BIOL240: Mammalian Anatomy and Physiology I (2 hours lecture, 2 hours lab)

Human anatomy and physiology for health education and physical education majors. Not for biology majors. Biology majors may only take this course as a free elective. 3 sh.

BIOL241: Mammalian Anatomy and Physiology II (2 hours lecture, 2 hours lab)

Human anatomy and physiology for health education and physical education majors. Not for biology majors. Biology majors may only take this course as a free elective. 3 sh.

Prerequisites: BIOL 240.

CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Previous course SPCM 101 effective through Spring 2012. 3 sh.

CURR505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

CURR516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR517: Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture)

This course presents the central issues in the inclusion of students with disabilities in United States middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR518: Technology Integration in the Classroom (1 hour lecture)

This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. Students also explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. It enables the students to drawn upon field-based experiences in READ 501 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals - as stated in institutional, state and national standards for technology in education. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR519: Assessment for Authentic Learning (3 hours lecture)

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Students consider assessment practices from the point of view of learners and how they experience learning opportunities. Teacher candidates also analyze assessment policies and practices, both local and national, in order to maximize both student and teacher performance. They draw on aspects of assessment policy and practice to evaluate their own understandings of assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (CURR 526, CURR 543). This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills developed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to observe in classrooms and to do individual, small group, and whole class teaching. Students investigate democratic classroom practice by focusing on curriculum development; creating a positive, well-structured climate for learning in their classrooms; learning and practicing techniques for effective classroom management; and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR527: Fieldwork (3 hours lecture)

Students spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR529: Student Teaching (6 hours lab)

Full time student teaching in the public schools of New Jersey for the duration of a semester is required of all students who complete the regular program of certification requirements. 6 hour lab requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (CURR 526, CURR 543). This course focuses on putting into practice all the knowledge and skills students have developed throughout their professional sequence in their full-time, supervised student teaching experience. A primary focus is on planning and implementing curriculum. In addition to curriculum planning and using appropriate instructional and assessment strategies, students learn about the impact of the school and classroom culture and climate on student learning and on relationships between and among students, teachers, and other professionals in school. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD509: Sociocultural Perspectives of Teaching (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD519: Assessment for Authentic Learning (3 hours lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

ELRS580: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

HLTH101: Personal Health Issues (3 hours lecture)

Personal Health Issues examines health through six interrelated dimensions: physical, emotional, intellectual, spiritual, interpersonal and social, and environmental. This course examines how health choices impact society and the health of a community. Additionally, health policies and societal health issues are examined for their impact on the individual. This course emphasizes contemporary health issues using the national initiative Health People 2010 as a framework. Assessing health status, increasing health competencies to enhance decision-making skills, eliciting health-promoting behaviors, and interpreting existing and proposed social actions that ultimately affect individual, family, community and environmental health are central focuses of this course. Meets Gen Ed 2002 - Interdisciplinary Core, Scientific Issues. 3 sh.

HLTH210: Consumer Health (3 hours lecture)

Interpretation of individual economic activity as it relates to health service and health products. Includes analysis of factors influencing consumer health attitudes and behavior. 3 sh.

HLTH213: Perspectives on Drugs (3 hours lecture)

Provides for the study of licit as well as illicit drug use in contemporary society from the perspective of selected biomedical and psychosocial disciplines. Examines the effects of drugs on the individual and society in the context of changing social conditions and technological developments. Analyzes complex nature of the drug problem and rehabilitative and preventive measures and tentative solutions to this important aspect of human existence. 3 sh.

HLTH220: Mental Health (3 hours lecture)

Provides for the study of human emotional adjustment throughout the life cycle from biomedical and psychosocial perspectives. The factors that foster the development of emotional and mental well-being and the forces that contribute to the breakdown of human adjustment capabilities are identified and analyzed in light of research and clinical literature. Special attention is given to the strategies for the prevention of mental disorders and promotion of mental health. 3 sh.

HLTH240: Foundations of Environmental Health (3 hours lecture)

Prepares student to make informed decisions concerning the avoidance or elimination of disease-causing environmental exposures by providing an understanding of the scientific principles by which these exposures are identified, measured, and judged as to their acceptability. 3 sh.

HLTH290: Human Sexuality (3 hours lecture)

Students will explore many interacting cultural, personal and health factors relating to human sexual development, attitudes, and behaviors. Historical, anthropological, biological/physiological, socio-cultural and psychological factors will be introduced to encourage a broad perspective. Discussion of differing philosophical, ethical and moral positions will also aid students in making a critical assessment of intimate human relationships and acquaint them with criteria and processes for understanding themselves as sexual beings. Meets Gen Ed 2002 - Social Science, Social Science. 3 sh.

HLTH307: The Study of Human Diseases (3 hours lecture)

Provides a comprehensive study of diseases, their etiology, pathophysiology, diagnosis, prognosis, and treatment. Includes a review of causation theories and incidence patterns and focuses on major degenerative, neoplastic, metabolic, immunologic, and infectious diseases. Attention is given to prevention and control measures with an emphasis on the role of selected health/medical resources in disease management. 3 sh.

Prerequisites: HLTH 105 or HPEM 150 or ATTR 201 and at least one 200-level course in HLTH, HPEM, or ATTR.

HLTH330: Foundations of Health Education (3 hours lecture)

Provides a comprehensive study of the scientific, social, behavioral, educational, and legal foundations of health education. Traces the evolution and interprets the impact of related professions on school, community, and allied health education. Meets the University Writing Requirement for majors in Health. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH411: School Health and Community Services (3 hours lecture)

Provides for an in-depth understanding of the school health program and community services. Includes study of school and health services, healthful school environment, and health education and community health services. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH460: Systems of Health Services Delivery (3 hours lecture)

The organization, administration and functions of health services in the United States and other major nations; the social and professional policies which determine their scope and nature. Principal methods currently employed in the U.S. for analysis and evaluation of health care systems. Offers opportunity to students to relate these general understandings to those segments of the health services system of particular professional interest to themselves. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH500: Health Aspects of Family Living (2 hours lecture)

The family in contemporary society and alternatives to the traditional family, including health aspects of reproduction, heredity, growth and development. 2 sh.

HLTH501: Public Health Seminar: Foundations, Ethics, and Cultural Competency (3 hours lecture)

In this course, to be taken in the first semester in the program, students learn about the role of the core areas of public health (epidemiology and biostatistics, health policy, environmental health, behavioral and social aspects of health) in public health practice. Students also learn about the basis of public health ethics by examining the history and codes of ethics for both community-based and research-based public health work. Finally, students explore issues of cultural competency by examining an array of cultures and beginning to develop the skills needed to develop culturally competent interventions. Students apply their knowledge, practice skills, enhance their understanding of culture and ethics, and improve their oral and written communication skills. 3 sh.

Prerequisites: Restricted to Public Health w/conc in Community Health Education (PUBC) MPH majors only.

HLTH502: Determinants of Environmental Health (3 hours lecture)

Advanced study of health and safety aspects of the environment: air, water, industrial pollution and the impact of expanding population on health problems. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Environmental Studies w/ conc: Environmental Science (ESES) MA majors only or departmental approval.

HLTH503: Research Methods in Health (3 hours lecture)

Theoretical and practical experiences in methods of inquiry, designing of research studies, utilization of various tools for gathering data, statistical analysis of data, and writing of research proposals. 3 sh.

Prerequisites: Restricted to Public Health w/conc in Community Health Education (PUBC) MPH, Health Education (HLPE) MA, and Nutrition and Food Science (NUFS) MA majors only.

HLTH504: Behavioral and Social Science in Health (3 hours lecture)

In this course, students develop knowledge and skills needed to understand community, individual, and organizational behaviors and change processes in cross-cultural settings as a foundation for planning culturally appropriate public health education programs. Students learn about social theories of health behaviors, and behavioral and social interventions that can promote healthy behaviors and therefore decrease morbidity and premature mortality; and develop skills for planning and evaluating health education and health promotion programs. Students apply knowledge, practice skills, enhance computer literacy, and improve oral and written communication skills. 3 sh.

Prerequisites: Restricted to Public Health w/conc in Community Health Education (PUBC) MPH majors only.

HLTH505: School Health Program Management (3 hours lecture)

Examines management theory and practices applicable to school health programs. Historical developments and philosophical issues are also reviewed. Includes management techniques, staffing patterns, accounting procedures and evaluation methods essential for the successful school health program. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH510: Health Education Workshop I

For teachers of health education; deeper understandings of subject matter, current methods and techniques for the classroom, and considerations for curriculum development. 1 - 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH511: Biomedical and Psychosocial Perspectives on Drugs (3 hours lecture)

Examines the complex biomedical and psychosocial dimensions of contemporary drug use, emphasizing consideration of a broad spectrum of physiological responses to and health consequences of involvement. Provides a comprehensive view of the historical and social aspects of drug use, and an analysis of selected major issues presented by our current problems with drugs. 3 sh.

Prerequisites: Restricted to Health Education, Counseling w/conc in Addictions Counseling and Public Health w/conc in Community Health Education majors only.

HLTH512: Alcohol Workshop (3 hours lecture)

A process-oriented experience planned to enrich and synthesize understanding of selected physiological, psychosocial, medical, legal, economic and safety factors associated with alcohol use and abuse. Attention is focused on education, prevention, treatment and rehabilitation techniques and the study of existing programs. 3 sh.

Prerequisites: A basic course in drug/alcohol problems or permission of instructor.

HLTH513: Drug Abuse Seminar (3 hours seminar)

Provides seminar setting for concentrated study of selected aspects of contemporary drug problems. Emphasizes major health issues emerging from recent biomedical and societal developments; includes consideration of rehabilitative and treatment approaches, utilizing pertinent sources of information and current research literature. 3 sh.

Prerequisites: A basic course in drug abuse problems or permission of instructor.

HLTH514: Sexually Transmitted Diseases (3 hours lecture)

In-depth study of determinants of sexually transmitted diseases, their impact on the individual and society, and the special medical, psychological, and social problems which they generate. 3 sh.

HLTH516: Selected Developments in Community Health (3 hours lecture)

Entails use of seminar approach for in-depth analysis of selected developments in community health. Topics will vary according to class interest and timeliness of issue, but might include, among others, radon, adolescent suicide, and control and prevention of AIDS. 3 sh.

HLTH520: Foundations and Methods in Health Education (3 hours lecture)

Study of the scientific historical foundations and the instructional methodologies in health education and health promotion with opportunity for practical application of various methodologies for the achievement of specific objectives. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH525: Grant Writing (3 lecture hours)

This course prepares students to develop proposals to secure grants from various types of funding agencies, including government, foundation, corporate and individual sources. Students develop skills to identify promising funding sources and write effective grant proposals that address important public health needs, are theoretically sound, empirically supported, feasible, and appropriate given the state of the science and practice. Students develop needs assessments that incorporate relevant data, program goals and objectives, clear program plans, evaluation plans, and budgets. By writing a grant proposal over the course of the semester and incorporating feedback, students develop strong grant writing skills through experiential learning. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH526: Curriculum Development in Health Education (3 hours lecture)

Explores educational theories and methodologies as they apply to Health Education. The main focus is on planning, design, implementation, and evaluation of health curricula for a variety of circumstances and groups with strong emphasis on the development of skills and techniques in these areas. Appropriate teaching methods, materials and evaluation procedures are considered. Students explore comprehensive curicula that are appropriate for diverse settings including schools, communities, workplaces and the health care system. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH528: Program Planning and Evaluation (3 hours lecture)

This course provides an overview of the principles and methods of program planning and evaluation for health education and health promotion activities. Students develop an understanding of theoretical and applied issues in planning, implementing and evaluating health programs. They critically examine ethical and political dimensions of program planning and evaluation and consider how these affect current practices and future directions. Course sessions and assignments are designed to engage students in developing applied skills in program planning and evaluation as well as critiquing programs and evaluations. It is recommended that students take a basic course in statistics before taking this course. 3 sh.

Prerequisites: Basic course in Statistics Recommended. Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH529: Applied Topics in Program Planning and Evaluation (3 hours lecture)

In this course, students apply the principles and methods of program planning and evaluation through a variety of hands-on learning activities. Drawing from the program planning and evaluation theories and principles learned in HLTH 528, students practice and refine skills in: setting program goals and objectives; designing surveys and other measurement instruments (both quantitative and qualitative); collecting, analyzing, and interpreting data; and using data to modify and improve health promotion programs. Students explore issues of program implementation and fidelity, working within local contexts and cultures, and program sustainability. 3 sh.

Prerequisites: HLTH 528.

HLTH530: Health Issues Seminar (3 hours seminar)

Provides seminar setting for concentrated study of selected major contemporary health issues. A minimum of five topical areas are presented for analysis and interpretation through extensive readings, pertinent written projects, and directed oral communication. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH531: Independent Study in Health

Under the direction of departmental faculty member. Semester hours determined by department chairperson following consultation with departmental research committee. 1 - 4 sh.

Prerequisites: Departmental approval.

HLTH532: Air Pollution (3 hours lecture)

A consideration of the diverse factors contributing to air pollution, the physiological responses of critical organs to air pollutants, public health and economic implication, air pollution control standards and legislation, and principles of monitoring devices. 3 sh.

HLTH533: Behavioral Aspects of Diet, Activity and Health (3 hours lecture)

The combination of poor diet and lack of physical activity has been identified as the second leading preventable cause of death in the United States, second only to tobacco. Therefore, understanding and positively changing these bahaviors is of paramount importance for the field of public health. This course examines the epidemiology of population-based dietary and physical activity behaviors, the social and behavioral contexts and meanings of diet and physical activity, their relationships to chronic diseases, and public health intervention approaches. Students use the principle of energy balance -the balance between energy intake (through food and drink) and energy expenditure (primarily through physical activity) - as a framework for studying and intervening in diet and activity behaviors. Students examine issues including overweight and obesity, poverty and food insufficiency, sedentary leisure habits, and the roles of individuals, government, and industry. Students critically analyze current initiatives in the United States and other industrialized nations. Emphasis is placed on theoretically sound intervention approaches and primary prevention through the cultivation of habits that promote health and prevent disease. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH535: History and Foundations of Health I (3 hours lecture)

Comprehensive historical study of our continual struggle against the forces of disease and infirmity. Includes health and medical practices of primitive peoples, ancient civilizations, the Middle Ages, and the Renaissance. 3 sh.

HLTH536: History and Foundations of Health II (3 hours lecture)

Comprehensive historical study of health and medical practices beginning with the seventeenth century and extending through the twentieth century. Major health science discoveries are identified and the development of school health education is considered. 3 sh.

HLTH540: Selected Topics in Mental Health (3 hours lecture)

Entails use of seminar approach for in-depth analysis of selected topics in mental health. Topics will vary according to class interest, but will include, among others, stress, labeling, racism, sexism, and ageism. 3 sh.

Prerequisites: A basic course in mental health. Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH544: Community Organization and Health Advocacy (3 hours lecture)

This course focuses on community-based health organizations (CBHOs) and their functions. Students examine the political and economic management of these organizations, and their role in and future potential for improving health outcomes. They examine the advocacy model of community health and develop strategies and skills necessary to become an effective health advocate. They explore community organizing techniques for health advocacy, with examples of how these techniques have been successfully applied to achieve gains in health policies and practices. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH545: Stress and Illness (3 hours lecture)

Provides for an in-depth study of the relationship between stress and illness. In the process of exploring this relationship, the major sources of stress are identified and their psychosocial determinants and their impact on health are analyzed and discussed. The mechanism of coping with stress and the strategies for reduction and prevention of stress are also studied and critically evaluated. 3 sh.

Prerequisites: HLTH 540.

HLTH550: Fundamentals of Geriatrics (3 hours lecture)

A study of the health and well-being, as well as the diseases, of the aged. Individual and community attitudes as they affect the health status of the gerian are examined. Contemporary topics such as changing physiology, mental health, sexuality, health maintenance, terminal care and death as they relate to the aged are also investigated. 3 sh.

HLTH551: Selected Topics in Gerontology (3 hours lecture)

Entails use of seminar approach for in-depth analysis of selected topics in gerontology. Topics will vary according to class interest, but will include, among others, ageism, health problems, loss and diminishment, homelessness and terminal old age. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH555: Health Disparities and Social Justice (3 hours lecture)

This course is intended for students interested in working with underserved populations in the United States and internationally. The course helps prepare students to become leaders in US and international health by developing their ability to research, analyze, and compare information from multiple sources, and guides them in their efforts to improve the health conditions of those overburdened by poverty, marginalization and social injustice. Students examine the ways in which multiple forms of discriminationas well as neighborhood and community factors and inequalities in socioeconomic status interact to influence health behaviors. They explore the impact of access to health care services on health outcomes. Instruction is case-based and focuses on a set of medical problems of relevance to people living at the margins of society. Students work individually and in teams to develop interventions and solutions to the problems addressed in class. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH560: Human Diseases (3 hours lecture)

Presents a contemporary view of the major infectious and chronic/degenerative diseases with an emphasis on the principles of causation, process, diagnosis, prevention, and management. Important past and present medical developments are discussed in the context of continuing change, methods and inferences of epidemiologic investigation are studied and the implications of ongoing research are considered. Concludes with an instructional component which addresses methodology and disease specific information resources. 3 sh.

Prerequisites: A basic course in biology. Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH565: Foundations of Epidemiology (3 hours lecture)

Provides an understanding of the epidemiologic method of identifying disease-causing agents. Emphasizes the generation of hypotheses based on descriptive epidemiologic data, the testing of hypotheses by analytical epidemiologic research design, the determination of causality and value of epidemiologic research in developing disease prevention programs. 3 sh.

Prerequisites: Restricted to Public Health w/conc in Community Health Education (PUBC) MPH, Health Education (HLPE) MA & CER and Nutrition and Food Science (NUFS) MS majors only.

HLTH570: Human Sexuality II (3 hours lecture)

This course is designed for students who seek knowledge of the ethical, moral, psychological and biological concepts in human sexuality. 3 sh.

Prerequisites: HLTH 290.

HLTH575: The Teaching of Human Sexuality (3 hours lecture)

Provides for the study of instructional methodologies and resource materials pertaining to human sexuality education. Emphasizes curriculum development, teaching plans, resource selection and the role of the teacher in school and community setting. 3 sh.

Prerequisites: HLTH 290. Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH576: Family Planning Education (3 hours lecture)

Provides students with an in-depth study of family planning education. Topics include history, methods of birth control, process of decision making, family planning services and methods and materials for family planning education. 3 sh.

Prerequisites: A basic course in human sexuality.

HLTH577: Selected Topics in Health (3 hours lecture)

Course provides students with the opportunity to expand their professional preparation and expertise about selected topics in health not covered in other graduate health courses. The selected topics will be based on significant, emerging health problems and issues and new scientific developments and discoveries. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Health Education (HLED) MA & CER, Public Health w/conc: Community Health Education (PUBC) MPH, and Human Sexuality Education (HSED) CER majors only or departmental approval.

HLTH580: Health Policy and Politics (3 hours lecture)

Provides for the study of politics of health care, health policy issues and the health care delivery system. Special emphasis is placed on health policy as it has evolved in response to sociopolitical and economic factors and expected future trends. 3 sh.

Prerequisites: Public Health w/conc: Community Health Education (PUBC) MPH majors only or departmental approval.

HLTH585: Organization and Administration of Health Care Facilities (3 hours lecture)

Analyzes organization and administration of health care facilities. Topics include nature of health care facilities, managerial processes, institutional staffing and productivity, social responsibilities, techniques of managerial innovation, funding sources and health facility legislation. Provides practical applications of relevant theory. 3 sh.

Prerequisites: Health Education (HLED) MA & CER and Public Health w/conc: Community Health Education (PUBC) MPH majors only or departmental approval.

HLTH586: Health Care Facilities and Services for the Aged (3 hours lecture)

An intensive study of the various health care facilities and services for the aged. Emphasizes the functions, administrative structure, and financing of these facilities, and explores accessibility, distribution of services, utilization patterns, financial assistance plans and health manpower. Trends in health care facilities and services for the aged are also discussed. 3 sh.

HLTH588: Planning and Evaluation of Health Programs (3 hours lecture)

Provides for the study of the processes and techniques of program planning, program implementation and program evaluation from a community health perspective, utilizing material from the related disciplines of epidemiology, sociology, psychology, anthropology, and social work. 3 sh.

HLTH592: Controversies in Sexuality Education (3 hours lecture)

This course investigates current controversies in the field of sexuality education and how they are played out at various levels including within the classroom. 3 sh.

Prerequisites: Restricted to MA in Health Education and Public Health w/conc in Community Health Education and Human Sexuality Education majors only.

HPEM355: Measurement and Evaluation in Health and Physical Education (3 hours lecture)

Tests and measurements specifically concerned with the areas of health and physical education. Tests and measurements as tools for better teaching as well as for research. 3 sh.

Prerequisites: MATH 103 or MATH 104 or MATH 106 or MATH 109.

PEMJ131: Fitness Activities

A comprehensive course to provide the student with knowledge needed for developmental programming of personalized fitness activities utilizing all modes of fitness training. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ135: Sports Module I: Football, Basketball, Team Handball

This course provides an overview of the theory, instruction and performance in the fundamentals of football, basketball and team handball. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ136: Sports Module II: Soccer, Speedball, Volleyball

This course provides an overview of the theory, instruction and performance in the fundamentals of soccer, speedball and volleyball. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ137: Sports Module III: Softball, Lacrosse, and Hockey

This course provides an overview of the theory, instruction and performance in the fundamentals of softball, lacrosse, and hockey. 2 sh.

Prerequisites: PEAF major or PEDU major or PHED major or TEPE major or TEHP major or departmental approval.

PEMJ138: Sports Module IV: Tennis, Badminton, and Fencing

This course provides an overview of the theory, instruction and performance in the fundamentals of tennis, badminton, and fencing. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ139: Sports Module V: Archery, Golf, and Track & Field

This course provides an overview of the theory, instruction and performance in the fundamentals of archery, golf, and track & field. 2 sh.

Prerequisites: PEAF major or PEDU major or PHED major or TEPE major or TEHP major or departmental approval.

PEMJ145: Dance in the Schools

This course provides an overview of the theory, instruction and performance in the fundamentals of folk, square, and social dance forms. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ235: Movement Experiences in the Elementary School

A comprehensive activity course designed to present theory and practical application of movement experiences and non- sport activities in physical education in the elementary school. 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval.

PEMJ248: Teaching Gymnastics in the Schools. Starting Summer 2012: Teaching Educational Gymnastics (1.0 to 2.0 credit lab)

Knowledge and understanding of the techniques of gymnastics in physical education programs within the school setting. Starting Summer 2012: This course provides knowledge and understanding of the techniques of educational gymnastics in a physical education program in a school setting. 1 - 2 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or departmental approval. Starting Summer 2012: Physical Education (PEDU/PHED) major.

PEMJ320: Physiology of Exercise (3 hours lecture)

The physiological effects of physical activity upon the human organism. The reaction of exercises of speed, strenght, and endurance upon the muscular and circulo-respiratory systems. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For ATTR majors only, BIOL 244 and BIOL 245.

PEMJ321: Kinesiology (3 hours lecture)

An overview of the integrated functioning of the skeletal, muscular, and nervous systmes and the biomechanical principles governing efficient movement, in order to effectively analyze the performance of motor skills. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For Athletic Training (ATTR) majors only, BIOL 244 and BIOL 245.

PEMJ324: Basic Motor Learning (3 hours lecture)

This course provides students with knowledge of the theoretical basis of human learning and performance in motor activity. 3 sh.

Prerequisites: BIOL 240 and BIOL 241. For Athletic Training (ATTR) majors only, BIOL 244 and BIOL 245.

PEMJ351: Adapted Physical Education (3 hours lecture)

This is a lecture and practicum course covering the introductory techniques for conducting a physical education program to meet the needs of the developmentally disabled. Each student is required to spend a minimum of 15 hours of laboratory experience in schools, agencies, and/or institutions. 3 sh.

Prerequisites: Physical Education w/conc: AdultFitnessProgram (PEAF) major or Physical Education (PEDU/PHED) major or Teaching (TEPE/TEHP) majors or Athletic Training (ATTR) majors or departmental approval.

PEMJ457: Teaching of Physical Education (2 hours lecture, 1 hour lab)

The Teaching of Physical Education is a comprehensive teacher preparation course that includes theory, pedagogy and laboratory course work in the teaching of physical education in elementary and secondary schools. Topics include physical education curriculum content, effective teaching strateties, styles of teaching, assessment of student learning, preparation of unit and lesson plans, classroom management techniques, and describing and analyzing student and teacher behaviors. In addition, there are several peer teaching opportunities and public school visitations that allow students experiences in planning and teaching with each other and K-12 students. 3 sh.

Prerequisites: PEMJ 235, acceptance to Teacher Education Program, and completion of two activity modules.

PEMJ502: Methods of Inquiry and Analysis (3 hours lecture)

An introduction to the theory and design of historical, descriptive and experimental methods of research in physical education, sport and exercise science. Descriptive and inferential statistics will be applied to various methods of inquiry, including qualitative and quantitative approaches to research. 3 sh.

PEMJ505: Research Design (3 hours seminar)

Provides for the examination of current research topics in physical education, sport, and exercise sciences. Each student will conduct an in-depth review and analysis of literature related to a specific research topic, and develop a formal research proposal. 3 sh.

Prerequisites: PEMJ 502.

PEMJ508: Management and Supervision in Sport and Fitness (3 hours lecture)

In this course, students engage in an in-depth analysis of a variety of approaches used in the management and supervision of athletic and fitness programs in both public and private sectors. They examine administrative/manager functions for facility manangement, budgeting, personnel evaluation, technology-based scheduling, and fundraising. 3 sh.

PEMJ510: Legal and Ethical Issues in Sport (3 hours lecture)

This course will examine current legal and ethical issues impacting the coach or athletic administrator. Concepts related to liability, risk management, gender equity, performance enhancing drugs, compliance to governing organizations, and code of conduct will be applied with an emphasis on amateur sport. 3 sh.

PEMJ514: Sport Marketing and Public Relations (3 hours lecture)

A course in the application of marketing principles and public relations strategies within the context of a sport setting. Analysis of consumer trends will be employed to enhance development, sales, and promotions of sports products. In addition, approaches to establishing and maintaining a positive public image will be examined, including communication through the media, partnerships with the local community and website construction. 3 sh.

PEMJ521: Technology Integration in Exercise Science and Physical Education (3 hours lecture)

This course provides the fundamentals of current technologies in the three following areas: (a) integrating technology in the classroom to introduce teachers to those aspects of educational technology that are designed to facilitate teaching and learninng; (b) integrating technology in the fitness lab to introduce teachers and fitness specialists to computer-based health-management systems that allow for exercise evaluation, nutrition evaluation and health-risk assessments; and (c) using technology to manage the professional office including document processing, spreadsheet applications, database management, graphic construction, and communications. 3 sh.

PEMJ531: Practicum in Adapted Physical Education

A class that provides students with the opportunity to work directly with people with disabilities in the school or agency setting. Class sessions will also be scheduled to discuss current issues in inclusive and adapted physical activity classrooms and to further elaborate on appropriate pedagogical techniques to be used within the classroom. 3 sh.

Prerequisites: PEMJ 351 or departmental approval.

PEMJ539: Advanced Exercise Physiology (3 hours lecture)

An advanced course in exercise physiology. Topics include muscular contraction; bioenergetics; energy expenditure; acid-base balance; gas exchange; and the cardiovascular, pulmonary, endocrine, and nervous system responses to acute exercise. 3 sh.

Prerequisites: An undergraduate course in Exercise Physiology.

PEMJ540: Applied Exercise Physiology (3 hours lecture)

An advanced course in applied exercise physiology. Topics include physiological adaptations to chronic exercise, dietary manipulation, pharmacological intervention, and environmental stressors; the underlying mechanisms affecting those physiological adaptations; and the effect of those adaptations on human physical performance. Body composition assessment and interventions to change body composition are also discussed. 3 sh.

Prerequisites: An undergraduate course in exercise physiology.

PEMJ541: Aerobic Exercise: Testing and Programming (3 hours lecture)

This course focuses on developing the skills necessary to conduct aerobic fitness testing and to prepare aerobic exercise prescriptions/programs. Topics include aerobic fitness testing protocols, assessment of various physiological variables during exercise testing, and aerobic exercise prescription/programs for healthy and special populations. 3 sh.

Prerequisites: An undergraduate course in exercise physiology.

PEMJ542: Applied Cardiac Rehabilitation (3 hours lecture)

The course is designed to provide the student with current information regarding the application of scientific and programming principles of cardiac rehabilitation in a variety of settings. Students are also given the opportunity to work with actual cardiac rehabilitation patients in an appropriate hospital setting. 3 sh.

Prerequisites: An undergraduate course in exercise physiology.

PEMJ543: Anaerobic Exercise: Testing and Programming (3 hours lecture)

The course is an advanced course in neuromuscular resistance training and conditioning and flexibility training. Topics include anaerobic and flexibility fitness testing protocols, and anaerobic and flexibility exercise prescriptions/programs for healthy and special populations. 3 sh.

Prerequisites: An undergraduate course in exercise physiology.

PEMJ544: Administration of Specialized Exercise Programs (3 hours lecture)

This course provides information concerning principles of administration, staffing, facilities, equipment, and finance to prepare the student to administer specialized exercise programs in a variety of settings. 3 sh.

PEMJ546: Principles of Sports Conditioning (3 hours lecture)

A course in scientific principles of sports conditioning. Training principles and exercise programming will be applied for developing strength, speed, power, agility, endurance, and flexibility. Additional topics include sports nutrition, ergogenic aids, body composition, environmental considerations, fitness testing, overtraining, and sports conditioning management. 3 sh.

PEMJ547: Advanced Coaching Techniques (3 hours lecture)

This course is designed to present practitioners with several advanced methods for improving sports and motor performance. Topics include principles of coaching, talent development, the organization of practice, effective instruction for skill acquisition, biomechanical principles of performance, and match analysis. The course provides students with the opportunity to use advanced technological methods as well as practical, hands-on aproaches that they can use in their professions. 3 sh.

PEMJ548: Practicum in Individualized Exercise Programs

This course provides the student the opportunity for practical experience in the application of individualized exercise prescriptions for asymptomatic and/or symptomatic individuals in a variety of nonschool settings. 3 - 6 sh.

Prerequisites: Completion of required courses within area of specialization in exercise sciences (12 s.h.) or permission of instructor.

PEMJ552: Seminar in Current Problems in Athletics (3 hours seminar)

The organization, planning and administration of intramural and interscholastic sports programs for men and women. Program development, scheduling, promotion and conduct of the program and personnel selection. Other persistent problems identified by the students will be discussed as will trends in such areas as sports media, coaching and officiating. 3 sh.

PEMJ554: Orientation to Sports Medicine (3 hours lecture)

An introductory course in the prevention and basic care of selected injuries and sudden illness in athletes. Students receive training and certification in sport safety including cardiopulmonary resuscitation, first aid, and use of an automated external defibrillation device. They also develop strategies for minimizing risk of athletes in a sport setting. 3 sh.

PEMJ556: Teaching for Skill Acquisition (3 hours lecture)

This is an advanced course examining the process of skill acquisition. It is aimed at practitioners (e.g. educators, coaches, therapists) who want to better understand how humans learn motor skills, and how to facilitate this process. Students explore theories of skill acquisition and examine research evidence of best practice for learners in varying periods of development. They integrate this knowledge with practical methods applicable to teaching and coaching settings. 3 sh.

Prerequisites: An undergraduate course in motor learning.

PEMJ557: Human Motor Development (3 hours lecture)

In this course, students learn about the lifespan changes in human motor skill that occur from the first movements of the fetus to the adaptive movements of the elderly. To focus on issues relevant to practitioners, special attention is given to the motor development of school-aged children, and students learn how teaching and coaching methods must be tailored to each developmental level. 3 sh.

PEMJ558: The Teaching of Physical Education (3 hours lecture)

The Teaching of Physical Education is a comprehensive methods course for graduate students who are applying for teacher certification in physical education. This capstone course is usually the last course that is taken as part of their physical education work program. It presents the theory and teaching of physical education in both elementary and secondary schools as these students enter into their field experiences. Topics include curriculum development, effective teaching strategies, styles of teaching preparation of a yearly curriculum calendar, unit and lesson plans, classroom management and discipline, and describing and analyzing student and teacher behaviors and teacher reflection. In addition, students will develop an action research project to further investigate an area of the teaching of Physical education in which they wish to improve. 3 sh.

Prerequisites: An undergraduate course in movement education for elementary schools; Acceptance to the Graduate School.

PEMJ559: Applied Sport Psychology (3 hours lecture)

This course provides an in-depth analysis of the theories and techniques of sport psychology. Student will learn how to apply these skills to the teaching and coaching situations in order to optimize the performance of students and athletes. 3 sh.

PEMJ560: Curriculum in Physical Education (3 hours lecture)

This course provides an analysis of current curricular models for physical education programs grades K-12. Strategies for curriculum change are also examined, and students have opportunities to apply theories of curriculum development to actual school settings. 3 sh.

PEMJ562: Concepts in Physical Activity (3 hours lecture)

This course provides and in-depth examination of strategies to promote adoption of a physically active lifestyle in and outside of a physical education classroom. Assessment of physical activity and application of age appropriate programming designed to maximize daily activity will be emphasized. 3 sh.

PEMJ565: Reflective Teaching in Physical Education (3 hours lecture)

The focus of this course is on reflective practice. In particular, specific strategies for reflection will be presented, and different ways of studying teaching behavior and teaching effectiveness will be explored. 3 sh.

PEMJ575: Philosophical and Sociological Foundations of Sport and Physical Education (3 hours lecture)

The historical development of modern physical education programs. The sociological factors affecting behavior in modern society applied to teaching and coaching situations. 3 sh.

PEMJ577: Supervision in Physical Education (3 hours lecture)

An analysis of theory and research related to supervision in facilitating effective teaching to provide pupils with appropriate learning experiences in Physical Education programs. 3 sh.

PEMJ580: Independent Study in Physical Education

An experience in the pursuit of study of topics which may be outside the scope of regular curricular offerings or may be an extension of a course or courses. May be repeated for a maximum of 3.0 credits. Completion and approval of independent study application form required prior to registration. 1 - 3 sh.

Prerequisites: Departmental approval.

PEMJ592: Selected Topics in Exercise Science and Physical Education (3 hours lecture)

In this course, students engage in an in-depth theoretical and practical study of a current aspect of exercise science, sport or physical education. Topics will be determined prior to the course offering and will be publicized. This course may be repeated once for a maximum of 6.0 credits as long as the topic is different. 3 sh.

PEMJ594: Internship in Sport and Exercise Science

A supervised field experience in the application of knowledge and skills related to an area of specialization in sport of exercise science. A formal written report of the completed internship outcomes is to be submitted to the faculty of the Department of Exercise Science and Physical Education. 3 sh.

Prerequisites: Completion of a minimum of 21 credits in the program, including PEMJ 502.

PEMJ598: Applied Project

Guidance in conducting an applied project in physical education, sport or exercise science. Each student is required to develop a tangible product such as position paper, journal article, action research investigation, instructional videotape/CD ROM, review of curriculum, policy manual, etc. A formal written report of the completed project is to be submitted to the faculty of the Department of Exercise Science and Physical Education. 3 sh.

Prerequisites: Completion of a minimum of 21 credits in the program, including PEMJ 502.

PSYC560: Advanced Educational Psychology (3 hours lecture)

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.