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2013-2014 Catalog ARCHIVED CATALOG: Content may no longer be accurate.
Jerry and Vickie Moyes College of Education Courses
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Course Descriptions - MSATMaster of Science in Athletic Training Program
MSAT 6080 - Research Methods I Credits: (3)
Typically taught:
Fall [Full Sem]
This course explores the process and methods of scientific inquiry and interpretation of research findings in athletic training. Students will gain familiarity with the major elements of research including literature review, quantitative and qualitative methodology, design, evaluation of research, statistical analysis, presentation of data, and ethical considerations. This course also provides an overview of statistics including descriptive and inferential statistics and one-way ANOVA. Students should have a basic understanding of conducting library and Internet information searches prior to taking this course.
MSAT 6085 - Research Methods II Credits: (3)
Typically taught:
Spring [Full Sem]
This course is designed to help students develop a master’s thesis research project proposal that is carefully researched and professionally written. Students will prepare an introduction, literature review, detailed methodology, and IRB proposal. Prerequisite: MSAT 6080 .
MSAT 6090 - Research Methods III Credits: (3)
Typically taught:
Fall [Full Sem]
This course is designed to help students complete a master’s thesis research project. Basic statistical analysis will be reviewed and advanced statistics will be introduced. Students will collect and analyze data and synthesize results. At the completion of the course, students will submit a full manuscript, suitable for publication, along with an abstract and a professional poster. Prerequisite: MSAT 6085 .
MSAT 6200 - Psychology of Sport, Injury & Rehabilitation Credits: (3)
Typically taught:
Summer [2nd Blk]
This course is designed to provide a basic understanding of the psychology of sport, injury, and rehabilitation. Topics covered include emotion, motivation, mental skills training and use, psychological antecedents of injury, psychology of injury and rehabilitation, using mental skills with injured athletes, career transition and termination, disabilities, rehabilitation/exercise adherence, eating disorders, alcohol and drug/substance abuse, gender and cultural diversity, and research methods related to psychology of sport, injury and rehabilitation. The graduate student will get an advanced approach, including in-depth application of psychological interventions with injured athletes and a more comprehensive investigation of psychosocial aspects. Prerequisite: PSY 1010 .
MSAT 6300 - Orthopedic Assessment of Musculoskeletal Injuries: Lower Extremities Credits: (3)
Typically taught:
Summer [2nd Blk]
Content of this course addresses evaluation techniques and care for musculoskeletal injuries to the trunk and lower extremities for graduate-level athletic training students. The student must integrate knowledge of anatomical structures, physiology principles and evaluative techniques to provide a basis for critical decision-making in an injury management environment. Prerequisite: ZOOL 2100 .
MSAT 6301 - Orthopedic Assessment of Musculoskeletal Injuries: Upper Extremities Credits: (3)
Typically taught:
Fall [Full Sem]
Content of this course addresses evaluation techniques and care for musculoskeletal injuries to the head, face and upper extremities for graduate-level athletic training students. The student must integrate knowledge of anatomical structures, physiology principles and evaluative techniques to provide a basis for critical decision-making in an injury management environment. Prerequisite: MSAT 6300 .
MSAT 6350 - General Medical Conditions and Advances in Athletic Training Credits: (3)
Typically taught:
Fall [Full Sem]
Discusses general medical disorders and conditions pertaining to sports medicine and inquire into the latest research of related issues.
MSAT 6400 - Basic Therapeutic Modalities for Musculoskeletal Injuries Credits: (3)
Typically taught:
Fall [Full Sem]
Through lecture, discussion, and laboratory experience, the scientific basis of musculoskeletal rehabilitation involving therapeutic modalities will be examined. This course is designed to introduce students to the contemporary usage and basic foundation of therapeutic modalities, transmission of energy, infrared, and mechanical therapy. Two lecture and 2 lab hours per week. Prerequisite: MSAT 6300 and ZOOL 2200 or HTHS 1110 and HTHS 1111 .
MSAT 6401 - Advanced Therapeutic Modalities for Musculoskeletal Injuries Credits: (3)
Typically taught:
Spring [Full Sem]
Through lecture, discussion, and laboratory experience, the scientific basis of musculoskeletal rehabilitation involving therapeutic modalities will be examined. This course is designed to build upon the basic foundations of therapeutic modalities established in MSAT 6400 . Topics for discussion include the application of electrotherapy devices, ultrasound, light therapy, and short-wave diathermy. Two lecture and 2 lab hours per week. Prerequisite: MSAT 6400 .
MSAT 6430 - Principles of Athletic Training Credits: (3)
This course is designed to give graduate-level athletic training students an overview of athletic training principles. Students will gain knowledge in the areas of musculoskeletal injuries, environmental risk factors, mechanisms and characteristics of sports trauma, and the cooperative sports medicine team. Prerequisite: HLTH 2300 or AT 2300 .
MSAT 6431 - Orthopedic Taping, Wrapping, & Bracing Credits: (1)
Typically taught:
Summer [2nd Blk]
This course is designed to give graduate athletic training students a basic understanding of athletic training taping, wrapping, bracing, padding, and splinting techniques. Students will also learn how to properly fit and repair athletic protective equipment. Students will apply a variety of techniques to support all areas of the body.
MSAT 6450 - Basic Rehabilitation of Musculoskeletal Injuries Credits: (3)
Typically taught:
Spring [Full Sem]
Content of this course provides basic understanding of therapeutic exercise as it relates to the rehabilitation process of musculoskeletal injuries. Course provides basic concepts and hands-on techniques used in the rehabilitation of the athlete/patient from an injury state to a highly competitive state. Prerequisite: MSAT 6300 and MSAT 6301 .
MSAT 6451 - Advanced Rehabilitation of Musculoskeletal Injuries Credits: (3)
Typically taught:
Fall [Full Sem]
Content of this course provides advanced understanding of therapeutic exercise as it relates to the rehabilitation process of musculoskeletal injuries. This course provides advanced instruction and hands-on techniques in the rehabilitation of an athlete/patient from an injury state to a highly competitive state. Prerequisite: MSAT 6450 .
MSAT 6500 - Introduction to Graduate Athletic Training (First Semester) Credits: (2)
Typically taught:
Summer [2nd Blk]
Provides an opportunity for students to observe the function of an athletic training facility and become aware of the various duties performed by a Certified Athletic Trainer. Orients students to the graduate athletic training program.
MSAT 6501 - Graduate Practicum I Credits: (2)
Typically taught:
Fall [Full Sem]
Provides an opportunity for graduate-level athletic training students to receive skill proficiency testing in the areas of acute care of injury and illnesses. Prerequisite: MSAT 6500 .
MSAT 6502 - Graduate Practicum II Credits: (3)
Typically taught:
Spring [Full Sem]
Provides an opportunity for graduate-level athletic training students to receive skill proficiency testing in the areas of orthopedic assessment (upper body), risk management, psychosocial development, pharmacology, and taping, wrapping, bracing and padding. Prerequisite: MSAT 6301 , MSAT 6431 , MSAT 6501 and HTHS 2240 .
MSAT 6503 - Graduate Practicum III Credits: (3)
Typically taught:
Fall [Full Sem]
Provides an opportunity for graduate-level athletic training students to receive skill proficiency testing in the areas of basic therapeutic exercise, basic therapeutic modalities, risk management and injury prevention, orthopedic assessment (lower extremities) and basic nutrition. Prerequisite: MSAT 6400 , MSAT 6450 , MSAT 6300 , MSAT 6502 , and PEP 3280 .
MSAT 6504 - Graduate Practicum IV Credits: (3)
Typically taught:
Spring [Full Sem]
Provides an opportunity for graduate-level athletic training students to receive skill proficiency testing in the areas of advanced therapeutic exercise, advanced therapeutic modalities, and general medical conditions and disabilities. Prerequisite: MSAT 6503 , MSAT 6401 , MSAT 6451 , MSAT 6350 .
MSAT 6600 - Administration and Management in Athletic Training Credits: (3)
Typically taught:
Spring [Full Sem]
Provides an overview of the necessary policies, procedures, maintenance, and daily operation of athletic training facilities. Applies principles of facility design and planning, information management, legal and ethical considerations in health care, and professional development as it relates to athletic training. Prerequisite: MSAT 6502 .
MSAT 6700 - Advanced Diagnostic Imaging for the Athletic Training Profession Credits: (1)
Typically taught:
Spring [Full Sem]
This course provides an opportunity for students to gain exposure to the diagnostic imaging techniques commonly used by the medical community in diagnosis of injury in the athlete. Upon completion of the course, students will be able to identify anatomy and understand terminology used by health professionals when discussing diagnostic images and have an advanced understanding of indications, contraindications, and clinical implications. Prerequisite: MSAT 6350 .
MSAT 6998 - Master’s Board of Certification (BOC) Exam Preparation Credits: (1)
This course prepares Graduate Athletic Training students to take the Athletic Trainer Board of Certification (BOC) Exam. This course will review content from all courses in the Master of Science in Athletic Training program as well as content from the program’s prerequisite courses. Prerequisite: MSAT 6450 . May be repeated 2 times up to 3 credit hours.
MSAT 6999 - Critical Thinking for Musculoskeletal Injury Management Credits: (1)
Typically taught:
Spring [Full Sem]
Content of this course addresses evaluation techniques, rehabilitation processes and return to play guidelines for specific orthopedic injuries to the upper and lower extremities. The student must integrate anatomical structures, physiology principles, rehabilitation principles, and evaluative techniques to provide a basis for critical decision-making and care in a musculoskeletal injury management environment. Prerequisite: MSAT 6401 and MSAT 6451 .
Course Descriptions - MEDMaster of Education in Curriculum and Instruction Program
MED 6000 - Fundamentals of Graduate Study Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Review of program goals, policies, and procedures in the MED program. Introduction to the library, campus writing lab, and word processing facilities. A process for scholarly and professional writing will be covered as well as style, form, documentation, support, organization, and a number of other topics to help develop writing confidence for graduate work.
MED 6010 - Advanced Historical Foundations Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [1st Blk]
Study of the relationship of contemporary schooling issues to historical practices and philosophies.
MED 6020 - Diversity in Education Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
Topics in this course will include issues related to differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area as they impact teaching and learning.
MED 6030 - Advanced Educational Psychology Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
Educational applications of principles and theories of psychology, human behavior, personality development and learning. Prerequisite: (Recommended) MED 6080 .
MED 6050 - Curriculum Design, Evaluation & Assessment Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
An overview of the theories of curriculum development as well as a practical appraisal of curriculum design, implementation, evaluation and assessment. Prerequisite: (Recommended) MED 6080 .
MED 6060 - Instructional Strategies Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [1st Blk]
This methods course will include organizing and universal teaching strategies that can accommodate the variety of learning contexts and content that is taught to a diverse audience of learners. Prerequisite: (Recommended) MED 6080 .
MED 6080 - Conducting Educational Research Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Students learn to locate and interpret educational research, and to apply research methods to their own education issues. Prerequisite: MED 6000 . (Only taught fall and spring)
MED 6085 - Developing a Project Proposal Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
This course is designed to help students develop a Master’s project proposal that is carefully researched and professionally written. Prerequisite: MED 6030 , MED 6050 , MED 6060 , MED 6080 , and Graduate Committee formed.
MED 6090 - Master’s Project Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Development of a master’s project is often related to a student’s work assignment. Student must have a signed proposal and department permission to register. Prerequisite: MED 6085 .
MED 6091 - Graduate Synthesis Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
A review and synthesis of the program and its course work. The course includes opportunity to work with the development of personal portfolios. Prerequisite: All core requirements completed; Master’s Project Proposal committee-approved, and Master’s Project Report completed or in progress. Student must have a signed proposal and program approval to register. Prerequisite: MED 6085 .
MED 6110 - Introduction to Classroom Management Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [2nd Blk]
This course serves as an introduction to classroom management for those who have not had classroom experience or have been hired by a school district on a “letter of authorization,” (hired without a license). The focus will be on current issues, methodology, and application of a variety of approaches for behavior change, discipline, and management of diverse learners in the context of classroom environments. Classroom management as a function of good teaching will be examined. This course or MED 6120 is required for licensure.
MED 6120 - Advanced Classroom Management Credits: (3)
Typically taught:
Fall [Full Sem]
Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect, and management and strategies for the classroom. This course or MED 6110 is required for licensure.
MED 6130 - Topic in Education: (i.e., School Finance, Teaching for Inquiry, etc.) Credits: (1-3)
Typically taught:
Summer [1st Blk]
This course explores a topic receiving current attention by educators and the public and deemed worthy of in-depth study. Credit will be determined by the nature of the topic.
MED 6140 - Adolescent Development Credits: (2)
Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with those who have behavior problems.
MED 6150 - Action Research in the Classroom Credits: (2)
Students will explore effective classroom-based research techniques, complete classroom-based research projects, and engage in ongoing application of action research for the improvement of teaching practice.
MED 6160 - Effective Mentoring in the Classroom Credits: (2)
Course will cover strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project.
MED 6180 - Teaching Interpersonal Skills Credits: (2)
Typically taught:
Fall [Full Sem]
Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom.
MED 6200 - Current Trends in Early Childhood Education Credits: (3)
variable title
A variable title advanced course in Early Childhood Education (birth through age eight) based upon examination of the current trends in curriculum and instruction for young children. When this number is used it will be accompanied by a brief and specific descriptive title, i.e. literacy, math, science. May be repeated 2 times up to 9 credit hours.
MED 6210 - School Law Credits: (3)
Considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions.
MED 6220 - Current Problems in Education Credits: (3)
Typically taught:
Summer [1st Blk]
A survey course which identifies and gives opportunity to research current problems in education at national, state, and local levels. Solutions and responses are developed from the research to address problems.
MED 6230 - Instructional Technology for Teachers Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [1st Blk]
Designed for students who have had a prior introduction to technology. Topics could include classroom applications of technology, software evaluations, and technology integration.
MED 6240 - Foundations of Teaching for Cultural and Language Differences Credits: (2)
This course will address the nature of pluralism in American Society, including but not limited to exploration of multiculturalism, bilingualism, first and second language acquisition and instructional strategies. Establishes the core foundations for valuing diversity.
MED 6250 - Second Language Acquisition: Theories and Implementation Credits: (3)
Typically taught:
Fall [Full Sem]
This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners.
MED 6270 - Literacy Strategies for Teaching English Language Learners Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [1st Blk]
Teaching strategies for English language development and content area instruction.
MED 6280 - Family and Community Involvement in Education Credits: (2)
Examination of methods which would facilitate the interaction between the parent/community and the teacher/school through reciprocal communication, home-based involvement, school-based involvement and decision making. Special emphasis will be given to the importance of parental involvement in the education of second language learners.
MED 6300 - Conducting Qualitative Research Credits: (3)
Designed as an introduction to the philosophy, theory, and methodology of qualitative research. This course is a companion course to MED 6080 , Conducting Educational Research. Special emphasis is placed on designing qualitative research proposals for master’s degree projects.
MED 6311 - Content Instruction in the Elementary School: Science Credits: (2)
Typically taught:
Summer [1st Blk]
Explores new concepts in curriculum and methods of science instruction in the elementary schools. This course is required for elementary licensure.
MED 6312 - Content Instruction in the Elementary School: Mathematics Credits: (2)
Typically taught:
Spring [Full Sem]
Explores new concepts in curriculum and methods of mathematics instruction in the elementary schools. This course is required for elementary licensure.
MED 6313 - Content Instruction in the Elementary School: Social Studies Credits: (2)
Typically taught:
Fall [Full Sem]
Explores new concepts in curriculum and methods of social studies instruction in the elementary schools. This course is required for elementary licensure.
MED 6314 - Reading Instruction in Elementary Schools Credits: (2)
Typically taught:
Fall [Full Sem]
An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, fluency, phonics, and phonemic awareness in elementary school classrooms. This course is required for elementary licensure.
MED 6316 - Language Arts Instruction in Elementary Schools Credits: (2)
Typically taught:
Spring [Full Sem]
Students will explore theory, instructional methodology, and activities for supporting students in developing expertise in the essential skills of communication: listening, speaking, reading, writing, viewing, and visually representing. This course is required for elementary licensure.
MED 6320 - Content Area Literacy Instruction Credits: (3)
Typically taught:
Fall [Online]
Spring [Online]
Summer [Online]
Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas. This course is required for secondary licensure.
MED 6330 - Using Children’s Literature and Informational Text in the Classroom Credits: (2)
Typically taught:
Spring [Full Sem]
This course will provide a broad basis for using children’s literature for instructional purposes in elementary classrooms to enhance literacy development.
MED 6340 - Reading Assessment and Instructional Interventions Credits: (3)
Typically taught:
Spring [Full Sem]
Assessment of reading problems and corrective procedures for remediation in elementary classrooms.
MED 6350 - Reading Comprehension Instruction Credits: (3)
Typically taught:
Spring [Full Sem]
An exploration of current research theories and their pedagogical implications related to teaching vocabulary, reading comprehension, and metacognition. This course is required for the Level 1 Reading Endorsement.
MED 6352 - Early Literacy Instruction (K-6) Credits: (2)
Typically taught:
Fall [Full Sem]
The purpose of this course is to focus on the research on emergent and early literacy development so that teachers may construct well-designed, appropriate literacy learning environments, and experiences for young language learners. Because this is an advanced course, students will be expected to have a reading background in early literacy. This course is required for the Level 1 Reading Endorsement.
MED 6353 - Understanding and Supporting Reading Development (grades 6-12) Credits: (3)
Typically taught:
Summer [2nd Blk]
This course is to help practicing secondary teachers acquire skills and strategies to support struggling readers. Specifically, this course will provide teachers with a systematic and ongoing approach to classroom intervention to prevent continued failure in reading. Required for the Level 1 Basic Secondary Reading Endorsement.
MED 6354 - Literacy Leadership and Professional Development Credits: (2)
This course is designed to increase understanding of the administration and supervision of school literacy programs. Major topics will include: professional development, school/community relations, mentoring partnerships, student diversity, curriculum evaluation and development, and assessment. This course is required for the Reading Specialist Endorsement. Prerequisite: Basic Reading Endorsement.
MED 6355 - Research in Reading Credits: (3)
This course will engage students in studying and understanding primary research documents in reading. Students will be guided to explore both classical and contemporary reading research studies. Students will also be instructed in basic research techniques in reading. This course is required for the Reading Specialist Endorsement. Prerequisite: Level 1 Basic Reading Endorsement.
MED 6356 - Internship in Reading Credits: (3)
This course is a field-based experience designed to give students an opportunity to work with curriculum and school leaders for improving reading instruction on a district or school level. Prerequisite: Level I Basic Reading Endorsement, MED 6355 , MED 6354 . The course is graded Credit/No Credit.
MED 6360 - Foundations of Literacy Credits: (3)
Typically taught:
Summer [1st Blk]
An exploration of current reading, oral and written language theories, and their applications for the improvement of literacy practices in schools.
MED 6375 - Foundations of Dual Immersion or Immersion Education Credits: (3)
The course examines the background, underlying theory, and research foundations that support dual language and immersion education practices. Issues for teachers and administrators will be addressed. Practices and principles that inform language attentive curriculum will be a focus of the course.
MED 6380 - Values Education Credits: (3)
Typically taught:
Summer [Online]
Designed for teachers, administrators, parents and community leaders. Examines the developmental processes of socialization and moral development. Four separate approaches of values education are evaluated.
MED 6415 - Content-Based Second Language Curriculum, Instruction and Assessment Credits: (3)
Participants in this course learn to plan curriculum and instruction for dual language and immersion classrooms that combine language and content goals using standards-based and backwards design approaches. They also learn a range of classroom-based strategies for assessing language and content.
MED 6420 - Foundations of Education of the Gifted Credits: (3)
An overview of education for the gifted and talented: historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum and educational program options; special populations of gifted students.
MED 6430 - Creative Processes in the Elementary School Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [1st Blk]
This course focuses on the development of attitudes, methods, and skills in creative teaching, including an exploration of using music, art, dance, and drama in the elementary classroom. Graduate students will also explore philosophy, research, and theories which support arts integration, and development of teaching strategies and materials for use in the elementary classroom.
MED 6440 - Social and Emotional Needs of the Gifted Credits: (2)
This course examines social and emotional developmental needs of gifted and talented children and proposes strategies for recognizing and meeting those needs in classrooms and with families.
MED 6450 - Creativity and Applied Imagination Credits: (2)
Typically taught:
Fall [Full Sem]
Exploration and development of readily available personal and community resources to encourage creative thinking/reasoning, classroom involvement, and transfer of learning.
MED 6470 - Teaching for Thinking Credits: (2)
Typically taught:
Fall [Full Sem]
Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms.
MED 6480 - Differentiated Curriculum for the Gifted Credits: (3)
Curriculum theories and educational strategies for educating gifted and talented students. A practical course with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom.
MED 6490 - Assessment and Evaluation in Education of the Gifted Credits: (3)
Principles of assessment applied to identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness.
MED 6495 - Action Research in Education of the Gifted Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This is a capstone course in the program leading to a Utah teaching endorsement in education of the gifted and talented and meets the USOE endorsement requirement for a field experience or practicum in education of the gifted by requiring a community-based project in which learning from previous endorsement courses is synthesized in a practical way. Students are expected to take initiative in planning, implementing, documenting, and evaluating meaningful action research projects relevant to education or the gifted and talented. Prerequisite: Bachelors degree, teaching license, and MED 6420 , MED 6480 , MED 6490 .
MED 6510 - Advanced Foundations in Special Education Practice and Law (Elementary and Secondary Teachers) Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [2nd Blk]
This course focuses on the learning and social characteristics of young people with exceptionalities – that is, disabilities (physical, mental, learning) or giftedness – and about public policy and services available to them. As future teachers, students will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an includive classroom. Prerequisite: Admission to Masters of Education.
MED 6510D - Advanced Foundations in Special Education Practice & Law (Special Education License) Credits: (3)
Typically taught:
Fall [Full Sem]
This course focuses on the learning and social characteristics of young people with exceptionalities – that is, disabilities (physical, mental, learning) or giftedness – and about public policy and services available to them. As future teachers, students will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an includive classroom. Prerequisite: Admission to Masters of Education.
MED 6520 - Collaboration, Consultation, and IEP Development Credits: (3)
Typically taught:
Fall [Full Sem]
Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities, and techniques of collaboration and consultation.
MED 6521 - Practicum in Special Education Credits: (2)
Typically taught:
Spring [Full Sem]
This Practicum experience will focus on examining in depth the lives of students with mild to moderate disabilities in school, home, and community settings. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings. This Practicum must be taken either concurrently with, or after completion of, MED 6510 and MED 6520 .
MED 6530 - Principles and Applications of Special Education Assessment Credits: (3)
Typically taught:
Spring [Full Sem]
Administer, score, and interpret norm-referenced assessment instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs.
MED 6540 - Advanced Managing Student Behavior Credits: (3)
Typically taught:
Spring [Full Sem]
This course will address current issues, practices, and application of a variety of approaches for behavior change. It is designed to teach students validated classroom management strategies, behavioral intervention strategies and techniques for use with students who have behavioral and social skill deficits. The primary goal of this couse is for each student to conduct a functional assessment and implement and evaluate a behavior intervention plan. Prerequisite: MED 6510 or MED 6520 .
MED 6550 - Advanced Instructional Planning and Learning Environments for Special Education Students Credits: (3)
Typically taught:
Spring [Full Sem]
Effective teaching methods, instructional programming and modification of curriculum for students with disabilities. A direct instruction model is emphasized. Prerequisite: Admission to Masters of Education.
MED 6555 - Advanced Instructional Methods and Practicum: Reading Credits: (4)
This course is designed to introduce principles and techniques for diagnosis and remediation of reading problems. The course will cover student characteristics and school setting demands which contribute to lack of success in reading classrooms. Field experience required.
MED 6560 - Advanced Instructional Methods and Practicum: Mathematics Credits: (4)
Typically taught:
Spring [Full Sem]
Assessment and diagnosis of mathematics problems and corrective procedures for remediation. This course focuses on the needs of students with learning problems or who are at-risk for school failure. Students will apply the concepts learned in an action research project in a K-12 classroom.
MED 6570 - Advanced Instructional Methods and Practicum: Written Expression Credits: (4)
Typically taught:
Fall [Full Sem]
This course is designed to introduce principles and validated strategies for teaching written expression to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in written expression. Field experience required.
MED 6580 - Advanced Learning Strategies and Transition for Special Education Students Credits: (3)
Typically taught:
Fall [Full Sem]
Effective teaching methods, strategies, and practices for secondary age level students with disabilities. A cognitive learning strategies approach is emphasized. Prerequisite: Admission to Masters of Education.
MED 6581 - Pre-Student Teaching in Special Education Credits: (4)
Typically taught:
Not currently being taught.
The purpose of pre-student teaching is to continue field experience in a supportive and professional manner. The student will have the opportunity to experience teaching and the responsibilities that it entails under the direct guidance of the cooperating teacher and the course instructor. This course is designed to provide students with practical experiences in the areas of: (a) assessment, (b) behavior management, (c) curriculum and instruction for students K-12, and (d) planning and developing post secondary transition plans. Prerequisite: EDUC 4521 /MED 6521 Practicum in Special Education, with a grade of B or better. Must be taken either concurrently with, or after completion of, EDUC 4530 /MED 6530 , EDUC 4540 / MED 6540 , EDUC 4550 /MED 6550 , and EDUC 4580 /MED 6580 .
MED 6610 - Life Science for Elementary Teachers Credits: (3)
This course provides a background in concepts relating to living organisms and the interactions among them and their environment. The flexibility of these concepts is examined in light of research activities.
MED 6620 - Physical Science for Elementary Teachers Credits: (3)
Basic concepts of the physical sciences (chemistry and physics) are covered. The importance of the scientific method and the design of experiments is addressed as well as basic facts and discoveries. Hands-on laboratory activities are an important part of the course.
MED 6630 - Earth Science for Elementary Teachers Credits: (3)
Typically taught:
Fall [Full Sem]
A background in basic concepts relating to the formation, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet (atmosphere, lithosphere, and hydrosphere) are investigated through laboratory activities applicable to elementary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
MED 6640 - The World As A Classroom Credits: (1-3)
variable title
This course is designed to provide enrichment opportunities for those who undertake either domestic or foreign travel to participate in study tours, research, and other professional development experiences. It offers participants an opportunity to learn outside the classroom in locations available only through travel. May be repeated up to 3 credit hours.
MED 6650 - Understanding Science Credits: (3)
This course will examine the nature of science, the philosophy of science, and research in science education. Students will engage in authentic scientific research.
MED 6661 - Life Science for Secondary Teachers: Zoology Credits: (3)
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
MED 6662 - Life Science for Secondary Teachers: Microbiology Credits: (3)
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
MED 6663 - Life Science for Secondary Teachers: Botany Credits: (3)
This course examines basic concepts relating to living organisms, interactions among them, and relationships with their environment. Concepts of structure, function, ecology, behavior, and evolution will be investigated through laboratory activities applicable to secondary classrooms. Content relates to current areas of public concern and advances in the life sciences.
MED 6670 - Physics for Secondary Teachers Credits: (3)
A background in the basic concepts of physics is provided. Topics include laws of motion, gravity, energy, light, heat, sound, electricity, magnetism, atomic and nuclear physics, radioactivity, and relativity. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
MED 6680 - Chemistry for Secondary Teachers Credits: (3)
A background in the basic concepts related to matter, its properties, and its reactions is provided. Laboratories investigate concepts applicable to secondary classrooms. Activities associate science content with appropriate activities designed to develop process skills, laboratory skills, and positive attitudes toward science.
MED 6691 - Earth Science for Secondary Teachers: Geology Credits: (3)
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet’s lithosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
MED 6692 - Earth Science for Secondary Teachers: Meteorology Credits: (3)
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet’s atmosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
MED 6693 - Earth Science for Secondary Teachers: Oceanography Credits: (3)
A background in basic concepts relating to the information, development, and history of the earth is provided. General concepts of the structure, composition, and modification of the planet’s hydrosphere are investigated through laboratory activities applicable to secondary classrooms. Activities emphasize inquiry and appropriate activities for developing content, process skills, laboratory skills, and positive attitudes toward science.
MED 6730 - Mathematics for Teaching K-8: Assessment and Intervention Credits: (3)
Practicing teachers will gain a deeper understanding of the various types of assessment and their appropriate use for guiding instruction, intervention, and evaluation of student learning of mathematics content. This course is part of the Elementary Mathematics Endorsement.
MED 6860 - Practicum in Education Credits: (1-4)
Practical synthesis and application of knowledge and skills gained in previous education courses. Student must have approval from the department or program chair, and should follow specific program guidelines for prerequisites and other requirements. This course may be taken more than one time. Offered CR/NC only; this course does not grant credit toward the MED degree but is required for a teaching license in the state of Utah. May be repeated 3 times for credit.
MED 6870 - Student Teaching in Elementary Education for MED Students Credits: (6)
The student teaching experience is the culminating learning experience for the elementary licensure track. Student teaching is a time for developing one’s classroom management style, instructional design, and collaborating with a mentor teacher. Student teaching is a rigorous experience, which is carefully planned, guided, assessed, and evaluated. Offered CR/NC only; this course does not grant credit towards the MED degree but is required for a teaching license in the state of Utah. Prerequisite: EDUC 5860 or MED 6860 , MED 6110 or MED 6120 , MED 6050 , MED 6510 , MED 6020 , MED 6311 , MED 6312 , MED 6313 , MED 6314 , MED 6316 .
MED 6880 - Student Teaching in Secondary Education for MED Students Credits: (6)
Student teaching experience, with supervision, in a public school to synthesize theory and practice from previous education courses. Offered CR/NC only; this course does not grant credit toward the MED degree but is required for a teaching license in the state of Utah. Prerequisite: EDUC 5860 or MED 6860 , MED 6020 , MED 6060 , MED 6120 or MED 6110 , MED 6050 , MED 6320 , and MED 6510 .
MED 6900 - Individual Study Credits: (1-3)
Intended for the candidate who has special needs and who would benefit from an individual study program. Forms are available from Room ED 234 MEd program office and must be approved by the instructor and the director at time of registration. May be repeated up to 3 credit hours.
MED 6920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-4)
In order to provide flexibility and to meet many different needs, a number of specific offerings are possible using this catalog number. When the number is used it will be accompanied by a brief and specific descriptive title. The specific title with the credit authorized for the particular offering will appear on the student transcript. May be repeated 5 times up to 6 credit hours.
MED 6990 - Continuing Graduate Advisement Credits: (1)
This course is used to fill the continuous enrollment requirement while completing the Master’s project. The course is graded Credit/ No Credit.
Course Descriptions - CHFDepartment of Child and Family Studies
CHF 1400 - Marriage as an Interpersonal Process Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
An introductory survey course which addresses individual, interpersonal, and developmental dynamics essential for sustaining interpersonal and marital relationships.
CHF 1500 SS - Human Development Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
A survey course which addresses the developmental aspects of individuals across the lifespan. Course content encompasses the study of biological, cognitive, social, and emotional developmental changes of the healthy individual in the context of the family and society. It emphasizes and demonstrates the vital connections between theory, research, and application.
CHF 2100 - Family Resource Management Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
Understanding the significance of values, goals, attitudes and planning strategies in the management of human, economic and environmental resources as they relate to increasing satisfaction and the enhancement of family relationships.
CHF 2400 - Family Relations Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
Examines dynamics of the healthy family using family theory, individual life span development, research, and active learning experiences.
CHF 2500 - Development of the Child: Birth Through Eight Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Online]
Focuses on developmental characteristics, developmental processes, and events and circumstances that influence the development of a child from birth through eight years of age. Prerequisite: CHF 1500 .
CHF 2570 - Middle Childhood Development Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Focuses on the developmental characteristics, processes, and events that influence the growth of the child during the middle childhood development period. Examines the interactive efforts that the culture, family, school and peers have on development during this period. Prerequisite: CHF 1500 .
CHF 2600 - Introduction to Early Childhood Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
An overview of the historical roots of early childhood education; theoretical approaches, developmentally appropriate practice, types and efficacy of early childhood programs; and political issues and ethical conduct within the early childhood profession. Two hours lecture and two hours of lab per week. Prerequisite: CHF 1500 . Students enrolling in CHF 2600, CHF 2610 and CHF 2620 will be working with families and children; the State of Utah requires a background check and clearance. Applicants must be fingerprinted and complete a background check before being fully accepted into the program. A handout available from the department secretary explains the procedure and nominal expenses. If the background check reveals misconduct, you will not be allowed to enroll in these courses or any others that include field experience, practica or student teaching. Background checks require up to eight weeks and should be completed, or in progress, prior to enrolling in CHF 2600, CHF 2610 , and CHF 2620 courses. See the department secretary for further details.
CHF 2610 - Guidance Based on Developmental Theory Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
The development of a philosophy and a plan of action for guiding the child based on theories of development. Lectures combine with laboratory experiences to provide opportunity for building relationships with young children. Students complete a minimum of 24 hours practicum arranged by the instructor. Prerequisite: CHF 1500 . May be taken concurrently with CHF 2600 . Students enrolling in CHF 2600 , 2610 and CHF 2620 will be working with families and children; the State of Utah requires a background check and clearance. Applicants must be fingerprinted and complete a background check before being fully accepted into the program. A handout available from the department secretary explains the procedure and nominal expenses. If the background check reveals misconduct, you will not be allowed to enroll in these courses or any others that include field experience, practica or student teaching. Background checks require up to eight weeks and should be completed, or in progress, prior to enrolling in CHF 2600 , 2610, and CHF 2620 courses. See the department secretary for further details.
CHF 2620 - Planning Creative Experiences for Young Children Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Development of attitudes, materials, and skills needed to plan and teach age, individually, and culturally appropriate curriculum for young children. Students complete a minimum of 24 hours practicum arranged by the instructor. Prerequisite: CHF 1500 and CHF 2610 . Students enrolling in CHF 2600 , CHF 2610 and 2620 will be working with families and children; the State of Utah requires a background check and clearance. Applicants must be fingerprinted and complete a background check before being fully accepted into the program. A handout available from the department secretary explains the procedure and nominal expenses. If the background check reveals misconduct, you will not be allowed to enroll in these courses or any others that include field experience, practica or student teaching. Background checks require up to eight weeks and should be completed, or in progress, prior to enrolling in CHF 2600 , CHF 2610 , and 2620 courses. See the department secretary for further details.
CHF 2830 - Directed Readings Credits: (1-3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Individually chosen readings on specialized topics supervised by a faculty member. Prerequisite: Consent of faculty supervisor prior to registration. May be repeated up to 3 credit hours.
CHF 2850 - Child Development Associate Training Credits: (2)
Understanding child development concepts and applying them to teaching situations with young children. The Professional Resource File in preparation for National Child Development Associate Credential (CDA) is compiled during the course.
CHF 2860 - Practicum Credits: (2-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Work experience which applies prior academic learning in a supervised setting. Prerequisite: Consent of faculty supervisor prior to registration. May be repeated up to 6 credit hours.
CHF 2890 - Cooperative Work Experience Credits: (1-6)
Open to all students in the Child and Family Studies Department who meet the minimum Cooperative Work Experience requirements of the department. Provides academic credit for on-the-job experience. Grade and amount of credit will be determined by the department. May be repeated up to 6 credit hours.
CHF 2920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-4)
Typically taught:
(when needed)
Consult the class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. May be repeated up to 6 credit hours.
CHF 2990A - Seminar in Child Development Credits: (1)
Discussion and analysis of readings and selected topics in growth, development, and education of the young child.
CHF 2990B - Seminar in Family Studies Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Discussion and analysis of special topics for Family Studies majors including professional skills, professional credentials, and the development of professional ethics.
CHF 3150 - Consumer Rights and Responsibilities Credits: (3)
Typically taught:
Fall [Online]
Spring [Online]
Summer [Online]
The role and responsibilities of the family and its members as consumers. An exploration of marketplace fact and fraud and identification of consumer resources.
CHF 3350 - Diverse Families Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A comparative analysis of various types of ethnic families in the United States reflecting their social and political dynamics with extensive coverage of the family lifestyles, traditions and values. Several American ethnic groups will be examined including historical background, key ethnic cultural components, traditional and current ethnic family characteristics, and changes and adaptations to the ethnic family and culture.
CHF 3450 - Adult Development Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Growth and development through young, middle, and late adulthood within a developmental and family system context.
CHF 3500 - Young Children at Risk Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Focuses on the elements of the child’s history, status, biological traits, and social circumstances that have the potential of placing the child in a position of risk in early childhood settings during the early childhood period. Prerequisite: CHF 1500 or equivalent.
CHF 3550 - Parenting Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Online]
A course designed to assist in the acquisition of skills and knowledge regarding the understanding and facilitation of contemporary parents in their parenting role. Course content will include conceptualizations and strategies from both contemporary theoretical and applied perspectives. Prerequisite: CHF 1400 , CHF 1500 , and CHF 2400 , or consent of instructor.
CHF 3640 - Working with Parents Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Prepares students to be advocates and practitioners of parent involvement by exploring philosophies, processes, and methods for working with parents and involving them in their child’s learning process. Components of family structure, economics, cultural diversity, second-language learners, communication skills, community resources, and a model for parent involvement are integrated into the student experience.
CHF 3650 - Family Processes Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
An examination of family internal dynamics and family systems for the purpose of enrichment, problem prevention and education. Prerequisite: CHF 2400 .
CHF 3680 - Teaching Experience in the Preschool Credits: (3)
Provides students an opportunity to be an assistant teacher, to observe and interact with children on an individual and group basis; plan, develop, and implement activities for children. Prerequisite: CHF 1500 , CHF 2610 and CHF 2620 , or consent of instructor.
CHF 3850 - Current Research Methods in Child and Family Studies Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
An introduction to the methods and types of research used in the study of family issues and processes. Focus of the course includes the development of student knowledge and skills used in applying the scientific method in family studies contexts. Understanding, reviewing, evaluating, and interpreting the methods and conclusions reported in the professional empirically based journals will also be emphasized. Prerequisite: CHF 1500 , CHF 2400 .
CHF 4300 - Latino Child and Family Development Credits: (3)
Typically taught:
Spring [Online]
Summer [1st Blk]
The Latino Child and Family Development course is designed as an upper division course for those who will work with, advocate for, or interact with children and families from a Latino background. The course uses a cultural constructivist approach to understand Latino children and their families. The central focus includes the study of Latino culture, parenting practices, couple and marital practices, and other family dynamics. Additionally, a major goal is to understand and deconstruct stereotypes associated with individuals within the Latino culture. The course will simultaneously focus on Latinos living within the United States as well as cultural groups throughout North America, South America, and the Caribbean.
CHF 4400 - The Family in Stress Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Online]
Examining causes of stress in the family and developing strategies for coping with stress.
CHF 4500 - Comparative Study of Childhood and Adolescent Development Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Online]
An advanced level course that addresses the understanding of the principles and theories of growth and development within and between the stages of children in childhood and adolescence. Covers the physiological, intellectual, social, emotional domains of development. Prerequisite: CHF 1500 and CHF 2400 .
CHF 4510 - Contemporary Issues in Planning for Children Credits: (1-3)
Variable Title
An in-depth study of a contemporary issue in childhood. In some cases, this course may substitute for one of the minor requirements when it has received prior approval from a department advisor. May be repeated up to 3 credit hours.
CHF 4520 - Basic Mediation Training Credits: (3)
Typically taught:
(when needed)
A basic mediation training course addressing the theory and skills to effectively deal with conflict situations. The course leads to certification in basic theory and skills of mediation. (Supervised mediation practice is required to complete certification.)
CHF 4600 - Family Studies Field Experiences Credits: (1-8)
Typically taught:
(when needed)
Six to eight weeks internship, which may require off-campus residence. Credit and hours as arranged with instructor. Prerequisite: consent of instructor. May be repeated up to 8 credit hours.
CHF 4650 - Family Life Education Methods Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Preparing students to be Family Life Educators by exploring philosophies, methods, and skills for teaching and working with parents and family members. Prerequisite: CHF 3350 , CHF 3550 , CHF 3650 , and CHF 3850 , or consent of instructor.
CHF 4710 - Advanced Guidance and Planning for Early Childhood Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A synthesis of guidance and planning with an emphasis on assessment, appropriate objectives and strategies for individual and specific groups of children. Requires both lecture and lab time. Students majoring in EC, ECE, or taking an early childhood specialization with their K-6 license will register for the section that is offered the first 5 weeks of the semester, and take it concurrently with CHF 4720 . Teacher Education majors who are K-6 candidates and not taking an early childhood specialization will register for the full semester section. Prerequisite: CHF 2610 and CHF 2620 . Minors take it concurrently with CHF 4860 .
CHF 4711 - Advanced Guidance and Planning for Teacher Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A synthesis of guidance and planning with an emphasis on assessment, appropriate learning objectives and strategies for individuals and specific groups of children in early learning settings. Requires both lecture and lab time. This course is intended for teacher education majors who are K-6 candidates not completing an early childhood specialization. Students majoring in EC, ECE, or taking an early childhood specialization with their K-6 license should enroll in CHF 4710 instead of 4711. Prerequisite: CHF 2610 and CHF 2620 .
CHF 4720 - Student Teaching in the Children’s School Credits: (3-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Experience in application of generalizations regarding growth, guidance, and development of children in the Children’s School. For juniors and seniors. Prerequisite: EC and ECE majors: CHF 2500 , CHF 2600 , CHF 2610 , CHF 2620 and CHF 3640 . K-6 Candidates: CHF 2610 and CHF 2620 . To be taken concurrently with CHF 4710 . (Will be taken the last 10 weeks of the semester.) May be repeated 2 times up to 9 credit hours.
CHF 4800 - Individual Research Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Supervised projects and primary research in various areas of Child and Family Studies. Limited to advanced students upon consent of faculty supervisor. May be repeated up to 6 credit hours.
CHF 4830 - Directed Readings Credits: (1-3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Individually chosen readings on specialized topics supervised by a faculty member. Credit for this course towards a Child and Family Studies major or minor will only be accepted when the course is completed with a grade of B- or better. Prerequisite: Consent of faculty supervisor prior to registration. May be repeated up to 3 credit hours.
CHF 4860 - Practicum Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Work or volunteer experience which applies prior academic learning in a supervised setting. Consent of faculty supervisor is required prior to registration. Prerequisite: for Family Studies Majors include CHF 3350 , CHF 3550 , CHF 3650 , and completed background clearance. May be repeated up to 6 credit hours.
CHF 4890 - Cooperative Work Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
A continuation of CHF 2890 . Consent of Instructor. May be repeated up to 6 credit hours.
CHF 4900 - Career Strategy Seminar Credits: (1)
Open to first semester Juniors through first semester Seniors in all academic schools. Course objectives are to help students develop a career strategy to meet expected career goals, i.e., acquire a career position or successfully prepare for graduate school acceptance.
CHF 4920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-4)
Typically taught:
(when needed)
Consult the class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. May be repeated up to 6 credit hours.
CHF 4980 - Early Childhood Senior Synthesis Seminar Credits: (1)
Synthesis of Early Childhood/Elementary Education program of study with specific emphasis on beginning a professional career in teaching. Senior project not required. To be taken concurrently with student teaching.
CHF 4990A - Seminar in Child Development Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Discussion and analysis of special topics for advanced Early Childhood and Early Childhood Education majors. Prerequisite: CHF 2500 , CHF 2600 , CHF 3640 , and CHF 3500 (or EDUC 2010 ) or instructor’s consent, and concurrent or prior enrollment in CHF 4710 and CHF 4720 .
CHF 4990B - Senior Seminar in Family Studies Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Discussion and analysis of special topics for seniors in Family Studies major. Prerequisite: CHF 3350 , CHF 3550 , CHF 3650 , CHF 3850 , or consent of instructor.
Course Descriptions - AT, ATHL, HLTH, NUTR, PE, PEP, RECDepartment of Health Promotion and Human Performance
AT 1300 - First Aid: Responding to Emergencies Credits: (2)
Typically taught:
Fall [1st Blk]
Spring [1st Blk]
Summer [1st Blk]
Training the lay person to respond correctly in emergencies and act as the first link in the emergency medical service system. Course leads to American Red Cross certification in Adult, Infant and Child CPR and First Aid: Responding to Emergencies. Cross-listed with HLTH 1300 .
AT 1500 - Introduction to Athletic Training (First Semester) Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Provides an opportunity for students to observe the function of an athletic training facility and become aware of the various duties performed by a Certified Athletic Trainer. Students who wish to apply for admission to the Undergraduate Athletic Training major must take this course. Required 5 hours (outside of class) clinical observation in approved athletic training rotation settings. Two lecture hours per week.
AT 1501 - Clinical Application of Athletic Training I Credits: (1)
Typically taught:
Fall [Full Sem]
Provides an opportunity for students to receive skill proficiency testing in the areas of acute care of injury and illnesses. Two lab hours per week. Prerequisite: AT 1500 , AT 2300 , and formal admission to the AT education program.
AT 2175 - Introduction to Sports Medicine Credits: (3)
Presents the duties and functions of the certified athletic trainer and their relationship to other allied health care and sports medicine professionals. The course will focus on the fundamental causes, prevention, recognition, care, reconditioning of musculoskeletal injuries/illnesses, and program organization and administration. The course will include the planning, preparation, and presentation of group projects on assigned topics related to athletic training. For non-majors.
AT 2300 - Emergency Response Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
Meets the needs of the non-health care professional who has a duty to respond in an emergency. Provides more skills and in-depth training than the First Aid: Responding to Emergencies course. Course leads to American Red Cross certification in Emergency Response and CPR for the Professional Rescuer. Cross-listed with HLTH 2300 .
AT 2430 - Prevention and Care of Musculoskeletal Injuries Credits: (3)
This course is designed to give a basic understanding of athletic training principles. Recognition, cause, prevention, and treatment of musculoskeletal injuries.
AT 2431 - Taping, Wrapping, Bracing, Padding, and Splinting Credits: (1)
Typically taught:
Fall [Full Sem]
This course is designed to give a basic understanding of athletic training taping, wrapping, bracing, padding, and splinting techniques. Students will apply a variety of techniques to support all areas of the body. Prerequisite: AT 1500 , formal admission to the AT education program.
AT 2500 - Clinical Application of Athletic Training II Credits: (2)
Typically taught:
Spring [Full Sem]
Provides an opportunity for students to receive skill proficiency testing in the areas of risk management and injury prevention, psychosocial development, taping, wrapping, bracing and padding. Prerequisite: AT 1501 and AT 2431 .
AT 2501 - Clinical Application of Athletic Training III Credits: (2)
Typically taught:
Fall [Full Sem]
Provides an opportunity for students to receive skill proficiency testing in the areas of musculoskeletal injury assessment (lower extremity) and basic nutrition. Prerequisite: AT 2500 , AT 3300 and NUTR 1020 .
AT 3080 - Statistics and Evidence-Based Practice Credits: (3)
Typically taught:
Spring [Full Sem]
This course explores the concepts necessary to ensure future allied-health professionals are well prepared to utilize an evidence-based practice approach to treatment. Students will gain familiarity with the major elements of evidenced based practice, such as developing a clinically-relevant research question, completing a literature review, as well as becoming familiar with research methodology such as research design, evaluation, statistical analysis, presentation of data, and ethical considerations. This course provides an overview of descriptive and inferential statistics. Students should have a basic understanding of conducting library and Internet information searches prior to taking this course. Prerequisite: MATH 1010 or higher; or Math ACT score of 23 or higher.
AT 3200 - Psychology of Sport, Injury & Rehabilitation Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [2nd Blk]
Summer [1st Blk]
This course is designed to provide a basic understanding of the psychology of sport, injury, and rehabilitation. Topics covered include: emotion, motivation, mental skills training and use, psychological antecedents of injury, psychology of injury and rehabilitation, career transition and termination, disabilities, rehabilitation/exercise adherence, eating disorders, alcohol and drug/substance abuse, gender and cultural diversity, and research methods related to psychology of sport, injury and rehabilitation. Prerequisite: PSY 1010 or HLTH 1110 . Cross-listed with PSY 3200 .
AT 3300 - Evaluation and Care of Musculoskeletal Injuries: Lower Extremities Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [2nd Blk]
Content of this course addresses evaluation techniques and care for musculoskeletal injuries to the trunk and lower extremities. The student must integrate knowledge of anatomical structures, physiology principles and evaluative techniques to provide a basis for critical decision-making in an injury management environment. Prerequisite: ZOOL 2100 or HTHS 1110 and HTHS 1111 and AT 3301 .
AT 3301 - Evaluation and Care of Musculoskeletal Injuries: Upper Extremities Credits: (3)
Typically taught:
Fall [Full Sem]
Summer [1st Blk]
Content of this course addresses evaluation techniques and care for musculoskeletal injuries to the head, face and upper extremities. The student must integrate knowledge of anatomical structures, physiology principles and evaluative techniques to provide a basis for critical decision-making in an injury management environment. Prerequisite: ZOOL 2100 or HTHS 1110 and HTHS 1111 .
AT 3500 - Clinical Application of Athletic Training IV Credits: (3)
Typically taught:
Spring [Full Sem]
Provides an opportunity for students to receive skill proficiency testing in the areas of musculoskeletal injury assessment (upper body), risk management, and pharmacology. Prerequisite: AT 2501 , AT 3200 , AT 3301 and HTHS 2240 .
AT 3501 - Clinical Application of Athletic Training V Credits: (3)
Typically taught:
Fall [Full Sem]
Provides an opportunity for students to receive skill proficiency testing in the areas of basic therapeutic exercise, basic therapeutic modalities, risk management and injury prevention, and assessment and evaluation. Prerequisite: PEP 3280 , AT 3500 , AT 4100 , AT 4200 .
AT 3550 - Clinical Application of Athletic Training-Supplement Credits: (3)
Typically taught:
Su
Provides an opportunity for students to gain clinical experience with varied patient populations in the areas of assessment, evaluation, modalities and rehabilitation. Prerequisite: AT 3500 .
AT 3600 - Ergonomics for Health and Safety Credits: (2)
Examines and analyzes the effects of the workplace on employees and adaptations of the work environment to suit the individual. The focus is on the interaction of work and people, i.e., physiological and environmental stresses with the primary intent to establish ways to reduce injuries, accidents, and fatigue and to improve human performance at work. Prerequisite: PEP 3500 or consent of instructor.
AT 4100 - Basic Therapeutic Modalities for Musculoskeletal Injuries Credits: (3)
Typically taught:
Fall [Full Sem]
Summer [1st Blk]
Through lecture, discussion, and laboratory experience, the scientific basis of musculoskeletal rehabilitation involving therapeutic modalities will be examined. This course is designed to introduce students to the contemporary usage and basic foundation of therapeutic modalities, transmission of energy, infrared, and mechanical therapy. Prerequisite: AT 3300 and ZOOL 2200 or HTHS 1110 and HTHS 1111 .
AT 4101 - Advanced Therapeutic Modalities for Musculoskeletal Injuries Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [2nd Blk]
Through lecture, discussion, and laboratory experience, the scientific basis of musculoskeletal rehabilitation involving therapeutic modalities will be examined. This course is designed to build upon the basic foundations of therapeutic modalities established in AT 4100 . Topics for discussion include the application of electrotherapy devises, ultrasound, light therapy, and short-wave diathermy. Prerequisite: AT 4100 .
AT 4200 - Basic Rehabilitation of Musculoskeletal Injuries Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
Content of this course provides basic understanding of therapeutic exercise as it relates to the rehabilitation process of musculoskeletal injures. Course provides basic concepts and hands on techniques used in the rehabilitation of the athlete/patient from an injury state to a highly competitive state. Prerequisite: AT 3300 , AT 3301 , and PEP 3450 .
AT 4201 - Advanced Rehabilitation of Musculoskeletal Injuries Credits: (3)
Typically taught:
Fall [Full Sem]
Content of this course provides advanced understanding of therapeutic exercise as it relates to the rehabilitation process of musculoskeletal injuries. This course provides advanced instruction and hands on techniques in the rehabilitation of an athlete/patient from an injury state to a highly competitive state. Prerequisite: AT 4200 .
AT 4500 - Clinical Application of Athletic Training VI Credits: (3)
Typically taught:
Spring [Full Sem]
Provides an opportunity for students to receive skill proficiency testing in the areas of advanced therapeutic exercise, advanced therapeutic modalities, and general medical conditions and disabilities. Prerequisite: AT 3501 , AT 4101 , AT 4201 , AT 4550 .
AT 4550 - General Medical Conditions and Advances in Athletic Training Credits: (3)
Typically taught:
Spring [Full Sem]
Discuss general medical disorders and conditions pertaining to sports medicine and inquire into newest research of related issues. Prerequisite: AT 3300 and AT 3301 .
AT 4600 - Administration & Management in Athletic Training Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Provides an overview of the necessary policies, procedures, maintenance, and daily operation of athletic training facilities. Applies principles of facility design and planning, information management, legal and ethical considerations in health care, and professional development as it relates to athletic training. Pre/Corequisite: Student must have completed or be concurrently registered for AT 3500 OR PEP 4890 .
AT 4700 - Introduction to Radiology for the Athletic Training Profession Credits: (1)
Typically taught:
Fall [Full Sem]
This course provides an opportunity for students to gain exposure to the diagnostic imaging techniques commonly used by the medical community in diagnosis of injury in the athlete. Upon completion of the course, students will be able to identify anatomy and understand terminology used by health professionals when discussing diagnostic images. Prerequisite: AT 4200 .
AT 4800 - Individual Projects Credits: (1-4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A comprehensive study or project in the field of Athletic Training. Hours to be arranged for seniors only. May be repeated 3 times up to 16 credit hours.
AT 4990 - Senior Seminar Credits: (1)
For Seniors only. Structured seminar focuses on synthesis of ideas and portfolio preparation.
AT 4998 - Preparation for the Board of Certification (BOC) Exam Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This is an optional course for Athletic Training Majors in the Clinical Track who are preparing for the Board of Certification (BOC) Exam. May be repeated once up to 2 credit hours.
AT 4999 - Critical Thinking for Musculoskeletal Injury Management Credits: (1)
Typically taught:
Spring [Full Sem]
Content of this course addresses evaluation techniques, rehabilitation processes and return to play guidelines for specific injuries to the upper and lower extremities. The student must integrate anatomical structures, physiology principles, rehabilitation principles, and evaluative techniques to provide a basis for critical decision-making and care in an athletic injury management environment. Prerequisite: AT 4101 and AT 4201 . May be repeated 3 times up to 4 credit hours.
ATHL 1080 - Strength Training Level I Credits: (1)
-For Club Hockey Players Only
ATHL 1081 - Strength Training Level II Credits: (1)
-For Club Hockey Players Only
ATHL 1510 - Varsity Volleyball Credits: (1)
Typically taught:
Fall [Full Sem]
May be repeated 3 times up to 4 credit hours.
ATHL 1520 - Varsity Soccer Credits: (1)
Typically taught:
Fall [Full Sem]
May be repeated 3 times up to 4 credit hours.
ATHL 1570 - Varsity Basketball Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
May be repeated 3 times up to 4 credit hours.
ATHL 1575 - Rodeo I Credits: (1)
Typically taught:
Spring [Full Sem]
Fall [Full Sem]
May be repeated 7 times up to 8 credit hours.
ATHL 1580 - Varsity Cross Country Credits: (1)
Typically taught:
Fall [Full Sem]
May be repeated 3 times up to 4 credit hours.
ATHL 1590 - Varsity Football Credits: (1)
Typically taught:
Fall [Full Sem]
May be repeated 3 times for 4 credit hours.
ATHL 1600 - Varsity Golf Credits: (1)
Typically taught:
Fall [Full Sem]
May be repeated 3 times for 4 credit hours.
ATHL 1630 - Varsity Tennis Credits: (1)
Typically taught:
Fall [Full Sem]
May be repeated 3 times for 4 credit hours.
ATHL 1640 - Varsity Track and Field Credits: (1)
Typically taught:
Spring [Full Sem]
May be repeated 3 times for 4 credit hours.
ATHL 1680 - Varsity Indoor Track Credits: (1)
Typically taught:
Spring [Full Sem]
May be repeated 3 times for 4 credit hours.
ATHL 1760 - Dance Promotion Credits: (1)
Typically taught:
Spring [Full Sem]
Fall [Full Sem]
May be repeated 3 times for 4 credit hours.
HLTH 1020 LS - Science and Application of Human Nutrition Credits: (3)
(available online) Human nutrition is the platform to study the nature and integration of science across disciplines and in society through applied problem solving and data analysis. Nutritional balance and good health are explored in context of the levels of organization, metabolism and homeostasis, genetics and evolution, and ecological interactions. This course is taught Web enhanced.
HLTH 1030 SS - Healthy Lifestyles Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Online]
A systematic approach to promote health enhancing behaviors related to the prevention of disease and achievement of optimal health. Focuses on the total person with a consideration of the mental, emotional, intellectual, social, physical, and environmental dimensions which impact human health.
HLTH 1110 - Stress Management Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Online]
An introductory course focusing on the causes of stress, recognizing personal stressors and life change management for stress control.
HLTH 1300 - First Aid: Responding to Emergencies Credits: (2)
Typically taught:
Fall [1st Blk]
Spring [1st Blk]
Summer [1st Blk]
Training the lay person to respond correctly in emergencies and act as the first link in the emergency medical service system. Course leads to American Red Cross certification in Adult, Infant and Child CPR and First Aid: Responding to Emergencies. Cross listed with Athletic Training.
HLTH 2220 - Prenatal and Infant Nutrition Credits: (2)
This course focuses on nutrition and diet as they apply to birth outcome, the maintenance of maternal health, and the growth of the infant. Breastfeeding and community programs will be discussed in support of maternal and infant health. Prerequisite: NUTR 1020 or HLTH 1020 .
HLTH 2300 - Emergency Response Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
Meets the needs of the non-health care professional who has a duty to respond in an emergency. Provides more skills and in-depth training than the First Aid: Responding to Emergencies course. Course leads to American Red Cross certification in Emergency Response and CPR for the Professional Rescuer. Cross listed with AT 2300 .
HLTH 2400 - Mind/Body Wellness Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Promotion of emotional wellness and understanding the body, mind, spirit connection. Required by the Utah State Board of Education for endorsement in health education.
HLTH 2420 - Childhood and Adolescent Nutrition Credits: (2)
The effects of nutrition and diet on child growth, health and behavior are explored from toddler through adolescence. The processes of growth and puberty provide the foundations for understanding nutritional support. Common nutritionally-related problems such as obesity, anemia, and eating disorders are also addressed. Prerequisite: NUTR 1020 or HLTH 1020 .
HLTH 2700 - Consumer Health Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
Summer [Full Sem, 1st Blk, Online]
Knowledge and skills relating to consumption of health products and services, including advertising and health, quackery, alternative health care, economics of health care, etc.
HLTH 2800 - Individual Projects Credits: (1-3)
A comprehensive study or project in the field of Health Education. Hours to be arranged. May be repeated 2 times up to 3 credit hours.
HLTH 2890 - Cooperative Work Experience Credits: (1-6)
Open to all students in Health who meet the minimum Cooperative Work Experience requirements of the department. Provides academic credit for on-the-job experience. Grade and amount of credit will be determined by the department. May be repeated 5 times up to 6 credit hours.
HLTH 2920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-4)
Typically taught:
As Needed
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. May be repeated 5 times up to 6 credit hours.
HLTH 3000 - Foundations of Health Promotion Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Online]
Emerging trends and roles of health education within occupational, medical, community, and school settings including history, philosophy, current practices. Prerequisite: HLTH 1030 .
HLTH 3050 - School Health Program Credits: (3)
Typically taught:
Fall [Full Sem]
Designed to prepare the prospective teacher for their responsibilities in administering the functions of the School Health Program, including: health services, healthful school environment, and health education.
HLTH 3100 - Applications of Technology in Health Promotion Credits: (3)
Typically taught:
Spring [Full Sem]
This course is an exploration of current and future uses of technology in the health promotion fields. Prerequisite: Completion of Computer & Information Literacy requirement or permission of instructor.
HLTH 3150 - Community Health Agencies and Services Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
An overview of public and community health including history, management, prevention and epidemiology of disease. Emphasis on the role of community and government health agencies regarding health promotion and disease prevention activities. Prerequisite: HLTH 3000 or HLTH 3050 .
HLTH 3160 - Principles of Health Behavior Credits: (3)
Typically taught:
Fall [Full Sem]
The course provides a comprehensive overview of theories and models that explain and modify health behaviors. The models and theories are viewed from a multidisciplinary perspective and are applied to health behaviors among both normal and special populations. Prerequisite: HLTH 3000 .
HLTH 3200 - Methods in Health Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Designed to appraise and utilize the different methods and aids used in teaching health and lifestyle management in the schools, community, worksite, and health care settings. Students develop skills in organizing, presenting, and evaluating learning experiences presented to target populations in the various settings. Prerequisite: HLTH 3000 or HLTH 3050 or PEP 2200 .
HLTH 3320 - Health and Nutrition in the Older Adult Credits: (3)
The developmental process of late adulthood with focus on the physiological age-related changes provides the foundation for understanding physical, mental, and social health and well-being in the older adult. Nutrition and exercise assessments and prescriptions, clinical services, community and social support services, complementary and alternative medicine, and other topics are explored in the context of promoting healthy aging. Prerequisite: NUTR 1020 or HLTH 1020 .
HLTH 3400 - Substance Abuse Prevention Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
Study of legal and illegal drugs from a pharmacological, historical, psychosocial, and behavioral perspective. Emphasis on primary prevention concepts and responsible consumerism. Education students can receive “Substance Abuse Certification” from the Utah State Office of Education.
HLTH 3420 - Multicultural Health and Nutrition Credits: (3)
The application and understanding of social, religious, economic and aesthetic qualities of foods provides the knowledge for the explorations of the food patterns of various cultures. The understanding or world food problems as they pertain to the health will also be discussed. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 . This course is taught Web enhanced.
HLTH 3500 - Human Sexuality Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
A survey course of the biomedical and psychosocial forces which shape our sexuality. The focus will be upon the scholarly study of the biological, social, psychological, and spiritual dimensions of human sexuality.
HLTH 4013 - Health Promotion Research and Assessment Credits: (3)
Typically taught:
Fall [Full Sem]
Summer [Full Sem, Online]
Application of research methods used both in assessing individual and community needs for health education, and in assessing the effectiveness of health education programs. Prerequisite: HLTH 3000 and HIM 3200 .
HLTH 4150 - Needs Assessment & Planning Health Promotion Programs Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Conducting needs assessment and planning health promotion programs in a community, occupational, school or clinical setting. Prerequisite: HLTH 3000 .
HLTH 4220 - Women’s Health Issues Credits: (3)
A feminist perspective and analysis of the psychological, cultural and political health related issues that impact women throughout the life span. Prerequisite: Upper division standing or consent of instructor. (Cross listed with Women’s Studies)
HLTH 4250 - Contemporary Health Issues of Adolescents Credits: (2)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
Provides professionals who work with adolescents an overview of both the school health program and health issues prevalent among teens.
HLTH 4300 - Health Education in the Elementary School Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Provides elementary school teachers the resources and skills needed to teach the Utah Healthy Lifestyles curriculum.
HLTH 4700 - Wellness Coaching Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Wellness coaching provides a highly effective and focused approach towards improving people’s individual health habits and involves coaching people towards achieving their personal, health, and wellness goals. Students with an interest in wellness coaching will gain a broad overview of the field including an introduction to the application of wellness coaching tools, theory, concepts and techniques. Prerequisite: HLTH 2400 , HLTH 3200 .
HLTH 4800 - Individual Projects Credits: (1-3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A comprehensive study or project in the field of Health Education. Hours to be arranged for seniors only. May be repeated 2 times up to 3 credit hours.
HLTH 4860 - Field Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Work experience which applies prior academic learning in a supervised setting. Prerequisite: Consent of faculty supervisor prior to registration. May be repeated 5 times up to 6 credit hours.
HLTH 4890 - Cooperative Work Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A continuation of HLTH 2890 . May be repeated 5 times up to 6 credit hours.
HLTH 4920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-4)
Typically taught:
As Needed
Consult the semester class schedule for the current offering under this number. The specific title and credit authorized will appear on the student transcript. May be repeated 5 times up to 6 credit hours.
HLTH 4990 - Senior Seminar Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
This is a capstone course of Health Promotion seniors only. Summarizes the experiences of the Health Promotion Major, addresses future alternatives and prepares students for employment now and/or graduate study.
HLTH 6250 - Contemporary Health Issues of Adolescents Credits: (2)
Typically taught:
Fall [Online]
Spring [Online]
Provides professionals who work with adolescents an overview of both the school health program and health issues prevalent among teens.
HLTH 6300 - Health Education in the Elementary School Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Provides elementary school teachers the resources and skills needed to teach the Utah Healthy Lifestyles curriculum.
NUTR 1020 LS - Science and Application of Human Nutrition Credits: (3)
Typically taught:
Fall [Full Sem, 1st Blk, Online]
Spring [Full Sem, 1st Blk, Online]
Summer [Full Sem, 1st Blk, 2nd Blk, Online]
Human nutrition is the platform to study the nature and integration of science across disciplines and in society through applied problem solving and data analysis. Nutritional balance and good health are explored in context of the levels of organization, metabolism and homeostasis, genetics and evolution, and ecological interactions.
This course is taught Web enhanced.
NUTR 1240 - Exploration in Culinary Art and Science Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Sustainable ways to acquire, prepare and consume food to support a healthier individual, population, and environment are explored. Food science principles will be emphasized in the laboratory experience.
NUTR 2220 - Prenatal and Infant Nutrition Credits: (2)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
This course focuses on nutrition and diet as they apply to birth outcome, the maintenance of maternal health, and the growth of the infant. Breastfeeding and community programs will be discussed in support of maternal and infant health. Prerequisite: NUTR 1020 or HLTH 1020 .
NUTR 2320 - Food Values, Diet Design and Health Credits: (3)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Online]
The relationships between dietary components and the development of chronic diseases provides the foundation for designing diets that support life-long “good health”. Topics in nutrigenomics, food allergy and food technology are introduced. Prerequisite: NUTR 1020 or HLTH 1020 . This course is taught Web enhanced.
NUTR 2420 - Childhood and Adolescent Nutrition Credits: (2)
Typically taught:
Fall [Online]
Spring [Online]
Summer [Online]
The effects of nutrition and diet on child growth, health and behavior are explored from toddler through adolescence. The processes of growth and puberty provide the foundations for understanding nutritional support. Common nutritionally-related problems such as obesity, anemia, and eating disorders are also addressed. Prerequisite: NUTR 1020 or HLTH 1020 .
NUTR 3020 - Sports Nutrition Credits: (3)
Typically taught:
Fall [Online]
Spring [Online]
Summer [Online]
The nutritional support necessary to achieve optimum athletic performance will be discussed in the context of diet and metabolism. In addition, the use of ergogenic aids will be addressed with reference to athletic performance. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 .
NUTR 3220 - Foundations in Diet Therapy Credits: (2)
Typically taught:
Fall [Online]
Spring [Online]
Summer [Online]
Nutritionally related medical conditions in which diet is crucial for control of the disease will be the foundation for developing skills in case management. The use of several nutritional alternatives and supplements will be incorporated into the curriculum as they pertain to the dietary management of the condition. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 (ZOOL 2200 or HTHS 1110 /HTHS 1111 are recommended).
NUTR 3320 - Health and Nutrition in the Older Adult Credits: (3)
Typically taught:
Fall [Online]
Spring [Online]
Summer [Online]
The developmental process of late adulthood with focus on the physiological age-related changes provides the foundation for understanding physical, mental, and social health and well-being in the older adult. Nutrition and exercise assessments and prescriptions, clinical services, community and social support services, complementary and alternative medicine, and other topics are explored in the context of promoting healthy aging. Prerequisite: NUTR 1020 or HLTH 1020 .
NUTR 3420 - Multicultural Health & Nutrition Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem, Online]
The application and understanding of social, religious, economic and aesthetic qualities of foods provides the knowledge for the explorations of the food patterns of various cultures. The understanding or world food problems as they pertain to the health will also be discussed. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 . This course is taught Web enhanced.
NUTR 4320 - Current Issues in Nutrition Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Technology-aided literature review of the nutritional and medical sciences provides the information for presentation to peers in both written and oral forms. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 or consent of instructor.
NUTR 4420 - Nutrition and Fitness Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Principles of sports nutrition and fitness are applied to achieve a healthy body weight. Consideration of exercise and dietary practices along with fitness evaluation, dietary analysis and body composition testing are utilized to create a plan to improve physiological health. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 . This course is taught Web enhanced.
NUTR 4520 - Directed Undergraduate Nutrition Research Credits: (1-4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course will provide undergraduate students an opportunity to engage in research processes and participate in ongoing nutrition research projects. Prerequisite: NUTR 4320 or HPHP Majors with NUTR 1020 or HLTH 1020 and Permission of Instructor. May be repeated 3 times up to 4 credit hours.
NUTR 6320 - Current Issues in Nutrition Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Technology-aided literature review of the nutritional and medical sciences provides the information for presentation to peers in both written and oral forms. Prerequisite: NUTR 1020 or HLTH 1020 and NUTR 2320 or consent of instructor.
NUTR 6420 - Nutrition and Fitness Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Principles of sports nutrition and fitness are applied to achieve a healthy body weight. Consideration of exercise and dietary practices along with fitness evaluation, dietary analysis and body composition testing are utilized to create a plan to improve physiological health. Prerequisite: Consent of instructor. This course is taught Web enhanced.
NUTR 6520 - Directed Graduate Nutrition Research Credits: (1-4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course will provide graduate students an opportunity to engage in research processes and participate in ongoing nutrition research projects. Prerequisite: NUTR 4320 or HPHP Majors with NUTR 1020 or HLTH 1020 and Permission of Instructor. Graduate students taking this class as 6520 must have completed a statistical methods course. May be repeated 3 times up to 4 credit hours.
PE 1010 - Aerobics, Level I Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
PE 1011 - Aerobics, Level II Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
PE 1012 - Aerobics, Level III Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
PE 1040 - Walking for Fitness, Level I Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
PE 1041 - Walking for Fitness, Level II Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
PE 1042 - Walking for Fitness, Level III Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem]
PE 1043 - Jogging, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1044 - Jogging, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1045 - Jogging, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1055 - Pilates Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A physical activity course that introduces students to Pilates training; a mind-body exercise program designed to tone the body, stabilize the core, improve balance, and increase flexibility.
PE 1057 - Hatha Yoga, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1058 - Hatha Yoga, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A physical activity course that allows students to learn and experience the physical benefits and body awareness associated with practicing yoga. This Level II course allows students to build on skills developed in Level I, and requires that one additional yoga session be performed outside of class each week.
PE 1068 - Kettlebell Conditioning Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A vigorous introductory physical conditioning course primarily utilizing kettlebells. Exercises designed to enhance strength, power, endurance, and agility will be emphasized.
PE 1070 - Cross Training For Fitness, Level I Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
PE 1071 - Cross Training For Fitness, Level II Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
PE 1072 - Cross Training For Fitness, Level III Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
PE 1080 - Strength Training, Level I Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
PE 1081 - Strength Training, Level II Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
PE 1082 - Strength Training, Level III Credits: (1)
Typically taught:
Fall [Full Sem, Online]
Spring [Full Sem, Online]
Summer [Full Sem, Online]
PE 1098 - Fitness for Life Credits: (1)
PE 1100 - Tennis, Level I Credits: (1)
Typically taught:
Fall [1st Blk]
PE 1101 - Tennis, Level II Credits: (1)
Typically taught:
Fall [1st Blk]
PE 1102 - Tennis, Level III Credits: (1)
PE 1105 - Badminton, Level I Credits: (1)
PE 1106 - Badminton, Level II Credits: (1)
PE 1110 - Racquetball, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1111 - Racquetball, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1112 - Racquetball, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1130 - Golf, Level I Credits: (1)
Typically taught:
Fall [1st Blk]
Summer [Full Sem, 1st Blk]
PE 1131 - Golf, Level II Credits: (1)
Typically taught:
Fall [1st Blk]
Summer [Full Sem, 1st Blk]
PE 1132 - Golf, Level III Credits: (1)
Typically taught:
Fall [1st Blk]
Summer [Full Sem, 1st Blk]
PE 1135 - Archery, Level I Credits: (1)
Typically taught:
Summer [Full Sem]
PE 1136 - Archery, Level II Credits: (1)
Typically taught:
Summer [Full Sem]
PE 1137 - Archery, Level III Credits: (1)
Typically taught:
Summer [Full Sem]
PE 1140 - Marksmanship Credits: (1)
PE 1145 - Bowling, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
PE 1146 - Bowling, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
PE 1147 - Bowling, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1150 - Billiards, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1151 - Billiards, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1152 - Billiards, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1155 - Fencing, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1156 - Fencing, Level II Credits: (1)
PE 1157 - Fencing, Level III Credits: (1)
PE 1200 - Basketball, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1201 - Basketball, Level II Credits: (1)
Typically taught:
Spring [Full Sem]
Summer [Full Sem]
PE 1202 - Basketball, Level III Credits: (1)
Typically taught:
Spring [Full Sem]
PE 1210 - Volleyball, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1211 - Volleyball, Level II Credits: (1)
Typically taught:
Spring [Full Sem]
PE 1212 - Volleyball, Level III Credits: (1)
Typically taught:
Spring [Full Sem]
PE 1225 - Softball Credits: (1)
PE 1230 - Soccer, Level I Credits: (1)
PE 1231 - Soccer, Level II Credits: (1)
PE 1232 - Soccer, Level III Credits: (1)
PE 1235 - Flag Football Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This physical activity course is intended to engage students in the sport of flag football. Students will learn techniques, drills, and games to assist with development of skills and competitive game play.
PE 1265 - Water Sports Credits: (1)
PE 1300 - Swimming, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
PE 1301 - Swimming, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
PE 1302 - Swimming, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1310 - Water Aerobics, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1311 - Water Aerobics, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1312 - Water Aerobics, Level III Credits: (1)
PE 1340 - Lifeguarding Credits: (2)
Skills and knowledge needed by lifeguards to prevent and respond to aquatic emergencies. The course content and activities prepare lifeguard candidates to recognize emergencies, respond quickly and effectively to emergencies, and prevent drownings and other incidents. The course also teaches other skills and individual needs to become a professional lifeguard. Upon successful completion of this course participants will be certified in American Red Cross CPR for Professional Rescuer and Lifeguard Training. Prerequisite: Skills screening will be required. Please note: The Lifeguard Training certificate includes certification in first aid.
PE 1350 - Scuba Diving I Credits: (1)
Typically taught:
Fall [Full Sem, 1st Blk, 2nd Blk]
Spring [Full Sem, 1st Blk, 2nd Blk]
Summer [Full Sem, 1st Blk, 2nd Blk]
Offered through Continuing Education only.
PE 1351 - Scuba Diving, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A physical activity that engages students in the underwater activity of scuba diving. This Level II course allows students to build on skills developed in Level I. Prerequisite: PE 1350 .
PE 1400 - Self Defense, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1401 - Self Defense, Level II Credits: (1)
PE 1402 - Self Defense, Level III Credits: (1)
PE 1410 - TaiChi, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
PE 1411 - TaiChi, Level II Credits: (1)
PE 1412 - TaiChi, Level III Credits: (1)
PE 1435 - Kempo, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
PE 1436 - Kempo, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
PE 1437 - Kempo, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
PE 1445 - Tae Kwon-do, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1446 - Tae Kwon-do, Level II Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1447 - Tae Kwon-do, Level III Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
PE 1505 - Kayaking, Level I Credits: (1)
Typically taught:
Spring [2nd Blk]
A physical activity course that introduces students to the outdoor activity of kayaking. The fundamental skills of kayaking will be addressed for both beginning and recreational paddlers.
PE 1510 - Fishing, Level I Credits: (1)
PE 1511 - Fishing, Level II Credits: (1)
PE 1512 - Fishing, Level III Credits: (1)
PE 1515 - Sailboating Credits: (1)
PE 1520 - Hiking, Level I Credits: (1)
Typically taught:
Fall [1st Blk]
Spring [2nd Blk]
Summer [1st Blk]
PE 1521 - Hiking, Level II Credits: (1)
PE 1522 - Hiking, Level III Credits: (1)
PE 1527 - Rock Climbing, Level I Credits: (1)
Typically taught:
Fall [Full Sem, 1st Blk]
Spring [Full Sem, 2nd Blk]
Summer [1st Blk]
PE 1528 - Rock Climbing, Level II Credits: (1)
Typically taught:
Fall [1st Blk]
Spring [2nd Blk]
Summer [1st Blk]
PE 1529 - Rock Climbing, Level III Credits: (1)
PE 1557 - Bicycling, Level I Credits: (1)
PE 1558 - Bicycling, Level II Credits: (1)
PE 1559 - Bicycling, Level III Credits: (1)
PE 1610 - Skiing, Level I Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1611 - Skiing, Level II Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1612 - Skiing, Level III Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1620 - Snowboarding, Level I Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1621 - Snowboarding, Level II Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1622 - Snowboarding, Level III Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1630 - Cross Country Skiing, Level I Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1631 - Cross Country Skiing, Level II Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1632 - Cross Country Skiing, Level III Credits: (1)
Typically taught:
Spring [1st Blk]
(CR/NC)
PE 1670 - Ice Skating, Level I Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A physical activity course that introduces students to ice skating. The fundamental skills of ice skating will be addressed for both beginning and recreational skaters.
PEP 2000 - Foundations of Physical Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Examination of history, philosophy, career opportunities, issues, and trends in physical education. Emphasis on professional preparation requirements and competencies.
PEP 2100 - Introduction to Coaching Sport Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Examines various coaching philosophies and styles along with the duties and responsibilities of the coach, with an emphasis on leadership skills, organizational and administrative duties, the legal responsibilities that affects sport and the evaluation of the athletic program.
PEP 2200 - Foundations of Human Performance Management Professions Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Designed to orient and acquaint students with the goals, objectives, scope, professional preparation, career opportunities, and trends in human performance management professions.
PEP 2300 - Health/Fitness Evaluation and Exercise Prescription Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Skills and competencies for prospective health fitness instructors, personal fitness trainers, and nutrition educators to deliver preventive exercise programs. Prerequisite: HLTH 1030 and NUTR 1020 .
PEP 2480 - Fitness for Life Concepts Credits: (1)
Prescribe individualized programs for weight control, cardiovascular endurance, strength and flexibility.
PEP 2500 - Sport Pedagogy Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to provide information on skill development, practice and game planning, season schedules, creating drills and practice sessions, motivating players and coaching tips.
PEP 2600 - Growth and Motor Development Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Description of the structural and functional principles of human growth and development. Introduction of motor learning principles with emphasis on their application to pedagogy. Prerequisite: PEP 2000 or concurrent enrollment in PEP 2000 .
PEP 2700 - Sociohistorical Aspects of Sport Credits: (3)
Typically taught:
Spring [Full Sem]
This course examines the popular fascination with, and the academic investigation of, sport in American society, to include gaining an understanding of how race, class, gender, ethnicity, politics, and religion can bind Americans in a community of shared values and aspirations. Students will explore the unifying power of sport, as well as how sport serves to reproduce many inequalities present in the larger society. Gaining an understanding of how these issues, and others, interplay with sport is critical for those aspiring to become successful sport coaches, as well as for those who simply wish to gain an understanding of the complex relationship between sport and society (e.g., parents, fans, and sport participants).
PEP 2800 - Individual Projects Credits: (1-4)
A comprehensive study of a significant problem in the field of physical education. Hours to be arranged. May be repeated 3 times up to 4 credit hours.
PEP 2890 - Cooperative Work Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
Open to all students in Human Performance Management and Physical Education who meet the minimum Cooperative Work Experience requirements of the department. Provides academic credit for on-the-job experience. Grade and amount of credit will be determined by the department. May be repeated 5 times up to 6 credit hours.
PEP 2920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-4)
Typically taught:
As Needed
Consult the semester class schedule for current offering under this number. The specific title and credit authorized will appear on the student transcript. May be repeated 2 times up to 4 credit hours.
PEP 3100 - Principles of Motor Learning and Motor Development Credits: (4)
The purpose of this course is to introduce and explore motor learning and motor development principles. Particular focus will be on how the application of motor learning and motor development impact the physical education and coaching learning environments. Prerequisite: PEP 2000 .
PEP 3240 - Skill Development and Methods of Field Sports Credits: (2)
Typically taught:
Fall [Full Sem]
The purpose of this course is to provide prospective physical education teachers experiences that will lead to skill acquisition, the ability to analyze, diagnose and correct errors in skill performance, the development of skills, drills, and game progressions, and the pedagogical skills needed to teach a variety of field sports (e.g., flag football, soccer, and softball). Prerequisite or concurrent enrollment in PEP 2000 .
PEP 3242 - Skill Development and Methods of Court Sports Credits: (2)
Typically taught:
Spring [Full Sem]
The purpose of this course is to provide prospective physical education teachers experiences that will lead to skill acquisition the ability to analyze, diagnose and correct errors in skill performance, the development of skills, drills, and game progressions, and the pedagogical skills needed to teach a variety of court sports (e.g., basketball and volleyball). Prerequisite/Co-requisite: Prerequisite or concurrent enrollment in PEP 2000 .
PEP 3260 - Methods of Teaching Lifelong Activities Credits: (2)
Typically taught:
Fall [Full Sem]
Designed to give students a broad variety of noncompetitive/nonconventional activities and sports that are beneficial as lifetime sports. Prerequisite or concurrent enrollment in PEP 2000 .
PEP 3262 - Methods of Teaching Individual Sports Credits: (2)
Typically taught:
Spring [Full Sem]
The purpose of this course is to provide prospective physical education teachers experiences that will lead to skill acquisition, the ability to analyze, diagnose and correct errors in skill performance, the development of skills, drills, and game progressions, and the pedagogical skills needed to teach a variety of individual sports (e.g., golf, swimming, and track and field). Prerequisite or concurrent enrollment in PEP 2000 .
PEP 3264 - Skill Development and Methods of Teaching Racket Sports Credits: (2)
Typically taught:
Fall [Full Sem]
The purpose of this course is to provide prospective physical education teachers experiences that will lead to skill acquisition, the ability to analyze, diagnose and correct errors in skill performance, the development of skills, drills, and game progressions, and the pedagogical skills needed to teach a variety of racket sports (e.g., badminton, racketball, and tennis/pickleball). Prerequisite or concurrent enrollment in PEP 2000 .
PEP 3270 - Methods of Teaching Aerobic Conditioning Credits: (2)
Typically taught:
Spring [Full Sem]
Examine, evaluate and practice aerobic conditioning theories and current practices for the purpose of preparing entry level professionals to select, incorporate, and facilitate appropriate aerobic activities, as well as, design and evaluate the effectiveness of aerobic conditioning programs. Two lecture/labs per week. Prerequisite: PEP 2000 , PEP 2600 or concurrent enrollment in PEP 2000 or PEP 2600. Prerequisite or concurrent enrollment in PEP 2000 .
PEP 3280 - Teaching Neuromuscular Conditioning Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Examine, evaluate and practice neuromuscular conditioning theories and current practices for the purpose of preparing entry level professionals to select, incorporate, and facilitate appropriate conditioning activities, as well as, design and evaluate the effectiveness of neuromuscular conditioning programs. Two lecture/labs per week. Prerequisite: PE 1080 .
PEP 3290 - Methods of Teaching Fitness for Life Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce the fundamental principles of cardiovascular fitness, flexibility, and strength development, as well as to assist each individual to design and implement their own personal fitness program based on individual needs, assessments, and personal preferences. Students will explore resources for and methods of teaching the principles of fitness in the secondary school setting. This is a required course for the physical education major and the physical education/coaching minor. Prerequisite or concurrent enrollment in PEP 2000 and HLTH 2300 .
PEP 3310 - Techniques for Teaching Aquatics Credits: (2)
Practice of swimming and related aquatic skills, teaching techniques for all levels of swimming, and the acquisition of materials to use for teaching swimming. Course leads to American Red Cross certification as a Water Safety Instructor. Prerequisite: Skills screening will be required.
PEP 3320 - Techniques for Teaching Lifeguarding Credits: (2)
Typically taught:
As Needed
Professional techniques and methods in teaching water safety, educational programs, lifeguard training and reviews, and lifeguard progressions are taught. This course leads to Red Cross certification as a lifeguard instructor.
PEP 3400 - Sport Psychology for Coaches Credits: (3)
This course involves understanding the study and analysis of human behavior patterns as they relate to sport performance. Students (coaches) are provided with necessary information regarding mental processes, and applicable uses for this information. Prerequisite: PSY 1010 .
PEP 3450 - Structural Kinesiology Credits: (3)
This course is a detailed study of muscles, nerves, bones, and joints as they are involved in the science of movement. It is designed for students to experience theoretical concepts and apply functional anatomy knowledge to the execution and improvement of human performance. Prerequisite: HTHS 1110 , Co-requisite: HTHS 1111 , or Prerequisite: ZOOL 2100 .
PEP 3500 - Biomechanics Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A study of the musculomechanical bases of human movement and experience in applying that knowledge to the execution and evaluation of human performance. Prerequisite: PEP 3450 ; and Quantitative Literacy, MATH 1050 or MATH 1060 .
PEP 3510 - Exercise Physiology Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A study of various physiological and environmental factors which affect performance of exercise and sport during acute exercise and physiological adaptations to chronic exercise. Prerequisite: HTHS 1110 or ZOOL 1020 or ZOOL 2200 .
PEP 3520 - Curriculum and Assessment Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Course emphasis is on developing curriculum necessary to meet the needs of diverse learners. Emphasis is also on development of assessment strategies that correctly match objectives and instruction. The students are given a basic understanding of the statistical use of data for grade determination. Students will have hands on experience in designing and implementing various assessments and grading methods relating to physical education objectives. Students will also be provided the opportunity to learn how to design and implement lessons using up-to-date forms of technology that are currently being used in public schools. Prerequisite: PEP 3100 and 8 credits of PEP 3240-3290, program admission. Co-Requisite: PEP 3520L .
PEP 3520L - Curriculum and Assessment Lab Credits: (1)
This course will avail students a practicum opportunity to apply in an area K-12 school the theory learned and the curriculum prepared in the Curriculum and Assessment PEP 3520 course. Students will develop lessons and assessments to determine students learning and implement them in a teaching experience in the school setting. Co-Requisite: PEP 3520 .
PEP 3540 - Physiological Aspects of Human Performance Credits: (2)
Examine, evaluate, and apply the latest physiological concepts and ideas in conditioning practices for improving human performance. Prerequisite: PEP 2000 or PEP 2200 and 3 hours of General Education Life Science (LS).
PEP 3600 - Measurement for Evaluation and Research Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The selection, administration, and interpretation of measurement techniques and statistical procedures for the purpose of evaluation and research as related to human performance, health promotion and education. Prerequisite: Meet WSU Quantitative Literacy requirement and complete NTM 1700 .
PEP 3610 - Assessment/Technology in Physical Education Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to help students develop assessment strategies that correctly match objectives and instruction. The students are given a basic understanding of the statistical use of data for grade determination. Students will have hands on experience in designing and implementing various assessment (affective, cognitive, and psychomotor) and grading methods relating to physical education objectives. Students will also be provided the opportunity to learn how to design and implement lessons using up-to-date forms of technology that are currently being used in public schools. Prerequisite: A minimum of 3 Skill Development and Methods of Teaching Courses.
PEP 3620 - Methods of Teaching Physical Education and Health for Elementary Teachers Credits: (3)
The course is designed to provide students with instructional methods, activities and skills for teaching Physical Education K-6 and Health Education. The course will include a 15-hour hands-on-practicum teaching experience in an area public school. The content of this course will be presented through various instructional strategies and teaching models. Prerequisite: EDUC 3100 .
PEP 3630 - Physical Education K-6 Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
The course is designed to provide students with instructional methods, activities and skills for teaching Physical Education K-6. The course will include a 15-hour hands-on-practicum teaching experience in an area public school. The content of this course will be presented through various instructional strategies and teaching models. Prerequisite: EDUC 3140 or PEP 2600 .
PEP 3660 - Adapted Physical Education Credits: (3)
Typically taught:
Fall [Full Sem]
The purpose of this course is to introduce and explore various congenital and acquired disabilities as well as gain an understanding of the legal mandates for individuals with disabilities and their educational rights. Particular emphasis and focus of this course will be on the application of various teaching methodologies to ensure inclusion for all in the physical education learning environment. In addition to meeting in the classroom, students will be required to participate in practicums both in the local school systems and at Weber State University. Prerequisite: PEP 3100 ; 3 classes of PEP 3240 - 3290.
PEP 3700 - Recreation and Sports Facilities and Events Management Credits: (3)
Typically taught:
Spring [Full Sem]
Studies the principles, guidelines, and fundamental practices involved in indoor and outdoor facilities planning, construction, use and management, as well as publicity and management of events for recreation and sports. Integrates tenets of the law and risk management as they relate to recreational and athletic facilities and events. Prerequisite: PEP 2200 .
PEP 4370 - Exercise Management for Special Populations Credits: (2)
Typically taught:
Spring [Full Sem]
Exercise management for populations with special conditions. Overview of each condition’s unique physiology, effects of the condition on the exercise response, effects of exercise training on the condition, and recommendations for exercise testing and programming are presented in a selected topics format. Prerequisite: PEP 2300 and PEP 3510 .
PEP 4620 - Leadership Concepts for Human Performance Management Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Students will study the current philosophical leadership concepts and the principles, practices, and issues of administration. Prerequisite: PEP 2200 .
PEP 4800 - Individual Projects Credits: (1-4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
A comprehensive study of a significant problem in the field of physical education. Hours to be arranged. For seniors only. May be repeated 3 times up to 4 credit hours.
PEP 4830 - Directed Readings Credits: (1-3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Individualized readings and investigation of professional literature and its application to current and future specialized topics supervised by a faculty member. Extensive reading and formal writing required. Hours to be arranged. For seniors only. May be repeated 2 times up to 3 credit hours.
PEP 4860C - Field Experience Coaching Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Work experience which applies prior academic learning in a supervised setting. Prerequisite: PEP 2600 , Junior/Senior status and department approval.
PEP 4890 - Cooperative Work Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
A continuation of PEP 2890 . May be repeated 5 times up to 6 credit hours.
PEP 4920 - Short Courses, Workshops, Institutes and Special Events Credits: (1-4)
Typically taught:
As Needed
May be repeated 3 times up to 4 credit hours.
PEP 4990 - Field Experience/Senior Seminar Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to provide students with the opportunity to gain practical experiences in the field of physical education by teaching a class or classes in local public school grades 6-12. The course is also designed for students to meet and discuss a variety of issues relevant to preparing students to be physical educators. Prerequisite: PEP 3520 , 12 credits of PEP 3240 - 3290. No substitutions can be made for this course.
PEP 6010 - Leadership in Physical Education Credits: (3)
Typically taught:
As Needed
Designed to provide graduate students with an understanding of both theoretical and practical aspects of leadership in their respective fields of study. The ultimate goal of the course is to encourage daily application of leadership concepts in the personal and professional lives of the students.
PEP 6100 - Current Trends in Health and Physical Education Credits: (3)
Typically taught:
As Needed
A study of health and physical education perspectives with an emphasis on the changes, trends, and future prospects that will affect the profession and the needs of those they serve.
PEP 6300 - Advanced Biomechanics Credits: (3)
Typically taught:
As Needed
Designed to expose the graduate student to appropriate research in sports biomechanics and to be involved in the analysis of movement based on selected mechanical principles such as balance, buoyancy, leverage, force, angles of rebound, projection and motion.
PEP 6370 - Exercise Management for Special Populations Credits: (2)
Typically taught:
As Needed
Exercise management for populations with special conditions. Overview of each condition’s unique physiology, effects of the condition on the exercise response, effects of exercise training on the condition, and recommendations for exercise testing and programming are presented in a selected topics format. Prerequisite: PEP 2300 and PEP 3510 .
PEP 6400 - Advanced Exercise Physiology Credits: (3)
Typically taught:
As Needed
Understanding the physiological changes associated with exercise and training and the reasons for change are the paramount directives of this course. Concurrent with the lecture component is the practicum laboratory experience of equipment operation and individual assessment of physiological parameters.
PEP 6420 - Curriculum in Physical Education Credits: (3)
Typically taught:
As Needed
Designed to provide an understanding of the role and importance of physical education in today’s society, steps involved in curriculum planning, trends and issues in curriculum and to orient the student to various ideas in curriculum design.
PEP 6520 - Improving Physical Education Credits: (3)
Typically taught:
As Needed
Designed for elementary classroom teachers to provide an opportunity for the teacher to further develop teaching skills, personal performance skills, knowledge and competencies. A major goal of this course will be to help the classroom teacher gain additional confidence in teaching physical education activities.
PEP 6540 - Physiological Aspects of Human Performance Credits: (2)
Typically taught:
As Needed
Examine, evaluate, and apply the latest physiological concepts and ideas in conditioning practices for improving human performance. Prerequisite: PEP 2000 or PEP 2200 and 3 hours of General Education Life Science (LS).
PEP 6830 - Motor Learning Credits: (3)
Typically taught:
As Needed
An in-depth study of the psychomotor domain of development. Special emphasis is given to skilled performance, learning theory, motor abilities, individual differences, developmental considerations, instructional and training procedures. Secondary school and athletic populations are considered regarding these topics.
REC 2890 - Cooperative Work Experience Credits: (1-9)
Provides academic credit for on-the-job experience. Grade and amount of credit will be determined by the department. Open to all students in Recreation who meet the minimum Cooperative Work Experience requirements of the department. May be repeated 8 times up to 9 credit hours.
REC 3050 - Recreation and Leisure in Society Credits: (3)
Content, nature, extent and significance of recreation and leisure; their role in our lives, relevant service delivery agencies/organizations/businesses, leadership functions and styles, and a introduction to team-building/adventure programming activities.
REC 3230 - Wilderness Nutrition & Backcountry Cooking Credits: (4)
Typically taught:
Spring [1st Blk]
For outdoor professionals and those who spend extensive time in the outdoors, wilderness nutrition and backcountry cooking are critical components to providing safe, healthy, and enjoyable outdoor recreation experiences. Concepts of nutritional balance, energy needs, menu planning, and cooking are explored and applied within the context of a backcountry setting. A one-week backcountry field experience is required. Prerequisite: HLTH 1020 or NUTR 1020 .
REC 3600 - Outdoor Adventure Recreation Credits: (3)
Outdoor recreation agencies/businesses/organizations, site visits, services delivery, environmental impacts, legal issues, management. Skills: backpacking/hiking/camping/ropes course leadership, and use of technology in leisure research and programming. Overnight Outing(s) and Field Trips required.
REC 3610 - Outdoor Survival Credits: (2)
Provide the necessary opportunity for a student to acquire skills needed to survive and to live off the land. One lecture and 3 hour field trip are required each week.
REC 3810 - Recreation and Sport Leadership Credits: (3)
Customer/client-based leisure services, role delineation, settings, site visits, extended “laboratory” experience, programming, pricing, pitching. Skills: Feasibility analysis, assessment.
REC 3840 - Therapeutic Recreation Credits: (3)
Therapeutic recreation concepts & practices, certification & licensure, individual and group games, leadership methods, team building activities and processing, group dynamics, New Games, hands-on leadership experiences with various age groups, special populations, and multicultural perspectives.
REC 4550 - Outdoor Education Philosophies & Principles Credits: (2)
Provides basic concepts of outdoor education, and direct, firsthand experience with learning resources beyond the classroom.
REC 4800 - Individual Projects Credits: (1-3)
A comprehensive study of a significant problem in the field of recreation. Hours to be arranged. For seniors only. May be repeated 2 times up to 3 credit hours.
REC 4890 - Cooperative Work Experience Credits: (1-6)
A continuation of REC 2890 . May be repeated 5 times up to 6 credit hours.
REC 4930 - Outdoor Education Workshop Credits: (2)
A broad inter-disciplinary approach to the methodology of outdoor education teaching techniques; experiential learning-course taught almost totally outdoors.
REC 6930 - Outdoor Education Workshop Credits: (2)
A broad interdisciplinary approach to the methodology of outdoor education teaching techniques; experiential learning-course taught almost totally outdoors.
Course Descriptions - EDUC, UNIVDepartment of Teacher Education
EDUC 1010 - Exploring Teaching Credits: (3)
Students will explore the exciting world of teaching, examine what it means to be a teacher, and participate in field observations. This course is designed to introduce students to personal and professional experiences within the educational community. Prerequisite: This course or an equivalent approved course is a prerequisite to all licensure programs in the Department of Teacher Education.
EDUC 2000 - Social Studies Concepts for Elementary Teachers Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [2nd Blk]
Fundamental concepts from the social sciences commonly found in elementary social studies curriculum.
EDUC 2010 - Human Exceptionality Credits: (3)
Typically taught:
Spring [Full Sem]
Summer [2nd Blk]
This course will introduce students to the characteristics of exceptional children with emphasis on the educational and psychological implications of disabilities to the development of the child. CEL.
EDUC 2604 TD - Information Resources in Education Credits: (1)
Intended for students interested in education, this one-credit hour course will assist in developing information literacy and academic research skills, and an understanding of academic integrity issues unique to the field of education. Students will develop skills in identifying, locating, retrieving, documenting, and critically evaluating both electronic and print resources that are appropriate for undergraduate research, with emphasis in education and related disciplines. Completion of this course meets part D of the WSU Computer and Information Literacy requirement. Cross-Listed with .
EDUC 2890 - Cooperative Work Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
For students not yet accepted to the Teacher Education Program who meet the minimum cooperative work experience requirements of the department. Provides academic credit for on-the-job experience. Amount of credit will be determined by the department. Fingerprinting/ background check must be completed prior to working in the schools. May be repeated up to 6 credit hours.
EDUC 2920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The specific title and credit authorized will appear on the student transcript. May be taken on a Credit/No Credit basis. May be repeated up to 6 credit hours.
EDUC 3100 - Instructional Planning & Assessment Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course introduces the basic concepts of lesson and unit design, planning and assessment based on student needs. Prerequisite: Completion of Elementary Education Level 1 courses with a grade of B- or better. This course is part of Elementary Education Level 2 and should be taken with EDUC 3210 , EDUC 3240 , EDUC 4345 , PEP 3620 .
EDUC 3110 - Instructional Technology Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course allows students to apply existing technology literacy into educational environments to promote enhanced learning. The curriculum is based on teacher skills required to teach Utah State Educational Technology Standards for students in K-8 settings. The course focuses on providing teacher licensure candidates with basic technology proficiencies for teaching with technology. Prerequisite: Completion of the computer and information literacy requirements.
EDUC 3115 - Media Integration in Elementary Education Settings Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course focuses on how to create media to support and apply research-based principles for learning into educational environments. The course content is based on Utah core curriculum skills for students in the K-8 setting. The course provides students with technology proficiencies for integrating technology into teaching. Prerequisite: Admission to Teacher Education. Completion of the computer and information literacy requirements and completion of Elementary Education Level 2 courses with a grade of B- or better. This course is part of Elementary Education Level 3 and should be taken with EDUC 3280 , EDUC 4210 , EDUC 4300 , EDUC 4320 , and EDUC 4330 .
EDUC 3120 - Reading Instruction in the Primary Grades Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to familiarize the teacher candidate with current knowledge and practices as they relate to teaching literacy (reading, writing, listening, and speaking) in the primary grades (K-2). Prerequisite: Admission to Teacher Education. This course is part of Elementary Education Level 1 and should be taken with EDUC 3140 , EDUC 3205 , EDUC 3270 .
EDUC 3140 - Educational Psychology, Interpersonal Skills and Classroom Management Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The focus of this course is the fundamental theories and philosophies, concepts, processes, and applications related to human behavior, teaching and learning, interpersonal relationships, and classroom management. Prerequisite: Admission to Teacher Education. This course is part of Elementary Education Level 1 and should be taken with EDUC 3120 , EDUC 3205 , EDUC 3270 .
EDUC 3205 - Culturally and Linguistically Responsive Teaching Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Rationales, concepts, practices provide a scope of understanding and awareness regarding the role of cultural and language pluralism in school and society. Foundations and theories on the role of family and community influence on student values are also explored. Experiences are provided intended to develop basic skills in personal interaction and adaptation to teaching diverse populations. Prerequisite: Admission to Teacher Education. This course is part of Elementary Education Level 1 and should be taken with EDUC 3120 , EDUC 3140 , EDUC 3270 .
EDUC 3210 - Elementary Level II Practicum Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The purpose of this practicum is to provide students with opportunities to design and implement integrated instruction in the elementary grades. Instruction will focus on integrating the arts, healthy lifestyles, and literacy. Students are required to spend at least 40 hours in an assigned classroom. Prerequisite: Admission to Teacher Education. Completion of Elementary Education Level 1 courses with a grade of B- or better. This course is part of Elementary Education Level 2 and should be taken with EDUC 3100 , EDUC 3240 , EDUC 4345 , PEP 3620 .
EDUC 3220 - Foundations of Diversity Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Rationales, concepts, practice provide a scope of understanding and awareness regarding the role of cultural and language pluralism in school and society. Foundations and theories on the role of family and community influence on student values. Experiences intended to develop basic skills in personal interaction and adaptation to teaching diverse populations. Prerequisite: Admission to Teacher Education. This course is part of the professional core courses and should be taken with EDUC 3265 , EDUC 3315 , EDUC 3900 , EDUC 3910 , and EDUC 3935 .
EDUC 3240 - Reading Instruction in the Intermediate Grades Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course will provide methods, foundations, and assessments for developmental reading in the elementary school, Grades 3-6. Prerequisite: Admission to Teacher Education. Completion of Elementary Education Level 1 courses wil a grade of B- or better. This course is part of Elementary Education Level 2 and should be taken concurrently with EDUC 3100 , EDUC 3210 , EDUC 4345 , PEP 3620 .
EDUC 3265 - The Exceptional Student Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Students will learn about the learning and social characteristics of young people with exceptionalities-that is, disabilities (physical, mental, learning) or giftedness-and about public policy and services available to them. As future teachers, they will learn about how such individuals are identified and served by the school system, what strategies are effective for instructing them, and roles and responsibilities of school personnel in providing appropriate educational experiences for all students in an inclusive classroom. Prerequisite: Admission to Teacher Education. This course is part of the professional core courses and should be taken with EDUC 3220 , EDUC 3900 , EDUC 3315 , EDUC 3935 , EDUC 3910 .
EDUC 3270 - Differentiation and Collaboration for Inclusive Teaching Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The Individuals with Disabilities Education Improvement Act of 2004 (IDEA-04) mandates that students with disabilities be educated “to the maximum extent appropriate with children who are not disabled.” The expectation is that students with disabilities will have access to, and make adequate progress in, the general curriculum. Therefore, it is essential for general educators and special educators to work collaboratively. This course is designed to provide preservice teachers with the knowledge and skills of effective inclusive teaching practices. Prerequisite: Admission to Teacher Education. This course is part of Elementary Education Level 1 and should be taken concurrently with EDUC 3120 , EDUC 3140 , EDUC 3205 .
EDUC 3280 - Elementary Social Studies Methods Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course focuses on the place of social studies in the elementary school curriculum, the scope and rationale of the social studies curriculum, connections with other subject areas, teaching and assessment strategies, and building classroom community. Prerequisite: Admission to Teacher Education. Completion of Elementary Education Level 2 courses with a grade of B- or better. This course is part of Elementary Education Level 3 and should be taken with EDUC 3115 , EDUC 4210 , EDUC 4300 , EDUC 4320 , EDUC 4330 .
EDUC 3315 - Media Integration in the Secondary School Setting Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course focuses on how to create media to support and apply research-based principles for learning into the educational environments. The curriculum is based on Core Curriculum skills for students in grades 9-12. The course content provides teacher licensure candidates with technology proficiencies for integrating technology into teaching. Prerequisite: Admission to Teacher Education. Completion of the computer and information literacy requirements. This course is part of the professional core courses and should be taken with EDUC 3220 , EDUC 3265 , EDUC 3900 , EDUC 3910 , EDUC 3910 , EDUC 3935 .
EDUC 3370 - Advanced Instructional Technology Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course allows students to apply existing technology literacy into educational environments to promote advanced use of educational technology in learning environments. The curriculum is based on teacher skills required to teach Utah State Educational Technology Standards for students in K-6 settings. The course focuses on providing teacher licensure candidates with advanced technology proficiencies for teaching with technology. Prerequisite: Completion of the computer and information literacy requirements.
EDUC 3375 - Foundations of Dual Immersion or Immersion Education Credits: (3)
The course examines the background, underlying theory, and research foundations that support dual language and immersion education practices. Issues for teachers and administrators will be addressed. Practices and principles that inform language attentive curriculum will be a focus of the course.
EDUC 3390 - Literacy in the Primary Grades Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Analysis of developmental reading skills with emphasis on readiness for reading, phonic and structural analysis, word recognition, use of the basal reader, and reading for various purposes.
EDUC 3430 - Creative Processes in the Elementary School Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
This course focuses on the development of attitudes, methods, and skills in creative teaching, including an exploration of using music, art, dance, and drama in the elementary classroom. Graduate students will also explore philosophy, research, and theories that support arts integration, and development of teaching strategies and materials for use in the elementary classroom.
EDUC 3900 - Preparing, Teaching, and Assessing Instruction Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This integrated course will focus on lesson planning, teaching, and assessment through the application of the Teacher Work Sample (TWS) using lesson plan formats taught in the content areas. A variety of instructional strategies effective for use at the secondary level will be taught and modeled. Prerequisite: Admission to Teacher Education. This course is part of the professional core courses and should be taken with EDUC 3220 , EDUC 3315 , EDUC 3265 , EDUC 3910 , and EDUC 3935 .
EDUC 3910 - Secondary Education Practicum Credits: (2)
The purpose of this practicum is to provide students with opportunities to design and implement content-specific instruction at the secondary level. Students are required to spend at least 40 hours in an assigned classroom. Prerequisite: Admission to Teacher Education. This course is part of the professional core courses and should be taken with EDUC 3220 , EDUC 3265 , EDUC 3315 , EDUC 3900 , EDUC 3935 .
EDUC 3935 - Reading and Writing Across the Secondary Curriculum Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course will focus on assessment of reading comprehension of students, and decisions teachers make concerning methods, materials and procedures based on those assessments. Teacher candidates will integrate literacy skills (vocabulary, study skills, comprehension development and writing) within their respective content areas and teach sample lessons to secondary students. Prerequisite: Admission to Teacher Education. This course is part of the professional core courses and should be taken with EDUC 3220 , EDUC 3265 , EDUC 3315 , EDUC 3900 , EDUC 3910 .
EDUC 4210 - Elementary Level III Practicum Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The purpose of this practicum is to provide students with opportunities to design and implement integrated instruction in the elementary grades. Instruction will focus on instruction of core subjects including language arts, mathematics, science, and social studies. Students are required to spend at least 60 hours in an assigned classroom. Prerequisite: Admission to Teacher Education. Completion of Elementary Education Level 2 courses with a grade of B- or better. This course is part of Elementary Education Level 3 and should be taken with EDUC 3115 , EDUC 3280 , EDUC 4300 , EDUC 4320 , EDUC 4330 .
EDUC 4250 - Second Language Acquisition: Theories and Implementation Credits: (3)
Typically taught:
Fall [Full Sem]
This course explores second language acquisition processes, current theories, and effective strategies as a knowledge base in planning appropriate curriculum and instruction for English language learners.
EDUC 4270 - Literacy Strategies for Teaching English Language Learners Credits: (3)
Typically taught:
Spring [Full Sem]
Teaching strategies for English language development and content area instruction.
EDUC 4300 - Elementary Mathematics Methods Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course includes the study of mathematics methods appropriate for elementary school curriculum with specific emphasis on developmental strategies including the concrete-representational-abstract instructional model. Connections to other subject areas, problem solving, critical thinking skills and real-life situations are stressed. Prerequisite: Completion of Elementary Education Level 2 courses with a grade of B- or better. This course is part of Elementary Education Level 3 and should be taken with EDUC 3115 , EDUC 3280 , EDUC 4210 , EDUC 4320 , EDUC 4330 .
EDUC 4310 - Foundations of Cooperative Learning Credits: (2)
This course examines the rational, principles, skills and interaction strategies necessary before implementing Cooperative Learning in the classroom. Emphasis will be upon the basic components of Cooperative Learning, team building, and simple teamwork. Methods and strategies will be demonstrated and will involve active student group participation.
EDUC 4320 - Elementary Language Arts Methods Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course focuses on methods for language arts instruction in the elementary setting with specific emphasis on writing strategies. Particular emphasis is given to models of research-based instruction of core curriculum in language art. Prerequisite: Completion of Elementary Education Level 2 courses with a grade of B- or better. This course is part of Elementary Education Level 3 and should be taken with EDUC 3115 , EDUC 3280 , EDUC 4210 , EDUC 4300 , EDUC 4330 .
EDUC 4330 - Elementary Science Methods Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course focuses on methods and materials for teaching hands-on guided discovery science with an emphasis on concepts included in the Utah core curriculum. Prerequisite: Completion of Elementary Education Level 2 courses with a grade of B- or better.
This course is part of Elementary Education Level 3 and should be taken with EDUC 3115 , EDUC 3280 , EDUC 4210 , EDUC 4300 , EDUC 4320 .
EDUC 4345 - Elementary Integrated Arts Methods Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to prepare students to successfully teach art and music in the elementary classroom. Students are expected to design, prepare and teach lessons to engage elementary students in art and music activities. Prerequisite: Admission to Teacher Education. Completion of Elementary Education Level 1 courses with a grade of B- or better. This course is part of Elementary Education Level 2 and should be taken with EDUC 3100 , EDUC 3210 , EDUC 3240 , PEP 3620 .
EDUC 4380 - Student Teaching in Elementary Education Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Student teaching experience in elementary public school setting plus weekly seminar on campus. Offered CR/NC only. Prerequisite: EDUC Level 3 (EDUC 4300 , EDUC 4320 or EDUC 4350 if previously taken, EDUC 4330 , and EDUC 4345 ) and permission of Field Experience Director. Should be taken concurrently with EDUC 4820E , EDUC 4840 , and EDUC 4860 .
EDUC 4415 - Content-Based Second Language Curriculum, Instruction and Assessment Credits: (3)
Participants in this course learn to plan curriculum and instruction for dual language and immersion classrooms that combine language and content goals using standards-based and backwards design approaches. They also learn a range of classroom-based strategies for assessing language and content.
EDUC 4420 - Foundations of Education of the Gifted Credits: (2)
Typically taught:
(not currently taught)
An overview of education for the gifted and talented; historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum, and educational program options; special populations of gifted students.
EDUC 4450 - Creativity and Applied Imagination in the K-12 Classroom Credits: (2)
Typically taught:
(not currently taught)
Exploration and development of readily available personal and community resources to encourage creative thinking, classroom involvement, and transfer of learning.
EDUC 4470 - Teaching for Thinking Credits: (2)
Typically taught:
(not currently taught)
Theory and practice for teaching thinking skills in elementary, middle, and high school classrooms. Prerequisite: Admission to Teacher Education and EDUC 3140 or equivalent.
EDUC 4480 - Differentiated Curriculum for the Gifted and Talented Credits: (3)
Typically taught:
(not currently taught)
Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom.
EDUC 4490 - Assessment and Evaluation in Education of the Gifted Credits: (3)
Typically taught:
(not currently taught)
Principles of assessment applied to: identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness.
EDUC 4510 - Foundations in Special Education Practice and Law Credits: (3)
Typically taught:
Fall [Full Sem]
This course will introduce students to the philosophical, historical, legal and ethical foundations of special education. Students will examine in depth the characteristics of exceptional learners. Prerequisite: Admission to Teacher Education, EDUC 2010 .
EDUC 4515 - Special Education Law and Practice Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course provides students with a broad knowledge and understanding of a wide range of legal issues concerning the provision of special education services to students with disabilities. A review of pertinent legislation concerning human and constitutional rights related to persons with disabilities will be addressed. Teachers’ specific responsibilities and liabilities are described and related to current requirements for development of appropriate educational programs. Prerequisite: Admission to Teacher Education.
EDUC 4520 - Collaboration, Consultation, and IEP Development Credits: (3)
Typically taught:
Fall [Full Sem]
Roles of the special educator and families. IEP development, Least Restrictive environment, managing multidisciplinary team activities and techniques of collaboration and consultation. Prerequisite: Admission to Teacher Education.
EDUC 4521 - Practicum in Special Education Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This Practicum experience will focus on a) assessment, b) behavior management, and c) mathematics instruction in a field-based experience. Students will be introduced to the IEP process and will practice developing collaborative relationships within school settings. Prerequisite: Completion of Special Education Block 1 Foundation courses with a grade of B- or better. This course is part of Special Education Block 2 Integrated Methods courses and should be taken with EDUC 4530 , EDUC 4540 , EDUC 4550 , EDUC 4560 .
EDUC 4530 - Principles and Applications of Special Education Assessment Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Administer, score, and interpret norm-referenced assessments instruments, analyze in combination with data from other assessment processes, and use to determine eligibility and develop educational programs. This course is part of Special Education Block 2 Integrated Methods courses and should be taken with EDUC 4521 , EDUC 4540 , EDUC 4550 , EDUC 4560 .
EDUC 4540 - Managing Student Behavior Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Current issues, practices, and application of a variety of approaches for behavior change, discipline and management of the classroom environment, and the teaching of appropriate social skills. This course is part of Special Education Block 1 courses and should be taken with EDUC 4521 , EDUC 4530 , EDUC 4550 , EDUC 4560 .
EDUC 4550 - Instructional Planning and Learning Environments for Special Education Students Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Instructional programming and modification of curriculum for students with disabilities served by teachers with Mild/Moderate Endorsements. Prerequisite: Admission to Teacher Education. Completion of Special Education Block 1 Foundation courses with a grade of B- or better. This course is part of Special Education Block 2 Integrated Methods courses and should be taken with EDUC 4521 , EDUC 4530 , EDUC 4540 , EDUC 4560 .
EDUC 4555 - Validated Instructional Methods: Reading Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce principles and validated strategies for teaching reading to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in reading. Prerequisite: Completion of Special Education Block 2 Integrated Methods courses with a grade of B- or better. This course is part of Special Education Block 3 Advanced Methods courses and should be taken with EDUC 4570 , EDUC 4580 , EDUC 4581 .
EDUC 4560 - Validated Instructional Methods: Mathematics Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce principles and techniques for diagnosis and remediation of mathematics problems. The course will cover student characteristics and school setting demands that contribute to lack of success in mathematics classrooms. Prerequisite: Completion of Special Education Block 1 Foundation courses with a grade of B- or better. This course is part of Special Education Block 2 Integrated Methods courses and should be taken with EDUC 4521 , EDUC 4530 , EDUC 4540 , EDUC 4550 .
EDUC 4570 - Validated Instructional Methods: Written Expression Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce principles and validated strategies for teaching written expression to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in written expression. Prerequisite: EDUC 4530 Co-Requisite: EDUC 4581 This course is part of Special Education Block 3 Advanced Methods courses and should be taken with EDUC 4555 , EDUC 4580 , EDUC 4581 .
EDUC 4580 - Learning Strategies and Transition for Special Education Students Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Instructional programming and modification of curriculum for students with disabilities served by teachers with Mild/Moderate Endorsements. Prerequisite: Completion of Special Education Block 2 Integrated Methods courses with a grade of B- or better. This course is part of Special Education Block 3 Advanced Methods courses and should be taken with EDUC 4555 , EDUC 4570 , EDUC 4581 .
EDUC 4581 - Pre-Student Teaching in Special Education: Assessment, Behavior Management, Instruction Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The purpose of Pre-Student Teaching is to continue field experience in a supportive and professional manner. The student will have the opportunity to experience teaching and the responsibilities that it entails under the direct guidance of the Cooperating Teacher and the Course Instructor. This course is designed to provide students with practical experiences in the areas of: a) literacy curriculum and instruction for students K-12, and (b) planning and developing post secondary transition plans. Practical experience in assessment and behavior management are continued. Prerequisite: Completion of Special Education Block 2 Integrated Methods courses with a grade of B- or better. This course is part of Special Education Block 3 Advanced Methods courses and should be taken with EDUC 4555 , EDUC 4570 , EDUC 4580 .
EDUC 4640 - Validated Instructional Methods: Mathematics Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce principles and techniques for diagnosis and remediation of mathematics problems. The course will cover student characteristics and school setting demands that contribute to lack of success in mathematics classrooms.
EDUC 4650 - Validated Instructional Methods: Reading Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce principles and validated strategies for teaching reading to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in reading.
EDUC 4660 - Validated Instructional Methods: Written Expression Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is designed to introduce principles and validated strategies for teaching written expression to students with mild/moderate disabilities. The course will cover student characteristics and school setting demands that contribute to lack of success in written expression.
EDUC 4670 - Special Education Student Teaching Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Supervised teaching in selected special education programs in an elementary or secondary school. Available on a CR/NC basis only. Prerequisite: successful completion of mild/moderate licensure course work.
EDUC 4680 - Special Education Student Teaching Credits: (8)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Supervised clinical practice in an elementary or secondary school at which candidates teach pupils with mild/moderate disabilities. Available on a CR/NC basis only. Prerequisite: Successful completion of Special Education major requirements, EDUC 4581 , EDUC 4570 with B- or above. Must be taken concurrently with EDUC 4686 .
EDUC 4685 - Special Education Student Teaching Seminar and Synthesis Credits: (1)
Typically taught:
Non-majors
The Seminar and Synthesis will support student teaching through regular meetings. Prerequisite: Successful completion of Special Education Licensure requirements. Must be taken concurrently with EDUC 4670 .
EDUC 4686 - Special Education Student Teaching Seminar & Synthesis for Special Education Majors Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
The Seminar and Synthesis will support student teaching through regular meetings on campus. Prerequisite: Successful completion of Professional Core, Special Education Core, and Concentration courses as specified in course catalog, EDUC 4581 , and EDUC 4570 with B- or above.
EDUC 4700 - Learning in the Schools Credits: (2)
Principles of learning and management and their application to the school situation. Prerequisite: Student teaching.
EDUC 4740 - Building School Partnerships with ESL/Bilingual Families Credits: (1)
Typically taught:
Spring [Full Sem]
Summer [Full Sem]
This course prepares students to be advocates and practitioners of family involvement in education. Goals and benefits of family involvement will be explored along with specific strategies for developing a partnership within the education system. Components of family structure, economics, cultural diversity, second-language learners, communication skills and resources are integrated into the student experience.
EDUC 4810 - Adult Education Credits: (2)
A survey course in adult education with emphasis on philosophy, principles, and practices as evidenced in programs and various adult education organizations. Prerequisite: professional education course work, teaching experience, or approval of the instructor.
EDUC 4820E - Managing Diverse Classrooms Credits: (3)
Typically taught:
(not currently taught)
Current issues, methodology and application of a variety of approaches for behavioral change, discipline and management of diverse learners in the context of classroom environments. Prerequisite: Teacher Education Level 3 Elementary (EDUC 4300 , EDUC 4320 or EDUC 4350 if previously taken, EDUC 4330 , EDUC 4345 ). Should be taken concurrently with the other courses in Teacher Education Level 4 Elementary (EDUC 4840 , EDUC 4860 ).
EDUC 4820S - Managing Diverse Classrooms Credits: (3)
Typically taught:
(not currently taught)
Current issues, methodology and application of a variety of approaches for behavioral change, discipline and management of diverse learners in the context of classroom environments. Prerequisite: Secondary Teacher Education Core (EDUC 3220 , EDUC 3260S , EDUC 3900 , and EDUC 3935 ).
EDUC 4830 - Individually Prescribed Program Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Designed primarily for individual needs. May be repeated up to 6 credit hours.
EDUC 4840 - Student Teaching in Elementary Education Credits: (8)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Student teaching experience in a public school to synthesize theory and practice. Support seminars held on campus. Available on a CR/NC basis only. Prerequisite: EDUC Level 3 (EDUC 4300 , EDUC 4330 , EDUC 4345 , & 4350) Should be taken concurrently with EDUC 4850 .
EDUC 4850 - Integrated Elementary Education Student Teaching Seminar and Synthesis Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course will help prepare teacher candidates for student teaching and ultimately licensure with two different types of activities. First, are weekly, 3-hour collaboration and topical seminars emphasizing on-going discussions and support on classroom management, preparing the TWS and INTASC portfolio, creating your career file, and other education issues. Second, is a two-day workshop to synthesize the semester and have your INTASC portfolio assessed. Prerequisite: EDUC 4300 , EDUC 4320 , EDUC 4330 , and EDUC 4345 . (Should be taken concurrently with EDUC 4840 .)
EDUC 4860 - Elementary Senior Synthesis Seminar Credits: (1)
Typically taught:
(not currently taught)
Synthesis of the TREC model for elementary programs with specific emphasis on beginning a professional career in teaching. Senior project is required. To be taken for CR/NC only. Prerequisite: Teacher Education Level 3 Elementary (EDUC 4300 , EDUC 4320 or EDUC 4350 if previously taken, EDUC 4330 , EDUC 4345 ). Should be taken concurrently with the other courses in Teacher Education Level 4 Elementary (EDUC 4820E , EDUC 4840 ).
EDUC 4870 - Directed Experiences with Students Credits: (1)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Directed experiences with elementary and secondary school students in cooperating schools. Students may register for one unit of credit per semester for a maximum of three semester hours.
EDUC 4890 - Cooperative Work Experience Credits: (1-6)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
For students accepted to the Teacher Education Program who meet the minimum cooperative work experience requirements of the department. Provides academic credit for on-the-job experience. Amount of credit will be determined by the department. Fingerprinting/background check must be completed prior to working in the schools. May be repeated up to 6 credit hours.
EDUC 4920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-6)
Typically taught:
Consult the semester class schedule for the current offering under this number.
The specific title and credit authorized will appear on the student transcript. Available on CR/NC basis. May be repeated up to 6 credit hours.
EDUC 4930 - Student Teaching in Secondary Education Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Student teaching experience in secondary public school setting plus weekly seminar on campus. Offered CR/NC only. Prerequisite: Secondary Teacher Education Core (EDUC 3220 , EDUC 3265 , EDUC 3900 & EDUC 3935 ) and permission of Student Teaching Coordinator. Should be taken concurrently with EDUC 4950 Integrated Secondary Student Teaching Seminar.
EDUC 4940 - Student Teaching in Secondary Education Credits: (8)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Student teaching experience in a public school to synthesize theory and practice. Support seminars held on campus. Available on a CR/NC basis only. Prerequisite: Secondary Teacher Education Core (EDUC 3220 , EDUC 3265 , EDUC 3315 , EDUC 3900 , EDUC 3910 , EDUC 3935 ). Should be taken concurrently with EDUC 4950 Integrated Secondary Student Teaching Seminar.
EDUC 4950 - Integrated Secondary Student Teaching Seminar Credits: (4)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Preparation and support for secondary clinical practice. Collaborative and topical seminars will emphasize on-going discussions and support on classroom management, ethics, preparing the TWS and INTASC portfolio, creating a career file, and secondary school issues. Prerequisite: Completion of Secondary Teacher Education Core (EDUC 3220 , EDUC 3265 , EDUC 3315 , EDUC 3900 , EDUC 3910 , EDUC 3935 ). Should be taken concurrently with Student Teaching in Secondary Education (EDUC 4930 or EDUC 4940 ).
EDUC 4960 - Secondary Senior Synthesis Seminar Credits: (1)
Typically taught:
(not currently taught)
Synthesis of the TREC Model for elementary and secondary programs with specific emphasis on beginning a professional career in teaching. Senior Project is required. Should be taken concurrently with EDUC 4820S and EDUC 4840 .
EDUC 5050 - Action Research in the Classroom Credits: (2)
Typically taught:
(TBA, as needed)
Students will explore effective classroom-based research techniques, complete a classroom-based case study, and promote the ongoing application of research to the improvement of teaching practice. This course is designed for cooperating teachers in the site-based teacher education program, and is graded CR/NC.
EDUC 5060 - Effective Mentoring in the Classroom Credits: (2)
Typically taught:
(TBA, as needed)
Course covers strategies for effectively mentoring student teachers and novice teachers by expert teachers. Expectations for the course include journal keeping, writing assignments, and mentoring project.
EDUC 5110 - Advanced Multicultural/Bilingual Education Credits: (3)
Provides a knowledge base concerning the curricular issues and need for multicultural education, and explores various curriculum models and approaches for successful implementation of multicultural education across the curriculum.
EDUC 5120 - Culture and Language Credits: (3)
Examines the effects and impact of historical, political, social, and economic issues which affect teaching and learning for students from diverse cultural and ethnic groups.
EDUC 5320 - Reading in the Content Areas Credits: (3)
Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas.
EDUC 5330 - Using Children’s Literature in the Classroom Credits: (2)
This course will provide a broad basis for using children’s literature for instructional purposes in elementary classrooms to enhance literacy development.
EDUC 5340 - Assessment and Corrective Procedures in Reading Credits: (3)
Assessment of reading problems and corrective procedures for remediation in elementary classrooms.
EDUC 5360 - Literacy in the Elementary School Credits: (3)
An exploration of current reading, oral and written language theories, and their applications for the improvement of literacy practices in schools.
EDUC 5770 - Field Experience in ESL/Bilingual Education Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Students will gain experience in teaching and working with ESL/bilingual students and apply what they have learned from relevant courses.
EDUC 5920 - Short Courses, Workshops, Institutes and Special Programs Credits: (1-3)
Typically taught:
Consult the semester class schedule for the current offering under this number.
The specific title and credit authorized will appear on the student transcript. Available on CR/NC basis. May be repeated up to 18 credit hours.
UNIV 1105 - Foundations of College Success Credits: (3)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
This course assists incoming students in making a successful transition to college. Topics include the purpose of higher education, goal setting, time management, study and test taking skills, critical thinking, stress management, academic advisement, career and major exploration, using campus resources, and understanding student responsibilities.
UNIV 2900 - Career Planning and Exploration Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
This course is a comprehensive approach to career development, planning, and selection. It assesses personal strengths and identification of job skills, and provides strategies for successfully entering the job market upon graduation. The course assists students to design their future through clarification of personal values and attitudes, identification of career interests and job skills, development of decision-making skills, and labor market information. These skills will help the student in making good career decisions and selecting a major course-of-study at Weber State University.
UNIV 3170 - First Year Experience Mentor Leadership Seminar Credits: (2)
Typically taught:
Fall [Full Sem]
Spring [Full Sem]
Summer [Full Sem]
In this seminar course, FYE Peer Mentors are taught to effectively help Foundations of College Success (UNIV 1105 ) students in making a successful transition to college. FYE Mentor requirements are available at www.weber.edu/fye/. Course enrollment limited to FYE Peer Mentors. May be repeated once for 2 more credits and additionally for zero credits. |
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