Department of Curriculum and Instruction

Program Description

The Department of Curriculum & Instruction/Literacy Studies offers opportunities for undergraduate study, leading to degrees in Elementary and Secondary Education. In addition, some of our programs are designed for educators and other professionals with educational leadership responsibilities. The primary purposes of the various programs in our department are to provide increased knowledge, skills, research, and professional competencies for licenses related to each specialty area in the department. Program area faculty work with national accreditation standards for each of their programs, and contribute to the profession at university, state, and national levels of professional involvement. The experiences available through our various programs involve exploration of technology, diversity, global initiatives, and culturally responsive teaching, facilitated by faculty who are leaders in research, teaching, and service. 

Program Options 

The College of Education and Human Services (CEHS) offers a variety of paths toward initial teacher certification beginning at the undergraduate level. This includes a Four-Year Bachelor of Arts (BA) degree program in Elementary Education and a Five-Year Teacher Education Program that leads to dual-conferred Bachelors and Masters degrees in either Elementary or Secondary Ed.  Each of these paths are designed to lead to the following certification areas:        

 Elementary Education (K-6):

  • Four-Year BA in Elementary Education
  • Five-Year BMDS (Bachelor of Multi-Disciplinary Studies)/MA in Elementary Education

Secondary Education (5-Adult):

  • Five Year BA or BMDS/ MA in Secondary Education

For more information, please visit our website:

General Requirements for Professional Certification

Individual candidates apply for professional certification. To teach in the public schools of West Virginia, one must hold a professional teaching license issued by the West Virginia Department of Education.  Individual candidates must be recommended by the Certification Officer in CEHS, Michael Sekula, to the State of West Virginia for a professional teaching license. To be eligible to be recommended to the State, students  must do the following:

  • Meet the minimum State requirements
  • Meet the University degree requirements
  • Successfully complete program coursework
  • Achieve a grade point average of at least 2.75 on the total of college credits earned, on the hours earned in professional education, and 2.5 in each subject specialization.
  • Demonstrate competence in supervised practicum and internship.
  • Comply with the West Virginia Board of Education regulations for teacher certification.
  • Be recommended for certification by the dean of the College of Education and Human Services.

Reciprocal Certification Agreements

West Virginia, at the time of this publication, has reciprocal agreements with certain other states for teacher certification. Inquiries about reciprocity should be directed to the Center for Student Advising and Records, 710 Allen Hall.

Calculation of Grade Point Averages

The West Virginia State Department of Education system of calculating grade point averages for certification purposes differs in some respects from the WVU system. For certification, all coursework attempted at WVU and at other institutions of collegiate rank will be considered. If a student earns a grade of D, F, or U in any course taken no later than the term when he or she has attempted a total of sixty hours, and the student repeats this course, the second grade earned will be used in determining the grade point average. The first grade will be disregarded.

The teacher education program uses the West Virginia State Department of Education system of calculating grade point averages only for admission to teacher education programs and professional internships, and for assessing teaching field and education averages. Academic performance and eligibility for graduation are assessed by the system used by WVU and other institutions governed by the West Virginia Higher Education Policy Commission.

Admission to Pre-Education

Program Description

High school students interested in teaching careers should seek admission to the pre-education program when applying to the University.  Students may also seek admission to pre-education at any point between entry and successful completion of 59 hours of approved University coursework.  To be admitted to pre-education, a student must have an ACT score of 22, an SAT math and verbal combined score of 1030, or a high school GPA of 3.0.  Students transferring into teacher education must also have an acceptable University GPA.  Since formal admission into teacher education cannot occur until 59 hours have been completed, those students admitted to education are designated pre-education students; the general admission requirements for teacher education are described below.

Admission Process

Applications for admission to teacher education are accepted and reviewed in the spring semester.  Students are normally admitted to teacher education in the fourth semester.  The credentials of qualified pre-education students from WVU and WVU Potomac State College will be reviewed by the Admissions Committee, and students are admitted to the specialization of their choice in order of decreasing portfolio scores until the specialization reaches its capacity.  If space is not available in the preferred specialization, students may elect to be considered for another specialization or compete for admission in the following year.  Minority students may be given special consideration for admission to the major.

Remediation Options

Students who do not meet the skill-proficiency requirements listed under General Requirements for Admission may avail themselves of the numerous remediation options on campus, including the Reading and Study Skills Laboratory and the Teaching and Learning Technologies Center.

Work Taken at Other Institutions

Required professional education courses must ordinarily be taken at WVU.  Students who wish to take required courses at other NCATE accredited institutions must have their courses approved by the department chairperson before registering at another institution.

Admission to the Five-Year Teacher Education Program

Students are admitted to Five-Year education program only in the spring semester.  Admissions to teacher education are limited. Within both elementary and secondary education, enrollment is limited to the capacities of specific content areas.  Pre-education students are advised to consult with advisors regarding the availability of the specializations in which they are most interested.

Curriculum and Instruction Courses

C&I 293A-K. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

C&I 324. Teaching Language Arts: Secondary School. 3 Hours.

Includes an examination and application of relevant curricular materials and teaching techniques.

C&I 337. Mathematics in the Junior High School and Middle School. 3 Hours.

PR: 6 hours of college mathematics or consent. Study of teaching of mathematics in the junior high school and/or middle school; application of mathematics content to teaching; instructional techniques and materials.

C&I 393A-G. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

C&I 410. Early Childhood Education 1. 3 Hours.

PR: CDFS 316. An introduction to curriculum objectives, instructional methods and materials, and evaluation in early childhood education. (Pre-K to 4th grade) that includes a field experience with individualized instruction for one child.

C&I 411. Early Childhood Education 2. 3 Hours.

PR: C&I 410. This course is designed for individuals who will be working in early childhood education Pre-K to 4th grade. Topics include: working with families of young children; designing, teaching and evaluating experiental lessons for small groups of children; and gathering and assessing developmental data on small groups of children. A semester-long field experience with a class of young children is required.

C&I 412. Methods in Preschool Education. 3 Hours.

PR: EDUC 200 or equiv. Development of an experiential model of teaching young children. Application of methods in basic needs areas of nursery-early childhood education consistent with an experiential model of teaching.

C&I 414. Creative Experiences in Early Childhood. 3 Hours.

PR: EDUC 200 or equiv. Examination of creative experiences for young children and their relationship to child development. A special focus on play behavior as a learning medium with emphasis on program planning, curriculum development, and instructional strategies.

C&I 416. Early Language and Communication Experiences. 3 Hours.

PR: EDUC 200 or equivalent. Presents activities for developing language and communication skills in children 2-5 years of age. Covers a broad range of temporary and enduring forms of communication in visible and audible media.

C&I 418. Management of Preschool Education. 3 Hours.

PR: EDUC 200 or equiv. (A field experience with children 2-5 years of age is required.) Planning, designing, and assessing programs for children ages 2-5 years with emphasis on management skills. (Alternate Years.).

C&I 424. Approaches to Teaching Language. 3 Hours.

PR: ENGL 102. Designed for prospective teachers of English and language arts. Focus is upon planning and implementing methods of teaching English as a language. Materials and resources appropriate for public school instruction are analyzed and utilized.

C&I 425. Approaches to Teaching Literature. 3 Hours.

PR: Junior standing. Designed for prospective teachers of English and language arts. Course focuses upon methodologies for teaching literature in public schools. Workshop format will provide opportunities for peer teaching activities as students apply methods of teaching literature.

C&I 426. Teaching Rational Number/Proportional in K-9. 3 Hours.

The course is designed to develop understanding of rational number/ proportional reasoning content in grades K-9. Special attention will be given to student learning in grades K-9.

C&I 432. Curriculum and Technology in Mathematics. 3 Hours.

This course id designed to familiarize participants with techniques associated with applications of curriculum and technology in Mathematics settings. Class topics will span on number and operation, algebra, geometry, measurement, data and probability.

C&I 434. Teaching Mathematics: Secondary School. 3 Hours.

Includes an examination and application of relevant curricular materials and teaching techniques.

C&I 444. Teaching Science: Secondary School. 3 Hours.

Includes an examination and application of relevant curricular materials and teaching techniques.

C&I 454. Teaching Social Studies: Secondary School. 3 Hours.

Includes an examination and application of relevant curricular materials and teaching techniques.

C&I 465. Dance and Movement in K-12 Schools. 3 Hours.

This course provides a basic understanding of the principles and potential of standards-based dance education as integration as a fine art.

C&I 480A-Z. Special Problems and Workshops. 2-4 Hours.

(Maximum of 8 semester hours may be applied toward the master's degree.) PR: 14 Hr. in education. Credits for special workshops and short intensive unit courses on methods, supervision, and other special topics.

C&I 490. Teaching Practicum. 1-3 Hours.

PR: Consent. Teaching practice as a tutor or assistant.

C&I 491A. Professional Field Experience. 1-18 Hours.

PR: Consent. (May be repeated for a maximum of 18 hours.) Prearranged experiential learning program, to be planned, supervised, and evaluated for credit by faculty and field supervisors. Involves temporary placement with public or private enterprise for professional competence development.

C&I 493A-Z. Special Topics. 1-3 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

C&I 494A-J. Seminar. 1-3 Hours.

PR: Consent. Presentation and discussion of topics of mutual concern to students and faculty.

C&I 495. Independent Study. 1-6 Hours.

Faculty supervised study of topics not available through regular course offerings.

C&I 496. Senior Thesis. 1-3 Hours.

PR: Consent.

C&I 497. Research. 1-6 Hours.

Independent research projects.

Education Courses

EDUC 100. Education Colloquium. 1 Hour.

Components of and requirements for the teacher preparation program, including specializations, professional organizations, requirements for admission to the major, avenues to program completion, and requirements for work with children or youth.

EDUC 200. Professional Inquiry in Education. 3 Hours.

PR: EDUC 100 and ENGL 101 and ENGL 102. An examination of students' preconceptions about education and their socialization process relative to the following: aims and purposes of public education, students as learners, curriculum, instruction.

EDUC 293A-P. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

EDUC 301. Learning in Educational Settings. 3 Hours.

Examination and utilization of behavioral and cognitive learning models; consideration of learner characteristics and other factors affecting student learning.

EDUC 311. Practicum 1/Technology Application. 1 Hour.

PR or CONC: EDUC 200. Application of models and paradigms of learning in content area and instructional technologies through tutoring of individuals and small groups in an assigned public school site.

EDUC 312. Practicum 2/Technology Application. 1 Hour.

PR: EDUC 301 and EDUC 311. Application of paradigms of learning in content area and instructional technologies through tutoring of individuals and small groups in an assigned public school site.

EDUC 400. Instructional Design and Evaluation. 3 Hours.

PR: Admission to the major and a grade of a C or better in EDUC 301. Examination and demonstration of teacher behaviors required to plan classroom instruction, assess student learning, and evaluate instruction; emphasis on instruction, assessment, and evaluation to accommodate a wide range of student needs.

EDUC 401. Managing and Organizing Learning Environments. 3 Hours.

PR: Admission to the major and a grade of C or better in EDUC 400 and PR or CONC: EDUC 410. Examination of research and practice in organizing and managing school learning environments to produce optimal learning; development of management systems congruent with personal philosophy, research, learner characteristics, and content area.

EDUC 410. Practicum 3/Technology Application. 2 Hours.

PR: EDUC 312 and EDUC 400. Planning and implementing content area instruction, applying different instructional models, instructional technologies, and assessment techniques to small and large groups in an assigned public school site.

EDUC 411. Practicum 4: Technology Application. 4 Hours.

PR or CONC: EDUC 410 and (SPED 460 or SPED 461). Planning and implementing content area instruction, applying various management, instruction, instructional technologies, and assessment models to small and large drops in an assigned public school site.

EDUC 414. Promoting Creative Expression in Elementary Classrooms. 3 Hours.

PR: EDUC 312. Includes an examination of creative experiences for children in elementary school, pre-school - grade 6. Topics include the use of the creative arts in learning activities, curriculum development, and instructional strategies.

EDUC 430. Mathematical Methods - Elementary Teacher. 3 Hours.

PR or CONC: EDUC 312. Students will examine the content and pedagogy appropriate for mathematics instruction in the elementary grades. Emphasis is placed on the current reform movements in mathematics education.

EDUC 440. Elementary-Early Childhood Science Methods. 3 Hours.

PR: EDUC 312. Provides students with the knowledge, skills and affective qualities needed to be an effective elementary science teacher and be committed to teaching science in the elementary classroom.

EDUC 450. Issues and Methods for Teaching Elementary Social Studies. 3 Hours.

PR or CONC: EDUC 410. Students examine issues facing social studies education and evaluate and plan lessons and instructional activities that apply learning theory to the philosophy and standards of social studies education for all elementary students.

EDUC 460. Foundations of Language and Literacy. 3 Hours.

PR: EDUC 200 and EDUC 311. This course focuses on foundations of language and literacy development. Students construct philosophies, approaches, and strategies to promote development of literacy in the young child. Focus will include the larger contexts of literacy including home and community.

EDUC 461. Promoting Literacy Connections. 3 Hours.

PR: EDUC 460. This course emphasizes the development of literacy in the elementary setting. Students will develop and refine philosophies, approaches, and strategies to promote the development of literacy in the primary grades. Focus will include the larger contexts of literacy including content literacy, thematic instruction, and the teacher's leadership role.

EDUC 498. Honors. 1-3 Hours.

PR: Students in honors program and consent by the honors director. Independent reading, study or research.



  • Dale S. Niederhauser - Ph.D. (University of Utah)


  • Helen Hazi - Ph.D. (University of Pittsburgh)
    Educational Leadership Studies, Public Education Administration
  • Samuel F. Stack, Jr. - Ph.D. (University of South Carolina)
    Social Foundations of Education
  • Dale S. Niederhauser - Ph.D. (University of Utah)
    Foundations of Education, Educational Technology, Elementary Education: Early Childhood
  • Steven D. Rinehart - Ed.D. (West Virginia University)
    Reading Education, Language Arts, Clinical Reading
  • James Rye - Ph.D. (Pennsylvania State University)
    Science Concept Learning: Science/Technology/Society Education, Human Nutrition and Health Education
  • Randall L. Wiesenmayer - Ph.D. (Pennsylvania State University)
    Science Education, Science/Technology/Society (STS) Education, Environmental Education

Associate Professors

  • Johnna J. Bolyard - Ph.D. (George Mason University)
    Mathematics Education, Mathematics Teacher Development, Use of Representation in Mathematics Teaching
  • Jeffrey Carver - Ed.D. (Illinois State University)
    Science Education, Organic Chemistry, Physics
  • Allison Swan Dagen - Ph.D. (University of Pittsburgh)
    Instructional and Learning Reading
  • Sharon Hayes - Ph.D. (University of Florida)
    Elementary Education, Action Research, Professional Development & Literacy
  • Aimee L. Morewood - Ph.D. (University of Pittsburgh)
    Reading Education, Professional Development, Effective Teaching Strategies
  • Charline J. Barnes Rowland - Ed.D. (Virginia Polytechnic Institute and State University)
    Literacy Education, Teacher Education
  • Sarah Selmer - Ed.D. (West Virginia University)
    Mathematics Education
  • Robert A. Waterson - Ph.D. (Purdue University)
    Social Studies History, Democracy and Citizenship Education, Multicultural Education

Assistant Professors

  • Malayna Bernstein - Ph.D. (Northwestern University)
    English Education
  • Mathew P. Campbell - Ph.D. (Oregon State University)
    Mathematics Education
  • Rodney Hughes - Ph.D. (Pennsylvania State University)
    Higher Education and Economics
  • Denise Lindstrom - Ph.D. (Iowa State University)
    Technology and Teacher Education, New Literacies Studies, Digital Media
  • Melissa Luna - Ph.D. (Northwestern University)
    Learning Sciences, Environmental Education, Science Education, Elementary Education
  • Melissa Sherfinski - Ph.D. (University of Wisconsin-Madison)
    Curriculum Theory and Research, Research Methodology
  • Audra Slocum - Ph.D. (Ohio State University)
    Appalachian Education, Multicultural Teacher Education, Adolescent Literacies
  • Erin McHenry Sorber - Ph.D. (Pennsylvania State University)
    Educational Policy Studies, Administrative, Planning, and Social Policy
  • Nathan Sorber - Ph.D. (Pennsylvania State University)
    Higher Education
  • Keri D. Valentine - Ph.D. (University of Georgia)
    STEM Education (Mathematics), Learning, Design, & Technology, Science Education

Teaching Associate Professor

  • Ashley Dawn Atkins Martucci - Ed.D. (West Virginia University)
    Early Childhood Education, Child Development

Clinical associate professor

  • Stephanie Morris Lorenze - Ed.D. (West Virginia University)
    Secondary Education

Teaching Assistant Professors

  • Heiko Everwien ter Haseborg - Ph.D. (West Virginia University)
    Curriculum, Literacy, & Cultural Studies, Secondary Education, Foreign Languages
  • Beth B. Satterfield - M.S. (West Virginia University)
    Early Childhood Education, Child Development

Clinical Associate Instructor

  • Sylvia Berryhill - M.A. (Pennsylvania State University)
    Principal Certification, Reading Specialist

Professors Emeriti

  • John L. Carline - Ph.D.
  • Boyd D. Holtan - Ed.D.
  • Ronald V. Iannone - Ed.D.
  • C. Kenneth Murray - Ph.D.
  • Patricia Obenauf - Ed.D.
  • Patricia K. Smith - Ed.D.

Associate professors emeriti

  • Ardeth M. Deay - Ph.D.
  • Perry D. Phillips - Ed.D.

Assistant Professors Emeriti

  • Jane S. Cardi - Ed.D.
  • Michael A. Caruso - M.A.
  • Barbara Mertins - M.S.L.S.