Health and Physical Education, Instructional Certification: Teacher Certification in Health and Physical Education (Preschool-Grade 12) - Graduate - 2012 University Catalog
You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.
Additional undergraduate coursework in the certification content area may be required to meet State and University certification standards.
Upon successful completion of the program the student will be recommended to the State of New Jersey for initial teacher certification (Certificate of Eligibility with Advanced Standing, or CEAS). The CEAS authorizes the holder to teach in New Jersey public schools and expedites the ability to become certified in most other states. The CEAS never expires.
In New Jersey, candidates who have completed an initial teaching certification program must successfully complete one year of teaching in order to be eligible to receive a permanent Standard Certificate.
HEALTH AND PHYSICAL EDUCATION
Complete 3 requirement(s):
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ADDITIONAL REQUIREMENTS FOR STATE CERT
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SPEECH
Complete the following 1 course: (May be completed by examination)
CMST 101 Fundamentals of Speech: Communication Requirement (3 hours lecture) 3 -
PHYSIOLOGY & HYGIENE
Pass the MSU Health Knowledge Test available through the COP or have UG equivalent course approved by advisor.
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EDUCATIONAL PSYCHOLOGY
Complete 1 course from:
ELRS 580 Learning Theories (3 hours lecture) 3 PSYC 560 Advanced Educational Psychology (3 hours lecture) 3
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TEACHING FIELD REQUIREMENTS
Complete the following 3 requirement(s) for 60 semester hours:
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HEALTH COURSES
Complete 4 requirement(s):
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Complete 4 courses for 12 semester hours:
HLTH 101 Personal Health Issues (3 hours lecture) 3 HLTH 213 Perspectives on Drugs (3 hours lecture) 3 HLTH 290 Human Sexuality (3 hours lecture) 3 HLTH 307 The Study of Human Diseases (3 hours lecture) 3 -
Complete 1 course for 3 semester hours from the following list.
HLTH 330 Foundations of Health Education (3 hours lecture) 3 HLTH 411 School Health and Community Services (3 hours lecture) 3 -
Complete 1 course for 3 semester hours from the following list.
HLTH 210 Consumer Health (3 hours lecture) 3 HLTH 220 Mental Health (3 hours lecture) 3 HLTH 240 Foundations of Environmental Health (3 hours lecture) 3 -
Complete 1 course for 3 semester hours: .
HLTH 460 Systems of Health Services Delivery (3 hours lecture) 3
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PHYSICAL EDUCATION COURSES
Complete 3 requirement(s):
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Complete 11 courses for 29 semester hours:
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Complete 1 course for 2 semester hours from the following list
PEMJ 138 Sports Module IV: Tennis, Badminton, and Fencing 2 PEMJ 139 Sports Module V: Archery, Golf, and Track & Field 2 -
Complete 1 course for 2 semester hours from the following list
PEMJ 135 Sports Module I: Football, Basketball, Team Handball 2 PEMJ 136 Sports Module II: Soccer, Speedball, Volleyball 2 PEMJ 137 Sports Module III: Softball, Lacrosse, and Hockey 2
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TEACHING METHODS
Complete 2 courses for 6 semester hours:
HLTH 520 Foundations and Methods in Health Education (3 hours lecture) 3 PEMJ 558 The Teaching of Physical Education (3 hours lecture) 3
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GRADUATE PROFESSIONAL SEQUENCE
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INTRODUCTORY SEQUENCE
Complete 2 requirement(s):
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Complete 1 course for 3 semester hours from the following list.
CURR 505 Teaching, Democracy, and Schooling (3 hours lecture) 3 EDFD 505 Teaching, Democracy, and Schooling (3 hours lecture) 3 -
Complete for 1 semester hours.
CURR 518 Technology Integration in the Classroom (1 hour lecture) 1
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DIVERSITY AND INSTRUCTIONAL SEQUENCE
Complete 5 requirement(s):
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Complete 1 course for 3 semester hours from the following list.
CURR 509 Sociocultural Perspectives on Teaching and Learning (3 hours lecture) 3 EDFD 509 Sociocultural Perspectives of Teaching (3 hours lecture) 3 -
Complete 1 course for 1 semester hours from the following list
CURR 516 Meeting the Needs of English Language Learners (1 hour lecture) 1 EDFD 516 Meeting the Needs of English Language Learners (1 hour lecture) 1 -
Complete 1 course for 1 semester hours:
CURR 517 Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture) 1 -
Complete 1 course for 3 semester hours: .
READ 501 Techniques of Reading Improvement in the Secondary School (3 hours lecture) 3 -
Complete 1 course for 3 semester hours from the following list.
CURR 519 Assessment for Authentic Learning (3 hours lecture) 3 EDFD 519 Assessment for Authentic Learning (3 hours lecture) 3
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PEDAGOGICAL SEQUENCE I
Complete 2 requirement(s):
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Complete 1 course for 3 semester hours:
CURR 526 Teaching for Learning I (3 hours lecture) 3 -
Complete 1 course for 3 semester hours:
CURR 527 Fieldwork (3 hours lecture) 3
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PEDAGOGICAL SEQUENCE II
Complete 2 requirement(s):
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Complete 1 course for 6 semester hours from the following list. (CURR 514 is for in-service teachers).
CURR 514 Inservice Supervised Graduate Student Teaching 4-8 CURR 529 Student Teaching (6 hours lab) 6 -
Complete 1 course for 3 semester hours:
CURR 543 Teaching for Learning II (3 hours lecture) 3
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Course Descriptions:
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.
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.
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.
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.
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.
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Additional Requirements for State Certification The following additional requirements must be met prior to student teaching. Upon admission to the program, the student's submitted transcripts are evaluated to determine if any of these requirements have been fulfilled by previous coursework. In such cases, the requirement(s) appears on the degree audit as being waived.
- SPCM 101 - Fundamentals of Speech or Speech Challenge Exam or Documented & approved experience
- Physiology & Hygiene - free test at county office of education or BIOL/HLTH course
- Educational Psychology - ELRS 580 Learning: Process & Measurement or PSYC 560 Advanced Educational
- Psychology or equivalent undergraduate course work
Note: Certification requirements are subject to change.