourse. (SS-E)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program.
Credits: 3
EDIS 533 - Teaching Science in the Elementary School Designed for pre-service teachers, this course coalesces theories of how people learn and practical experiences teaching science to children. Not intended to be a science content course, rather, students will learn and practice pedagogy focused on the teaching and learning of science across several science content areas and elementary grade levels. (S)
Credits: 3
EDIS 534 - Teaching Social Studies in the Elementary School This course is designed to develop the knowledge, skills, and understandings needed to teach social studies in the elementary classroom. The class sessions will focus upon a comprehensive overview of the most effective approaches to planning, implementing, managing, and assessing successful social studies learning experiences for students. (S)
Credits: 3
EDIS 540 - Teaching English Translates theory and research into practice by designing, enacting, and evaluating instructional units with a variety of teaching methodologies. Students individualize instruction; construct appropriate learning objectives; develop evaluation tools; and use cooperative learning groups, micro-teaching, and reflective processes. (Y-SS)
Prerequisites & Notes Prerequisite: EDIS 541, 542, 543, and instructor permission.
Credits: 3
EDIS 541 - Literature for Adolescents Students read the latest and greatest in adolescent literature, learn to motivate reluctant readers, and develop individualized multi-genre and multicultural reading programs. (Y)
Credits: 3
EDIS 542 - Language, Literacy, and Culture Considers the relationships among language, literacy, culture, and schooling. Students learn to investigate language as teachers of language, research current issues, and design effective strategies for teaching various aspects of the English language. (Y)
Credits: 3
EDIS 543 - Teaching Composition K-12 Students study, practice, and evaluate theories and methods of writing and teaching writing. They prepare a personal writing project, criticize a writing program, or create a writing program for students. (Y-SS)
Credits: 3
EDIS 545 - Teaching Secondary School Mathematics Considers objectives, subject matter, teaching materials, classroom instructional procedures, pupil experiences, and evaluative procedures for mathematics classes. Emphasizes organization of courses and programs in mathematics education. (Y-SS)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 547 - ESL Assessment and Curriculum Design The purpose of this course is to prepare teachers to work with students (K-12) for whom English is not their native language. Work will include examining instruments used to assess English proficiency and the interpretation of those assessments. The curriculum design aspect of the course will be based on a differentiation model and will include methods aimed at helping students gain English language skills necessary for success in general content areas. Discussions will include topics such as cultural differences in personal interactions, strategies for working with families, and effective strategies for facilitating the learning of English by speakers of other languages and dialects. Practical experience will be gained through observations and fieldwork in public schools. Projects will be assigned according to the age-level with which the teacher hopes to work. (Y)
Credits: 3
EDIS 548 - Second Language Acquisition and Modern Language Teaching Methods: PreK-12 Considers theory and research in second language acquisition; classroom instructional procedures that follow the National Standards, which incorporate interpersonal, interpretive, and presentational modes and foster successful communication in foreign languages; and selection of appropriate materials, realia, visuals, and media for instructional purposes. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 549 - Planning Foreign Language Instruction Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents. (Y)
Prerequisites & Notes Prerequisite: EDIS 548 or instructor permission.
Credits: 2
EDIS 550 - Teaching Secondary School Science Considers objectives, subject matter, teaching materials, classroom instructional procedures, pupil experiences, and evaluative procedures for science classes. Emphasizes organization of courses and programs in science education. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 555 - Models of Instruction Focuses on instructional design and delivery. A range of instructional models are introduced, most emphasizing cognition and the processing of information. Students practice planning and implementing instruction using several selected models. (Y)
Credits: 3
EDIS 558 - Positioning, Handling, and Self-Care Skills Designed for special education teachers, related services personnel, and other professionals who teach young students with disabilities or school age students with severe disabilities. Because of the interdisciplinary nature of this course content, instructors include a special educator, occupational, physical, and speech therapists, and a registered nurse. Course content addresses high and low muscle tone and related movement disabilities; gross and fine motor skills including mobility, walking, transfers and the carrying and positioning of students for instruction and leisure; understanding and use of basic adaptive equipment; instruction of self care skills (eating, toileting, grooming); and collaborative teaming to plan, monitor, and evaluate instruction. Students a) are involved in role play as well as supervised use of lifting, positioning, and other therapeutic methods, and b) design, implement, and evaluate an individual teaching program. (E)
Prerequisites & Notes Prerequisite: EDIS 500; corequisite: EDIS 715.
Credits: 3
EDIS 560 - Teaching Secondary School Social Studies Considers objectives, subject matter, teaching materials, classroom instructional procedures, pupil experiences, and evaluative procedures for social studies classes. Emphasizes organization of courses and programs in social studies education. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDIS 563 - Economics for Teachers Examines essential concepts of micro- and macro-economics, emphasizing the incorporation of these concepts in elementary and secondary schools. (IR)
Credits: 3
EDIS 564 - Physical Geography Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity. (IR)
Credits: 3
EDIS 565 - Cultural Geography Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world. (IR)
Credits: 3
EDIS 571 - Reading and Writing in the Content Areas This course focuses on the uses of writing and reading as ways to learn across the curriculum. Educators interested in elementary through high school instruction, in all subject areas, will learn about ways to set up a classroom for maximum learning, and about reading and writing strategies they may teach their students to use. Teachers learn how to use quality literature and other sources of information, and to meet the various achievement levels of their students. (Y)
Credits: 3
EDIS 573 - Diagnostics in Reading An introductory course that focuses on classroom-based reading assessments. Students learn to match assessment to instruction and to use assessment information to organize flexible reading groups for school-age children. Participants develop expertise in the use of formal and informal assessments that measure a variety of literacy skills from emerging concepts of print and alphabet knowledge to word recognition, decoding, oral reading fluency, and comprehension. (Y)
Credits: 3
EDIS 574 - Remedial Techniques in Reading This course focuses on intervention techniques for accelerating the reading ability of struggling readers. Instructional methods are presented in four categories of literacy development: oral reading fluency, comprehension, word knowledge (phonics, spelling, decoding, and vocabulary), and writing. Assignments are practicum based. Students learn how to match appropriate instructional techniques to assessed literacy needs and how to differentiate instruction for varying levels of reading achievement. (Y)
Credits: 3
EDIS 587 - Seminar: Teaching Methods Designed to accompany the teaching associateship experience (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including such topics as classroom management, parent-teacher conferences, and school-community relations. (Y)
Prerequisites & Notes Prerequisite: Admission to the Teacher Education Program.
Credits: 3
EDIS 588 - Teaching Associateship A required student teaching internship for all potential teachers. Supervised by clinical instructors from the public schools, in cooperation with University supervisors. Section 1: Elementary (PreK-6) Section 2: Special Ed. Behavior Disorders (PreK-12) Section 3: Special Ed. Learning Disability (PreK-12) Section 4: Special Ed. Mental Retardation (PreK-12) Section 5: English (6-12) Section 6: Foreign Language (PreK-12) Section 7: Mathematics (6-12) Section 8: Science (6-12) Section 9: Social Studies (6-12) Section 10: Early Childhood and Developmental Risk (Y)
Prerequisites & Notes Prerequisite: Admission to the Teacher Education Program and permission of both the advisor and the Director of Teacher Education.
Credits: 6 to 12
EDIS 589 - Selected Topics These are designed as pilot courses to meet new program area degree requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. (S)
Credits: 1 to 6
EDIS 590 - Workshop Special topics, offered as needed. (SI)
Credits: 2 to 3
EDIS 591 - Internship A special assignment, agreed to by the student and his or her assigned advisor, providing a unique experience in an educational setting that is consistent with the students’ professional objectives and program focus. Conducted under the guidance of an experienced teacher and/or University faculty. Section 1: Elementary Education Section 2: Early Childhood Education (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 1 to 6
Human Services
EDHS 224 - Substance Abuse Examines substance abuse and use in contemporary society. Treats topics from a multi-disciplinary perspective and includes biological, pharmacologic, cultural, social, psychological, political, economic, and legal aspects of substance abuse. Analyzes patterns of addiction, intervention, and rehabilitation with respect to alcoholism and other drugs. Examines assessments of costs, options, and alternatives to addiction, along with educational efforts toward prevention. Class discussions are an integral part of this course. Taught at the graduate level as EDHS 524. (S)
Credits: 3
EDHS 225 - Sexuality for Today Academic content and leadership training primarily for individuals serving as peer counselors. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 2
EDHS 289 - Selected Topics Course is used to offer selected topics or as a course number for courses under development. Grading is determined on the basis of the individual offering and may be S/U. May be repeated if different titles/content. (SI)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 1 to 3
EDHS 324 - Peer Health Education Academic content and training on various health topics for college students. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDHS 341 - Basic Skills Measurement of body condition, training for skills required in various sports, and related knowledge necessary for teaching or supervising sports. (See PHYE listings for specifics.) (S- SS)
Prerequisites & Notes Prerequisite: Physical education major or graduate student in any school.
Credits: 1 to 4
EDHS 344 - Gymnastics, Rhythms, and Dance Participation in, and understanding of, performance and teaching techniques for gymnastics, rhythms, outdoor education, games, cooperative activities, and dance. (Y)
Credits: 2
EDHS 350 - Team Sport Skills Analysis of team sport skills and teaching techniques related to group sport activities. Covers specific sport experiences, such as basketball, field hockey, football, lacrosse, soccer, softball, and volleyball. Analyzes basic principles of biomechanics, motor learning, injury prevention and diagnosis, exercise physiology, and pedagogical issues. (O)
Prerequisites & Notes Prerequisite: Physical education major.
Credits: 2 to 4
EDHS 351 - Individual Sport Skills Analyzes basic sport skills, developmental progressions, and teaching strategies for individual sports, such as badminton, golf, racquetball, tennis, multi-disciplinary activities, fitness self assessment, track and field, and outdoor education. Covers the basic principles of biomechanics, motor learning, injury prevention and diagnosis, exercise physiology, and pedagogical issues. Section 1: Individual Sport Skills I (2 credits) Section 2: Individual Sport Skills II (2 credits) (E)
Prerequisites & Notes Prerequisite: Physical education major.
Credits: 2 to 4
EDHS 353 - Human Anatomy A systematic approach to human anatomy with emphasis on the interdependence of structure and function in the skeletal, articular, muscular, nervous, cardiovascular and digestive systems. A laboratory experience is included. (Y)
Credits: 3
EDHS 354 - Neuromuscular Bases of Human Behavior I Studies the science of human movement in the context of muscle actions and the application of forces through levers of the musculoskeletal system. Analyzes fundamental human movement patterns, such as gait. (Y)
Prerequisites & Notes Prerequisite: EDHS 353.
Credits: 3
EDHS 355 - Introduction to Sport and Exercise Psychology Study of various aspects of sport and exercise psychology, including stress, anxiety, motivation, personality, and self-perceptions and influences as they relate to physical activity and participation. (S)
Credits: 3
EDHS 356 - Elementary Physical Education Pedagogy Study of elementary curriculum and instructional design in physical education. Examines the principles of planning (i.e., SOLs), implementing, and evaluating sound elementary physical education programs. (Y)
Credits: 2
EDHS 357 - Teaching Elementary Physical Education Provides pedagogical skills for teaching elementary physical education. Instructional strategies consistent with the instructional designs emphasized in EDHS 356 are examined and practiced. (Y)
Credits: 1
EDHS 358 - Teaching Secondary Physical Education Provides pedagogical skills for teaching secondary physical education. Examines and practices instructional strategies consistent with the designs emphasized in EDHS 359. (Y)
Credits: 1
EDHS 359 - Secondary Physical Education Pedagogy Study of secondary curriculum and instruction in physical education. Examines the principles of planning (i.e., SOLs, safety, legal issues, substance abuse, and child abuse), implementing, and evaluating a sound secondary physical education curriculum. (Y)
Credits: 2
EDHS 377 - Teaching Assistant Program in Adapted Physical Education Should be taken in conjunction with EDHS 545-Adapted Physical Education. Prospective teachers work with a variety of students with disabilities in a physical education setting. Students are assigned to, and supervised by, an adapted physical educator in one of the local schools. (Y)
Prerequisites & Notes Corequisite: EDHS 545.
Credits: 1
EDHS 441 - Exercise Physiology A study of the physiological adaptations to exercise. Emphasis is placed on energy metabolism, physiological responses to exercise and exercise training techniques. (Y)
Prerequisites & Notes Prerequisite: BIOL 101-102 or 201-202, or 206 or equivalent.
Credits: 3
EDHS 445 - Motor Development Describes and analyzes normal motor development across the lifespan, from pre-natal development through older adulthood. Emphasizes identifying and classifying motor behaviors across the lifespan, as well as understanding the interaction of environmental and biological factors that affect acquisition of these movement behaviors. Laboratory experiences are included. (SI)
Credits: 3
EDHS 446 - Practicum in Health or Physical Education Section 1: Health Education Section 2: Physical Education Section 3: Sports Medicine (S)
Prerequisites & Notes Prerequisite: Consent of advisor and completed “contract”.
Credits: 1 to 6
EDHS 450 - Contemporary Health Issues Analyzes current health problems and interests relative to various stages of the life cycle. Major discussions deal with human sexuality, modification of disease risks, emergency health care, drug use/abuse, mood alteration, death, and dying. Emphasizes the physiological, psychological, sociological, and ethical factors involved in individual health-related decision making. Taught at the graduate level as EDHS 550; credit may not be earned for both EDHS 450 and 550. (S)
Credits: 3
EDHS 451 - Emergency Medical Care Examines current approaches to the management of accidental and medical emergencies. Investigates appropriate procedures for reducing the severity of injury as well as possible preventive actions. Considers cardiopulmonary difficulty, temperature-related injuries, poisoning, hemorrhaging, diabetes, coronary artery disease, cardiac arrest, emergency childbirth, epilepsy, fractures, and major forms of shock. Develops an understanding of community organizations specializing in providing emergency medical treatment. Investigates the components of a comprehensive emergency medical care system. Successful completion of appropriate examinations will result in CPR certification. Taught at the undergraduate level as EDHS 451; credit may not be earned for both EDHS 451 and 552. (S)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 4
EDHS 453 - Nutrition Studies the basic principles of nutrition, including psychosocial-cultural considerations in dietary intake. Focuses on nutrient sources and actions, digestion, special population needs, weight control, food faddism, international problems, nutrition education, and nutrition-related disorders. Taught at the graduate level as EDHS 553; credit may not be earned for both EDHS 453 and 553. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDHS 457 - The Art and Science of Sports Medicine A week-long conference that begins with lectures, visitations, and observations of surgery and prosected cadaver joints. Continues with presentations by nationally known physicians, athletic trainers, and physical therapists, and concludes with a written examination and submission of a literature review paper on a selected topic in sports medicine. Taught at the graduate level as EDHS 557; credit may not be earned for both EDHS 457 and 557. (SS)
Credits: 3
EDHS 458 - Sport Psychology Conference Analysis of psychological variables related to motor skill and athletic performance. Includes motivation, goal setting, mental rehearsal, coaching styles, personality variables in sport, youth sport, anxiety, and performance enhancement. Specific applications to teaching, counseling, and coaching are emphasized. A conference fee is required. Taught at the graduate level as EDHS 558; credit may not be earned for both EDHS 458 and 558. (SS)
Credits: 3
EDHS 481 - Problems of Personal Adjustment Examines social and emotional adjustment within the context of normal development. Encompasses problems associated with the developmental process. (S)
Credits: 3
EDHS 493 - Independent Study (SI)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 1 to 6
EDHS 497 - Directed Research (SI)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 1 to 6
EDHS 501 - Phonetics Studies the structure and functioning of speech sound production. Teaches the basic skills of phonetic transcription using the International Phonetic Alphabet, and introduces basic theoretical issues in the study of phonology. (Y)
Credits: 2
EDHS 502 - Introduction to Speech and Hearing Science Examines principal concepts and procedures for the study of physiologic, perceptual, and acoustic aspects of voice, speech, and hearing. (Y)
Prerequisites & Notes Prerequisite: EDHS 501 and 505.
Credits: 3
EDHS 504 - The Clinical Process Provides a structured transition from the first observations of speech, language, and hearing disorders to the initial clinical practicum. Uses video-taped and live observations covering evaluation and treatment of the basic disorder areas of language, phonology, articulation, voice, fluency, and hearing across the life span. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 2
EDHS 505 - Anatomy and Physiology of Speech and Hearing Mechanisms Examines the anatomical and physiological substrates of hearing, speech perception. Language comprehension, speech production, language production, and swallowing. (Y)
Credits: 3
EDHS 508 - Introduction to Audiology Introduces the profession of audiology. Examines common pathologies of the auditory system; the impact of hearing loss; conventional procedures used to assess hearing; and interpretation of audiological test findings. (Y)
Credits: 3
EDHS 510 - Professional Issues in Communication Disorders Lecture and discussion of professional preparation for service to persons with communication disorders. Introduces students to professional issues including clinical training requirements, academic requirements, certification, licensure, professional ethics, cultural and linguistic diversity, and legislative and judicial mandates. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 1
EDHS 515 - American Sign Language I A beginning course in American Sign Language (ASL), and an overview of using sign language with non-deaf special populations. (Y)
Prerequisites & Notes Prerequisite: Speech pathology and audiology students.
Credits: 4
EDHS 518 - American Sign Language II An intermediate course, assuming a beginning skill level in American Sign Language (ASL). (SI)
Prerequisites & Notes Prerequisite: EDHS 515 or instructor permission.
Credits: 4
EDHS 524 - Substance Abuse in Society Investigates substance abuse and use in contemporary society. Treats topics from a multi-disciplinary perspective, including biological, pharmacologic, cultural, social, psychological, political, economic, and legal aspects of substance abuse. Analyzes patterns of addiction, intervention, and rehabilitation with respect to alcoholism and other drugs. Examines assessments of the costs, options, and alternatives to addiction, along with educational efforts toward prevention. Class discussions are an integral part of this course. Credit may not be earned in both EDHS 224 and 524. (S)
Credits: 3
EDHS 533 - Communication Skills: Interpersonal Process Recall (IPR) Continuous and interrelated experiences provide an opportunity to learn more about communicating with other people. Focuses on effective communication skills and personal communication styles. Effective communication responses are practiced in class and through required laboratory experiences. (Y)
Credits: 3
EDHS 542 - Motor Learning Analyzes basic principles and concepts relating to the acquisition of motor skills. Discusses basic research on motor learning and performance, including the psychological and physiological principles related to movement behavior, with specific relevance to the rehabilitative and teaching process. (Y)
Prerequisites & Notes Prerequisite: Statistics or Tests and Measurements.
Credits: 3
EDHS 543 - Social Processes and Individual Differences in Sport and Exercise Psychology Focuses on the social and psychological factors related to participation in sport and exercise. Includes socialization into and through exercise and sport; observational learning of motor and psychological skills; feedback, reinforcement, and leadership behaviors; competition and competitive stress; and character development and self-perception in sport and exercise. (S)
Credits: 3
EDHS 544 - Athletic Injuries An advanced course in principles, procedures, and techniques in the prevention, treatment, and rehabilitation of athletic injuries for the athletic trainer, physical therapist, and physical education teacher. A one-credit laboratory experience is available in addition to the regular course. (Y)
Prerequisites & Notes Prerequisite: Anatomy, kinesiology, or instructor permission.
Credits: 3
EDHS 545 - Adapted Physical Education Examines the nature and causes of disabling conditions and the motor needs and tolerances associated with these conditions. Enhances experience and skill in planning, assessing, prescribing, teaching, and evaluating instruction for children with disabilities in mainstream physical education settings. (Y)
Credits: 3
EDHS 546 - Assessment in Physical Education Introduces assessment strategies and techniques in physical activity settings (i.e., motor skills and fitness self-assessments). Although the focus is on general concepts and techniques of assessment in physical activity settings, the course also addresses strategies for the selection and administration of assessment tests. (Y)
Credits: 3
EDHS 547 - Motivational Processes in Sport and Exercise Psychology Focuses on factors related to motivation in sport and exercise settings. Antecedents and consequences of motivated behavior are examined from theoretical, research, and application perspectives. Emphasizes participatory motivation in sport; intrinsic/extrinsic motivational orientations (cognitive evaluation and competence motivation); achievement goals; causal attributions and effective responses; and exercise motivation and behavior. (Y)
Credits: 3
EDHS 548 - Qualitative Analysis of Motor Patterns Experienced teachers analyze and enhance their qualitative assessment skills. The course identifies and works on approximately 10-15 qualitative skills chosen by the class. (SS)
Credits: 3
EDHS 549 - Sport Psychology Interventions Focuses on psychological skills and methods in sport and exercise settings. (E)
Credits: 3
EDHS 550 - Contemporary Health Issues Analyzes current health problems and interests relative to various stages of the life cycle. Major discussions deal with human sexuality, modification of disease risks, emergency health care, drug use/abuse, mood alteration, death, and dying. Emphasizes the physiological, psychological, sociological, and ethical factors involved in individual health-related decision making. Taught at the undergraduate level as EDHS 450; credit may not be earned for both EDHS 450 and 550. (Y)
Prerequisites & Notes Prerequisite: graduate student status.
Credits: 3
EDHS 551 - Teaching School Health Education Introduction to current instructional approaches appropriate to a comprehensive K-12 health education curriculum. Designed for elementary and secondary school health instructors; the course stresses specific roles for schools in preventing health problems and promoting high-level wellness among students and the community through well-planned health instruction. Emphasizes organization for planning, implementation techniques, SOLs, instructional strategies, and the evaluation of instruction. (E)
Credits: 3
EDHS 552 - Emergency Medical Care Examines current approaches to the management of accidental and medical emergencies. Investigates appropriate procedures for reducing the severity of injury as well as possible preventive actions. Considers cardiopulmonary difficulty, temperature-related injuries, poisoning, hemorrhaging, diabetes, coronary artery disease, cardiac arrest, emergency childbirth, epilepsy, fractures, and major forms of shock. Develops an understanding of community organizations specializing in providing emergency medical treatment. Investigates the components of a comprehensive emergency medical care system. Successful completion of appropriate examinations will result in CPR certification. Taught at the undergraduate level as EDHS 451; credit may not be earned for both EDHS 451 and 552. (S)
Prerequisites & Notes Prerequisite: graduate student status and instructor permission.
Credits: 4
EDHS 553 - Nutrition Studies the basic principles of nutrition, including psychosocial-cultural considerations in dietary intake. Focuses on nutrient sources and actions, digestion, special population needs, weight control, food faddism, international problems, nutrition education, and nutrition-related disorders. Taught at the undergraduate level as EDHS 453; credit may not be earned for both EDHS 453 and 553. (Y)
Prerequisites & Notes Prerequisite: graduate student status and instructor permission.
Credits: 3
EDHS 554 - Modalities in Athletic Training Study of the theoretical foundations and principles of the therapeutic modalities used in the physical medicine environment. Includes theory and clinical techniques used to enhance the treatment and rehabilitation of athletic injuries. (SS)
Prerequisites & Notes Prerequisite: EDHS 544 or instructor permission.
Credits: 3
EDHS 557 - Sports Medicine Conference A week-long conference that begins with lectures, visitations, and observations of surgery and prosected cadaver joints. Continues with presentations by nationally known physicians, athletic trainers, and physical therapists, and concludes with a written examination and submission of a literature review paper on a selected topic in sports medicine. Taught at the undergraduate level as EDHS 457; credit may not be earned for both EDHS 457 and 557. (SS)
Prerequisites & Notes Prerequisite: graduate student status.
Credits: 3
EDHS 558 - Sports Psychology Conference Analysis of psychological variables related to motor skill and athletic performance. Includes motivation, goal setting, mental rehearsal, coaching styles, personality variables in sport, youth sport, anxiety, and performance enhancement. Specific applications to teaching, counseling, and coaching are emphasized. A conference fee is required. Taught at the undergraduate level as EDHS 458; credit may not be earned for both EDHS 458 and 558. (SS)
Prerequisites & Notes Prerequisite: graduate student status.
Credits: 3
EDHS 561 - Computer Applications in Physical Education Provides hands-on experience with specific programs designed to introduce students to using the microcomputer as an object of instruction, a medium of instruction, and a management tool. Develops computer skills that can be used immediately by physical education professionals to improve their efficiency. (Y)
Credits: 3
EDHS 563 - History, Principles, and Philosophy of Physical Education Analyzes the heritage of physical education in terms of historical and philosophical foundations, as well as the cultural significance of sport and physical activity. Examines specific issues and principles related to physical education, such as Title IX, advocacy, and block scheduling. (E)
Credits: 2
EDHS 589 - Selected Topics These are designed as pilot courses to meet new program requirements, and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. (S)
Credits: 1 to 6
Leadership, Foundations, and Policy
EDLF 315 - Introduction to Child Growth and Development A course with an applied focus featuring the affective, cognitive, and social development of children. The course integrates several major theoretical perspectives, and draws heavily upon empirical studies of children and adolescents. (S)
Credits: 3
EDLF 316 - Introduction to Educational Psychology Organized around two major concepts of learning: motivation and instruction. Teaches students to alter conditions of motivation and instruction in order to maximize the effectiveness of educational programs. Topics include motivation theory, learning theory, evaluation, self-management, and instructional strategies. (S)
Credits: 3
EDLF 345 - Teaching with Technology This course provides an introduction of effective, standards-based ways of integrating technology into classrooms, focusing on the core content areas. (S)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program.
Credits: 2
EDLF 489 - Workshop in Instructional Technology Topical workshops designed for K-12 teachers to gain experience in instructional technology applications for use in classrooms and schools. (IR)
Credits: 1 to 4
EDLF 501 - Learning and Development Surveys the principles of human growth, development, and learning that are central to the practice of teaching. Provides opportunities for professional application. (Y)
Prerequisites & Notes Prerequisite: Admission to the Teacher Education Program; corequisite: EDIS 388 or 488.
Credits: 3
EDLF 505 - Intermediate Teaching with Technology This course is a more rigorous, graduate version of the introductory course taught concurrently with the sections of EDLF 345. Students in the teacher education program who have advanced expertise with instructional technologies can apply to enroll in EDLF 505 in place of EDLF 345. (S)
Prerequisites & Notes Prerequisite: Admission to Teacher Education Program.
Credits: 3
EDLF 545 - Applied Teaching with Technology Semester-long internship with a teacher in a K-12 classroom in conjunction with accompanying coursework in EDLF 545. Provides an applied experience in developing a technology project in a classroom setting and addressing curricular standards through effective integration of educational technologies. (Y)
Prerequisites & Notes Prerequisite: EDLF 345/505 or permission of instructor.
Credits: 3
EDLF 546 - Software Applications in Education Provides experience in major generic utility software: data base management, data graphing tools, and graphic production. Students apply a wide variety of software to instructional and administrative problems. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDLF 555 - Multicultural Education Prepares students to deal with the increasingly multicultural educational milieu. Emphasizes the process of understanding one’s own bias and prejudices and how they effect the school and classroom learning environment. Included are readings, class discussions, field projects, journal writing, and other methods of directed self explorations. (Y)
Credits: 3
EDLF 561 - Production of Instructional Materials Provides teachers with the skills and competencies needed to design and produce appropriate instructional media. Key topics include media production planning; selecting appropriate media formats; illustrating concepts, processes, and techniques; lettering for captions and text; mounting and preserving materials; audio design; supporting print materials; and media format translation. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDLF 562 - Educational Video Production Introductory experience in producing educational video programs. Emphasizes the design and production of video materials in education and industry. Participants operate as production crews in studio simulations and as producers-directors of field projects. The competencies of program design, production, and utilization are emphasized. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDLF 563 - Advanced Video Technology Field experience in the design, production, and post-production phases of video programs. The participants function as production team members. Emphasizes producing programs that meet the research, instructional, and information dissemination needs of the Curry School. (SI)
Prerequisites & Notes Prerequisite: EDLF 562 or equivalent; video design/production experience.
Credits: 3 to 6
EDLF 564 - Instructional Photography Explores photography as a research technique and classroom activity. Emphasizes the basic competencies required to visualize images and execute the steps of exposing, processing, and printing them. Topics include basic darkroom equipment, chemistry, and processes; camera operation; film exposure and filtration; image control with the view camera; studio lighting; copy techniques; audio narration; and synchronization. Students need access to an adjustable camera and must provide their own film, paper, and other supplies. (Y)
Prerequisites & Notes Prerequisite: Instructor permission.
Credits: 3
EDLF 565 - Advanced Photography Initial lectures and demonstrations cover a selected range of necessary skills. This is followed by presentations and discussions on the application of photography to specific areas, such as instruction, research, and aesthetics. (Y)
Prerequisites & Notes Prerequisite: EDLF 564 or equivalent experience.
Credits: 3 to 6
EDLF 586 - Museums and Education Introduces the history and development of museums and their educational work in America. Themes include an overview of museum history; exemplary museum interpretation and educational programs; instructional designs for teaching with objects and collections; and strategies for working with school groups and other audiences. (Y)
Credits: 3
EDLF 589 - Selected Topics These are designed as pilot courses to meet new program requirements and changing needs in the field. Used also to offer experimental courses, and courses under development, these are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated. (S)
Credits: 1 to 6
EDLF 590 - Workshop Special topics offered as needed; generally an experimental or shortened course format. (IR)
Credits: 1 to 3
EDLF 591 - Internship/Practicum A special assignment, agreed to by the advisor, that provides a unique experience in an educational setting consistent with the students’ professional objectives and program focus. A written description of the experience must be agreed upon by the advisor and supervisor and filed in the Office of Student Affairs. (IR)
Credits: 1 to 6
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