Course Descriptions

Prerequisite: ATR 2307 or concurrent enrollment Grade of B required for this course. A laboratory practicum emphasizing skill acquisition in the application of protective taping and wrapping techniques used in the athletic training setting. Includes a minimum of 40 hours of clinical observation and supervised skills practice in the athletic training setting.

Course is designed to provide the student with a foundation for effective communication within the health care environment. A systematic approach is used to instruct prefixes, suffixes and word roots of Greek and Latin origin with emphasis on definitions, pronunciation, spelling, and utilization of terminology in the context of health care. Medical abbreviations and human anatomy are also discussed.

This is the first of four courses, which study the responsibilities necessary for proper utilization of athletic training facilities, equipment, and supplies. First or second semester athletic training students are required to participate in on-campus and/or off-campus clinical observation activities for 40 observation hours during the semester. Students are also required to attend seminar lectures and meet at regularly scheduled times for lecture. This course must be satisfactorily completed before a student can continue into their second year of clinical studies.

Basic theory and practice in the prevention and care of athletic injuries. Course includes basic principles of injury management, fitting of protective equipment, and application of simple protective taping techniques.

Prerequisite: ATR-3308 or concurrent enrollment. A laboratory practicum emphasizing skill acquisition in athletic injury evaluation techniques used in the athletic training setting. Emphasis is placed on the upper extremity, thorax, cervical spine, head, and face. Requires a minimum of 80 supervised clinical hours in the athletic training setting. Clinical sites may on or off-campus. Students must provide their own transportation. Additional fees apply to this course.

Prerequisite: ATR- 3318 or concurrent enrollment. A laboratory practicum emphasizing skill acquisition in athletic injury evaluation techniques used in the athletic training setting. Emphasis is placed on techniques for assessment and evaluation of the lower extremity, and gait. Requires a minimum of 80 supervised clinical hours in the athletic training setting. Clinical sites may be on or off-campus. Students must provide their own transportation. Additional fees apply to this course.

This course is meant to serve as an introduction to pharmacology for students pursuing careers in Athletic Training or other avenues of health care. Principles underlying the actions of drugs are presented, including pharmacokinetics, drug-receptor interactions, and drug metabolism. Mechanisms of action, therapeutic effects, adverse effects and therapeutic indications are covered for major classes of drugs commonly used in sports medicine. Common social and performance enhancing drugs will also be covered. The student will gain an understanding of the fundamental principles of therapies for various conditions.

Prerequisite: ATR 2307, ATR 2209 and admission to clinical phase of the athletic training program. A study of the various techniques for assessment and evaluation of athletic injury. Emphasis is placed on techniques for orthopedic and neurological evaluation of the upper extremity, head, and face.

Prerequisite: Instructor approval, admission to the clinical phase of the athletic training program, and ATR 2209, ATR 2107, ATR 3108, and ATR 3118. Study of athletic training clinic practices and procedures. Practicum hours involve a football, or other equipment intensive sport, at a local high school, sports medicine clinical experience, and/or internship with one of the local professional or semi-professional athletic teams under the supervision of a licensed and certified athletic trainer. Total hour requirement should meet a minimum of 20 hours per week, totaling 300 hours per semester. Students are also required to attend seminar lectures periodically during the semester and meet at regularly scheduled times for lecture or round table discussion on topics in athletic training. Students must provide their own transportation.

Prerequisite: ATR 2209 and admission to clinical phase of the Athletic Training Program. A study of various techniques for assessment and evaluation of athletic injury and illness. Emphasis is placed on techniques for assessment and evaluation of the lower extremity, gait and spine.

Prerequisite: ATR-2205 and admission to clinical phase of the athletic training program. This course is a study of general medical conditions, as they relate to the profession of athletic training. The course will cover the knowledge and skills necessary for effective performance as an entry-level certified athletic trainer as prescribed by the most recent edition of the National Athletic Trainers' Association Athletic Training Educational Competencies or CAATE Professional Standards. This class may meet off-campus.

Prerequisite: ATR 4304. A laboratory practicum emphasizing skill acquisition in the use of therapeutic modalities used in the athletic training setting. Requires a minimum of 80 supervised clinical hours in the athletic training setting. Clinical sites may be on or off-campus. Students must provide their own transportation. Additional fees apply to this course.

Prerequisite: ATR 4305 or concurrent enrollment. A laboratory emphasizing skill acquisition in directing and developing therapeutic exercise programs used in the rehabilitation of athletic injuries. Requires a minimum of 80 supervised clinical hours on the athletic training setting. Clinical sites may be on or off-campus. Students must provide their own transportation. Additional fees apply to this course.

Prerequisite: Admission to clinical phase of the athletic training program; senior standing. This course will be an instructor-facilitated, but student-led environment designed to allow students to identify areas of weakness and focus on those areas during examination preparation. Instructional methods include practice examinations and student-led discussions. Development of small study groups is highly encouraged. An additional fee to this course is applied to tuition. Students are encouraged to apply for the BOC examination during the semester this course is taken.

Prerequisite: Admission to clinical phase of Athletic Training program. This course is a study of concepts and application to the management of sports medicine programs. Special emphasis is placed on clinical ethics and conflict resolution strategies, facility design, budgeting, and insurance. The course will cover the knowledge and skills competencies and foundational behaviors of professional practice necessary for effective performance as an entry-level certified athletic trainer as prescribed by the most recent edition of the National Athletic Trainers' Athletic "Training Educational Competencies".

Prerequisites: Admission to the clinical phase of the Athletic Training Program. A study of techniques in the use of modality agents such as cryotherapy, hydrotherapy, mechanical therapy, and electrotherapy. Emphasis placed on the scientific basis of use and physiological effects of the various modalities on specific tissues and injuries.

16TPrerequisite: ATR 2307, ATR 3308, ATR 3108, ATR 3318 and ATR 3118 A study of common and evidence-based therapy techniques of injury rehabilitation. Clinical techniques in muscle testing and goniometry are combined with a study of the biomechanical, and physiological effects of specific exercise techniques on tissue healing and improvement of strength, range of motion, and proprioception.

Prerequisite: Instructor approval, admission to the clinical phase of the athletic training program, and ATR 2309, ATR 4104, and ATR 4105. Study of athletic training clinic practices and procedures. Practicum hours involve orthopedic sports medicine, physical therapy rehabilitation clinic, and general medicine clinical rotations. Total hour requirement should meet a minimum of 20 hours per week, totaling 300 hours per semester. Students are also required to attend seminar lectures periodically during the semester and meet at regularly scheduled times for lecture or round table discussion on topics in injury pathology. Students are required to furnish their own transportation. Additional fees apply to this course.

Prerequisite: Senior standing, instructor approval, admission to the clinical phase of the athletic training program, ATR 3309, and ATR 4309. Capstone course for all athletic training students. Emphasis is placed on developing communication, organizational and autonomous skills required of an entry level athletic trainer. Research topics in athletic training and evidence-based practice will be a focus of individualized study. Practicum hours involve minimum requirement in the University athletic training facility or other athletic training practice settings, including travel with a University athletic team under supervision of a clinical preceptor. Total hour requirement should meet a minimum of 20 hours perk week, totaling 300 hours per semester. Completion of an academic portfolio is required. Additional fees apply to this course.

Co-requisite: Concurrent enrollment in EDU 2100 The Child Abuse Awareness and Responsibilities Training Course, is to provide all education faculty and staff with required state certification in child abuse. The course is required for all faculty & staff working with individuals under the age of 18 on university campuses. The course training must be completed before working with students. The training consists of an online Blackboard training course that requires 3 hours to complete. At the end of the training, all participants must complete and pass the CAART assessment with a 70% or higher score.

Co-requisite: Concurrent enrollment in EDU-2100 The Bullying Awareness and Responsibilities Training Course is to provide all education faculty, staff, and graduate students with required state certification in bullying education. The course is required for all faculty, staff, and graduate students working with individuals under the age of 18 on university campuses or ISD schools. The course training must be completed during their first semester at TWU before working with students. The training consists of an online Blackboard training course that requires 3 hours to complete. At the end of the training, all participants must complete and pass the BART assessment with a 70% or higher score.

Prerequisite: 2.5 GPA or current TEA requirement and 36 hours posted to the transcript. An introduction to teaching, to the Texas Wesleyan University teacher education program and Texas certification standards. Designed to enhance the student's educational understanding and critical thinking. Students will explore links among historical foundations and best practice, learning theorist, and contemporary concerns in education. This course is a prerequisite for the professional development core and methodology courses. Ten (10) hours of observation are required. Course fee applies.

Prerequisite: Completion or concurrent enrollment in EDU 2100 and EDU 3431 This cross-disciplinary course is designed to develop, explore, and integrate vocabularies of the arts including architecture, dance, design, drama, literature, moving images, music, theatre, and the visual arts. Students can expect to demonstrate understanding in a number of ways in various projects. The culmination of the semester will be the presentation of final individual and group projects. Students can expect to document their experiences throughout the semester.

Prerequisite: Completion or concurrent enrollment in EDU 2100 and EDU 3431 or EDU 3432 An introductory study of the various exceptionalities. This course meets the state requirements for instruction in the detection and education of students with dyslexia (TEC 21.044b) and instruction in detection of students with mental or emotional disorders (TEC 21.044 c1-2). EDU-3308 requires five (5) hours of observation in addition to class time.

Prerequisite: Completion or concurrent enrollment in EDU 2100 and EDU 3431 or 3432 This course addresses the attitudes, knowledge and skills necessary for working with culturally, linguistically and ability diverse students and their families, especially as it relates to the role of the classroom teacher in providing appropriate cultural experiences, environments and curriculum for students. The course is based on the application of family-centered practices, including preservation of home language and servicing students with exceptionality in educational contexts. The format of the class will provide opportunities for and critical reflection and participation in active learning processes such as role playing, small group discussion and problem solving with culturally, linguistically and ability diverse family situations and instructional dilemmas.

Prerequisite: Completion or concurrent enrollment in EDU 2100 and EDU 3431 This introductory course in Early Childhood Education covers: historical foundations of early childhood education, current programs, best practices, emergent literature, legal and ethical issues, understanding the development of typical and atypical young children and how it influences objectives, activities, materials and teaching strategies and techniques in an early childhood classroom. EDU 3318 requires five (5) hours of observation in addition to class time.

Prerequisite: EDU 2100, EDU 3431 and admission to Teacher Education Program Designed to help future teachers understand the role of mathematics education in the elementary school curriculum and to develop the knowledge and skills needed for mathematics instruction. Five (5) hours of field experience are required.

Prerequisite: EDU 2100, EDU 3431 and admission to Teacher Education Program Designed to provide pre-service elementary teachers with a general science background. Biological, chemical, physical, and geological concepts are covered in an infused approach. Research design and laboratory safety are included. Five (5) hours of field experience are required.

Prerequisite: Completion or concurrent enrollment in EDU 2100 and EDU 3431 Students gain an understanding of the various theories regarding the process of first and second language acquisition and development. Students will become familiar with teaching and learning strategies that enhance the acquisition of a second language.

Prerequisite: Completion or concurrent enrollment in EDU 2100 and EDU 3431 or 3432 The course focuses on the use of technology as an educational tool. Topics include spreadsheets, desktop publishing, website design, presentation programs, and advanced internet technologies as they pertain to the TEKS and curriculum and instructional design of lesson plans.

Prerequisite: Completion or concurrent enrollment in EDU 1020 and EDU 1030. This course is intended to provide an overview of instructional methods and strategies for elementary school teaching. Emphasis will be placed on designing and teaching lessons. In addition, classroom management techniques and assessment methods will also be addressed.

Prerequisite: Completion or concurrent enrollment in EDU 2100. Principles of instruction, assessment and classroom management are explored in the context of conceptual development. Includes how to organize and manage a successful learning environment. The course assists teacher candidates to develop an individual classroom management and instructional plan appropriate to their proposed teaching field. In addition to class time, five hours of observation within context of a public or private school are required. Five hours additionally are to be in an interactive setting with students.

Prerequisite: EDU 2100 and EDU 3431 and admission to Teacher Education Program This course examines the history and role of bilingual education in American education. In addition, it examines the effects of bilingualism on the cognitive and meta-linguistic development, and the creative thinking of balanced bilingual students. Multicultural themes such as discrimination and racism in the United States are addressed. Various models of bilingual programs implemented in the States and abroad are examined.

Prerequisite: Completion or concurrent enrollment in EDU 2100 This course is intended to provide an overview of instructional methods and strategies for elementary school teaching. Emphasis will be placed on designing and teaching lessons. In addition, classroom management techniques and assessment methods will also be addressed. This course requires two and one-half (2.5) observation hours.

Prerequisite: Completion or concurrent enrollment in EDU 2100 Principles of instruction, assessment and classroom management are explored in the context of conceptual development. Includes how to organize and manage a successful learning environment. The course assists teacher candidates develop an individual classroom management and instructional plan appropriate to their proposed teaching field. This course requires ten (10) observation hours.

Prerequisite: EDU 2100, EDU 3431, EDU 3324 and admission to Teacher Education Program Examines the history of first and second language teaching to assess the effectiveness of such methodologies. Competency will be established in defining and applying terminology and basic concepts regarding the language development of LEP students. In addition, it examines more contemporary second language teaching approaches as they relate to the development of curriculum, lesson plan preparation, and the language assessment of LEP students. The role and application of computer-assisted instruction in the language development of LEP students will be emphasized.

Prerequisite: undergraduate students in honors program only; Completion or concurrent enrollment in EDU 2100 and EDU 3431 or 3432; 3.5 GPA. This education honors course utilizes discussion of philosophical ideas drawn from various types of children's literature. Dialogues following readings engage student in topics which improve critical thinking and learning across the curriculum.

Prerequisite: Undergraduate students in honors program only; Previous or concurrent enrollment in EDU 2100 and EDU 3431 or 3432; 3.5 GPA This education honors course for undergraduate students in education provides intense and reflective emphasis upon school and cultural contexts for those who enroll in education study abroad programs. Assignments include journal readings, a synthesis paper, and a photo essay, web-based dialogue journal, portfolio rendition or similar project of important education questions answered during the study abroad program. This course is designed for departmental honors in undergraduate education credit in EC-6, bilingual or secondary education. It may not be repeated for honors credit. Six hours of Departmental Honors courses may be submitted for graduate elective credit in the School of Education graduate education programs. Approval for such credit is contingent upon Graduate Education Admissions committee.

Prerequisite: verification of Spanish language proficiency, EDU 2100, EDU 3431, EDU 3363 and admission to the Teacher Education Program Examines a variety of learning styles and teaching methods that promote an active learning process in teaching modern elementary level mathematics, science, and social studies. The incorporation of computer-assisted instruction in the dual language setting will be emphasized.

Prerequisite: EDU 2100, EDU 3431 or EDU 3432 and admission to Teacher Education Program. This course will provide students with research-based resources, strategies, and technology for working with students of all abilities in the regular classroom. Students will examine the role of the classroom teacher in differentiating instruction for special education, average-ability, and gifted students in the content areas. Students apply theory and research-based models of differentiation of classroom environment, curriculum and instruction, and assessment with regards to all students including those with exceptionalities and respond to their needs (readiness, learning profile, and interest) by planning, selecting, adapting and creating a supportive classroom environment, relevant curriculum and appropriate assessment by using a repertoire of evidence-based strategies to ensure specific student outcomes in the least restrictive environment.

Prerequisite: Undergraduate students in honors program only; EDU 2100, EDU 3431 or 3432, EDU 3338 and 3.5 GPA Honor students will engage in hands-on activities and projects that will extend their knowledge and use of technology in the classroom. Special emphasis will be placed on the use of technology as a tool to create projects that involve higher-order thinking and engaging learning environments. Students will also have an opportunity to observe and interact with technology in local school districts and discuss future trends in the area of instructional technology. Students must provide their own transportation to the educational site.

Prerequisite: EDU 2100, EDU 3431 and admission to Teacher Education Program Course considers early childhood learning processes as well as implications for individual, group, and program assessment for EC-6th. Assessment components include developmentally appropriate practice, formal, informal and holistic assessment instruments as well as learning environmental materials and resources. The development and implementation of creativity throughout the curriculum is emphasized. An additional focus is the understanding and practical application of Pedagogy and Professional Responsibilities Standards. A minimum of (7) clock hours of field experience is required as part of this course.

Prerequisite: EDU 2100, EDU 3431 and admission to the Teacher Education Program. This course is designed to develop the knowledge, skills and understandings needed to teach Social Studies in the elementary grades. This course uses content from the Texas Essential Knowledge and Skills (TEKS) to plan lessons and units. This course is designed to develop the knowledge, skills and understandings for grades EC-6. Two and one-half (2.5) observation hours in an elementary Social Studies setting arranged by the student is a requirement of this course. Transportation to and from the schools is the responsibility of the student.

Prerequisite: Verification of Spanish language proficiency; EDU 2100, EDU 3431, EDU 3363, RDG 4401, and admission to the Teacher Education Program This course examines the principles, theories, and techniques involved in the teaching of reading and writing in dual language classrooms. Course also explores the language arts curriculum, development of language and literary skills in exceptional dual language students, assessment of literacy skills in Spanish, and the use of computer-assisted instruction in the teaching of reading to LEP students.

Prerequisite: Admission to the Teacher Education Program and Consent of the Teacher Education Committee; successful completion of all requirements of Phase II of the Teacher Education Program, which include passing TExES content area and PPR certifying exams. The secondary clinical teaching experience is the culmination and application of all educational coursework at Texas Wesleyan University. Students are required to demonstrate a thorough understanding of best practice strategies for the secondary classroom. The course consists of two classroom assignments over a 14-week period. Students must participate in all aspects of the public school system during this course. This will include instruction, assessment, classroom management, and professional communications in a public school setting. Students must apply for clinical teaching during the semester prior to taking the course, successfully complete all Phase II requirements of the Teacher Education Program, pass all required practice certification exams, successfully complete any and all improvement plans arising from any fitness to teach report.

Prerequisite: Admission to the Teacher Education Program and Consent of the Teacher Education Committee; successful completion of all requirements of Phase II of the Teacher Education Program, which includes passing the TExES EC-6 Core Subjects and PPR certifying exams. The elementary clinical teaching experience is the culmination and application of all educational coursework at Texas Wesleyan University. Students are required to demonstrate a thorough understanding of best practice strategies for the elementary classroom. The course consists of two classroom assignments over a 14-week period. Students must participate in all aspects of the public school system during this course. This will include instruction, assessment, classroom management, and professional communications in a public school setting. Students must apply for clinical teaching during the semester prior to taking the course, successfully complete all Phase II requirements of the Teacher Education Program, pass all required practice certification exams, successfully complete any and all improvement plans arising from any fitness to teach report.

Prerequisite: Admission to the Teacher Education Program and Consent of the Teacher Education Committee; successful completion of all requirements of Phase II of the Teacher Education Program which include passing the TExES pretests for the EC-6 Core Subjects and PPR certifying exams. The elementary bilingual clinical teaching experience is the culmination and application of all educational coursework at Texas Wesleyan University. Students are required to demonstrate a thorough understanding of best practice strategies for the bilingual elementary classroom. The course consists of two classroom assignments over a 14-week period for 5 full days. Students must participate in all aspects of the public school system during course. This will include instruction assessment, classroom management, and professional communications in a public school setting. Students must apply for student teaching during the semester prior to taking the course, successfully complete all Phase II requirements of the Teacher Education Program, pass all required practice certification exams, and successfully complete any and all improvement plans arising from any Fitness to Teach Report.

Prerequisites: Completed undergraduate degree at Texas Wesleyan University; admission to Certification Only Program; obtain a position as the teacher of record with district accredited by TEA; passing score on the appropriate TExES certifying exam and a passing score on the EC-12 Pedagogy and Professional Responsibilities exam; Consent of Teacher Education Committee This course is designed to provide technical assistance to students serving as teacher of record in a local school district within parameters of a probationary certificate. The successful completion of this internship is required to obtain a standard teacher certificate.

The Child Abuse Awareness and Responsibilities Training Course, is to provide all education faculty & staff with required state certification in child abuse. The course is required for all faculty & staff working with individuals under the age of 18 on university campuses. The course training must be completed before working with students. The training consists of an online Blackboard training course that requires 3 hours to complete. At the end of the training, all participants must complete and pass the CAART assessment with a 70% or higher score.

Both historical and contemporary philosophy and theory are explored in this course. The student will examine these philosophies in classical literature as well as relationships to current reform efforts. Critical and reflective thinking, problem solving, and scholarly inquiry will characterize the student's participation.

Concepts and issues relating to human growth, development, and learning are given comprehensive coverage. Principles and practices relating to research in education and its application, assessment and testing, multicultural perspectives, social trends, and parental expectations are emphasized.

Topics such as the role of technology in contemporary education; school law and political influences in education; trends in school management; professional codes of ethics in education and other timely and relevant topics are addressed with emphasis on current professional literature, professionalism, and the role of the classroom teacher.

Prerequisites: Acceptance into Graduate Studies in Education and the Professional Certification in Administration Program or the Master's in Education Degree program. Designed to prepare students for the role and responsibility of Principal in EC-12 grade schools. The course explores the characteristics of effective leadership with specific focus on the role of instructional leader at the campus level. Students will develop understandings of characteristics of leaders; campus-level leadership and accountability; motivation theory, understanding interrelationships among administrators, teachers, students parents, and community groups; improvement of instruction; learning theory; change process; school climate and culture.

Students will understand constitutional, statutory, administrative and case law as it pertains to everyday operation of schools; legal frameworks within a school setting; and legal issues facing campus school leaders.

Prerequisite: Acceptance into Graduate Studies in Education and the Professional Certification in Administration Program or the Master's in Education Degree program. This course is designed to prepare students for the role of instructional leader. The EC-12th grade curriculum, TEKS and STARR will be examined, as well as the principal's role in regards to state standardized testing and accountability ratings. Best instructional practice at all levels will be discussed and internalized.

This course is designed to prepare students for the supervisory roles of principal in a school setting. Students will understand, examine, discuss and observe the cycle of administrative supervision as a means of emphasizing models of continuous improvement. Course is an interactive program designed to stimulate cooperative efforts in analysis/evaluation of data, the synthesis of the data and generation of realistic, targeted approaches to enhance learning of all students. Students will be trained as instructional leaders in data driven systems consisting of the alignment of curriculum, instruction, and assessment; best practices as they relate to supervision; job embedded and aligned professional development; building partnerships; and organizational management as required for state supervisory certification.

This course requires 160 clock hours of internship in a public school setting. Students will perform administration duties at a chosen school & participate in practical experiences as an administrator. Induction into the supervisory principal role is expected by the school officials and facilitates through seminars during the internship year. The internship requirement may continue through several semesters.(It is recommended that PDS training from the Region Education Service Center happens during internship.)

Examines the history of first and second language teaching to assess the effectiveness of such methodologies. Competency will be established in defining and applying terminology and basic concepts regarding the language development of LEP students. In addition, it examines more contemporary second language teaching approaches as they relate to the development of curriculum, lesson plan preparation, and the language assessment of LEP students. The role and application of computer-assisted instruction in the language development of LEP students will be emphasized.

The emphasis of this institute is to maximize the students' writing effectiveness in the context of a writing workshop through systematic writing instruction, daily opportunities to write and confer, and a focus on process. During the first half of the course, prewriting, revision and editing strategies for personal narrative writing will be emphasized. During the second half of the course, strategies for expository writing in a variety of genres will be targeted. Students will write for a variety of audiences and purposes.

This course involves the designing and implementing of curriculum for gifted learners. It will emphasize key areas of focus including the differentiation of content, process, product, and concept. There will also be a focus on the implementation of curriculum with gifted students (Summer II).

This course emphasized how technology is being used to promote, enhance and support both administrative and instructional activities in urban education. Focus is on the process by which professional change agents influence the introduction, adoption, and diffusion of technological change. The interlocking relationships of technology, culture, and society and the role of the change agent in affecting those relationships are covered.

This course examines the process of reading and writing development and makes application to instruction in urban education.

This course is designed to examine the social and emotional characteristics that are unique to urban education. There will be an emphasis on strategies and theories of emotional development to help in guiding urban learners.

This course will prepare aspiring administrators to effectively implement, evaluate and refine programs designed for special populations including but not limited to special education, limited English proficiency and gifted and talented programs. It will emphasize the use of data-driven decision making in program evaluation to continuously improve program effectiveness. Additional emphasis will be placed on instructional growth through job-embedded professional development, effective communication with all stakeholders and the development of community relations for the special population stakeholders.

This Course will examine the management and effective utilization of school resources to support an effective instructional program, job-embedded staff growth, community involvement, and a safe physical plant conducive to student achievement. This course is designed to prepare building-level administrators to understand the issues influencing the management of personnel in all career stages, the appropriate allocation and use of local state and federal revenues, the maintenance of capital resources and facilities, and the design and implementation of effective crisis management plans.

Through seminars and practical applications, students will examine the phonological, morphological, syntactical, and semantic aspects of language. Course may involve international study and/or study of linguistically and culturally diverse populations in the United States.

Provides an overview of the intercultural and multi-cultural issues particular to an increasingly radically diverse population. Implications concerning curriculum design, teaching strategies, and student/teacher interactions will be considered in this course.

Prerequisite: EDU 6320 and 6360 Capstone course that synthesizes ESL/EFL understandings. The course will result in the development of a project consisting of both the design of an instructional learning system and a demonstration or summary report of actual teaching situations. The capstone project will serve as the final evaluative process for demonstrating one's proficiency in teaching ESL/EFL learners and the issuance of the TESOL certificate. Texas certified teachers may also opt for the Texas ESL certificate examination. TExES barcode will be given upon successful completion of this course. Course may be repeated twice for credit. A total of 100 clock hours are required for internship experiences. Candidates for TESOL certificates may complete the program in two summer sessions.

Students gain understanding of various theories regarding the process of first and second language acquisition and development. In addition, students become familiar with teaching and learning strategies that enhance the acquisition and development of languages.

Course is designed to provide an overview of the major responsibilities, duties, and opportunities associated with the practice of school administration. Includes an analysis of the historical approaches to organizational supervision, and effective ways to manage conflict and stress among personnel. It will identify effective internal and external methods of communication, and the need for proactive community relations. Special emphasis will focus on how campus leaders shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared & supported by the school community. It will investigate how campus leaders advocate, nurture, and sustain an instructional program & a campus culture that are conducive to student learning & staff professional growth. It will investigate the challenges of managing the change process as it relates to school reform efforts & prepare students to construct, implement and monitor initiatives which promote cultures conducive to increased learning. It will examine the appropriate use & alignment of campus resources to support the instructional vision, & it will prepare future administrators to effectively select & lead campus personnel.

This course is designed to be both a theoretical and practical approach to quantitative research in the classroom. Students will gain an understanding of the basic concepts of quantitative research and its application in schools and the classroom. Current data collected at classroom, school, and state level will be analyzed and the outcomes applied to identify and improve the quality of instruction.

This course is designed to research and explore strategies and develop sills to lead successful interventions in urban turnaround schools.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam. Diversity, equity, and inclusion in the K-12 Education setting is an introduction to teaching, to the Texas Wesleyan University teacher education program and Texas certification standards. This course is designed to enhance the student's educational understanding and critical thinking. Students will explore links among diversity, equity inclusion and best practice, learning theories, and contemporary concerns in education.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam. This course is intended to provide an overview of instructional methods and strategies for K-12 school teaching. Emphasis will be placed on designing and teaching lessons. In addition, classroom management techniques and assessment methods will also be addressed. A minimum of 30 hours of field experience in a TEA approved school will be required.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam. This course is designed to provide technical assistance to students serving as teacher of record in a local school district during their first semester in the classroom within the parameters of an intern certificate for grades EC-6. The successful completion of both internship courses (EDU-6370 and EDU-6371) are required to obtain a standard teacher certificate.

Prerequisite: Completed undergraduate degree, admission to TFA Post-Baccalaureate Certif. Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam(s), successful completion of EDU 6370, Elementary Internship I. This course is designed to provide technical assistance to students serving as teacher of record in a local school district during their second semester in the classroom within the parameters of an intern certificate for grades EC-6. Successful completion of both internship courses (EDU 6370 and 6371) and the Pedagogy and Professional Responsibilities TExES Exam (160) are required to obtain a standard teacher certificate.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and successful completion of EDU-6370. Spanish language proficiency required: Course examines the theories supporting native language instruction. Spanish reading and writing skills easily transfer to English literacy once students reach English Advance proficiency level. In-depth methods of teaching literacy will be studies and discussed. Information will be provided in transitioning students from a Spanish literacy program into an all-English environment. Language acquisition theories, learning processes, social and affective factors in learning a second language, best teaching practices in a bilingual/ELL classroom, and English literacy development in emergent readers will be emphasized. 3 credit hours, THE MAJORITY OF CLASS WILL BE CONDUCTED IN SPANISH.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and successful completion of EDU-6371. This course introduces assessment and curriculum design concepts that facilitate differentiation by studying design principles for assessment and using data to plan and implement differentiation of content, learning processes, student products, and the learning environment. This differentiation course is specifically designed for elementary self-contained teachers.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam. This course is designed to provide technical assistance to students serving as teacher of record in a local school district during their first semester in the classroom within the parameters of an intern certificate for grades 7-12. The successful completion of both internship courses (EDU-6380 and EDU-6381) and the Pedagogy and Professional Responsibilities TExES Exam (160) are required to obtain a standard teacher certificate.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and successful completion of EDU-6380 Secondary Internship I. This course is designed to provide technical assistance to students serving as teacher of record in a local school district during their second semester in the classroom within the parameters of an intern certificate for grades EC-6. The successful completion of both internship courses (EDU-6380 and EDU-6381) and the Pedagogy and Professional Responsibilities TExES Exam (160) are required to obtain a standard teacher certificate.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6370 or EDU-6380. This course is an overview of the foundations of education that undergirds the practice of teaching in the Science classroom. The framework for this course will be the 4-12 ELAR TEKS and the Teacher of Education Standards with a focus on the learning environment, planning, instruction, and processional practices. Teachers will be invited to think systematically about their own classroom practices.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6370 or EDU-6380. This course is an overview of the foundations of education that undergirds the practice of teaching in the Science classroom. The framework for this course will be the 4-12 Mathematics TEKS and the Teacher of Education Standards with a focus on the learning environment, planning, instruction, and processional practices. Teachers will be invited to think systematically about their own classroom practices.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6370 or EDU-6380. This course is an overview of the foundations of education that undergirds the practice of teaching in the Science classroom. The framework for this course will be the 4-12 Science TEKS and the Teacher of Education Standards with a focus on the learning environment, planning, instruction, and processional practices. Teachers will be invited to think systematically about their own classroom practices.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6370 or EDU-6380. This course is an overview of the foundations of education that undergirds the practice of teaching in the ELAR classroom. The framework for this course will be the 4-12 ELAR TEKS and the Teacher of Education Standards with a focus on the learning environment, planning, instruction, and processional practices. Teachers will be invited to think systematically about their own classroom practices.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6371 or EDU-6381. This course introduces assessment and curriculum design concepts that facilitate differentiation by studying design principles for assessment and using data to plan and implement differentiation of content, learning processes, student products, and the learning environment. This differentiation course is specifically designed for middle and secondary ELAR teachers.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6371 or EDU-6381. This course introduces assessment and curriculum design concepts that facilitate differentiation by studying design principles for assessment and using data to plan and implement differentiation of content, learning processes, student products, and the learning environment. This differentiation course is specifically designed for middle and secondary Mathematics teachers.

Prerequisite: Completed UG degree, admission to TEA Post-Baccalaureate Certification, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6371 or EDU-6381. Course introduces assessment and curriculum design concepts that facilitate differentiation by studying design principles for assessment and using data to plan and implement differentiation of content, learning processes, student products, and the learning environment. This differentiation course is specifically designed for middle and secondary Science teachers.

Prerequisite: Completed UG degree, admission to TFA Post-Baccalaureate Certification Program, obtain a position as the teacher of record at a TEA accredited school, passing score on the appropriate TExES certifying content exam and concurrent enrollment in EDU-6371 or EDU-6381. This course introduces assessment and curriculum design concepts that facilitate differentiation by studying design principles for assessment and using data to plan and implement differentiation of content, learning processes, student products, and the learning environment. This differentiation course is specifically designed for middle and secondary Social Studies teachers.

Prerequisite: Consent of instructor and Dean of the School of Education

The introductory course will present important information and concepts regarding doctoral studies in education for the first year candidate, as well as dialogue around topics of philosophy and ethics. Candidates will develop analytical understanding regarding educational philosophy and ethics standards for educational leaders.

The theoretical framework for original quantitative and qualitative research is developed for this course. Each component of research procedures are developed for each individual's field of study. These will be constructed and defended in both oral and written forms.

Organizational change is never easy. However, in today's era of accountability changes are necessary if public schools are going to be able to meet the lofty federal standards set by No Child Left Behind. Educational leaders must have the capacity to implement researched based strategies to improve student achievement on a campus or district wide basis. This course will survey some of the more notable literature on organizational change as it relates to the public school context. Students will learn how to involve all stakeholders in the planning and implementation process. They will learn how to measure participant's stages of concern and levels of use and how to move any educational initiative the optional leaders of the campus and the predictable patterns associated with the change process. Being a facilitator of change is essential if new or practicing educational leaders are going to be able to implement their visions for educational excellence.

The purpose of this course is to acquire the skills for developing an appropriate quantitative research design. Students will learn correct procedures for selecting participants for research and preparing for data collection using the following basic methods of research: historical, descriptive, developmental, case and field, correlational, causal-comparative/Ex post Facto, true experimental, quasi experimental and action research.

This course is designed to explore qualitative research methods of analysis and interpretation of data for purposes of building grounded research theory. This is a practical and hands-on course that will provide step-by-step guide to qualitative data collection, coding, formation of grounded theory, triangulation methods, criteria for evaluating data, data validity, and reliability, and final presentation of research results. The course will present students with the opportunity to use real data and practice with qualitative software such as MAXQDA. Qualitative monographs and studies will be read throughout the course for analysis and discussion by students.

This course addresses the historical and educational reforms that have impacted cultural elements in our society such as education, language, gender, socioeconomics, and ethnicity, as evidence in current policies, regulations, and laws. A literature review of pertinent research will be provided for reading, discussion and critical thinking and reflection, as well as for use in developing diversity topics for inclusion of dissertation topics, literature reviews, and research. The course focuses on the application of culturally relevant practices and critical race theory. The format of the class provides opportunities for critical thinking and participation in active learning processes and developing a literature review addressing potential dissertation topics of interest with diversity elements.

Prerequisite: EDU-8301 and EDU-8302 and admission to Doctor of Education Program. An advanced review of inferential statistics is the basis for this course. In-depth study of descriptive, parametric, and non-parametric measures are applied to specific research problems. (Note: emphasis in this course pertains to reasoning skill development, appropriate application of concepts and methods, and critical analysis and evaluation; computational skill is secondary. Topics covered include the following: defining, measuring, and describing data; research design; hypothesis testing; correlation and regression; analysis of variance; Chi Square; and power analysis).

This course emphasizes how technology is being used to promote, enhance, and support both administrative and instructional activities in education. Focus is on the process by which professional change agents influence the introduction, adoption, and diffusion of technological change. The interlocking relationships of technology, culture, and society and the role of the change agent in affecting those relationships are covered.

This course is designed to acquaint doctoral level students with interest in teaching in higher education with the responsibilities, roles, and privileges of faculty in American colleges and universities. In addition, it enables students to understand the principles structures, and systems used by universities in the United States. Finally, students will become acquainted with the principles outlined by the American Association of University Professors.

The primary focus of this course is to develop an integrated curriculum which meets the needs of P-16 students. Special attention is given to the use of appropriate professional, national, state and local standards in this approach.

This course is designed to provide educational leaders with theoretical teaching models that have been linked historically to describe current teaching models and trends in education. Topics include learning theories such as behavioral, social cognitive, constructivism, and information processing, including related to models of teaching such as multiple ways of constructing knowledge, learning to think inductively, thinking skills, scientific inquiry and inquiry learning, memorization, advanced organizers, and nondirective teaching. This course also explores current and futuristic models of teaching.

This course analyzes globalization, policy, and comparative education. It focuses on recent changes in global education specifically as it relates to education policies in the United States and abroad.

Candidates will attend a professional conference and/or present a research paper at the conference. The conference may be local, state, or national in scope and students will be aided financially in expenditures for attending the conference. Candidates will meet with professor before and after the conference and will report through writing and orally regarding conference lectures, speeches, and other presentations. Thoughtful discussion and analysis will be expected. National conferences in the field of education leadership, curriculum and instruction, and research are preferred.

Candidates will develop thorough understandings of current and future trends in curriculum and instruction through readings, field experience, discussion, and analysis of various new practices in educational settings. Learning communities will be explored from early childhood to university to community environments. Particularly candidates will analyze and evaluate new trends in technology applications in curriculum and instruction, such as applications that integrate with subject matter, applications for interactive representations, and applications may increase engagement in learning communities. Time spent in on-site visits of learning communities will be expected.

The primary focus of this course is to develop the knowledge and skills necessary to evaluate educational programs. Special attention will be given to evaluation design and evaluation tools. Additionally, topics related to adult learners, and selection, management, and evaluation of professional staff development will be addressed.

This course is designed to provide educational leaders with an essential theoretical understanding of leadership, group dynamics and organizational management. Students will use theoretical constructs to identify, analyze and address complex educational issues and develop the skills necessary to exercise inclusive leadership within the larger social, political and cultural dynamics of group organization. Ethical dimension of leadership such as equity, justice and democracy will be identified and emphasized.

This course is designed as a seminar in advanced legal analysis focusing on the issues of equity in school funding, the history and current state of the desegregation movement, and the promises and realities of school choice programs. Specific focus will be placed on current school law issues facing state and federal court, therefore, part of the curriculum will change over time. This course will require an in-depth research component focusing specifically on contemporary legal issues including but not limited to: NCLB, IDEA, the limits of student speech and privacy, steroid testing, the secularization of the public schools, school violence, employment disputes, and the impact of technology.

This course is designed to enhance and develop the skills necessary for effective instructional leadership and the supervision of personnel to improve students learning. This course will provide practice in researching personnel issues, addressing human resource case problems and refining leadership skills essential for effective personnel management and human resource problem solving. Specific focus will be placed on the essential components for effective instructional leadership and the facilitation of professional growth.

This course will be a combination of field based experiences, presentations from expert practitioners in the field, and a traditional reading/lecture format designed to prepare future administrators to participate intelligently in the design, construction, and operation of new or renovated educational facilities. Issues explored will include but are not limited to: the impact of demographic trends on facilities planning, the financing of school construction projects and the nuances of bond elections, the procurement of architectural and engineering services, the role of the architect in the design-build process, the methods of project delivery, the oversight of the construction process, hiring and training faculty, green building technology, trends in design and construction, the impact of school facilities on learning, community involvement and use, and the maintenance of existing facilities.

This course is designed to examine the ways educational administrators utilize organizational theory to improve management decisions and organizational outcomes. It is designed to prepare educational leaders to deal with the complexities and challenges of implementing educational reforms. This involves not only an understanding of the patters, and pitfalls encountered whenever change initiatives are implemented, but also the need for facilitative leadership which involves all community stakeholders. This course will examine the stages of and methods for conducting program evaluations that are theoretically grounded and practical and the collection and use of appropriate data to drive the decision making process. This course will also examine the structure and use of professional learning communities and their impact on student achievement.

This course will examine the fiduciary obligation of leaders in the context of a K-12 educational setting with particular focus on the need to manage organizational resources which includes not just money, but human capital, time and facilities in a way that promotes safe, efficient and effective learning environments. Particular attention will be paid to the alignment of scarce resources with campus and district instructional priorities equitably allocated between all diverse stakeholders. Alternative or supplementary funding sources will be explored through the study and application of grant writing procedures and practices. Part of the course will also examine the legal history of school funding disputes in Texas.

Prerequisite: Admittance to Ed.D. Candidacy Texas Wesleyan University, 9 hours minimum; continuous enrollment required The dissertation in education is typically comprised of 5 chapters: Chapter 1: Introduction, Chapter 2: Review of Related Literature, Chapter 3: Methods and Procedures, Chapter 4: Results, and Chapter 5: Summary, Discussions and Conclusions. The initial dissertation process phase should result in successful completion of the first three dissertation chapters. Each student, under the guidance of his or her major professor, will select a research topic, review relevant literature, and design a research proposal. Dissertation proposal format and other requirements will be addressed. Successful presentation of the dissertation proposal is required by established deadline dates.

Prerequisite: Admission to Doctorate Program or Professional Certification in Administration, Superintendent Certification Only as specified in current Grad Catalog, employment in a central administration role in a public or private EC-12 institution. The school superintendent is seen as the leader of schools and as a spokesperson bridging schools and the community. This course will examine the basic functions, roles & responsibilities and current problems confronting school superintendents. Course will also introduce candidates to the knowledge and skills a superintendent should know and be able to do in order to promote the academic success of all students and to improve the effectiveness. Candidates will participate in field-based experiences and problem-based learning activities in order to increase their knowledge of the multiple facets of the superintendency and the challenges facing school superintendents in complex and diverse organizations. Particular attention will focus on: collaborative leadership, politics of education, school-community relationships, building strong superintendent-board relations, managing school reform mandates, facilitating the planning process, responding to and influencing the larger political, social, economic, legal and cultural contest, and facilitating the long-range planning process. Consideration is also given to application in administrative theory and organizational behavior. Internship provides superintendent certificate candidates the opportunity for observation of, collaboration and interaction with, and participation in school district operations under the tutelage of a practicing superintendent and other educational leaders. Requires 160 contact hours distributed over every central office function where interns will analyze, evaluate and contribute to the solution of real world challenges by applying organizational strategies within the parameters of best practices. Internship is viewed as an active, engaging semester long opportunity for improvement. This requires self-awareness of areas for personal growth, a strong foundational knowledge of the purpose, function & unique knowledge utilized within each division of labor, a vision for how each division is systemically related to every other part of the system, a deep level of curiosity, the willingness to fail and the responsibility to manage the overall internship.

Prerequisite: Full acceptance to Ed.D. Program The first emphasis course is offered in seminar format and will develop a thorough understanding through discussion, readings, and extensive writing on prevailing issues and problems in the field of study. One example of a field study is understanding the issues of social justice and equity at the community college level. Offered during one long term per calendar year.

Prerequisite: Full acceptance to the Ed.D. program. The second emphasis course is offered in seminar format and will develop a thorough understanding of extensive research, policy and law in the field of study. Reading, reporting, and presenting historical and current dissertations, various policies and educational law reports that influence the field of study are expected. One example of a field study is reading and summarizing research studies, policies, laws that demonstrate evidence of social justice and equity at the community college level. Offered during one long term per calendar year.

Prerequisite: Full acceptance to the Ed.D. program The third emphasis course is offered in seminar format. A synthesis and evaluation of the prevailing issues, problems, historical and current research, policies and laws in the field of study is expected. Student will prepare a scholarly paper for submission to a peer-reviewed journal in the field of study. For example, a scholarly synthesis and evaluation paper in the field of study of social justice and equity at the community college is required and an appropriate journal for submission in Education, Citizenship, and Social Justice, a peer-reviewed journal published by Sage. Offered during one long term per calendar year.

The coursework will involve research and travel to a designated site for experience in leadership, culture exchange, and global understanding of education. Candidates will research and develop analytical understanding regarding various cultural expectations and practice in education.

Prerequisite: Basic swimming Skills Become a certified diver and learn basic diving skills. Class has one pool and one classroom session per week. Diving trip to Caribbean optional.

Prerequisite: Instructor approval, must be a certified open water diver A continuation of the beginning Scuba course. Learn advanced diving skills such as navigation, deep diving, wreck diving, and nitrox diving. Rescue diver skills include self-rescue, recognizing stress and signs of potential rescue situations, first aid, and CPR.

Introduction of various methods for lifetime wellness, including workouts; some fitness, motor skills, and nutrition appraisal; lectures; discussions; and videos on important health information, with individualized counseling on each student's personal health and fitness needs.

Knowledge and skills in outdoor education and camping activities gained through planned and incidental experiences, including a weekend campout.

An introduction to the profession of sport and exercise sciences. An examination of career possibilities, a thorough historical background; and a look at the physiological, psychological, and sociological foundations of the field.

Prerequisite: EDU 2100, concurrent enrollment in EXS 2201, instructor approval To provide pre-service physical education teachers with an opportunity to observe and teach elementary age student in the physical education environment. Students will apply content knowledge learned in EXS 2201 and develop learning opportunities for elementary age children. After successfully completing the course, the pre-service teacher will demonstrate the acquisition of teaching behaviors, knowledge, and skills necessary to teach at the elementary level.

Prerequisite: EDU-2100 or concurrent enrollment. This course is designed for students majoring in EC-6 Generalist Education and places emphasis on participation in games, sports, fitness, and movement for grades EC-6. Focus is placed on the health and physical education standards for Texas EC-6 generalists. Five (5) hours of participatory observation with children in schools is required. Students must provide their own transportation.

A study of the theory and practice of basic first aid, culminating in Red Cross certification in three areas: Community CPR, Adult CPR, and responding to emergencies. American Heart Association certification in CPR for the Professional Rescuer is an additional certification that is mandatory for Athletic Training.

Prerequisite: EDU 2100 or concurrent enrollment To provide pre-service physical education teachers content knowledge and teaching methodologies for specific activities associated with lifetime fitness and sports. The primary emphasis of the course is on skill development, teaching progression, game play, and assessment.

Prerequisite: BIO 2401 and BIO 2402 A study of the gross structure of the human body with emphasis on the relationship of skeletal, muscular, and neurological anatomy and function as it relates to sport performance and injury evaluation.

The study of the evaluation process in exercise science including data collection, analysis of common fitness tests, and application of norms and criteria.

Prerequisite: EDU 2100 or concurrent enrollment To provide pre-service physical education teachers content knowledge and teaching methodologies for specific activities associated with lifetime fitness and sports. The primary emphasis of the course is on skill development, teaching progression, game play, and assessment.

Prerequisite: EXS 1179 or Rescue Diver Certification, instructor approval Objectives of Divemaster I are to begin training certified rescue divers with the knowledge and skills to organize, conduct, and supervise recreational diving activities. Rescue diver certification required.

Prerequisite: EXS 2378, instructor approval Continuation of Divemaster I. Finalize training certified divers in supervising recreational diving activities. When completed, certified divemaster will be able to plan dives, manage, and control students in training under the direct supervision of a certified instructor. Certified divemasters are also able to lead dives and are qualified to begin ESS 3378 Assistant Scuba Instructor.

Prerequisite: BIO 2401, BIO 2402, EXS 2301, and EXS 3300 or concurrent enrollment. This laboratory course is designed to be an addition to the Biomechanics lecture course by providing the student with hands-on learning relating to the laws of physics relevant to human movement and the skills used in teaching and analysis of general and sport specific movement patterns. For maximum benefit, this course must be taken concurrently with the lecture (EXS 3300). Students who have previously completed the lecture with a grade of "C" or better may take this laboratory independently.

Prerequisite: BIO 2401, BIO 2402 and EXS 2301. Analysis of internal and external forces acting on the human body and the effects of these forces. Special emphasis is placed on teaching motor skills in a physical education and athletic setting.

Prerequisite: EDU 2100, or concurrent enrollment. The course is designed to prepare all-level physical education teachers in the areas of curriculum development, planning, teaching methods, evaluation, and classroom management for elementary and secondary teachers.

Fundamental principles of motor development and the integration of movement activities. The study of the principles of motor development from pre-natal stages through the aging population. Aspects of each stage of growth and development and associated motor patterns are presented and discussed. Also included in course topics is a detailed analysis of changes that occur to one's anatomy and functioning physiology across one's lifetime.

The study of coaching methods, organizational techniques, and successful approaches used in coaching. A field experience will be required.

The study of the basic human nutritional needs with a special emphasis on the needs of athletes during high-energy output periods. Introduction of methods for integrating nutritional information into coaching and teaching.

The study of the organizational techniques necessary to implement school intramurals, city recreation programs, church and agency recreation, and similar endeavors. In addition, it is designed to introduce students to the principles and applications of sports management exposing students to facility planning, designing, construction, and maintaining indoor or outdoor sports facilities.

Prerequisite: EDU 2100 or instructor approval. Course is designed to provide the exercise science student with an understanding of learning and teaching styles specific to kinesiology. The course addresses the basic foundational functions of how to teach and the best strategies for teaching to various learning styles. Upon completion of the course the student will have gained the tools necessary to successfully explain, demonstrate, and instruct the clients, students, or colleagues most common to the field of exercise science.

Prerequisite: EDU 2100, EXS 3306. To provide pre-service physical education teachers content knowledge, teaching methodologies, and resource materials for teaching health education for physical education majors. The primary emphasis of this course is teaching health education to students in the K-12 classroom.

Prerequisite: EXS-2304 or concurrent enrollment. The study of the practical applications of exercise assessment and exercise prescription including screening for exercise, health appraisal, assessment, and exercise programming for health individuals.

Prerequisite: EXS 3322 or concurrent enrollment. A theory-based exercise science course designed for the kinesiology student who is interested in working with special needs populations (i.e., older adults, children, diabetics, adapted) as it relates to strength and conditioning protocols as well as different methodologies utilized for the improvement of the body.

A study of principles, procedures, guidelines, construction, use, and maintenance of outdoor and indoor sport, fitness, and recreational facilities. Mandatory field trips are required.

Prerequisite: EXS 2379 or Divemaster Certification, instructor approval. Course objectives are to provide divemasters the opportunity to begin a professional diving career by learning the basics of instruction, including how to organize and conduct beginning scuba classes and gain practical experience in instructing actual students.

Prerequisite: EXS 3378 or Assistant Instructor Certification, instructor approval. Course objectives are to provide assistant instructors with the knowledge and skills necessary to teach recreational scuba diving, pass the instructor exam, and provide proficiency in classroom, pool, and open water environments.

Prerequisite: PETE major and concurrent enrollment in EDU 4604 and EDU 4608 The Physical Education Teacher Education (PETE) clinical teaching seminar is designed as a culminating course to be completed concurrently with the PETE teacher candidate's student teaching experience. This course is designed to guide students through the transition of their clinical teaching experience by sharpening critical and reflective thinking skills and application to the classroom. In addition, this seminar provides the candidate with a capstone experience for portfolio preparation and credentialing as a Texas Certified Teacher.

Prerequisite: EXS 4311 or concurrent enrollment. The application of physiological basis of exercise and activity with special attention to energy demands and the general effects of exercise on human organ systems.

Prerequisite: EXS 4322 or concurrent enrollment. This course serves as the laboratory component for EXS 4322. The laboratory class will provide students with hands-on training procedures and protocols as discussed in the lecture course. Also included with the laboratory course will be proper utilization and standards for exercise prescription, equipment demonstrations, and other criteria needed for personal training.

Prerequisite: Senior standing. This course involves in-depth discussions of important issues in the sport and exercise science. The issues range in scope from youth sports to the professional programs, and involve school physical education concerns as well as the implications of the wellness movement for all ages. A major senior presentation is required for course completion.

The intent of this program is to provide a unique opportunity to teach students about how to enhance the quality of life for individuals with disabilities through physical, emotional, social and intellectual growth. This is a comprehensive program designed to meet the individual needs, abilities, and developmental stages through participation in lifetime, recreational and fitness activities. This includes team and individual sports for persons with disabilities as well as different fitness workouts. A self-actualization value orientation curriculum will be implemented to focus on the individual learner's growth in selfdirection and development of self-management abilities.

Prerequisite: EDU 2100 or instructor approval. This is a pedagogy course designed to introduce teacher candidates to the process of teaching physical education to students with disabilities. Course content includes: (1) causes and characteristics of various disabilities and the impact on movement and learning; (2) federal and state laws pertaining to the educational delivery; (3) special education service delivery process, including referral and placement of students in the least restrictive environment; (4) appropriate teaching methods; (5) developing and selecting equipment for motor development, physical fitness, and sport skills; and (6) behavior management techniques.

Prerequisite: BIO 2401, BIO 2402 and EXS 2301 Analysis of physiological basis of exercise and activity with special attention to energy demands and the general effects of exercise on human organ systems.

Prerequisite: EXS 2301, EXS 3300, and EXS 4311 Course is designed to provide the exercise science student with an understanding of the concepts for developing strength and conditioning programs. Topics include base fitness tests and measurements, strength and endurance protocols, and the basis for the design of exercise prescriptions for diverse clientele. The National Council on Strength and Fitness (NCSF) learning objectives and skill proficiencies are covered to provide the student with the knowledge base for successful completion of the NCSF Personal Trainer certification examination.

A study of basic psychological principles applied to teaching and coaching individual and team sports. Basic techniques using motivation, behavior modification, visualization, relaxation training, and concentration will be discussed.

Prerequisite: Consent of instructor; submission of application must meet deadline the semester prior to the expected semester of enrollment. (Check with the Kinesiology Department for deadlines) A directed practical experience in exercise science or wellness in cooperation with an affiliated program or institution. A minimum of 200 contact hours required. Students will be required to provide their own transportation to off-campus sites.

Prerequisite: Consent of instructor, submission of application must meet deadline the semester prior to the expected semester of enrollment. (Check in the Kinesiology Department for deadlines) A second directed practical experience in exercise science or wellness in cooperation with an affiliated program or institution. A minimum of 200 contact hours required. Students will be required to provide their own transportation to off-campus sites.

Prerequisite: EXS 3379, instructor approval. Part one of a course designed to provide instructors in training with the knowledge and skills necessary to teach technical scuba diving skills, pass the instructor exam, and provide proficiency in classroom, pool, and open water environments. Weekend and evening activities required.

Prerequisite: EXS 4378, instructor approval. Part two of a course designed to provide instructors in training with the knowledge and skills necessary to teach technical scuba diving skills, pass the instructor exam, and provide proficiency in classroom, pool, and open water environments. Weekend and evening activities required.