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Section VII: Courses of Instruction
Education
EDUC 150. Seminar in Education (1)
Introduces the prospective teacher to the study of education. Focuses on the self as learner, the nature of education, and the practical issues in the work of teaching. Based on readings and field experiences the student will develop a philosophical, historical, and practical understanding of learning and teaching. Also introduces the student to the characteristics of the teacher education program's philosophy and theme: Teacher as Reflective Problem Solver. Prerequisite to all education courses.
EDUC 200. Foundations of American Education (3)
An examination of the relationship between the school as a social institution and the larger society. This is accomplished through a variety of ways, but mainly through a combination of philosophical, historical, and problem-oriented inquiry into that relationship. The assumption is that a teacher who has developed an understanding of the vital relationships between school and society is in a position to see his or her professional roles beyond the narrow confines of the classroom, and, out of such a perspective, will emerge a more sensitive and effective teacher. Prerequisite: EDUC 150 or department chair approval.
EDUC 204. History and Philosophy of the Middle School (3)
A historical and philosophical analysis of American educational thought and practice relevant to the development of the middle school. The themes of the course will center on the historical development of an educational structure and curriculum having as its focus the psychological, educational, and social needs of the emerging adolescent. The course will also examine the philosophical foundation of the middle school.
EDUC 209. Technology for Teaching I (3)
An introductory course on the use of computer-based technology for teaching in grades K-12. Projects will be designed for teacher education students to fulfill the required computer competence component of the teacher education program.
EDUC 300. Human Growth and Development (3)
A course required of nursing students exploring the physical, social, and cognitive variables which affect the quality of professional interaction with the developing person.
EDUC 304. Psychology of the Middle School Child (3)
Designed to acquaint the in-service and pre-service teacher with the unique physiological, cognitive, and psychological nature of the middle school child. Using this information base, implications for appropriate teacher behavior, consistent with relevant learning and motivational theory, are examined. Permission of instructor.
EDUC 305. Audiovisual Technology (3)
A foundation course designed to acquaint the student with the use of audiovisual technology for instruction and communication. The course content will consist of: 1) the historical, philosophical, and psychological reasons for the use of audiovisual technology; 2) production and use of audiovisual technology; and 3) students will obtain experience operating various audiovisual and related computer hardware and software.
EDUC 306. K-6 Field Experience (2)
An independently arranged field experience in a K-6 classroom.
EDUC 307. 5-9 Field Experience (2)
An independently arranged field experience in a 5-9 classroom.
EDUC 308. 9-12 Field Experience (2)
An independently arranged field experience in a 9-12 classroom.
EDUC 310. Educational Sociology (3)
Designed to acquaint the student with education as a distinctly social phenomenon subject to objective scientific analysis. A sociological perspective on education requires that the student step back from that which he or she is examining, set aside his or her personal and cultural biases, and take a long, hard look at the phenomenon of education.
EDUC 314. Foundations of Early Education (3)
A course designed to acquaint students with historic background and modern-day trends relative to the aims and content of curriculum in early education.
EDUC 319. Middle School Curriculum (3)
A course designed to acquaint the student with the relationship between the unique needs of the transescent child and the schooling process. Included are such variables as the nature of knowledge, of the learner, and of the schooling process. Other variables included are related to content learning. Prerequisite: Admission to teacher education program.
EDUC 320. The Social and Psychological Conditions of Learning (5)
A reflective exploration of the knower (the learner), knowing (learning), the known (knowledge), and the contexts in which knowledge is constructed through teaching/learning. Includes a field component in a public school classroom. Prerequisites: EDUC 150 and EDUC 200.
EDUC 334. Instructional Strategies in Early Education (3)
A course designed to provide students with instructional strategies and materials appropriate to instruction in a variety of early education environments.
EDUC 336. Clinical Experiences in Early Education (3)
Clinical experiences necessary to the practical application of those approaches unique to early education. Prerequisites: FACS 304, EDUC 314, EDUC 334 or permission.
EDUC 351. Integrated Pedagogy I (9)
Integrated Pedagogy I is the first semester of a two semester course/experience designed to promote the development of teachers who have a philosophical and principled understanding and commitment to an integrated curriculum and the practical strategies to implement such an educational program for children. This course experience occurs in the context of Shepherd University's teacher education program which is founded on the philosophy and theme Teacher as Reflective Problem Solver. Integrated Pedagogy I has both a classroom and field component. Prerequisite: Admission to teacher education program.
EDUC 352. Integrated Pedagogy II (9)
Integrated Pedagogy II is the second semester of a two-semester sequence designed to promote the development of teachers who have a philosophical and principled understanding and commitment to an integrated curriculum and the practical strategies to implement such an educational program for children. This course experience occurs in the context of Shepherd University's teacher education program which is founded on the philosophy and theme Teacher as Reflective Problem Solver. Integrated Pedagogy II has both a classroom and field component. Prerequisite: EDUC 351.
EDUC 360. Survey of Exceptional Children (3)
A course to familiarize the student with the nature, etiology, specific characteristics, and needs of the exceptional child. The course is designed to meet basic certification requirements in those states that require a minimum of three hours of course work in special education in order to be certified. It is equally relevant to early education, elementary education, secondary education, therapeutic recreation, psychology, and nursing.
EDUC 370. Creating Learning Environments (4)
This is a secondary methods course designed to implement educational theory into practice. The purpose is to provide knowledge and appreciation of variables affecting positive and negative learning environments, including but not limited to the following: goals and stated expectations, decisions regarding appropriate content, planning methods, understanding of developmental characteristics of students, consideration of learning styles and various ability levels, controls of classroom climate, selection of teaching strategies, selection and creation of instructional resources, adaptation to changes in the school programs and school personnel, collaboration with colleagues, programming for exceptional children, multicultural education and issues of equity, and meaningfulness in assessment. Includes a field component. Prerequisite: Admission to teacher education program.
EDUC 390. Experiential Learning (1-6)
The student is involved with various service learning activities. Related to the student's professional development, this experience can include peer tutoring, volunteerism, laboratory assistant, independent research, and community program. Proposal must be approved by specialization coordinator. Course is offered on a pass/fail basis. Offered every term. Minimum 50 hours of contact for each credit is required. Student can take 1 to 3 credit hours per semester not to exceed 6 credits total.
EDUC 392. Cooperative Education (1-9)
Cooperative education allows students to acquire practical experience in education settings beyond the boundaries of the campus. May be repeated for credit, but not in same semester. Offered every semester. Prerequisite: Minimum 2.3 overall GPA, 2.5 in major, approval of Department of Education, and placement by Cooperative Education Office.
EDUC 400. Student Teaching Seminar (3)
A weekly seminar taken concurrently with student teaching. Promotes the reflective analysis of the practice of teaching in grades K-6, 5-9, K-12, 5-12, 9-12.
EDUC 407. General Methods: Middle School (3)
Taken concurrently with Student Teaching as part of the professional block. It is taught intensively during the first 11 to 12 days of each semester and continues through weekly seminars that are part of the Student Teaching experience. Prerequisite: Fulfillment of all requirements for student teaching.
EDUC 418. A Comparative History of Childhood and Adolescence Since 1500 (3)
The course will provide an intellectual appreciation of the evolvement of concepts of childhood and adolescence in a historical context and serve to help students understand children and adolescents in contemporary American society.
EDUC 420. Special Methods of Teaching Mathematics (3)
A special methods course for secondary education majors in mathematics. An in-depth study of special methods, curriculum, problems, and techniques involved in mathematics instruction. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 421. Special Methods of Teaching English (3)
Current approaches in the teaching of English in the secondary school. Topics include basic teaching procedures and approaches in composition, literature, and grammar; the secondary reading program; critical examination of recent texts; educational media in the field of language arts instruction; materials of instruction. This course is not taught every semester. Students should check in advance with department chair. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 422. Special Methods of Teaching Social Studies (3)
Designed to acquaint the student with the philosophy, aims, and methods of teaching social studies in the secondary school. This course is not taught every semester. Students should check in advance with department chair. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 423. Special Methods of Teaching Science (3)
Reflective problem solving in science and science teaching is the major thrust of this course. The student is introduced to or reacquainted with the goals and objectives of modern science education, including scientific literacy for all students. The constructivist approach to learn science is emphasized as students investigate, consider, select, develop, employ, and evaluate a variety of instructional methods, resources, and assessment techniques. Educational technologies currently impacting science teaching/learning are considered, as are the issues of safety and classroom and laboratory management. This course is not taught every semester. Students should check in advance with the natural sciences teaching specializations coordinator. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 426. Special Methods of Teaching Music (3)
A course designed to aid the participants in constructing a working philosophy of music in the schools in which all music activities and courses can be viewed in proper perspective. In addition, emphasis is placed on the refining of known skills as applicable to the means by which music objectives can be realized; developing and administering the band and choral programs along with instrumental and vocal techniques; conducting such specialized music courses as music theory, history, and introduction to music; and examining appropriate teaching materials. This course is not taught every semester. Students should check in advance with department chair. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 427. Special Methods for Teaching Art (3)
This course is designed to provide a synthesis of course work in art, education, and art education for advanced art education majors. Students will explore the nature of teaching visual art in contemporary K-12 grade classrooms including, for example, methods to teach art studio, art criticism, aesthetics, and art history; devices to evaluate student progress; inclusive instructional practices; and instruction in the use of technology. In addition, students will construct and critique a complete nine-month art curriculum useful for teaching in a West Virginia or nearby local public school system. This course is not taught every semester. Students should check in advance with department chair. Prerequisites: ART 104, ART 170, ARED 345, ARED 365, ART 403, and admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 428. Special Methods of Teaching Family and Consumer Sciences (4)
Current approaches to solving problems directly related to teaching: writing a philosophy, determining objectives, planning teaching strategies, and evaluating learning. This course is not taught every semester. Students should check in advance with department chair. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 429. Adult Education Models and Practices (2)
A study of the philosophy, promotion, organization, and strategies of working with out-of-school groups. Each student will participate in teaching an adult group. This course is not taught every semester. Students should check in advance with department chair.
EDUC 431. Special Methods of Teaching Physical Education in the Elementary and Secondary Schools (3)
Designed to enable the student to apply the fundamental principles of learning and teaching in the area of physical education at the elementary and secondary levels. A field experience in an area public school is required. This course is offered every fall and must be taken prior to student teaching. Prerequisites: Minimum of 20 hours credit from courses required in teaching field. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 432. Special Methods of Teaching Health Education in the Elementary and Secondary Schools (3)
Designed to develop effective and current instructional strategies for elementary and secondary health education teachers. This course must be taken prior to student teaching. Prerequisites: Minimum of 20 hours credit from courses required in teaching field, HLTH 103, HLTH 360, HLTH 370. Prerequisite: Admission to Teacher Education Program. Corequisite: EDUC 370 or 435.
EDUC 435. Special Methods Practicum (2)
This is a field experience course for all students seeking certification in a secondary teacher education program. A weekly University seminar accompanies the field work. Students will arrange their field work schedules so that they may meet their individual professional development needs. A minimum of 30 hours in a public school is required. Seminar content and field tasks are coordinated with special methods course instructors. This course must be taken concurrently with a special methods course. Prerequisites: Admission to teacher education program and EDUC 319 or EDUC 370.
EDUC 442. Reading and Language Arts (3)
Methods, materials, and techniques for teaching reading and language arts in the classroom.
EDUC 443. Reading in Content Areas (3)
A course concentrating on reading instruction in the content areas of the curriculum. Attention is given to the identification of the special reading abilities required in subject matter areas. Prerequisite: Permission of instructor.
EDUC 450. Student Teaching, Elementary School Grades K-6 (9)
Provides an in-depth clinical experience in the public school, at the appropriate grade level, under the supervision of experienced personnel. Prerequisite: Fulfillment of all requirements for student teaching.
EDUC 453. Student Teaching, Grades 5-9 (9)
Provides an in-depth clinical experience in the public school, at the appropriate grade level, under the supervision of experienced personnel. The extended immersion in the program of the middle school provides the student opportunities to test knowledge of the subject areas chosen and to gain competence in the teaching skills. Prerequisite: Fulfillment of West Virginia requirements for a teaching license.
EDUC 455. Student Teaching, Grades K-12 (9)
Limited to those students in the K-12 programs of physical education, art, and music. Gives insight, through study and observation, and provides skill through planning and teaching to enable the graduates to handle successfully all types of teaching situations in secondary, middle, and elementary schools. Prerequisite: Fulfillment of West Virginia requirements for a teaching license.
EDUC 456. Student Teaching, Grades 5-12 (9)
Gives insight, through study and observation, and provides skill through planning and teaching to enable the graduates to handle successfully all types of teaching situations in middle and secondary schools. Prerequisite: Fulfillment of West Virginia requirements for a teaching license.
EDUC 457. Student Teaching, Grades 9-12 (9)
Gives insight, through study and observation, and provides skill through planning and teaching to enable the graduates to handle successfully all types of teaching situations in secondary schools. Prerequisite: Fulfillment of West Virginia requirements for a teaching license.
EDUC 460. Senior Capstone Seminar (3)
Reflectively reviews the professional education experience through readings, study, and the development of a senior project in collaboration with one or more of the following: advisor, seminar instructor, other faculty, classroom teacher, or other appropriately designated person(s). Taken during the final semester after student teaching. Prerequisites: EDUC 400 and EDUC 450.
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