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Course Criteria
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3.00 Credits
Prerequisite: Admission to the Teacher Education Program. A study of strategies for the improvement of literacy skills in the content areas using developmental content-specific activities and materials. Emphasis will be given to identifying learner needs and planning instructional delivery with varied pupil groupings, along with the use of assessment, enrichment and remediation ideas and techniques for applying reading and writing skills in the content areas. Some focus will be given to creative/critical thinking skills and the utilization of technology for instruction. A 20-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Spring.
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3.00 Credits
Prerequisites: Admission to the Teacher Education Program and completion of EDUC 310 with a grade of “C” or better. Corequisites: EDUC 412, 413 and 420. Should be taken the semester prior to clinical practice. An introduction to the behavioral characteristics of the preschool child including learning styles, developmental characteristics, and group processes. Activities are focused toward observing and recording the development of young children between the ages of two and six years old in an early childhood classroom setting. Lectures and demonstrations are included. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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3.00 Credits
Prerequisite: EDUC 201 (grade of “C” or better), GPA of at least 2.0, Declaration of Intent to Seek Certification or approval from School of Education . This course provides a survey of children’s literature appropriate for the early childhood, elementary, and middle grades, including: animal books, bibliography, biography, Caldecott Award winners, chapter books, counting and number books, easy readers, juvenile novels, nature and science books, multicultural books, Newberry Award winners, poetry, phonics-driven books, and value and character building books. Candidates will have the opportunity to develop and present activities for using books in drama, story-telling, and other creative teaching venues. The course will emphasize the importance of children’s literature in critical thinking, building values, and developing a lifelong love of reading. This course cannot be challenged. Note: Offered: Fall and Spring.
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3.00 Credits
Prerequisites: Admission to the Teacher Education Program and completion of MATH 201 and MATH 202 with a “C” or better. This course is an introduction to early childhood and elementary mathematics curriculum and instructional strategies. Emphasis is placed on the following: NCTM, South Carolina and local standards, effective planning and instruction for all students, how children learn mathematics, available resources including technology, literature and manipulatives; and acquiring experience in a local school. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring.
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3.00 Credits
Prerequisite: EDUC 201 (grade of “C” or better), GPA of at least 2.0, Declaration of Intent to Seek Certification or approval from School of Education. A focus on the identification of various kinds of exceptionalities and techniques for individualizing instruction and managing students of various skills, abilities, socioeconomic and cultural backgrounds. Identification procedures, assessment measures, general program approaches, curriculum development theories, self-esteem strategies, and intervention techniques will be emphasized. Also included will be specific strategies for dealing with “at-risk” students. A 12-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring.
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3.00 Credits
Prerequisites: Admission to the Teacher Education Program and completion of EDUC 319 and EDUC 321 with a grade of ‘C’ or better. Corequisites: EDUC 412, 413, and 421. Should be taken the semester prior to clinical practice. This course prepares teachers to analyze, design, and use both traditional and authentic assessments in the elementary or secondary grade classroom. The ADEPT instrument for teacher evaluation is presented in the course, and candidates develop long- and short-range plans based on this model. Candidates are given the opportunity to match content, objectives, and teaching behaviors with appropriate curriculum and assessment. Candidates will also select, interpret, and integrate assessment tools that are developmentally appropriate and which meet the needs of diverse student populations. During a practicum experience, candidates will observe student groups that will be used to develop a long-range plan for clinical practice. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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3.00 Credits
Prerequisite: Admission to the Teacher Education Program and completion of EDUC 325 with a grade of ‘C’ or better. Corequisite: EDUC 422 and appropriate secondary content area curriculum and methods course. Should be taken the semester prior to clinical practice. This course prepares teachers to analyze, design, and construct developmentally appropriate traditional and authentic assessments for secondary classrooms. The relationship among state academic standards, assessment and ADEPT is discussed. Candidates analyze student data, and modify assessments to meet the needs of diverse learners. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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1.00 Credits
Prerequisite: Admission to the Teacher Education Program. Corequisite: EDUC 310. An extended field experience and seminar focusing on working with infants and toddlers and their families. Candidates enrolled in this course will work at National Association for the Education of Young Children accredited centers in classrooms that service infants through age 3. Candidates will participate in group discussions led by the professor and participating classroom teachers reflecting on their experiences and outside readings. An 8-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Spring.
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3.00 Credits
Prerequisites: Admission to the Teacher Education Program. Analysis and discussion of the interrelationship of parents, the school, and the community. The involvement of parents and their role in the intellectual, social, emotional, and physical development of children, and how the role of the school and the involvement of the community impact the educational process will be specifically examined. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring.
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3.00 Credits
Prerequisite: Admission to the Teacher Education Program. Corequisites for Elementary EDUC: EDUC 380, 413, and 421. Corequisites for Early Childhood: EDUC 326, 413 and 420. This course prepares teachers to select, develop, and instruct curricula in six areas of elementary social studies, including geography, history, economics, political science, anthropology, and political science, according to a global perspective. These six curricular areas will be studied and applied so that candidates will be able to use developmentally appropriate practice, technology, multiple resources, integrated instruction, and hands-on experiences as they prepare for the classroom. An intense six-day teaching clinical will enable candidates to design and teach an integrated social studies and science unit at a professional development site, thus providing time to collect data, record their own evaluation of the teaching experience, and analyze practice. Course readings and discussions will also present opportunities to discuss the role of parents and community in social studies education, and critical, value-laden issues, such as the role of gender, and the selection of course materials for social studies. The South Carolina ADEPT model for teacher evaluation, state standards, and national standards for the social studies will be used in the course for the purposes of discussion, analysis, and design of lesson plans for the clinical experience. A clinical experience is required. A 10-hour practicum is required. Candidates are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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