Course Descriptions

Courses offered for undergraduate credit in the Curry School of Education are described below. Additional graduate courses are required for the completion of the M.T. degree. For descriptions of courses that may be used to satisfy the general education requirements for the B.A. or B.S. in Education, see chapter 6 of this Record. Course prerequisites consist of the stated courses or their equivalent, as determined by program area faculty. Courses offered in the Curry School of Education are listed by departments within the school.

The Curry School of Education is organized into three academic departments. For further information, contact the Office of Admissions and Student Affairs (924-3334) of the Curry School of Education.

Department of Curriculum, Instruction and Special Education

BACK TO TOP

EDIS 201 - (3) (Y-SS)
Teaching as a Profession
Prerequisite: Approval of Permission to Enroll Application; corequisite: EDIS 288.
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.

EDIS 202 - (3) (Y)
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.

EDIS 287 - (3) (SS)
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.

EDIS 288 - (1) (Y-SS)
Field Experience
Prerequisite: Approval of Permission to Enroll Application; corequisite: EDIS 201.
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.

EDIS 289 - (3) (S)
Strategies for Academic Achievement
Prerequisite: Instructor permission.
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.

EDIS 302 - (3) (Y)
The Exceptional Learner
Prerequisite: Instructor permission.
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.

EDIS 388 - (1-2) (Y)
Laboratory/Field Experience
Prerequisite: Admission to Teacher Education Program.
Field-based practice experiences tutoring children.

EDIS 389 - (1) (Y)
Selected Topics
Prerequisite: Admission to Teacher Education Program.
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.

EDIS 488 - (1-2) (S)
Field Experience
Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 501 or 502, 503, or 508.
Extensive experiences in practice teaching using various models of instruction.

EDIS 493 - (1-6) (S)
Directed Study
Prerequisite: Instructor permission.

EDIS 500 - (3) (Y)
The Exceptional Learner
Prerequisite: Instructor permission.
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. Credit may not be earned for both EDIS 302 and 500.

EDIS 501 - (2) (Y)
Curriculum and Instruction for Elementary and Special Education
Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 488.
Study of curriculum and instructional design and instructional strategies consistent with those designs.

EDIS 502 - (2) (Y)
Instruction and Assessment
Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 488.
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.

EDIS 503 - (3) (Y)
Classroom Management and Conflict Resolution
Prerequisite: Admission to Teacher Education Program; corequisite: EDIS 502
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.

EDIS 503A – (3) (Y)
Assessment and Programming for Infants: Birth to Age Three
Co-Requisite: EDIS 388
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 this course: a) service deliver 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.

EDIS 503B – (3) (Y)
Assessment and Instructional Programming for Young Children: Four to Age Eight
Co-Requisite: EDIS 388
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.

EDIS 504 - (3) (S)
Assessment Techniques for Exceptional Individuals
Prerequisite/corequisite: EDIS 510, 511, or 512.
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.

EDIS 508 - (2) (Y)
Teaching Exceptional Children
Prerequisite: EDIS 302 or 500 (510, 511, 512); corequisite: EDIS 514, 488.
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.

EDIS 510 - (2) (S-SS)
Characteristics of Students with Emotional Disturbances and Behavioral Disorders
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 knowledge of the origins and characteristics of the primary behavioral disorders, procedures for identification and assessment, and approaches of programming and instruction.

EDIS 511 - (2) (S-SS)
Characteristics of Learning Disabilities
Prerequisite/corequisite: EDIS 302 or 500.
Studies the meaning and concepts associated with the field of learning disabilities and the divergent characteristics of individuals with these disabilities. Topics include the nature, causes, assessment, and treatment of learning disabilities.

EDIS 512 - (2) (Y)
Characteristics of Mental Retardation
Prerequisite: EDIS 302 or 500.
This course is designed to explore the basic concepts and issues pertainto persons with significant limitations in intelligence and adapted behavior. While the course primarily explores the educational implications of having mental retardation, the ical, psychological, historical, medical, and sociological implications of this disability are also touched upon.

EDIS 513 - (2) (Y)
Characteristics of Severe Disabilities
Prerequisite: EDIS 302 or EDIS 500.
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.

EDIS 514 - (3) (Y)
Curriculum for Exceptional Children
Prerequisite: EDIS 302 (510, 511, or 512); corequisite: EDIS 508, 488.
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.

EDIS 515 - (3) (Y)
Collaborative Teamwork
Prerequisite/co-requisite: EDIS 302 or EDIS 500
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.

EDIS 517 – (3) (Y)
Social Issues: Schools, Classrooms, and Families
Social Issues: Schools, Classrooms, and Families 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.

EDIS 518 – (3) (Y)
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.

EDIS 521 - (3) (Y)
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.

EDIS 522 - (3) (Y-SS)
Reading Development for Special Populations
Reading Development for Special Education is designed for pre-service special education teachers and is the first course in the reading sequence for special education students. This course will address 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.

EDIS 523 (3) (Y)
Reading Diagnosis and Remediation for Special Education Teachers
Prerequisite: EDIS 522
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 with the course concurrently.

EDIS 524 – (3) (Y)
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.

EDIS 525 – (3) (Y)
Early Language and Literacy Development

EDIS 526 – (3) (Y)
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.

EDIS 527 – (3) (Y)
ECDR Teaching Methods in Math, Science, and Social Studies
Co-requisite: EDIS 488
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.

EDIS 530 - (6) (Y)
Language Skills Block
Prerequisite: Admission to the Teacher Elementary Education Program.
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.

EDIS 532 - (3) (SS-E)
Teaching Mathematics in the Elementary School
Prerequisite: Admission to Teacher Education Program.
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.

EDIS 533 - (3) (S)
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.

EDIS 534 - (3) (S)
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.

EDIS 540 - (3) (Y-SS)
Teaching English
Prerequisite: EDIS 541, 542, 543, and instructor permission.
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.

EDIS 541 - (3) (Y)
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.

EDIS 542 - (3) (Y)
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.

EDIS 543 - (3) (Y-SS)
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.

EDIS 545 - (3) (Y-SS)
Teaching Secondary School Mathematics
Prerequisite: Instructor permission.
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.

EDIS 547 – (3) (Y)
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.

EDIS 548 - (3) (Y)
Second Language Acquisition and Modern Language Teaching Methods: PreK-12
Prerequisite: Instructor permission.
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.

EDIS 549 - (2) (Y)
Planning Foreign Language Instruction
Prerequisite: EDIS 548 or instructor permission.
Considers specific objectives; setting long and short-term goals, planning and outcomes, assessment and testing, grading, record keeping, and communication with parents.

EDIS 550 - (3) (Y)
Teaching Secondary School Science
Prerequisite: Instructor permission.
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.

EDIS 560 - (3) (Y)
Teaching Secondary School Social Studies
Prerequisite: Instructor permission.
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.

EDIS 563 - (3) (IR)
Economics for Teachers
Examines essential concepts of micro- and macro-economics, emphasizing the incorporation of these concepts in elementary and secondary schools.

EDIS 564 - (3) (IR)
Physical Geography
Emphasizes the use of maps, map interpretation, and the study of climactic systems and physical forces on human activity.

EDIS 565 - (3) (IR)
Cultural Geography
Emphasizes concepts of cultural patterns and their influence on political and regional patterns of the world.

EDIS 573 - (3) (Y)
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.

EDIS 574 - (3) (Y)
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.

EDIS 587 - (3) (Y)
Seminar: Teaching Methods
Prerequisite: Admission to the Teacher Education Program.
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.

EDIS 588 - (6-12) (Y)
Teaching Associateship
Prerequisite: Admission to the Teacher Education Program and permission of both the advisor and the Director of Teacher Education.
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

EDIS 589 - (1-6) (S)
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.

EDIS 590 - (2-3) (SI)
Workshop
Special topics, offered as needed.

EDIS 591 - (1-6) (Y)
Internship
Prerequisite: Instructor permission.
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

Department of Human Services

BACK TO TOP

Courses listed in this section are from the programs of clinical psychology, counselor education, communication disorders (speech pathology and audiology), and health and physical education.

EDHS 224 - (3) (S)
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.

EDHS 225 - (2) (Y)
Sexuality for Today
Prerequisite: Instructor permission.
Academic content and leadership training primarily for individuals serving as peer counselors.

EDHS 289 - (1-3) (SI)
Selected Topics
Prerequisite: Instructor permission.
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.

EDHS 324 - (3) (Y)
Peer Health Education
Prerequisite: Instructor permission.
Academic content and training on various health topics for college students.

EDHS 341 - (1-4) (S- SS)
Basic Skills
Prerequisite: Physical education major or graduate student in any school.
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.)

EDHS 344 - (2) (Y)
Gymnastics, Rhythms, and Dance
Participation in, and understanding of, performance and teaching techniques for gymnastics, rhythms, outdoor education, games, cooperative activities, and dance.

EDHS 350 - (2-4) (O)
Team Sport Skills
Prerequisite: Physical education major.
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.

EDHS 351 - (2-4) (E)
Individual Sport Skills
Prerequisite: Physical education major.
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)

EDHS 353 - (3) (Y)
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.

EDHS 354 - (3) (Y)
Neuromuscular Bases of Human Behavior I
Prerequisite: EDHS 353.
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.

EDHS 355 - (3) (S)
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.

EDHS 356 - (2) (Y)
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.

EDHS 357 - (1) (Y)
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.

EDHS 358 - (1) (Y)
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.

EDHS 359 - (2) (Y)
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.

EDHS 377 - (1) (Y)
Teaching Assistant Program in Adapted Physical Education
Corequisite: EDHS 545.
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.

EDHS 441 - (3) (Y)
Exercise Physiology
Prerequisite: BIOL 101-102 or 201-202, or 206 or equivalent.
A study of the physiological adaptations to exercise. Emphasis is placed on energy metabolism, physiological responses to exercise and exercise training techniques.

EDHS 445 - (3) (SI)
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.

EDHS 446 - (1-6) (S)
Practicum in Health or Physical Education
Prerequisite: Consent of advisor and completed "contract".
Section 1: Health Education
Section 2: Physical Education
Section 3: Sports Medicine

EDHS 450 - (3) (S)
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.

EDHS 451 - (4) (S)
Emergency Medical Care
Prerequisite: Instructor permission.
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.

EDHS 453 - (3) (Y)
Nutrition
Prerequisite: Instructor permission.
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.

EDHS 457 - (3) (SS)
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.

EDHS 458 - (3) (SS)|
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.

EDHS 481 - (3) (S)
Problems of Personal Adjustment
Examines social and emotional adjustment within the context of normal development. Encompasses problems associated with the developmental process.

EDHS 493 - (1-6) (SI)
Independent Study
Prerequisite: Instructor permission.

EDHS 497 - (1-6) (SI)
Directed Research
Prerequisite: Instructor permission.

EDHS 501 - (2) (Y)
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.

EDHS 502 - (3) (Y)
Introduction to Speech and Hearing Science
Prerequisite: EDHS 501 and 505.
Examines principal concepts and procedures for the study of physiologic, perceptual, and acoustic aspects of voice, speech, and hearing.

EDHS 504 - (2) (Y)
The Clinical Process
Prerequisite: Instructor permission.
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.

EDHS 505 - (3) (Y)
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.

EDHS 508 - (3) (Y)
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.

EDHS 510 - (1) (Y)
Professional Issues in Communication Disorders
Prerequisite: Instructor permission.
Lecture and discussion of professional preparation for service to the communicatively 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.

EDHS 515 - (4) (Y)
American Sign Language I
Prerequisite: Speech pathology and audiology students.
A beginning course in American Sign Language (ASL), and an overview of using sign language with non-deaf special populations.

EDHS 524 - (3) (S)
Substance Abuse
Examines substance abuse and use in contemporary society. Topics are treated from a multi-disciplinary perspective and include 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. Taught at the undergraduate level as EDHS 224.

EDHS 533 - (3) (Y)
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.

EDHS 542 - (3) (Y)
Motor Learning
Prerequisite: Statistics or Tests and Measurements.
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. Requires extensive writing and a research project.

EDHS 543 - (3) (S)
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.

EDHS 544 - (3) (Y)
Athletic Injuries
Prerequisite: Anatomy, kinesiology, or instructor permission.
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.

EDHS 545 - (3) (Y)
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.

EDHS 546 - (3) (Y)
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.

EDHS 547 - (3) (Y)
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.

EDHS 548 - (3) (SS)
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.

EDHS 550 - (3) (Y)
Contemporary Health Issues
Prerequisite: graduate student status.
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.

EDHS 551 - (3) (E)
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.

EDHS 552 - (4) (S)
Emergency Medical Care
Prerequisite: graduate student status and instructor permission.
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.

EDHS 553 - (3) (Y)
Nutrition
Prerequisite: graduate student status and instructor permission.
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.

EDHS 554 - (3) (SS)
Modalities in Athletic Training
Prerequisite: EDHS 544 or instructor permission.
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.

EDHS 557 - (3) (SS)
Sports Medicine Conference
Prerequisite: graduate student status.
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.

EDHS 558 - (3) (SS)
Sports Psychology Conference
Prerequisite: graduate student status.
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.

EDHS 561 - (3) (Y)
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.

EDHS 563 - (2) (E)
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.

EDHS 589 - (1-6) (S)
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.

Department of Leadership, Foundations, and Policy

BACK TO TOP

EDLF 315 - (3) (S)
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.

EDLF 316 - (3) (S)
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.

EDLF 345 - (2) (S)
Teaching with Technology
Prerequisite: Admission to Teacher Education Program.
This course provides an introduction of effective, standards-based ways of integrating technology into classrooms, focusing on the core content areas.

EDLF 489 - (1-4) (IR)
Workshop in Instructional Technology
Topical workshops designed for K-12 teachers to gain experience in instructional technology applications for use in classrooms and schools.

EDLF 501 - (3) (Y)
Learning and Development
Prerequisite: Admission to the Teacher Education Program; corequisite: EDIS 388 or 488.
Surveys the principles of human growth, development, and learning that are central to the practice of teaching. Proides opportunities for professional application.

EDLF 505 - (3) (S)
Intermediate Teaching with Technology
Prerequisite: Admission to Teacher Education Program.
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.

EDLF 545 - (3) (Y)
Applied Teaching with Technology
Prerequisite: EDLF 345/505 or permission of instructor.
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.

EDLF 546 - (3) (Y)
Software Applications in Education
Prerequisite: Instructor permission.
Provides experience in major generic utility software: database management, data graphing tools, and graphic production. Students apply a wide variety of software to instructional and administrative problems.

EDLF 555 - (3) (Y)
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.

EDLF 561 - (3) (Y)
Production of Instructional Materials
Prerequisite: Instructor permission.
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.

EDLF 562 - (3) (Y)
Educational Video Production
Prerequisite: Instructor permission.
Provides 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.

EDLF 563 - (3-6) (SI)
Advanced Video Technology
Prerequisite: EDLF 562 or equivalent; video design/production experience.
Field experience in the design, production, and post-production phases of video programs. Participants function as production team members. Emphasizes producing programs that meet the research, instructional, and information dissemination needs of the Curry School of Education.

EDLF 564 - (3) (Y)
Instructional Photography
Prerequisite: Instructor permission.
Explores the use of 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.

EDLF 565 - (3-6) (Y)
Advanced Photography
Prerequisite: EDLF 564 or equivalent experience.
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.

EDLF 586 - (3) (Y)
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.

EDLF 589 - (1-6) (S)
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.

EDLF 590 - (1-3) (IR)
Workshop
Special topics offered as needed; generally an experimental or shortened course format.

EDLF 591 - (1-6) (IR)
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.