Education (ED)
103. Professional Field Experience for Teacher Cadets (3 s.h.)
Prerequisite: Participation in high school Teacher Cadet Program in partnership with the Center for Educator Recruitment, Retention & Advancement and an institution of higher education. Core requirements of this course must include daily classes of at least one semester, study of various personnel in the educational system, discussion of all aspects of teaching, review of current education issues, and in-depth observations and participation in PK-12 classes. ED 103 will be in lieu of the on-campus four-credit course ED 202: Foundations and Teacher Shadow. However, to receive credit for ED 103, the student must successfully complete the one-credit course, ED 104: Fundamentals of Education.
104. Fundamentals of Education (1 s.h.)
Prerequisite: Participation in high school Teacher Cadet Program in partnership with S.C. Center for Educator Recruitment, Retention & Advancement and an institution of higher education. This course will be in lieu of three of the four credits of the on-campus ED 202: Foundations and Teacher Shadow. This course will require a selected sequence of seminars in educational foundations.
202. Foundations and Teacher Shadow (4 s.h.)
This course will provide a survey of the field of education, its objectives, organization, curriculum, administration and current trends. Major points of study include the history of education, demographics and changing trends. Attention will be directed to the requirements and qualification of teachers. The assignments in this course will be field-based and theory will be translated into practice experiences through a 35 hour experience in PK-12 school settings to include observation, participation and evaluation plus some lesson teaching. Recommended for freshmen. (Winter Term only)
210. Human Growth and Development (3 s.h.)
Prerequisite: PY 201. This course will allow teacher candidates to study the growth and development of the individual across the life span with specific emphasis on the child from birth through 21 years including risk factors, developmental variations, and patterns of specific disabilities. The following areas of development will be studied: cognitive, language and literacy, social/emotional, and physical. Teacher candidates will develop skills in observing, recording, assessing, and reporting development of young children and youth. (Spring only)
300. Principles of Learning and Diversity (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. A consideration of psychological principles as they apply to the learning and teaching processes; individual differences including diversity and exceptionalities, theories of learning, introduction to tests and measurements, and the relationship of teaching and learning theories to physical, social, emotional, and intellectual development. Special emphasis will be placed on understanding factors that influence the learning of diverse and at-risk populations to include racial, ethnic, gender, socio-economic, and cultural differences. (Fall only)
301. Teaching of Reading in the Secondary Schools (3 s.h.)
Prerequisite: Admission to Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 418. In becoming educational leaders, all secondary content area teachers have the responsibility of helping their students learn through the use of printed material. The major goal of this course is to provide course participants with the competencies needed for teaching reading skills in their respective content areas of Social Studies, Mathematics, and Biology. The course emphasizes strategies that promote active student learning, diagnosis of reading difficulties, and study deficits of secondary school students from culturally diverse backgrounds. (Juniors, Fall only).
302. Methods of Secondary Education for Social Studies, Mathematics, and Biology (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 419. An examination and evaluation of the various methods used in high school teaching in the areas of Social Studies, Mathematics, and Biology. Topics studied include classroom management, standards-based teaching, preparation of long range plans and daily plans, use of various teaching models, strategies and technology, development and implementation of various forms of assessment, and modification of plans to meet the needs of exceptional learners. A parallel advanced level field experience (ED 419) of 25 hours of teaching lessons and units in a public school is required. (Juniors, Spring only)
308. Teaching Language Arts in the Elementary School (2-6) (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 404, ED 414 and MU 305. A course designed to help to prepare students to implement the language arts program in the elementary grades based on national curriculum standards. Foundations for the language arts program, knowledge of subject matter, teaching methods, and materials in major language arts areas including listening, speech, and the written communicative skills (spelling, handwriting and grammar) are included. (Juniors, Spring only)
401. The Teaching of Reading (PK-6) (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: For Early Childhood/Elementary Majors, ED 405, 407, 408, 415; For Special Education Majors, SE 407, 408, 409, 418. A developmental, integrated literacy approach to teaching reading with special emphasis given to understanding principles of best practices derived from research, national and state standards. Included are language and early literacy, phonics, basic reading skills, instructional and diagnostic strategies, needs of diverse learners, classroom organizational patterns, assessment and evaluation. (Seniors, Fall Only).
402. Methods and Materials for Elementary Education (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 300, ED 406, ED 413, AR 301, MA 351. A study of the essential aspects of teaching competency; planning, implementation, and assessment of instruction based on national curriculum standards. Related topics include classroom organization and management; teaching and learning strategies; instructional aids and resources; use of technology; and professional development. (Juniors, Fall only)
404. Teaching of Social Studies PK-6 (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 308, ED 414, MU 305, MA 355. A course designed to enable students to plan and implement lessons and units, and assess appropriate instruction in social studies for PK-6 students based on national curriculum standards. Focus will be on basic concepts and principles that undergird the disciplines comprising the social studies, including knowledge, skills, processes, attitudes, values and participation. (Juniors, Spring only)
405. Teaching Science PK-6 (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 407, ED 408, ED 415, ED 401. A course designed to enable students to plan, implement, and assess appropriate instruction in science for PK-6 students based on national curriculum standards. Focus will be on teaching knowledge and skills that will enable PK-6 students to become scientifically literate individuals; to understand science concepts and processes; to relate science, technology, and society; and, to realize the value of science in everyday life. (Seniors, Fall only)
406. Children’s Literature PK-6 (2 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 401, ED 402 or ED 409, ED 413, AR 301, MA 351. Introduction to the range and types of literature available for children, that includes basic critical approaches to literature, and representative novels, stories, poems and informational books. (Juniors, Fall only)
407. Classroom Management and Conflict Resolution (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 401, ED 405 , ED 407, ED 408, ED 415 . This course is designed to provide an overview of the current research and issues relating to individual and classroom management for Early Childhood and Elementary classrooms. The primary components include: creating the classroom environment; establishing a culture for learning; managing classroom procedures; managing student behavior including crisis management and conflict resolution. A major emphasis is on the primary discipline models in the field. Teacher candidates will be able to articulate a management philosophy and develop comprehensive management plans. (Seniors, Fall only)
408. Collaboration and Professionalism (2 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 401, ED 405, ED 407, ED 408, ED 415, SE 409 (Special Education majors). This course will focus on the development of multiple strategies to involve families in collaborative relationships that promote the intellectual, social, emotional and physical growth of their children within the structured learning environment of schooling. Teacher candidates will participate in collegial activities that sustain productive learning environments and support the well-being of students. They will increase awareness of the resources of the larger community environment that influences student learning. Candidates will develop a systematic process for evaluating the effects of their professional decisions and actions on families and other professionals. They will demonstrate an in-depth understanding of the interrelationships and interdependencies among the various professionals and activities that constitute the disciplines, content, and processes of elementary, early childhood and special education. (Seniors, Fall only)
409. Curriculum and Assessment of the Young Child (PK-3) (3 s.h.)
Prerequisite: Admission to Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 300, ED 406, ED 413, AR 301, MA 351. Focus of the course is on understanding principles of developmentally appropriate practice and effects of the environment on cognitive, affective, and psychomotor development of the young child. Included are studies of the historical context of early childhood education, developmental and curriculum theories, the role of the teacher, and parent and community involvement. Candidates explore the goals, benefits, and uses of assessment. Appropriate assessment tools are used to evaluate student progress and to develop parent reports. Includes field trips to a variety of early childhood provider sites. (Juniors, Fall only)
410. Independent Study (Credit to be determined)
Prerequisite: Consent of instructor. Content will consist of investigation of problems of an advanced nature relative to the major field of study of particular interest to the student.
411. Methods and Materials in Early Childhood Education (PK-3) (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 404, ED 414, MU 305, MA 355. A course emphasizing a developmentally appropriate approach to teaching and learning in an early childhood environment. All aspects of child development are considered as students study planning techniques and building a repertoire of instructional strategies and learning activities for diverse children. The primary components include understanding and building relationships with families and children, classroom organization and management, positive discipline, learning through technology, understanding content in each curriculum area, and building self-esteem. Observation in an early childhood setting is required. (Juniors, Spring only)
413. Field Experience 2, Early Childhood/Elementary (1 s.h.)
Prerequisite: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: ED 300, ED 409, ED 402, ED 406, AR 301, MA 351. An intermediate level experience consisting of 55 clock hours in an early childhood or elementary classroom. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Students observe and gradually participate through assisting individual students or small groups. Planning and reflective self-evaluations enable students to become aware of basics of teaching and progress toward managing the tasks of teaching. A Service Learning Project is required of all students. Cumulative Field Experience Portfolio required. Pass/Fail. (Juniors, Fall only)
414. Field Experience 3, Early Childhood/Elementary (2 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 404, ED 308, ED 411, MU 305, MA 355. An intermediate level field experience consisting of 55 clock hours in an early childhood or elementary classroom. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Students observe and gradually assume responsibility for planning, implementing, and evaluating lessons and units. Reflective self-evaluations assist students in critical review of the abilities to motivate student learning and manage behavior. Grant writing and an action research project are required of all students. Cumulative Field Experience Portfolio required Pass/Fail. (Juniors, Spring only)
415. Field Experience 4, Early Childhood/Elementary (1 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 401, ED 405, ED 407, ED 408. An advanced level field experience consisting of 55 clock hours in the classroom. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Students will assume responsibility for planning, implementing, and evaluating lessons and a unit. Reflective self-evaluations will assist teacher candidates in critical review of their knowledge and skills in motivating student learning and managing behavior. Teacher candidates will be required to develop communication systems with families, use community resources in teaching, and team with mentors, peers, and curriculum specialists while planning and teaching. A Japanese Lesson Study Project will be required of all students. Pass/Fail. (Seniors, Fall only)
418. Field Experience, Reading/Secondary (1 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 301. An intermediate level field experience consisting of 25 clock hours in a secondary school classroom. Students observe and gradually participate through assisting individual students or small groups. Planning and reflective self-evaluations enable students to become aware of basics of teaching and progress toward managing the tasks of teaching. Cumulative Field Experience Portfolio required Pass/Fail. (Juniors, Fall only)
419. Field Experience, Methods/Secondary (1 s.h.)
Prerequisite: Admission to the Teacher Education Program. Corequisite: ED 302. An advanced level field experience consisting of 25 clock hours in a secondary school classroom. Students observe and gradually assume responsibility for planning, implementing, and evaluating lessons and units. Reflective self-evaluations assist students in critical review of the abilities to motivate student learning and manage behavior. Cumulative Field Experience Portfolio required. Pass/Fail. (Juniors, Spring only)
422. Elementary/Early Childhood Student Teaching (12 s.h.)
Prerequisites: All general education courses and all education course requirements for either elementary education or early childhood education, Admission to Teacher Education Program, Maintenance of Good Standing, Acceptance to Student Teach. Student teaching is the culminating experience in the elementary/early childhood preparation program. Student teaching is a 60-day teaching experience (minimum of 4 full weeks of full takeover). This experience provides for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties. The student teaching experience shall continue under the direction of the campus supervisor and the cooperating practitioner until the teacher candidate has met requirements for Program Completion, Certification and Follow-Up or the student teaching is terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Attendance at various capstone seminars is required.
423. Secondary Student Teaching (12 s.h.)
Prerequisites: All general education courses and all content courses in major area of study, Admission to Teacher Education Program, Maintenance of Good Standing, Acceptance to Student Teach. Student teaching is the culminating experience in the secondary certification minor teacher preparation program. Student teaching is a 60-day teaching experience (minimum of 4 full weeks of full takeover) in a 9-12 placement in the major area of study. This experience provides for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties. The student teaching experience shall continue under the direction of the campus supervisor and the cooperating practitioner until the teacher candidate has met requirements for Program Completion, Certification and Follow-Up or the student teaching is terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Attendance at various capstone seminars is required.
424. Physical Education Student Teaching (12 s.h.)
Prerequisites: All general education courses and all content courses in physical education, Admission to Teacher Education Program, Maintenance of Good Standing, Acceptance to Student Teach. Student teaching is the culminating experience in physical education. Student teaching is a 60-day teaching experience (minimum of 4 full weeks of full takeover) in a K-12 Physical Education setting (student choice of level of emphasis). This experience provides for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties. The student teaching experience shall continue under the direction of the campus supervisor and the cooperating practitioner until the teacher candidate has met requirements for Program Completion, Certification and Follow-Up or the student teaching is terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Attendance at various capstone seminars is required.
Special Education (SE)
212. Introduction to Exceptional Individuals (3 s.h.)
Prerequisite: Fall semester sophomore standing. Corequisite: SE 213. Required for all education majors and minors and a prerequisite for all special education courses. This course is a general survey of exceptional individuals from birth-21 years and an introduction to special education including history and law, disability causations, definitions and classification systems, characteristics of all categories of exceptional learners (disabled and gifted), provision of services, and appropriate educational interventions. (Sophomores, Fall only)
213. Field Experience 1 (1 s.h.)
Prerequisite: Fall semester sophomore standing. Corequisite: SE 212. This course is a 15 hour beginning field experience component to complement SE 212. Students will be provided a wide variety of experiences including observation and participation in special education classrooms, IEP and parent conferences, and case study experiences in public school settings across the continuum of service delivery options and exceptionalities. Additionally, students will participate in a variety of community-based field trips. Cumulative Field Experience Portfolio required. Pass/Fail.
214. Introduction to Mild Disabilities (3 s.h.)
Prerequisites: SE 212 and SE 213. This course is an introduction to mild disabilities including the historical aspects and legal foundations (federal and state statutes); theoretical foundations of each mild disability categorical (learning disabilities, emotional disabilities, and mental disabilities) area, definitions, classification systems, learning characteristics (cognitive, academic, social, behavioral, etc.) and best practice teaching strategies. The course focuses on students in grades K-12 requiring an individualized general curriculum provided in a variety of service delivery options. (Sophomores, Spring Only)
301. Elementary Special Education Methods (3 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 416, SE 302, MA 351, ED 300, AR 301. This course studies the curriculum, instructional strategies and methods used in educating elementary level students with mild disabilities (learning disabilities, emotional disabilities, and mental disabilities) served in general education classrooms, multicategorical resource classrooms, and self-contained classrooms. A primary focus will be on modification of the general education curriculum and preparation of Individual Education Programs in basic academic areas including reading, mathematics, written expression, oral expression, and social skills. (Juniors, Fall Only)
302. Assessment in Special Education-Mild Disabilities (2 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 301, SE 416, ED 300, MA 351, AR 301. This course studies the collection and use of academic and behavioral data for special education purposes (screening, eligibility for services, program planning, monitoring Individual Education Programs, program evaluation) and the application of assessment results to Individual Education Program development. The course will focus on a variety of assessment procedures including norm-referenced testing, criterion-referenced testing, curriculum-based assessment, ecological assessment, and systematic observation in the general elementary education curriculum areas of reading, mathematics, written expression, oral expression, and social/behavioral skills including the functional behavioral assessment and the behavioral intervention plan. (Juniors, Fall Only)
303. Language Arts for Mild Disabilities (3 s.h.)
Prerequisites: Admission to Teacher Education Program, Maintenance of Good Standing, Corequisites: SE 407, SE 408, SE 418, ED 401. This course concerns oral language development in the areas of phonology, morphology, syntax, semantics, and pragmatics; and written language development. A major focus involves methods and materials in teaching a modified general education curriculum in language-based subjects including reading, written expression, and content-area subjects for students with mild disabilities. (Seniors, Fall Only)
407. Classroom Management (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 408, SE 418, SE 409, ED 401. This course is designed to provide an overview of the current research and issues relating to individual and classroom management for special education. The primary components include: creating the classroom environment; establishing a culture for learning; managing classroom procedures; managing student behavior including crisis management, applied behavior analysis, and conflict resolution. A major emphasis is on the primary discipline models in the field. Teacher candidates will be able to articulate a management philosophy and develop individual behavior management plans.(Seniors, Fall only)
408. Collaboration/Professionalism (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 407, SE 418, SE 409, ED 401. This course will focus on the development of multiple strategies to involve families in collaborative relationships that promote the intellectual, social, emotional and physical growth of their children within the structured learning environment of schooling. Teacher candidates will participate in collegial activities that sustain productive learning environments and support the well-being and inclusion of students. They will increase awareness of the resources of the larger community environment that influences student learning. Candidates will develop a systematic process for evaluating the effects of their professional decisions and actions on families and other professionals. (Seniors, Fall only)
409. Secondary Special Education Methods (3 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 302, SE 416, AR 301, ED 300, MA 351. This course concerns the instructional strategies, curriculum models, and materials used in educating secondary level students with mild disabilities (learning disabilities, emotional disabilities, and mental disabilities) served primarily in multicategorical resource classrooms, general education classrooms and self-contained LD or MD classrooms. A major focus will be the study of career and vocational curriculum and program planning, and preparation of Individual Education Programs for secondary students with an emphasis on transition. (Juniors, Spring Only)
416. Field Experience 2 (1 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 301, SE 302, ED 300, AR 301, MA 351. An intermediate level experience consisting of 55 clock hours in a PK-6 level Special Education setting. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Students observe and gradually participate through assisting individual students or small groups. Planning and reflective self-evaluations enable students to become aware of basics of teaching and progress toward managing the tasks of teaching. Students will also be involved in administering and interpreting a wide range of assessments including formal and informal tests and procedures. A Service Learning Project is required of all students. Cumulative Field Experience Portfolio required. Pass/Fail. (Juniors, Fall only)
417. Field Experience 3 (2 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 303, MU 305, MA 355. An intermediate level field experience consisting of 55 clock hours in a PK-8 special education placement. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Students observe and gradually assume responsibility for planning, implementing, and evaluating IEP’s with a particular emphasis on language-based academic skills. Reflective self-evaluations assist students in critical review of the abilities to motivate student learning and manage behavior. Grant writing and an action research project are required of all students. Cumulative Field Experience Portfolio required. Pass/Fail. (Juniors, Spring only)
418. Field Experience 4 (1 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 407, 408, 409, ED 401. An advanced level field experience consisting of 55 clock hours in a 9-12 level special education placement. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Students will assume responsibility for planning, implementing, and evaluating IEPs and transition plans. Reflective self-evaluations will assist teacher candidates in critical review of their knowledge and skills in motivating student learning and managing behavior. Teacher candidates will be required to develop communication systems with families, use community resources in teaching, and team with mentors, peers, and curriculum specialists while planning and teaching. A Japanese Lesson Study Project will be required of all students. Cumulative Field Experience Portfolio required . Pass/Fail. (Seniors, Fall only)
426. Special Education Student Teaching (12 s.h.)
Prerequisites: All general education courses and all special education major courses, Admission to Teacher Education Program, Maintenance of Good Standing, Acceptance to Student Teach. Student teaching is the culminating experience in the special education teacher preparation program. Student teaching is a 60-day teaching experience (minimum of 4 full weeks of full takeover) in a K-12 mild disabilities placement. This experience provides for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties. The student teaching experience shall continue under the direction of the campus supervisor and the cooperating practitioner until the teacher candidate has met requirements for Program Completion, Certification and Follow-Up or the student teaching is terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using ADEPT. Attendance at various capstone seminars is required.
