Health/Wellness, K-12 Teacher Licensure (HLTWL.BST)

A foundations course in biological science which focuses on the general concepts of life as demonstrated by the human body through its chemistry, organization and continuity. A practical and relevant approach to understanding and maintenance is presented. Requires co-requisite enrollment in BIOS-110L. Open to non-science majors only.

The study of food and its relationship to the well-being of the human body with emphasis upon metabolism, nutritive value and quantitative requirements of food at different age and development levels. The selection and eating of foods at different economic, social and cultural levels are also studied.

Prerequisites

CHYS-131, CHYS-132, CHYS-135, CHYS-161 or CHYS-162 (OR EDUC-199 OR PHED-201 for Education majors)ANDBIOS-110 or BIOS-161 (OR EXSC-205 OR EXSC-215 for Exercise Science and Health/Wellness Education majors)

This course is designed to provide the essential physiological background that is necessary for an understanding of the human response to exercise.

Prerequisites

BIOS-110 or HSCS-231 or BIOS-332

Review of basic anatomy, primarily the muscular system; relationship of the fundamental laws of physics to human movement, and mechanical principles of skill instruction and analysis.

Prerequisites

BIOS-110 or HSCS-231 or BIOS-332

A study in the basic principles of drug action, side effects and toxic effects. Implications for the health education professional will be emphasized.

The nature and causes of accidents, safety measures for the prevention of common accidents in the home, school, industry, transportation and recreation.

This course is a study of the sociological, psychological, biological, ethical and legal components of human sexuality.

This course emphasizes the concepts, anatomical knowledge, risk factors and behaviors that profoundly affect personal health and self-care. It addresses consumer issues and criteria for evaluating health products and services in the private, industry and government sectors.

An introduction to the field of health, physical education and exercise science including aims, objectives, history, philosophy, programs, principles, basic concepts of organization and administration, professional organizations, and the relationship of Christian commitment to the fields.

Prerequisites

None.

A study of theoretical constructs of learning and knowledge of motor learning principles relating to neuromuscular and response mechanisms, feedback motivation, stress anxiety factors, and the variable influences to the acquisition of motor skills.

A course designed to assist future teachers in understanding the place, types and importance of measurement in the teaching process.

This capstone course is designed to provide health science, physical education, recreation, athletic training majors with opportunities to study discuss, defend and integrate a Christ-centered worldview in the health care, recreation and education arenas.

Prerequisites

A student enrolling in this class must have at least 90 hours of complete course credit. Spring semester only.

A course consisting of 20 clock hours of laboratory assignments in the public schools and a 50-minute seminar each week for the entire semester. The course is designed to provide a general survey of the education profession. Required for teacher education majors except music.

This course is designed to introduce students to the wide range of diversity that exists in today's general school population. Candidates will explore physical, social, emotional, and intellectual development, individual learning styles, and prior learning as well as language, culture, family and community values and how they influence student learning. Differentiated instructional approaches to learning and performance will be studied while focusing on planning for instruction that addresses the strengths and needs of diverse learners. A Service Learning Component is required.

Prerequisites

EDUC-199

A course designed to provide an understanding of the significance of the influence of historical, philosophical and sociological factors and trends in school administration, materials and methods of instruction and the needs of the pupil and society.  

Prerequisites

EDUC-199 or MUED-225

This course is designed to give the prospective teacher an overview of the theoretical models of middle level education and to provide a broad overview of the historical, sociological and philosophical foundations of the American education system. Students will explore preadolescent and young adolescent characteristics, middle grades teaching, student learning, and organizational characteristics of a middle level school. Twenty hours of tutoring or observations must be completed.

Prerequisites

EDUC-199 and EDUC-299.

A study of the psychological foundations for learning and the procedures by which learning is accomplished. Also covered is an evaluation of teaching methods and learning tools.

An introduction to special education including historical foundations, special education law and current practice. The course will introduce all current information pertinent to those who will work with students with disabilities especially those students included in the general education classroom. Issues and trends that address techniques, strategies and procedures for working with students with disabilities will be emphasized. A summary of each category of disability will be offered as well as suggestions for accessing school and community resources.

Prerequisites

None

A course to prepare education majors to work with the atypical physical education and special needs student. Emphasis is on identification, evaluation, monitoring of medication and appropriate delivery of services. This includes those students who are medically fragile in inclusive settings.

This course is designed to provide the pedagogy and practical aspects of planning, organizing, administering, and evaluating an elementary physical education curriculum.   Various theories of instruction as well as exposure to developmentally appropriate activities will be discussed.  

This course is designed to provide the pedagogy and practical aspects of planning, organizing, administering, and evaluating  a middle grades and high school physical education curriculum as well as the wellness curriculum.  This instruction will be guided by the Tennessee State Physical Education and Wellness Standards. 

A course designed to introduce candidates to the knowledge of methods, skills and strategies they will need as they become effective teachers in secondary level classrooms. The course unites theory and practices by using the instructional methods of classroom discussion, presentations, and analysis of case studies.

Prerequisites

Admission to the Teacher Education Program

This course is designed to equip teacher licensure candidates with the required methods, skills and strategies they need to become effective physical education / health / wellness teachers in the K - 5 classroom.

Prerequisites

Admission to Teacher Education Program and SCED-340

The organization and use of appropriate materials, methods, and techniques as related to the teaching of Health, Physical Education, and Wellness in the middle and high school classroom.

Prerequisites

Prerequisite:  Admission to Teacher Education Program, and SCED-340.

Upon completion of all education courses, students will complete student teaching practicums for a total of 15 weeks in the public schools under the guidance of public school teachers and a university supervisor(s). The student will be assigned to at least two different classrooms, which may be at different schools. Students must enroll in EDUC-496, EDUC-497, and EDUC-498 for a total of 12 hours. This will constitute the maximum load for the student teaching semester. No other classes may be taken during the student teaching semester.

Prerequisites

Admission to Teacher Education Program, admission to Student Teaching, pass all required Praxis II exams, and completion of required methods courses

Upon completion of all education courses, students will complete student teaching practicums for a total of 15 weeks in the public schools under the guidance of public school teachers and a university supervisor(s). The student will be assigned to at least two different classrooms, which may be at different schools. Students must enroll in EDUC-496, EDUC-498, and EDUC-498 for a total of 12 hours. This will constitute the maximum load for the student teaching semester. No other classes may be taken during the student teaching semester.

Prerequisites

Admission to Teacher Education Program, admission to Student Teaching, pass all required Praxis II exams, and completion of required methods courses.

A seminar designed to be taken by all student teachers during their enhanced student teaching semester. The purpose is to help bridge the gap between coursework and enhanced student teaching. Discussion of a variety of topics related to instructional management and interaction is the focus of the seminar.

Prerequisites

Admission to Teacher Education Program, admission to Student Teaching, pass all required Praxis II exams, and completion of all methods courses