Teaching, with Teacher Certification in Health Education (Preschool-Grade 12) and Teacher of Students with Disabilities (M.A.T.) - Graduate - 2012 University Catalog

You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.

The Master of Arts in Teaching Program in Subject Area and Teacher of Students with Disabilities is a 48-51 credit program designed to provide graduate students with a master's degree as well as dual certification: initial certification to teach in a subject area (P-12) and certification to teach students with disabilities in those settings.

Montclair State University’s Teacher Education Program is one of the most highly-regarded teacher preparation programs in the country. It has been consistently recognized both nationally and regionally for its unique features, including its structure, partnerships, and curricular emphases. The program is considered a model for other colleges and universities and has continuously been accredited by the National Council for the Accreditation of Teacher Education (NCATE) since 1954.

The Teacher Education Program’s professional course sequence and field experiences emphasize teaching for critical thinking and culturally responsive teaching. The professional component for both graduate students addresses four broad areas: 1) student development and learning, 2) the classroom and the school, 3) the curriculum, and 4) effective teaching skills.

TEACHING (HEALTH & STUDENTS w/DISAB)

  1. ADDITIONAL REQUIREMENTS FOR STATE CERT

    1. SPEECH

      Complete the following 1 course: (May be completed by examination)

      CMST 101 Fundamentals of Speech: Communication Requirement (3 hours lecture) 3
    2. PHYSIOLOGY & HYGIENE

      Pass the MSU Health Knowledge Test available through the COP or have UG equivalent course approved by advisor.

    3. ADDITIONAL REQUIREMENT

      Complete 1 course from the following list.

      ELRS 580 Learning Theories (3 hours lecture) 3
      FCST 515 Child Development II: Adolescence (3 hours lecture) 3
      PSYC 560 Advanced Educational Psychology (3 hours lecture) 3
  2. TEACHING FIELD REQUIREMENTS

    Complete 52 semester hours including the following 2 requirement(s):

    1. RELATED SCIENCES

      Complete 4 courses for 10 semester hours:

      BIOL 240 Mammalian Anatomy and Physiology I (2 hours lecture, 2 hours lab) 3
      BIOL 241 Mammalian Anatomy and Physiology II (2 hours lecture, 2 hours lab) 3
    2. SPECIALIZATION IN HEALTH EDUCATION

      1. Complete 13 courses for 39 semester hours:

        HLTH 207 Safety, Accidents and Emergency Care (3 hours lecture) 3
        HLTH 210 Consumer Health (3 hours lecture) 3
        HLTH 213 Perspectives on Drugs (3 hours lecture) 3
        HLTH 220 Mental Health (3 hours lecture) 3
        HLTH 240 Foundations of Environmental Health (3 hours lecture) 3
        HLTH 290 Human Sexuality (3 hours lecture) 3
        HLTH 307 The Study of Human Diseases (3 hours lecture) 3
        HLTH 330 Foundations of Health Education (3 hours lecture) 3
        HLTH 404 Foundations of Measurement and Evaluation in Health Education (3 hours lecture) 3
        HLTH 411 School Health and Community Services (3 hours lecture) 3
        NUFD 182 Nutrition (3 hours lecture) 3
      2. Complete 1 course for 3 semester hours from the following list

        HLTH 440 Health Aspects of Aging (3 hours lecture) 3
        HLTH 445 Perspectives on Death (3 hours lecture) 3
  3. PROGRAM REQUIREMENTS

    Complete 48 semester hours including the following 3 requirement(s):

    1. REQUIRED COURSES

      1. Complete for 3 semester hours.

        CURR 505 Teaching, Democracy, and Schooling (3 hours lecture) 3
      2. Complete 5 courses for 15 semester hours:

        CURR 509 Sociocultural Perspectives on Teaching and Learning (3 hours lecture) 3
        READ 501 Techniques of Reading Improvement in the Secondary School (3 hours lecture) 3
        SPED 568 Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture) 3
        SPED 579 Special Education for Students with Disabilities (3 hours lecture) 3
        SPED 586 Transition Services for Students with Disabilities (3 hours lecture) 3
      3. Complete for 1 semester hours.

        CURR 516 Meeting the Needs of English Language Learners (1 hour lecture) 1
      4. Complete for 2 semester hours.

        SPED 584 Assessment and Evaluation in the Inclusive Classroom 2-3
      5. Complete for 2 semester hours.

        SPED 585 Technology for Inclusive Classrooms 2-3
      6. Complete for 2 semester hours.

        SPED 588 Promoting Prosocial Behaviors in Inclusive Settings 2-3
      7. Complete for 2 semester hours.

        SPED 591 Teaching Organization and Study Skills for the Inclusive Classroom. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI) or Master of Education (MED) (3 hours lecture) 2-3
    2. GRADUATE LEVEL CONTENT COURSE

      Complete 1 course for 3 semester hours from the following list.

      HLTH 500 Health Aspects of Family Living (2 hours lecture) 2
      HLTH 501 Public Health Seminar: Foundations, Ethics, and Cultural Competency (3 hours lecture) 3
      HLTH 502 Determinants of Environmental Health (3 hours lecture) 3
      HLTH 503 Research Methods in Health (3 hours lecture) 3
      HLTH 504 Behavioral and Social Science in Health (3 hours lecture) 3
      HLTH 505 School Health Program Management (3 hours lecture) 3
      HLTH 510 Health Education Workshop I 1-3
      HLTH 511 Biomedical and Psychosocial Perspectives on Drugs (3 hours lecture) 3
      HLTH 512 Alcohol Workshop (3 hours lecture) 3
      HLTH 513 Drug Abuse Seminar (3 hours seminar) 3
      HLTH 514 Sexually Transmitted Diseases (3 hours lecture) 3
      HLTH 516 Selected Developments in Community Health (3 hours lecture) 3
      HLTH 525 Grant Writing (3 lecture hours) 3
      HLTH 526 Curriculum Development in Health Education (3 hours lecture) 3
      HLTH 528 Program Planning and Evaluation (3 hours lecture) 3
      HLTH 529 Applied Topics in Program Planning and Evaluation (3 hours lecture) 3
      HLTH 530 Health Issues Seminar (3 hours seminar) 3
      HLTH 531 Independent Study in Health 1-4
      HLTH 532 Air Pollution (3 hours lecture) 3
      HLTH 533 Behavioral Aspects of Diet, Activity and Health (3 hours lecture) 3
      HLTH 535 History and Foundations of Health I (3 hours lecture) 3
      HLTH 536 History and Foundations of Health II (3 hours lecture) 3
      HLTH 540 Selected Topics in Mental Health (3 hours lecture) 3
      HLTH 544 Community Organization and Health Advocacy (3 hours lecture) 3
      HLTH 545 Stress and Illness (3 hours lecture) 3
      HLTH 550 Fundamentals of Geriatrics (3 hours lecture) 3
      HLTH 551 Selected Topics in Gerontology (3 hours lecture) 3
      HLTH 555 Health Disparities and Social Justice (3 hours lecture) 3
      HLTH 560 Human Diseases (3 hours lecture) 3
      HLTH 565 Foundations of Epidemiology (3 hours lecture) 3
      HLTH 570 Human Sexuality II (3 hours lecture) 3
      HLTH 575 The Teaching of Human Sexuality (3 hours lecture) 3
      HLTH 576 Family Planning Education (3 hours lecture) 3
      HLTH 577 Selected Topics in Health (3 hours lecture) 3
      HLTH 580 Health Policy and Politics (3 hours lecture) 3
      HLTH 585 Organization and Administration of Health Care Facilities (3 hours lecture) 3
      HLTH 586 Health Care Facilities and Services for the Aged (3 hours lecture) 3
      HLTH 588 Planning and Evaluation of Health Programs (3 hours lecture) 3
      HLTH 592 Controversies in Sexuality Education (3 hours lecture) 3
    3. PROFESSIONAL YEAR

      1. First Semester

        1. Complete 1 course for 3 semester hours:

          CURR 526 Teaching for Learning I (3 hours lecture) 3
        2. Complete 1 course for 3 semester hours:

          CURR 527 Fieldwork (3 hours lecture) 3
        3. Complete for 3 semester hours.

          HLTH 520 Foundations and Methods in Health Education (3 hours lecture) 3
      2. Second Semester

        1. Complete 1 course for 3 semester hours:

          CURR 543 Teaching for Learning II (3 hours lecture) 3
        2. Complete 1 course for 6 semester hours:

          CURR 529 Student Teaching (6 hours lab) 6
  4. CULMINATING EXPERIENCE

    Successfully complete the Comprehensive Examination.


Course Descriptions:

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

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

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

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

Prerequisites: BIOL 240.

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

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

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

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

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

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

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

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

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

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

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

CURR526: Teaching for Learning I (3 hours lecture)

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

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

CURR527: Fieldwork (3 hours lecture)

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

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

CURR529: Student Teaching (6 hours lab)

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

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

CURR543: Teaching for Learning II (3 hours lecture)

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

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

ELRS580: Learning Theories (3 hours lecture)

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

FCST515: Child Development II: Adolescence (3 hours lecture)

This course uses a developmental and ecological approach to study adolescents (11-18 years). Physical, cognitive, and social development throughout this age period are studied in terms of change within and differences between individuals. Family, peer, neighborhood, sociocultural, and political influences on adolescents are examined. The roles of race/ethnicity, gender, sexual orientation, and socioeconimic status in adolescent development are like wise examined. Out-of-class observations and/or interview projects as well as an APA style research literature review or proposal paper are required. Starting Summer 2012: Students utilize developmental and ecological approaches to study physical, cognitive, and social development of adolescents (11-18 years) in terms of change within and differences between individuals. Students also examine how family, peer, neighborhood, sociocultural factors, and politics can have an influence on adolescents. The roles of race/ethnicity, gender, sexual orientation, and socioeconomic status in adolescent development are likewise examined. Students also engage in out-of-class observations and/or interview projects as well as develop an APA style research literature review or proposal paper. 3 sh.

HLTH207: Safety, Accidents and Emergency Care (3 hours lecture)

Provides for study of major safety areas including transportation, public safety, industrial and home safety. Emergency health care, first aid treatment, and preventive measures are considered in the context of individual, agency and institutional responsibilities. 3 sh.

HLTH210: Consumer Health (3 hours lecture)

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

HLTH213: Perspectives on Drugs (3 hours lecture)

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

HLTH220: Mental Health (3 hours lecture)

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

HLTH240: Foundations of Environmental Health (3 hours lecture)

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

HLTH290: Human Sexuality (3 hours lecture)

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

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

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

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

HLTH330: Foundations of Health Education (3 hours lecture)

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

Prerequisites: Health Education major or departmental approval.

HLTH404: Foundations of Measurement and Evaluation in Health Education (3 hours lecture)

Provides for the study of the concept and the process of measurement and evaluation in health education. Specific topics related to test selection, test construction, test administration, and analysis of test results are discussed within a broad theoretical framework and reinforced with practical experiences. 3 sh.

Prerequisites: Admission to Teacher Education Program or departmental approval.

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

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

Prerequisites: Health Education major or departmental approval.

HLTH440: Health Aspects of Aging (3 hours lecture)

This course focuses upon changes in aspects of health during the middle and later years of life. Includes anatomy and physiology, nutritional requirements, sensoria and those phenomena associated with aging and sexuality. Common causes of morbidity and mortality explored as they relate to the aged. Attention given to the psychosocial and economic needs of the elderly as well as to those aspects of gerontology which deal with legislation and community organization. 3 sh.

Prerequisites: Health Education major or departmental approval.

HLTH445: Perspectives on Death (3 hours lecture)

Exploration of the personal and social meanings of death. Formulation of realistic plans for living, through education about death. 3 sh.

Prerequisites: Health Education major or departmental approval.

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

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

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

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

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

HLTH502: Determinants of Environmental Health (3 hours lecture)

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

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

HLTH503: Research Methods in Health (3 hours lecture)

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

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

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

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

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

HLTH505: School Health Program Management (3 hours lecture)

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

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

HLTH510: Health Education Workshop I

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

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

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

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

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

HLTH512: Alcohol Workshop (3 hours lecture)

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

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

HLTH513: Drug Abuse Seminar (3 hours seminar)

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

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

HLTH514: Sexually Transmitted Diseases (3 hours lecture)

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

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

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

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

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

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

HLTH525: Grant Writing (3 lecture hours)

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

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

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

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

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

HLTH528: Program Planning and Evaluation (3 hours lecture)

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

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

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

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

Prerequisites: HLTH 528.

HLTH530: Health Issues Seminar (3 hours seminar)

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

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

HLTH531: Independent Study in Health

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

Prerequisites: Departmental approval.

HLTH532: Air Pollution (3 hours lecture)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

HLTH545: Stress and Illness (3 hours lecture)

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

Prerequisites: HLTH 540.

HLTH550: Fundamentals of Geriatrics (3 hours lecture)

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

HLTH551: Selected Topics in Gerontology (3 hours lecture)

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

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

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

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

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

HLTH560: Human Diseases (3 hours lecture)

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

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

HLTH565: Foundations of Epidemiology (3 hours lecture)

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

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

HLTH570: Human Sexuality II (3 hours lecture)

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

Prerequisites: HLTH 290.

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

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

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

HLTH576: Family Planning Education (3 hours lecture)

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

Prerequisites: A basic course in human sexuality.

HLTH577: Selected Topics in Health (3 hours lecture)

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

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

HLTH580: Health Policy and Politics (3 hours lecture)

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

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

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

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

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

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

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

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

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

HLTH592: Controversies in Sexuality Education (3 hours lecture)

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

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

NUFD182: Nutrition (3 hours lecture)

This course is designed to give students a general knowledge of the components of the food we eat, the nutrients necessary for a healthy life, the functions of nutrients and the interrelationships and metabolism of nutrients. The factors which influence the recommended dietary intake of nutrients, and theories and guidelines for screening nutrition risk and disease and prevention are presented. Meets Gen Ed 2002 - Interdisciplinary Core, Scientific Issues. 3 sh.

PSYC560: Advanced Educational Psychology (3 hours lecture)

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

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

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

SPED568: Instructional Planning for Students with Disabilities in Inclusive Settings II (3 hours lecture)

This course will enhance the ability of future educators to provide effective planning and instruction for students with disabilities in 6-12 inclusive classrooms. Educators will learn how to apply developmentally appropriate practice and curriculum design to improve the learning of students who exhibit competencies across a wide range. The emphasis will be on practical techniques and strategies that can be utilized in an inclusive setting. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED579: Special Education for Students with Disabilities (3 hours lecture)

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 sh.

SPED584: Assessment and Evaluation in the Inclusive Classroom

This course is designed to be an introduction for pre-service teachers in the field of Special Education assessment and accountability. The course will introduce students to elements of traditional assessment, including record keeping, grading, objective and essay testing, theories of validity as well as authentic, performance, and portfolio assessment. The keeping of anecdotal records, inclusion, heterogeneous groups, and accommodations will also be components of this course. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED585: Technology for Inclusive Classrooms

The course is designed to provide educators with an understanding of how to use technology as a seamless part of the teaching and learning experience for students with disabilities in inclusive settings. Two main purposes for students with disabilities will be emphasized. Teachers will learn how to provide access to the curriculum for students with disabilities by using the principles of Universal Design for Learning as a framework for curriculum design. They will learn how to utilize technology to meet the unique needs of students with disabilities in order for them to attain maximum independence and participation in all environments. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED586: Transition Services for Students with Disabilities (3 hours lecture)

This course will focus on a Research-Based and Teacher-Tested Support Model for planning and implementing transition services for students with disabilities. Successful transition services will allow students to build the bridges toward becoming independent self advocates with the insights, skills, knowledge, and learning techniques for successful transition from school to adult life. 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED588: Promoting Prosocial Behaviors in Inclusive Settings

This course is designed to provide future teachers with theory and practice related to the development of appropriate prosocial behaviors within inclusive classroom settings for students with disabilities. This course will focus on behavior and the developmental and environmental factors that influence its expression. Emphasis will be placed on functional analysis of behavior, how to promote appropriate behavior, and how to develop a classroom setting that fosters prosocial behaviors. Principles of social/emotional learning, social skills development as well as data collection, schedules of reinforcement monitoring progress, social problem solving, and promotion of positive behavior plans will be explored. 2 - 3 sh.

Prerequisites: SPED 579. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

SPED591: Teaching Organization and Study Skills for the Inclusive Classroom. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI) or Master of Education (MED) (3 hours lecture)

In this course, future and practicing teachers who work with students with disabilities in middle and secondary school learn how to enable those students to become more effective learners so they can have greater access to the general education curriculum. Increased inclusion has led to higher expectations for students with disabilities and the need to meet the more rigorous demands of the general education classroom. This requires study and organization skills, wich students with disabilities often lack as a result of the impact of their disability. In this course, teachers become familiar with research-based study and organization strategies as well as effective instructional methods for systematic and explicit instruction to teach these strategies. Through these strategies, they can help students compensate for their disability characteristics and become more independent, engaged learners. 2 - 3 sh.

Prerequisites: SPED 469, SPED 568 or SPED 587. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).