USCA Bulletin

School of Education

Mission Statement
Application Specifications
Areas of Study
Degree Requirements
Course Descriptions
Exercise And Sports Science Program
Master of Education in Elementary Education

Margaret Riedell, School Head

Mission Statement
The USC Aiken School of Education, in partnership with the university community, regional schools, area professionals and businesses, prepares dynamic educators who are knowledgeable in their fields, skilled in the art and science of teaching, and dedicated to providing the quality education that every student deserves. The Master of Education program in elementary education provides advanced course work that challenges and encourages teachers to grow professionally and to become advocates for all learners.

The Exercise and Sports Science Program provides quality classroom and applied education experiences to students pursing a broad spectrum of exercise-related employment and graduate school opportunities.

NCATE Accreditation
All USC Aiken teacher preparation programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE).

The Dynamic Educator: A Conceptual Framework
The goal of the School of Education is to prepare teachers who are dynamic educators with the ability to plan, instruct, manage, communicate and grow professionally. Additional information about the Conceptual Framework: The Dynamic Educator as well as the objectives and syllabi for USCA teacher education programs are available at: www.usca.sc.edu/education.

Professors
James F. Kauffman (Education), Ph.D., University of Denver, 1971
Margaret Riedell (Reading Education), Ph.D., University of South Carolina, 1979
Thomas J. C. Smyth (Reading, Secondary Education), Ph.D., University of South Carolina, 1983, Endowed Professorship of Instructional Technology

Associate Professors
Cynthia Bolton (Educational Psychology), Ph.D., University of North Carolina, 1994
Vincent Feudo (Special Education), Ph.D., University of North Carolina at Chapel Hill, 1982
John Lisk (Physical Education), Ph.D., Texas A & M University, 1980
Audrey Skrupskelis (Elementary/Early Childhood Education), Ph.D., University of South Carolina, 1989
Kimberly Wood Woeber (Exercise Physiology), Ph.D., University of Southern California, 1982

Assistant Professors
Christopher DeWitt (Biomedical Sciences), Ph.D., Oakland University, 1995
Amy Gratch (Social Foundations), Ph.D., University of North Carolina at Chapel Hill, 1996
Paula Gregg (Mathematics Education), Ph.D., Clemson University, 1998
Sally McClellan (Elementary Education), Ph.D., University of South Carolina, 1992
Carmen Scarborough (Special Education), Ph.D., The University of Southern Mississippi, 1999
Vernelle Tyler (Elementary Education), Ph.D., University of South Carolina, 1993

Research Associate
Gary Senn (Science Education), Ph.D., Florida Institute of Technology, 1992

Senior Instructor
Ann Dudley (Reading Education), M.Ed., University of South Carolina, 1975

Instructors
Gloria Allen (Secondary Mathematics), M.Ed., University of South Carolina, 1982
Gwen Johnson (Mathematics Education), M.A., University of South Carolina, 1983
Melanie Pulaski (Reading Education), M.Ed., University of South Carolina, 1994
Robert Zeglarski (Exercise Science), M.S., University of South Carolina, 2000

Lecturers
Carol Armstrong (Secondary Education, English), M.Ed., University of South Carolina, 1975
Martha Bates (Administration), M.Ed., University of South Carolina, 1993
Joseph Baxter (Health, Physical Education), M.S., Austin Peay State University, 1980
Jan Beasley (School Psychology), Ed.S., The Citadel, 1998
Elizabeth Benton (Curriculum & Instruction), Ed.D., University of South Carolina, 1994
Lydia Bliven (Elementary Education), M.S., University of Pennsylvania, 1984
Frank Cunningham (Business Administration), B.S., West Virginia University, 1975
Gordon Eisenman (Early Childhood Education), Ed.D., University of Georgia, 1995
Kristen Erndl (Family Studies), B.A., University of Maryland, 1998
Gail Galey (Library and Information Science), M.L.I.S., University of South Carolina, 1989
Thomas Goforth (Educational Administration), M.Ed., University of South Carolina, 1972
Sandra Gooding (Educational Leadership), M.Ed., University of South Carolina, 1994
Holly Guy (Interdisciplinary Studies), B.S., University of South Carolina Aiken, 1996
Sally Hiers (Elementary Education), M.Ed., University of South Carolina, 1979
Daniele Jernigan (Exercise & Sports Science), B.S., University of South Carolina Aiken, 1997
William Long (Secondary Education), M.Ed., University of South Carolina, 1970
Margaret Matheny (Administration), M.Ed., University of South Carolina, 1992
Willie Mazyck (Administration & Supervision), Ed.D., Nova University, 1980
Rosemary Miller (Special Education), Ph.D., University of Arizona, 1985
Susan Muskow (Reading Education), Ed.D., University of Kentucky, 1988
Olivia Padgett (Elementary Education), M.Ed., College of Charleston, 1974
Naomi Palmer (School Psychology), Ed. S., The Citadel, 1986
Charles Phillips (Educational Administration), Ed.S., The Citadel, 1981
Galan Potter (Early Childhood Education), M.Ed., University of South Carolina, 1976
Sharon Rankin (Administration/Guidance), M.Ed., University of South Carolina, 1975
Sharon Robertson (Elementary Education), M.Ed., University of South Carolina, 1987
Judith Ruffin (Music Education), M.M., Michigan State University, 1968
Cynthia Sarvis (Special Education), M.Ed., College of Charleston, 1997
Amanda Senn (Science Education), M.S., Florida Institute of Technology, 1984
Susan Senn-Davis (School Administration/Supervision of Instruction), M.Ed., Augusta College, 1986
Linda Shaffer (Elementary Education), Ph.D., University of South Carolina, 1988
James Sheehan (History), M.A.T., University of South Carolina, 1973
Christine Taggart (Early Childhood Education), M.Ed., University of South Carolina, 1975
Toi Trent (Early Childhood Education), M.A., University of South Carolina, 1981
Lovely Ulmer-Sottong (Education), Ph.D., University of Kansas, 1987
Gloria Valentine (Administration), M.A.T., The Citadel, 1976
Pamela Wash (Natural Science), M.A., University of South Carolina, 1995
Wildred Willis (Guidance), M.Ed., University of South Carolina, 1975
Christopher Wise (Sports Management), M.S., University of Richmond, 1997

Distinguished Chancellor Emeritus and Distinguished Professor Emeritus
Robert Alexander (Education), Ed.D., University of South Carolina, 1977

Professor Emerita
Ruth H. Cordahi (Educational Psychology), Ph.D., University of Oklahoma, 1974

Curriculum Laboratory. The School of Education maintains a laboratory of curriculum reference materials. Equipment and supplies are available for the production of educational media and teaching aids. The Education Computer Laboratory adjacent to the Curriculum Laboratory provides easy access to computers for the purpose of evaluation of educational software as well as students’ own application needs.
Pre-Professional Skills Test. S. C. Public Law 187 mandates that all students wishing to major in education pass the Pre-Professional Skills Test (PPST) before they are accepted into the teacher-education program and permitted to enroll in upper-division education course work. Students should contact their advisors for information regarding the administration of this test.

Teacher Certification Program For Degreed Applicants
Degreed applicants seeking teacher certification approval are expected to meet the same prerequisite skills, knowledge and abilities as required of all USCA education majors. The Degreed Student Professional Program Application is available from the School of Education administrative assistant and application should be made during the first 15 hours of coursework. Admission to the Professional Program is a requirement for enrollment in coursework beyond 15 hours.

Application Specifications

1. Students who have earned a college degree from an approved institution of higher education who desire to become a certified teacher in South Carolina may apply to the University of South Carolina Aiken School of Education. Applicants seeking consideration must be seeking certification only in one of the following areas for which USCA has approved teacher education programs:
Early Childhood Education
Elementary Education
Secondary Education:
Biology
Chemistry
English
Mathematics
Science (comprehensive)
Social Studies (comprehensive)

2. Applicants must have demonstrated academic competence by meeting the following criteria:
A. 2.75 GPA in all undergraduate coursework and secondary education majors must have a 2.75 in content area coursework.
B. An official score report indicating a passing score on the applicable content area exam of the PRAXIS Speciality Area for applicants seeking certification at the secondary level.

3. Applicants must be prepared to enroll at USCA for at least one semester prior to the teaching internship. The actual courses required will be determined following an evaluation of all previously taken course work. Specific requirements will include, but are not limited to, the appropriate reading course(s), curriculum course(s) and teaching method course(s).

4. Acceptance to the teaching internship at USCA for degreed students is a three-phase process; 1) acceptance to USCA; 2) acceptance into the USCA School of Education Professional Program and; 3) acceptance in the teaching internship.

Phase I: Acceptance to USCA
Obtain admission to USCA through the USCA Office of Admissions.

Phase II: Acceptance to the School of Education Professional Program
Complete the Degreed Student Professional Program
Application and submit it along with the required documentation to the USCA School of Education.
Required documents:
a. official transcripts of all former academic work   (undergraduate and/or graduate course work);
b. an official score report indicating passing scores of the South Carolina Pre-Professional Skills Test   (PPST) must be sent directly to USCA from the   Educational Testing Service.
c. for secondary certification applicants, an official   score report indicating a passing score on the   applicable content area exam of the PRAXIS Specialty Area must be sent directly to USCA from the Educational Testing Service.

Phase III: Receive approval for teaching internship
Submit the Teaching Internship Application to the School of Education Professional Education Committee and obtain approval.
Prior to placement in the teaching internship, all degree applicants are required to have taken the applicable content area of the PRAXIS Specialty Area examination. Deadlines for submission are:
Fall Semester, October 1st
Spring Semester, February 1st
Summer Semester, July 1st

Undergraduate Programs in Education Admission to Professional Program
The baccalaureate curricula of the School of Education are divided into two years of general education and two years of professional training. Any student who fulfills the admission requirements of the University may enroll in the pre-professional curriculum. Curricular designated as professional education courses are limited to students who have been formally accepted into the USCA Professional Education Program.

Note: Students enrolled at the USC Beaufort or USC Salkehatchie campus must submit a USC Change of School Form at the time the application to the Professional Program is submitted.

Professional Program Admission Procedures
Application for admission into the professional program is to be submitted to the School of Education Professional Education Committee during the semester that the student completes 60 hours of undergraduate study. Transfer students with more than 60 undergraduate hours and degreed students should apply during their first semester at USCA. Applications are available in the School of Education office suite.
Deadlines for submission are:
Fall Semester, October 1st
Spring Semester, February 1st
Summer Terms, July 1st.
Special Instructions for USC Salkehatchie Students:
To verify that processing and transferring requirements have been met:

1. The completed Professional Program Application must be submitted in person to the USCA Office of Field Experiences (B &E, Room 210) on or before the published deadline. A USC Salkehatchie education advisor must sign the application.
2. A photocopy of the “Change of Campus” form, completed at the USC Salkehatchie campus must accompany the application.
During this visit, the professional program application will be reviewed, a USCA School of Education faculty advisor assigned, and a personal photo taken for the professional education file.
Note: Students who have not applied for acceptance to the professional program are not eligible to register for professional educational courses.

Professional Program Criteria for Acceptance
1. A cumulative Grade Point Average (GPA) of at least 2.75 in all undergraduate course work.
2. Grades of C or better in English (AEGL) 101 and 102 and Communications (ACOM) 201 or 241.
3. Taken the South Carolina Pre-Professional Skills Test (PPST) and received passing scores on all three sections. Official scores must be submitted and received by the Office of Field Experiences.
4. Completed and submitted all sections of the Professional Program Application with appropriate signatures.
5. Been approved by the USCA Professional Education Committee2 .
1 Applications for the PPST are available in the School of Education Suite.
2 As a part of the approval process, if members of the University faculty have specific concerns regarding an applicant’s potential to become a professional educator, the Professional Education Committee may request a personal interview with an applicant to make their determination. Such concerns may be, but are not limited to, unsatisfactory professional disposition, lack of intellectual motivation, inadequate interpersonal skills, insufficient cooperative attitude, violation of fundamental academic principles of honesty and integrity or an identified weakness in expressive skills. In addition to minimum grade requirements, specific attention will be given to each applicant’s proficiency in writing and speech. The Professional Education Committee’s identification of a weakness in either writing or speech may require additional academic work as a condition of acceptance.

Note: The School of Education has the right to remove a student from the Professional Program for unprofessional conduct or for poor academic performance. This includes, but is not limited to, excessive tardiness, unexcused absences, inappropriate personal behavior, or poor academic performance.

Preparation for PPST
The Learning Plus software is a computer based program designed to prepare students for the Pre-Professional Skills Test. There is a $35.00 registration fee. Further information is available in the Curriculum Lab or the Office of the School of Education.

Admission to the Teaching Internship
The Teaching Internship component of the Teacher Education Program is required by the S.C. State Department of Education and is designed to serve as the culminating experience in a student’s preparation for a career in education. Interns will be placed in school districts that have a cooperative agreement with USCA. Through the teaching intern program, the School of Education satisfies responsibilities to education majors; to the university; and to the faculty, administration and student population of the public schools. Students applying for admission to the teaching internship must meet the following criteria:
1. The student must be fully admitted to the Professional Program at least one full semester prior to the teaching internship semester.
2. The student must have no more than 12 hours of course work remaining to meet graduation requirements following completion of the teaching internship semester. All professional education and subject area requirements should be completed before the teaching internship.
3. For early childhood and elementary majors, grades of C or better in AMTH 221 and 222.
4. The student must have at least a 2.75 overall GPA in all applicable courses, and at least a 2.75 GPA in professional education courses, and a grade of C or better in all professional education courses and subject area requirements. Secondary education majors must have a 2.75 GPA in content area coursework.
5. Prior to placement for the teaching internship, students are required to submit an official score report for the state-mandated applicable content area of the PRAXIS Specialty Area examination. An official score report indicating a passing score on the applicable content area of the exam must be on file for applicants seeking a degree in secondary education.
6. Students whose applications have been rejected may appeal the decision by requesting a personal interview with the Committee. Students may consult their advisors or the Chairperson of the Professional Education Committee concerning the procedures for appealing the decision of the Committee.
7. Applications for the teaching internship are available from the School of Education administrative assistant and are due:

October 15th for internship in the following spring semester;
February 15th for internship in the following fall semester.

Note 1) If members of the University faculty have specific concerns regarding an applicant’s potential to become a professional educator, the Professional Education Committee may request a personal interview with an applicant to make their determination. Such concerns may be, but are not limited to, unsatisfactory professional disposition, lack of intellectual motivation, inadequate interpersonal skills, insufficient cooperative attitude, violation of fundamental academic principles of honesty and integrity, or an identified weakness in expressive skills. In addition to minimum grade requirements, specific attention will be given to each applicant’s proficiency in writing and speech. The Professional Education Committee’ s identification of a weakness in either writing or in speech may require additional academic work as a condition of approval for the teaching internship.
Note 2) All placements are coordinated through the Office of Field Experiences . USCA has contractual agreements for teaching internships with selected SC School Districts and under no circumstances are students to make individual placement arrangements with schools or teachers. Within these districts, at the time of application, students have an opportunity to list their geographical preferences; however, final assignments are worked out between the Office of Field Experiences and the School Districts. Secondary students are limited to placement only in the Aiken and Edgefield School Districts.

Areas of Study
The curricula for degrees in Early Childhood Education, Elementary Education, and Secondary Education (Biology, Chemistry, English, Mathematics, Comprehensive Science, and Comprehensive Social Studies) include all courses and field experiences required for full teacher certification by the S.C. State Department of Education. For areas of Secondary Education not listed as programs at USCA, the student should consult with the Head, School of Education.

Certification
Teacher certification is granted by the SC State Department of Education upon recommendation by the Head of the School of Education. During teaching internship orientation, students are given an application for certification and instruction for its completion. The intern is responsible for completing the application and submitting it to the School of Education administrative assistant in Room 210 of the Business and Education Building. Fingerprinting can be completed by personnel in the Security Office on the USCA campus. No student may be considered to have completed an Approved Program until the student has been validated as having achieved passing scores on the State Board specified examinations. Students may not be recommended for state licensure until USCA has received official verification that these examinations have been passed. Note: the processing of the certification forms requires 6-8 weeks after the date of graduation.
Interns who earn a grade of D or F will not be recommended for certification.

Additional Areas of Certification
Individuals who are initially certified may “add-on” certification in other subject areas. For example, by completing 18 hours of electives in Spanish and passing the content area exam of the National Teachers Examination, certification in Spanish may be obtained. Elective sequences may also lead to middle school certification in Science, Social Studies, or Language Arts. Students should consult with their advisors or the Head of the School of Education concerning specific requirements for “add-on” certification.

Degree Requirements

Bachelor of Arts—Major in Early Childhood Education
The Early Childhood Education Program provides preparation for teaching in preschool, kindergarten and primary grades. The Early Childhood certificate permits teaching of grades N-4 in elementary schools of South Carolina. The program is planned to give undergraduates a broad liberal arts background together with a wide range of practical experiences in a variety of public and private early childhood settings.

1. General Education Requirements ..................................... 53
AEGL 1011, 102 ..................................... 6
English Literature (above 280) ..................................... 6

ACOM 2011 or 241 ..................................... 3

Choose 6 hours from two of the following fields: ..................................... 6
AARH 105, 106, 206, 312, 335,
AMUS 173, 175 or ATHE 161
AMTH 2211 and 2221 6

History of Civilization ..................................... 6
APLS 201 ..................................... 3
APSY 101 or ASCY 101 ..................................... 3
AHST 201 or 202 ..................................... 3
Non-Western World Studies ..................................... 3

Biological Science and Physical Science with lab ..................................... 8
(ABIO 110, APHY 101, ACHM 105, or AGLY 201 recommended)

2. Professional Education Requirements ..................................... 68
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AHPR 231 or 331 and 455 or 456 ..................................... 6
AEDP 330, 335 ..................................... 6
AEDR 418, 420, 421, 511 ..................................... 10
AEDX 400 ..................................... 3
AEDE 410, 435, 435P, 436, 436P, 540, 542, 544, 544P ..................................... 21
AEDE 469, 476 ..................................... 15

3. General Electives ..................................... 3
Minimum total hours ..................................... 124
Must have C or better

Bachelor of Arts in Education—Major in Elementary Education
The Elementary Education Program provides preparation for teaching in public school grades 1-8. Each student is given practical experience with children of different age levels and in different types of public school settings.

1. General Education Requirements ..................................... 57
English 1011, 102 ..................................... 6
English Literature (above AEGL 280) ..................................... 6
ACOM 2011 or 241 ..................................... 3
AMTH 2211, 222 ..................................... 6
Art and Music Appreciation ..................................... 6
(two fields must be represented)
AHST 201 or 202 ..................................... 3
APLS 201 ..................................... 3
History of Civilization ..................................... 6
Non-Western World Studies ..................................... 3
Western Geography ..................................... 3
Biological Science and Physical Science with lab ..................................... 12
(ABIO 110, APHY 101, ACHM 105, AGLY 201 recommended)

2. Professional Education Requirements ..................................... 68
AEDC 310 or 110L, 311, 312, 442 ..................................... 7
AEDF 321 ..................................... 3
AEDP 330, 335 ..................................... 6
AEDR 418, 420, 421, 511 ..................................... 10
AEDX 400 ..................................... 3
AEDL 430, 431, 432, 434, 443 ..................................... 15
AEDL 441 or AEDC 455 ..................................... 3
AEDL 470, 476 ..................................... 15
AHPR 331 or 231 ..................................... 3
AHPR 455 or 456 ..................................... 3

3. General Electives ..................................... 6
Minimum total hours ..................................... 131
Must have C or better

Bachelor of Arts or Science in Education— Major in Secondary Education
The Secondary Education Program prepares students for teaching in public school grades 7-12. Programs in the subject areas of Biology, Chemistry, English, Mathematics, Comprehensive Science, and Comprehensive Social Studies provide subject-matter expertise and a comprehensive and balanced liberal arts background. Professional requirements of the curriculum offer several semesters of public school experience at the level of individual student interaction and for on-site experimentation with methods and materials of curriculum in a chosen certification area.
Secondary Education students transferring from a two-year institution will not receive transfer credit for courses considered upper division. In addition, transfer credit will not be granted for courses taken in which the prerequisites have not been observed.
Secondary Education—Biology
1. General Education Requirements ..................................... 53
AEGL 1011, 102 ..................................... 6
English Literature (AEGL 200 or above) ..................................... 3
Art, Music, Theatre Appreciation ..................................... 6
(two fields must be represented)
ACOM 2011 or 241 ..................................... 3
Social Science Elective ..................................... 3
APLS 201 ..................................... 3
History of Civilization ..................................... 6
ABIO 101 ..................................... 4
Physics (APHY 200 or above) ..................................... 4
AMTH 141 ..................................... 4
AMTH 201, or AMTH 509 or APSY 225 or BUS 296 ..................................... 3
Foreign Language ..................................... 8

3. Subject Area Requirements ..................................... 39-40
ABIO 102 ..................................... 4
ABIO 312 ..................................... 4
ABIO 320 ..................................... 4
ABIO 350 ..................................... 4
ABIO 325, 360 or 541 ..................................... 3-4
ABIO 302 or 330 ..................................... 4
ABIO 510, 515, 516, 528, 570, or 580 ..................................... 4
ACHM 111 ..................................... 4
ACHM 112 ..................................... 4
ACHM 331 ..................................... 3
ACHM 331L ..................................... 1
(8 hours ABIO and APHY listed under General Education)

4. General Electives ..................................... 3
Minimum total hours ..................................... 132-133

NOTES
1 Must have C or better
2 Two (2) semesters of the same language
3 At least 3 credit hours must be in non-Western world studies

Bachelor of Science in Education—Major in Secondary Education (Chemistry)
and Bachelor of Science—Major in Chemistry
1. General Education Requirements ..................................... 62
English 1011, 102 ..................................... 6
English Literature above 200 ..................................... 3
Fine Arts (Art History, Music, or Theater Appreciation: 2 of 3 areas) ..................................... 6
ACOM 2011 or 241 ..................................... 3
Foreign Language ..................................... 8
Political Science 201 ..................................... 3
Social Science ..................................... 3
History of Civilization ..................................... 6
Biology 101 or 102 ..................................... 4
APHY 201 or 211 ..................................... 4
Mathematics through 241 ..................................... 12
Computer Science (ACSC 145 or equivalent programing language) ..................................... 4

3. Subject Area Requirements ..................................... 47-48
ACHM 111 and 112 ..................................... 8
ACHM 331 and 331L ..................................... 4
ACHM 332 and 332L ..................................... 4
ACHM 321 and 321L ..................................... 4
ACHM 541 and 541L ..................................... 4
ACHM 542 and 542L ..................................... 4
ACHM 511 and 511L ..................................... 5
ACHM 522 ..................................... 4
ACHM 499 ..................................... 3 or 4
APHY 202 or 212 ..................................... 4
ABIO 541 ..................................... 3
Minimum Total Hours ..................................... 146-147
1 Must have C or better
2 Two (2) semesters of the same language
3 At least 3 credit hours must be in non-Western world studies

Secondary Education—English
1. General Education Requirements ..................................... 55
AEGL 1011, 102 ..................................... 6
AEGL 2841, 288 ..................................... 6
ACOM 2011 or 241 ..................................... 3
Art, Music, Theatre Appreciation ..................................... 6
(two fields must be represented)
Social Science Elective ..................................... 3
APLS 201 ..................................... 3
History of Civilization ..................................... 6
Biological Science with lab ..................................... 4
Physical Science with lab ..................................... 4
Mathematics/Statistics/Logic ..................................... 6
Foreign Language ..................................... 8

2.    Professional Education Requirements ..................................... 37
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 447, 447L, 460, 462, 471, 476 ..................................... 24
3.    Subject Area Requirements ..................................... 48
AEGL 285, 289, 291, 390 or 391, 450, 453, 460, 483 ..................................... 24
American Literature ..................................... 6
British Literature   ..................................... 3
AEGL 484 ..................................... 3
AEDR 485 ..................................... 3
Area Electives (select from the following categories): ..................................... 9
      Literature, Writing, Theatre,
      Communications, Foreign Language
Minimum total hours ..................................... 140
1 Must have C or better
2 Two semesters of the same language
3 At least 3 credit hours must be in non-Western world studies

Secondary Education—Mathematics
1. General Education Requirements ..................................... 52
AEGL 1011, 102 ..................................... 6
English Literature (200 or above) ..................................... 3
Art, Music, Theatre Appreciation ..................................... 6
(two fields must be represented)
ACOM 2011 or 241 ..................................... 3
Foreign Language ..................................... 8
Social Science Elective ..................................... 3
APLS 201 ..................................... 3
History of Civilization ..................................... 6
Biological Science with lab ..................................... 4
Physical Science with lab ..................................... 4
AMTH 509 ..................................... 4
AMTH 174 ..................................... 3

3. Subject Area Requirements ..................................... 41-42
AMTH 141, 142, 241,242 ..................................... 16
AMTH 420, 531, 544, 546 ..................................... 12
ACSC 101 ..................................... 3
ACSC 145 ..................................... 4
Programming Elective above ACSC 101 ..................................... 3
Elective in Computer Science (ACSC) or Physics (APHY 200 or above) or Mathematics (AMTH 200 or above) ..................................... 3-4
(6 hours AMTH listed under General Education)

4. General Electives ..................................... 3-4
Minimum total hours ..................................... 133-135
1 Must have C or better
2 Two semesters of the same language
3 At least 3 credit hours must be in non-Western world studies

Secondary Education—Comprehensive Science
1.    General Education Requirements ..................................... 53
English 1011, 102 ..................................... 6
English Literature above 200 ..................................... 3
Fine Arts (Art History, Music or
        Theater Appreciation: 2 of 3 areas) ..................................... 6
ACOM 2011 or 241 ..................................... 3
Foreign Language ..................................... 8
Political Science 201 ..................................... 3
Social Science ..................................... 3
History of Civilization ..................................... 6
Physics 201 or 211    ..................................... 4
Biology 101 ..................................... 4
Mathematics 141 ..................................... 4
Statistics (APSY 225 or AMTH 201 or AMTH 509 or ABUS 269)

3. Subject Area Requirements ..................................... 42-43
Biology 102 ..................................... 4
Biology (300 level or above ..................................... 3-4
Chemistry 111 ..................................... 4
Chemistry 112 ..................................... 4
Chemistry (300 level or above) ..................................... 4
Physics 202 or 212 ..................................... 4
Astronomy 111 and 111L ..................................... 4
Geology 101 or 103 ..................................... 4
Geology Elective ..................................... 4
Elective (300 level or above) ..................................... 4
Chemistry 399, Geology 399, Physics 399, or Biology 499 (Independent Study) ..................................... 3

Minimum Total Hours ..................................... 132-133
1 Must have C or better
2 Two (2) semesters of the same language
3 At least 3 credit hours must be in non-Western world studies

Secondary Education—Comprehensive Social Studies
1. General Education Requirements ..................................... 58
AEGL 1011, 102 ..................................... 6
English Literature (above 280) ..................................... 6
ACOM 2011 or 241 ..................................... 3
Art, Music, Theatre Appreciation (two fields must be represented) ..................................... 6
APLS 201 ..................................... 3
AHST 101, 102 ..................................... 6
APSY 101 ..................................... 3
ASCY 101 ..................................... 3
Biological Science with lab ..................................... 4
Physical Science with lab ..................................... 4
Mathematics/Statistics/Logic ..................................... 6
Foreign Language ..................................... 8

2. Professional Education Requirements ..................................... 37
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 449, 449L, 460, 462 ..................................... 9
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements ..................................... 24
AHST 201 and 202 ..................................... 6
AGRY 101 or 102 ..................................... 3
AECO 221 and 222 ..................................... 6
History (above 300 level) ..................................... 3
Anthropology elective ..................................... 3
APLS 101 or 102 ..................................... 3

Area of Concentration: ..................................... 12-15
Select one area of concentration for a total of 12 hours.

History Concentration (300 level or above)
US History ..................................... 3
European History ..................................... 3
History (Other than European or US) ..................................... 3
AHST 300 ..................................... 3
Political Science Concentration
APLS 301 ..................................... 3
Political Theory (above the 300 level) ..................................... 3
American Government (above the 300 level) ..................................... 3
International Relations/Comparative Politics (above the 300 level) ..................................... 3

Sociology Concentration
Part I (select two courses) ..................................... 6
ASCY 301 (Gender Roles)
ASCY 355 (Minority Group Relations)
ASCY 305 (Sociology of Family)
ASCY 504 (Social Stratification)
ASCY 507 (Social Control)
ASCY 524 (Interpersonal Relations in the Family)
Part II:
ASCY 497 (Sociological Research Methods) ..................................... 3
(select two courses, with no more than one from any group) ..................................... 6
Group A:
ASCY 310 (Social Demography)
ASCY 315 (World Population)
Group B:
ASCY 350 (Juvenile Delinquency)
ASCY 353 (Sociology of Crime)
ASCY 523 (Sociology of Deviance)
Group C:
ASCY 351 (Urban Sociology)
ASCY 360 (Sociology of Medicine and Health)
ASCY 460 (Sociology of Mental Health)
Psychology Concentration
APSY 300 (History and Systems) ..................................... 3
and select one from any group ..................................... 9
Group A
APSY 350 (Learning Theory)
APSY 360 (Cognitive Processes)
APSY 380 (Motivation)
Group B
APSY 320 (Abnormal)
APSY 330 (Personality)
APSY 340 (Social)
Group C
One 400 level course

4. General Electives ..................................... 3
Minimum total hours ..................................... 134-137
1 Must have C or better
2 Two (2) semesters of the same language
3 At least 3 credit hours must be in non-Western world studies

Course Descriptions
At least sophomore standing is required for enrollment in teacher education courses.

Curriculum and Instruction (AEDC)
AEDC 110 Introduction to Careers in Education. (3) A survey of careers in education, utilizing field experiences, field trips, seminars and reading assignments to focus on personal and professional development.

AEDC 110L Introduction to Careers: Clinical Experience (1) (Coreq: AEDC 110) Supervised clinical experience focusing on observation and analysis of classroom settings. (Teacher Cadets only, may substitute AEDC 110L for AEDC 310.)

AEDC 310 Observation & Analysis in the Clinical Setting. (1) The observation and analysis of methods and techniques used in classroom management. Sophomore standing required.

AEDC 311 Clinical Tutorial Experience. (1) (Prereq: AEDC 310; admission to the Professional Program or permission of School Head) Supervised tutorial experiences in clinical settings.

AEDC 312 Classroom Clinical Experiences (2) (Prereq: AEDC 311; admission to the Professional Program or permission of School Head) Supervised application of classroom skills in the clinical setting with a focus on whole group instruction.

AEDC 399 Independent Study. (1-3) (Prereq: permission of instructor)

AEDC 442 Resources for Teaching. (3) A laboratory course in the study and construction of modern classroom materials. Emphasis will be placed upon practical survey of media and materials that facilitate the teaching-learning process and classroom application of computers.

AEDC 455 The Middle School Curriculum and Organization. (3) (Prereq: admission to the Professional Program or permission of School Head) Study of the middle school program, including history, purposes, organization, curriculum, evaluation and characteristics of middle school children.

AEDC 599 Special Studies in Education. (1-3) Intensive consideration of special topics.
Early Childhood Education (AEDE)

AEDE 410 Family Life in Early Childhood. (3) Principles, practices, and content of family life and family-school relations as related to young children’s learning and development in various settings during the early childhood years, birth through eight. This course will provide a foundation for using family life knowledge in relating to young children and families in effective ways.

AEDE 435 Math and Science Experiences in Early Childhood Education. (3) (Prereq: grades of C or better in AMTH 221 and 222; admission to Professional Program or permission of School Head; coreq: AEDE 435P) This methods course includes the basic content of the inquiry areas of math and science as they are to be presented to preschool and primary children. Appropriate experiences, learning activities, materials and equipment to aid the development of math and science concepts in young children are presented. Multicultural influences and needs of exceptional children are addressed.

AEDE 435P Practicum in Teaching Math and Science in Early Childhood Education. (1) (Prereq: AEDC 310, admission to Professional Program in Education or permission of School Head; coreq: AEDE 435.) Supervised clinical experience in an early childhood setting. Observation and participation in classroom setting is required with a focus on math and science learning experiences, materials and equipment. Seminars and group discussions included.

AEDE 436 Social Studies and Creative Arts in Early Childhood Education. (3) (Prereq: admission to Professional Program in Education or permission of School Head; coreq: AEDE 436P) This methods course includes basic content in the academic areas of social studies and creative arts as they are presented to preprimary and primary children. Developmentally appropriate experiences, learning activities, materials and equipment, as well as multicultural influences and needs of exceptional children are addressed.

AEDE 436P Practicum in Teaching Social Studies and Creative Arts in Early Childhood Education. (1) (Prereq: AEDC 310, admission to Professional Program in Education or permission of School Head; coreq: AEDE 436.) Supervised clinical experience in an early childhood setting. Observation and participation in classroom setting is required with a focus on social studies and creative arts learning experience, materials and equipment. Seminars and group discussions included.

AEDE 469 Directed Teaching in Early Childhood Education. (12) (Prereq: admission to Professional Program in Education and Directed Teaching.) A program of observation and teaching in the public schools under the supervision of university and public school personnel. Students will complete a preprimary and a primary experience.

AEDE 476 Senior Seminar. (3) (Coreq: AEDE 469) The synthesis and critical evaluation of professional studies in early childhood education.

AEDE 540 The Young Child (Behavior and Development in Early Childhood). (3) (Prereq: admission to Professional Program or permission of School Head.) A study of the physical, emotional, intellectual and social components of development, prenatal through grade four, their interrelationships and their effect on later functioning will be made. Diagnosis and assessment of development is addressed.

AEDE 542 Education of the Young Child. (3) (Prereq: admission to Professional Program or permission of School Head.) This curriculum course is designed for prospective teachers in the nursery, kindergarten and primary schools. Attention is given to learning activities, materials and equipment suitable for teaching at this level. Emphasis is given to appropriate methods for assessment of children aged three through eight and to the relationship of various subject areas to the general education development of the child. Classroom management, societal influences, parent involvement and community resources are included.

AEDE 544 Language Development and Communicative Skills. (3) (Prereq: admission to Professional Program or permission of School Head; coreq: AEDE 544P) The course deals with the relationship of language development and thinking to teaching communicative skills to young children. Specific areas covered are activities to develop oral language facility, writing (handwriting, spelling, functional and creative writing) and listening. Also, specific techniques dealing with diagnosis of language development will be handled.

AEDE 544P Practicum in Teaching Language, Communication and Critical Thinking in Early Childhood Education. (1) (Prereq: AEDC 310, admission to Professional Program in Education or permission of School Head; coreq: AEDE 544.) Supervised clinical experience in an early childhood setting. Observation and participation in classroom setting is required with a focus on language, communication and critical thinking skills learning experiences, materials and equipment. Seminars and group discussions included.

Educational Psychology (AEDP)
AEDP 330 Lifespan Growth and Development. (3) An overview of general principles of life-long human growth and development, with special emphasis on the relationship of teaching and learning theories to physical, social, intellectual and emotional development.

AEDP 333 Introduction to Child Growth and Development. (3) Basic course designed to familiarize the prospective teacher with the patterns of social, emotional, physical and intellectual growth of the individual. Development of these growth patterns from the prenatal stage to the onset of adolescence.

AEDP 334 Introduction to Adolescent Growth and Development. (3) Basic course designed to familiarize the prospective junior and senior high school teacher with the pattern of social, emotional, physical and intellectual growth of the individual during his/her adolescent years.

AEDP 335 Introduction to Educational Psychology. (3) Applications of those psychological principles, theories and data upon which effective classroom practices are based, including general methods and techniques. A variety of teaching models for classroom management will be considered with the focus on the teacher as a decision maker in planning, evaluations, and control. Emphasis on motivation, learning problems, individual differences, measurement.
Elementary Education (AEDL)

AEDL 430 Creative Arts in the Elementary School. (3) Methods, techniques and materials for using art, music and drama in the elementary classroom as a means of increasing effectiveness of instruction.

AEDL 431 Teaching Mathematics in the Elementary School. (3) (Prereq: AMTH 221 and 222 with C or better or consent of instructor and admission to Education Professional Program or special permission of School Head.) Materials and programs for teaching mathematics in the elementary school.

AEDL 432 Teaching Science in the Elementary School. (3) (Prereq: admission to Education Professional Program or special permission of School Head.) Materials and programs for teaching science in the elementary school.

AEDL 434 Teaching Language Arts in the Elementary School. (3) (Prereq: AEDR 418 and admission to Education Professional Program or special permission of School Head) Materials and programs for teaching language arts in the elementary school with emphasis on communication skills.

AEDL 441 The Elementary School Curriculum and Organization. (3) (admission to Education Professional Program or special permission of School Head) Study of the entire school program, including grouping, grading, placement, classroom management, organization of the students and school for learning.

AEDL 443 Teaching Social Studies in the Elementary School. (3) (Prereq: admission to Education Professional Program or special permission of School Head) Materials and programs for teaching social studies in the elementary school.

AEDL 470 Directed Teaching in Elementary School. (12) (Prereq: admission to the Professional Program in Education and Directed Teaching). A program of observation and teaching in the public schools under the supervision of university and public school personnel.

AEDL 476 Senior Seminar. (3) (Coreq: AEDL 470) The synthesis and critical evaluation of professional studies in elementary education.
Exceptional Learner (AEDX)

AEDX 400 Introduction to the Exceptional Learner. (3) A survey of the development of special education, the current legal guidelines with emphasis on public school mandates, the various clusters of exceptionalities: their definition, classification, identification, prevalence, causes, characteristics and educational needs, including mainstreaming in the regular classroom.

AEDX 410 Introduction to Mentally Handicapped Learners. (3) (Prereq: AEDX 400 or APSY 400) A survey of the mentally handicapped, including historical treatment, etiology characteristics, methods of diagnosis and working with the mentally handicapped in the least restricted educational environment.

AEDX 411, 412, 413 Practicum in the Instruction of Mentally Handicapped Learners. (1-3) (Prereq: with permission of instructor and to be taken concurrently with AEDX 400 or following) Field experiences in the application of methods and materials for mentally handicapped learners. Meets special education for the mentally retarded certification requirements.

AEDX 415 Methods and Materials for Teaching Mentally Handicapped Learners. (3) (Prereq: AEDX 400 or consent of instructor) Methods and materials related to the development and establishment of satisfactory adaptive behaviors and academic skills for the mentally handicapped, including the development of individual educational plans. Meets special education for the mentally retarded certification requirements.

AEDX 420 Introduction to Learning Disabilities. (3) (Prereq: AEDX 400 or consent of instructor) A survey of the theory and application of current remedial procedures for learning disabilities, with emphasis on an eclectic viewpoint, together with methods for diagnosis and working with the learning disabled in the least restricted educational environment. Meets special education certification requirements.

AEDX 421, 422, 423 Practicum in the Instruction of Learning Disabilities. (1-3) (To be taken concurrently with AEDX 420 or by consent of instructor) Field experiences in the application of methods and materials for learning disabilities which address certification requirements.

AEDX 425 Methods and Materials for Teaching the Learning Disabled. (3) (Prereq: AEDX 400) Methods and materials necessary for the diagnosis, prescription and remediation of academic skills for those identified as learning disabled under current guidelines, including the development of individual educational plans. Meets special education certification requirement.
Foundations of Education (AEDF)

AEDF 321 Dynamics of American Public Education. (3) Extensive treatment of social, political, economic and philosophical influences that have shaped public education. Study of the financial, organizational and legal aspects of education. Library assignments provide a working knowledge of professional standard references and journals.

Health, Physical Education and Recreation (AHPR)
AHPR 231 Personal and Community Health. (3) A course incorporating the principles of personal hygiene, including the physiological systems of the body with emphasis on first aid, safety, sanitation, and communicable and non-communicable diseases.

AHPR 331 Health Education for the Elementary School. (3) Methods and materials for elementary schools. Integration and correlation of materials with school subjects. Sample content of material developed for primary, intermediate and upper grades.

AHPR 409 Independent Study in Health, Physical Education or Recreation. (3) Independent research in one of the three indicated areas under the direction of appropriate faculty.

AHPR 455 Teaching Strategies in Elementary School Physical Education. (3) Current methods and techniques of teaching physical education in grades K-6. Study includes movement education, rhythmic activities, games, gymnastics and sports skill development.

AHPR 456 Theories and Techniques of Perceptual Motor Development Activities. (3) A study of the theories and the application of perceptual motor skills designed for children ages 4-9.

AHPR 599 Selected Topics. (3) An in-depth study of current topics drawn from the literature or from practice. (Offered by student demand)

Reading and Literature (AEDR)
AEDR 418 Children’s Literature. (3) Reading interests of children and their curricular and developmental needs for literature are explored. The course presents basic information in the field of children’s literature including authors, illustrators and appropriate reference materials.

AEDR 420 Teaching of Reading in the Elementary School. (3) (Prereq: AEDR 418 and admission to Education Professional Program or special permission of School Head) This course will focus on the study of the various approaches to reading instruction and the place of reading in the curriculum.

AEDR 421 Teaching Reading: Diagnosis and Remediation. (3) (Prereq: AEDR 420 and admission to Education Professional Program or special permission of School Head) Clinical and classroom aspects of teaching students with reading difficulties are explored with emphasis on testing procedures, instructional materials and teaching techniques. Issues of diagnosing and teaching based upon the state mandated testing.

AEDR 485 Adolescent Literature. (3) A study of materials intended for young adults (13-19) with emphasis on the process of evaluating these materials to meet the educational, cultural and recreational needs of young adults. The characterization of adolescents in literature and the historical development of the writing of literary works for adolescents are examined.

AEDR 511 Practicum in Reading. (1) (Prereq: AEDC 310; coreq: AEDR 420; admission to Education Professional Program or special permission of School Head) This course provides supervised classroom and clinical experiences in teaching developmental reading. Seminars and group discussions are included.

AEDR 518 Reading in the Secondary School. (3) (Prereq: admission to Education Professional Program or special permission of education advisor) The place of reading instruction in high schools, the programming of special services in reading instruction, methods of teaching basic and developmental reading skills, and case studies of programs are examined. Demonstrations of tests and devices are included.
Secondary Education (AEDS)

AEDS 446 Secondary School Curriculum. (3) (Prereq: admission to Education Professional Program or special permission of School Head; Coreq: AEDS 460 or AEDS 462) The organization, historical context, foundations for curriculum development, process of curriculum planning, design of the curriculum and strategy of curriculum change in the secondary school. Also open to degreed students seeking certification.

AEDS 447 Teaching in High School. (English) (3) (Prereq: admission to Education Professional Program or special permission of School Head; Coreq: AEDS 447L, either AEDS 460 or AEDS 462) Materials and methods of teaching English in the high school. Student is required to work with a master teacher for selected activities in a corequisite practicum. Also open to degreed students seeking teacher certification.

AEDS 447L Current Practices and Trends in the Teaching of Secondary English (1) (Prereq: Admission to the Professional Program or permission of School Head; Coreq: AEDS 447, either AEDS 460 or AEDS 462) A study of the most up to date practices, topics and issues of current interest related to the teaching of english in the secondary school. Special attention will be given to the research base relative to course topics when appropriate. Also open to degreed students seeking certification.

AEDS 449 Teaching in High School. (Social Studies) (3) (Prereq: admission to Education Professional Program or special permission of School Head; Coreq: AEDS 449L, either AEDS 460 or AEDS 462) Materials and methods of teaching history and social studies in the high school. Student required to work with a master teacher for selected activities in a corequisite practicum. Also open to degreed students seeking certification.

AEDS 449L Current Practices and Trends in the Teaching of Secondary Social Studies (1) (Prereq: Admission to the Professional Program or permission of School Head; Coreq: AEDS 449, either AEDS 460 or AEDS 462) A study of the most up to date practices, topics and issues of current interest related to the teaching of social studies in the secondary school. Special attention will be given to the research base relative to course topics when appropriate. Also open to degreed students seeking certification.

AEDS 450 Teaching in High School. (Mathematics) (3) (Prereq: admission to Education Professional Program or special permission of School Head; Coreq: AEDS 450L, either AEDS 460 or AEDS 462) Materials and methods of teaching mathematics in high school. Student required to work with a master teacher for selected activities in a corequisite practicum. Also open to degreed students seeking certification.

AEDS 450L Current Practices and Trends in the Teaching of Secondary Mathematics (1) (Prereq: Admission to the Professional Program or permission of School Head; Coreq: AEDS 450, either AEDS 460 or AEDS 462) A study of the most up to date practices, topics and issues of current interest related to the teaching of mathematics in the secondary school. Special attention will be given to the research base relative to course topics when appropriate. Also open to degreed students seeking certification.

AEDS 453 Teaching in High School. (Science) (3) (Prereq: admission to Education Professional Program or special permission of School Head; Coreq: AEDS 453L, either AEDS 460 or AEDS 462) Materials and methods of teaching science in the high school. Student required to work with a master teacher for selected activities in a corequisite practicum. Also open to degreed students seeking certification.

AEDS 453L Current Practices and Trends in the Teaching of Secondary Science (1) (Prereq: Admission to the Professional Program or permission of School Head; Coreq: AEDS 453, either AEDS 460 or AEDS 462) A study of the most up to date practices, topics and issues of current interest related to the teaching of science in the secondary school. Special attention will be given to the research base relative to course topics when appropriate. Also open to degreed students seeking certification.

AEDS 460 Secondary Practicum. (1) (Prereq: admission to Professional Program or permission of School Head; AEDC 310; Coreq: AEDS 446 or appropriate secondary methods course [AEDS 447, AEDS 449, AEDS 450, or AEDS 453]) This course focuses on observation and analysis of classroom management practices, characteristics of the secondary curriculum, and implementation of secondary teaching strategies. The student is required to work in the public schools with a master teacher in the student’s subject field and possibly in informal educational settings or community based programs. Also open to degreed students seeking certification.

AEDS 462 Advanced Secondary Practicum. (1) (Prereq: AEDS 310 and AEDS 460 and admission to Professional Program or permission of School Head; Coreq: AEDS 446 or appropriate secondary methods course [AEDS 447, AEDS 449, AEDS 450, or AEDS 453]) In this course, students will participate in supervised application of classroom instructional methods and classroom management skills in clinical settings. The student is required to work in the public schools with a master teacher in the student’s subject field and possibly in informal educational settings or community based programs. Also open to degreed students seeking certification.

AEDS 471 Directed Teaching in the Secondary School. (12) A teaching internship involving observation and teaching in the secondary schools under the supervision of the university and secondary school personnel. Students are placed with a master teacher in the student’s subject field: English, mathematics, science, or social studies. (Open only to students who have been approved for the professional program and whose application for the teaching internship has been accepted.)

AEDS 476 Senior Seminar. (3) (Coreq: AEDS 471) The synthesis and critical evaluation of professional studies in secondary education.

Exercise And Sports Science Program

Kimberly Wood Woeber, Director of Exercise Science and Wellness

Admission Criteria
All courses in the core requirements and concentration require C grade or higher.

Athletic Training Concentration
The NATA (National Athletic Trainers Association) has issued a closing date of December 31, 2003, for all Athletic Training internship programs. Students entering USCA in the Fall of 2000 will be unable to complete the Athletic Training concentration of the Exercise and Sports Science program.

A formal admission process is required for the Athletic Training concentration because of the limited resources (staff, space) available to provide the necessary level of supervision and experiences to obtain National Athletic Trainer Association certification. Only a limited number of students will be admitted into this concentration.
Students may apply upon completion of the following requirements:

1. A student must have a 2.5 cumulative grade point average with a minimum of 45 hours of completed coursework. Students with higher cumulative averages will be given stronger consideration.

2. Within the 45 hours of academic work, the student must have completed the following courses: AEXS 101, AEXS 106,
AEXS 198, AEXS 203, AEXS 325, AEGL 101 and 102, ABIO 232, AEXS 223 or ABIO 242, and either a required Biology or Chemistry course.

3. Two letters of recommendation are required. The letters should be written by persons the applicant feels can best address his/her abilities and potential as a student trainer.

4. Applicants meeting the above mentioned requirements will undergo an interview with faculty affiliated with the Exercise and Sports Science degree program.

The Exercise and Sports Science faculty, along with other appropriate individuals, will review all applications and determine admission of applicants. Applications will be accepted twice yearly, with deadlines published. Enrollment in AEXS 321, 323, 328, 425, 426, and 429 are contingent upon formal program admission and progression requirements of a 2.5 cumulative grade point average.

If the semester, yearly, or cumulative grade point average of a student is below 2.5, the student will be placed on notice. If the student has two consecutive semesters of a grade point average below 2.5, the student will be withdrawn from academic courses in Exercise and Sports Science. To be reinstated, the student must achieve an overall grade point average of 2.5 and have the endorsement of the Exercise Science faculty.

Fitness Management Concentration
Upon completion of 45 hours, students may apply for admission to the Fitness Management concentration. Admission is based on the following criteria:

1. A student must have a 2.0 cumulative grade point average with a minimum of 45 hours of completed coursework.

2. Each applicant must have completed the following coursework: AEGL 101 and 102, AEXS 101, 106, 198, 203, and at least two sciences from: ABIO 101 or 110, ACHM 101 or 111, AEXS 223, and ABIO 232.

Enrollment in AEXS 321, 323, 328, 423, 424, and 439 will require admission and progression requirements of a 2.0 cumulative grade point average.
If the semester, yearly, or cumulative grade point average of a student is below 2.0, the student will be placed on notice. If the student has two consecutive semesters of a grade point average below 2.0, the student will be withdrawn from academic courses in Exercise and Sports Science. To be reinstated, the student must achieve an overall grade point average of 2.0 and have the endorsement of the Exercise Science faculty.

Basic Sciences Concentration
Upon completion of 45 hours, students may apply for admission to the Basic Sciences concentration. Admission is based on the following criteria:

1. Each applicant must have a 3.0 cumulative grade point average with a minimum of 45 hours of completed coursework.

2. Each applicant must have completed the following coursework with a C or better: AEGL 101, 102, AEXS 101, 106, 198, 203, and three courses from: ABIO 101 or 110, ACHM 111, ABIO 232, and AEXS 223.

Enrollment in AEXS 321, 323, 328, 359, 423, 424, and 459 will require admission and progression requirements of a 3.0 cumulative grade point average.
If the semester, yearly, or cumulative grade point average of a student is below 3.0, the student will be placed on notice. If the student has two consecutive semesters of a grade point average below 3.0, the student will be withdrawn from academic courses in Exercise and Sports Science. To be reinstated, the student must achieve an overall grade point average of 3.0 and have the endorsement of the Exercise Science faculty.

Bachelor of Science—Major in Exercise and Sports Science
1. General Education Requirements ............................................. 50

A. Skills and Competencies ............................................. 21
English 101 and 102 ............................................. 6
Applied Speech Communication (ACOM 201 or 241) ............................................. 3
AMTH 111 or higher (except 118, 119, 221, 222) ............................................. 6
Statistics ............................................. 3
Computer Science ............................................. 3
Natural Sciences ............................................. 8
ACHM 101 or 1111, and ABIO 1011 or 110
Social/Behavioral Sciences (at least two areas) ............................................. 6
APSY 101 and Anthropology, Economics2, Political Science,
Sociology or Geography
Humanities (at least two areas) ............................................. 9
History, Literature, Fine Arts History, Religion,
Humanities (AHUM acronym), Foreign
Language 200 and above, Philosophy (not logic),
Communication (last two digits in 50s or 60s)
History of Civilization ............................................. 6

2. Core Requirements ............................................. 48
ABIO 232 ............................................. 4
AEXS 101, 106, 198, 203, 2233, 231,
239, 301, 311, 321, 323, 325, 327, 328, 423, 424 ............................................. 44

3. Area of Concentration Requirements

Athletic Training:. ............................................. 33
AEXS 425, 426, 435 ............................................. 9
APSY 310 or AEDP 330 ............................................. 3
AEXS 4294 ............................................. 15
Electives ............................................. 6
Total hours required ............................................. 131

Fitness Management: ............................................. 30-33
AEXS 4395 ............................................. 6
ABUS 225, 226, 350, 371
AMGT 374, and 473 ............................................. 18
Business Elective ............................................. 3
(Select one from the following:
AECO 221, ABUS 324, ABUS 390,
ABUS 363 or AMGT 376)
Electives ............................................. 3-6
Total hours required ............................................. 128-131

Basic Sciences: ............................................. 30-35
AEXS 359 and 459 ............................................. 5-8
APSY 310 or AEDP 330 ............................................. 3
ABIO 102 ............................................. 4
ACHM 112 ............................................. 4
APHY 201 ............................................. 4
Science elective ............................................. 7-8
(Select one from the following:
ABIO 302, 330, 360; ACHM 331 and 331L; AMTH 122, 141, or APHY 202)
Electives ............................................. 3-4
Total hours required ............................................. 128-133

Total hours required ............................................. 128-133

NOTES
1 Required in Basic Sciences Concentration
2 AECO 222 required in Fitness Management Concentration
3 Students in the Basic Science Concentration may take ABIO 242 in place of AEXS 223
4 A maximum of nine hours of internship may be taken in any one semester and all 15 hours must be taken in at least two calendar years
5 Internship must be taken at an off-campus site
6 At least 3 credit hours must be in non-Western world studies

Course Descriptions
Exercise and Sports Science (AEXS)
The 100-190 series are activity courses which focus on the comprehension of principles and techniques, skill development and regular activity participation as a means of promoting lifelong physical fitness.
An activity course may be taken no more than twice for university credit.

AEXS 101 Conditioning I. (1) An introduction to the principles and techniques of cardiovascular training.

AEXS 102 Conditioning II. (1) (Prereq: AEXS 101 or permission of the instructor) Advanced concepts and programming in cardiovascular training.

AEXS 106 Weight Training I. (1) An introduction to the principles and techniques of weight training.

AEXS 107 Weight Training II. (1) (Prereq: AEXS 106 or permission of instructor) Advanced concepts and programming in weight training.

AEXS 110 Beginning Golf. (1) An introduction to the rules and fundamental skills of golf. Equipment available if needed. Golf range fee.

AEXS 111 Intermediate Golf. (1) (Prereq: AEXS 110 or permission of instructor) Further refinement of the golf skills. Equipment available if needed. Golf range fee.

AEXS 112 Advanced Golf. (1) (Prereq: AEXS 111 or permission of instructor) Development of advanced golf skills and strategies. Equipment available if needed. Golf range fee.

AEXS 116 Beginning Tennis. (1) An introduction to the rules and fundamental skills of tennis. Equipment available if needed.

AEXS 117 Intermediate Tennis. (1) (Prereq: AEXS 116 or permission of instructor) Further refinement of fundamental tennis skills and introduction of more advanced skills and strategies. Equipment available if needed.

AEXS 118 Advanced Tennis. (1) (Prereq: AEXS 117 or permission of instructor) Advanced skill development and strategies for the game of tennis. Equipment available if needed.

AEXS 120 Aerobics I. (1) An introduction to the principles and techniques of aerobic dance.

AEXS 121 Aerobics II. (1) (Prereq: AEXS 120 or permission of instructor) Advanced concepts, techniques and programming in aerobic dance.

AEXS 123 Step Aerobics I. (1) An introduction to the principles and techniques of step aerobics.

AEXS 124 Step Aerobics II. (1) (Prereq: AEXS 123 or permission of instructor) Advanced concepts, techniques and programming in step aerobics.

AEXS 126 Aqua Aerobics I. (1) An introduction to the principles and techniques of water-based aerobics.

AEXS 127 Aqua Aerobics II. (1) (Prereq: AEXS 126 or permission of instructor) Advanced concepts, techniques and programming in water-based aerobics.

AEXS 130 Beginning Volleyball. (1) An introduction to the rules and fundamental skills of volleyball.

AEXS 131 Intermediate and Advanced Volleyball. (1) (Prereq: AEXS 130 or permission of instructor) Advanced skill development and strategies for the game of volleyball.

AEXS 136 Beginning Basketball I. (1) An introduction to the rules and fundamental skills of basketball.

AEXS 137 Intermediate and Advanced Basketball. (1) (Prereq: AEXS 136 or permission of instructor) Advanced skill development and strategies for the game of basketball.

AEXS 140 Beginning Swimming. (1) An introduction to the fundamental skills of swimming and pool safety. (Can obtain American Red Cross Beginning and Advanced Beginning swimming certifications).

AEXS 141 Intermediate Swimming. (1) (Prereq: AEXS 140 or permission of instructor) Refinement of the American Crawl or freestyle stroke and introduction of more advanced swimming strokes and skills. (Can obtain American Red Cross Intermediate swimming certification).

AEXS 142 Advanced Swimming. (1) (Prereq: AEXS 141 or permission of instructor) Refinement of all basic swimming strokes and emphasis on lap swimming. (Can obtain American Red Cross Advanced swimming certification).

AEXS 143 Lifeguard Training. (1) (Prereq: Meet standards set by American Red Cross) Development of the knowledge and skills necessary to be a competent lifeguard. (Can obtain American Red Cross Lifeguarding certification).

AEXS 144 Water Safety Instructor. (1) (Prereq: Current ARC Lifeguard Training certification or meet standards set by ARC) Development of the knowledge and skills to be a competent swimming instructor. (Can obtain American Red Cross Water Safety Instructor certification).

AEXS 145 Basic Scuba Diving. (1) (Prereq: AEXS 142 or permission of instructor) An introduction to the basic knowledge and skills of scuba diving. (Can obtain scuba certification). Rental equipment available.

AEXS 190 Special Topic. (1) Unique physical activities offered according to student interest.

AEXS 198 Foundations in Exercise and Sports Science. (2) An introduction to the field of exercise and sports science. The course provides an overview of the scope, history, principles, research issues, professional organizations and publications, and other current information important to professionals interested in this field. The course also provides information and required out-of-class observation relative to career opportunities in exercise and sports science. Many of the sites for observation are located on or near the USCA campus.

AEXS 203 CPR and First Aid. (1) A study of basic first aid and emergency care procedures resulting in American Red Cross Standard First Aid certification, and American Red Cross Cardiopulmonary Resuscitation certification.

AEXS 223 Human Physiology. (4) (Prereq: ABIO 232 or consent of instructor) Organization and function of the major systems of the human body, with specific consideration given to the needs of students in the exercise and sports science related fields.

AEXS 231 Personal and Community Health. (3) A course incorporating the principles of personal hygiene, including the physiological systems of the body with emphasis on first aid, safety, sanitation, and communicable and non-communicable diseases.

AEXS 239 Principles and Practice in Exercise Leadership. (2) The study of important principles and methods involved in effective and safe exercise leadership. Through a supervised practicum experience in a USCA exercise program, application of these leadership skills is provided.

AEXS 301 Organization and Administration of Fitness Related Programs. (3) (Prereq: AEXS 198) The study of organizational and administrative issues associated with fitness, clinical, and athletic training related facilities. Emphasis is placed on administrative philosophy, programming, facility design and usage, equipment selection, operational policies and procedures, liability concerns and other related aspects.

AEXS 311 Nutritional Aspects of Health, Fitness, and Sports Performance. (3) (Prereq: AEXS 223, ACHM 101 or 111) The study of nutrition as it impacts health, fitness and sports performance. Particular emphasis is given to basic nutrition, diet analysis, weight control, special diets, eating disorders, and the use of ergogenic aids in sports.

AEXS 321 Anatomical and Biomechanical Kinesiology. (4) (Prereq: ABIO 232)) The study of the anatomical and mechanical principles governing human motion, with emphasis placed on the ability to analyze human movement utilizing these principles.

AEXS 323 Exercise Physiology. (4) (Prereq: AEXS 223) The study of human physiological responses to physical activity. Emphasis is placed on the muscular, cardiovascular, respiratory, and nervous systems and various training programs and testing procedures related to each.

AEXS 325 Introduction to Sports Medicine. (3) The study of the basic principles involved in the prevention, care and rehabilitation of sports injuries.

AEXS 327 Foundations of Motor Learning. (3) (Prereq: ABIO 232, AEXS 223) Scientific and behavioral foundation of the learning and performance of motor skills.

AEXS 328 Principles of Interpretation of the Electrocardiogram. (3) (Prereq: AEXS 198 and 323 or consent of instructor) An introduction to basic concepts of electrocardiography, including cardiac electrophysiology, lead systems, and interpretation of rhythm strips and 12-lead electrocardiograms.

AEXS 359 Introduction to Exercise and Sports Science Research. (2) (Prereq: AEXS 323 and consent of instructor) An independent study course in which the student will write a literature review, study research design and generate a proposal for a research project. (This course is intended for students interested in exercise science research and who plan to complete AEXS 459).

AEXS 423 Physical Fitness Appraisal and Exercise Testing. (4) (Prereq: AEXS 323 and 328) A study of the various methods and procedures utilized to screen and test persons for their level of physical fitness. Field tests and laboratory assessments will be considered, as well as the appropriateness of various evaluation tools for persons with differing levels of fitness and special conditions.

AEXS 424 Exercise Prescription and Programming in Health and Illness. (3) (Prereq: AEXS 311 and 423) A study of the concepts and procedures necessary to develop appropriate exercise prescriptions for various populations and fitness levels. Compliance, risk of injury and other specific programming issues will also be addressed. Case studies are utilized to assist in application of information.

AEXS 425 Advanced Concepts of Sports Medicine I: Evaluation. (3) (Prereq: AEXS 203, 325, and ABIO 232) The evaluation and immediate care of the injured athlete. Emphasis is placed on general assessment procedures, including general observation, physical examination and special tests. The interaction between the team physician and trainer in this process is also discussed.

AEXS 426 Advanced Concepts in Sports Medicine II: Rehabilitation. (3) (Prereq: AEXS 425) The rehabilitation of the injured athlete. The use of modalities as well as specific rehabilitative and conditioning programs utilized in the treatment of athletic injuries are emphasized.

AEXS 429 Internship in Athletic Training. (3-15) Supervised internship experience in athletic training and sports medicine. Admission to Athletic Training concentration is required, with students completing their 15 total credit hours in no less than two calendar years. No more than 9 credit hours of internship may be completed in any one semester. (Contract required)

AEXS 435 Sport Psychology. [=APSY 435](3) The application of psychological processes to individual and team sports. Topics include personality, motivation, concentration, emotion, group cohesiveness and ideal performance states.

AEXS 439 Internship in Fitness Management. (3-12) (Prereq: AEXS 423, 424, and consent of instructor) A supervised internship experience in fitness management-related area which brings together the various information learned from all prior major courses. This experience must take place at an off-campus site, with a minimum of six credit hours taken at one site. (Contract required)

AEXS 459 Exercise and Sports Science Research. (3-6) (Prereq: Statistics, AEXS 359 and consent of instructor) Independent research project in exercise and sports science. (Contract required)

AEXS 599 Current Topics. (1-3) (Prereq: specific to course offering) An in-depth study of current topics drawn from the literature or from practice. (Offered by student demand)

Master of Education in Elementary Education

Margaret Riedell, School Head
Audrey Skrupskelis, M.Ed. Program Coordinator

A master’s degree in elementary education is designed to provide advanced professional studies in graduate level course work for persons who currently hold teacher certification and who are committed to excellence in elementary education.

Graduate work at USCA brings together a group of scholars actively engaged in research and thus provides a close association between students and mature investigators with a wide range of interests. While stressing specialization as basic to graduate work, the graduate program responds to the advanced educational needs of the local and regional population.

Conceptual Framework
The M.Ed. Program prepares dynamic educators who grow, interact and contribute professionally through out their teaching careers. The following address provides information about the Conceptual Framework: The Dynamic Educator as well as program objectives and requirements: www.usca.sc.edu/education

Associate Professors
Cynthia Bolton (Educational Psychology), Ph.D., University of North Carolina at Chapel Hill, 1994
Vincent Feudo (Special Education), Ph.D., University of North Carolina, 1982
Audrey Skrupskelis (Elementary/Early Childhood Education), Ph.D., University of South Carolina, 1989

Assistant Professors
Amy Gratch (Social Foundations), Ph.D., University of North Carolina at Chapel Hill, 1996
Paula Gregg (Mathematics Education), Ph.D., Clemson University, 1998
Sally McClellan (Elementary Education), Ph.D., University of South Carolina, 1992
Carmen Scarborough (Special Education), Ph.D., The University of Southern Mississippi, 1999
Vernelle Tyler (Elementary Education), Ph.D., University of South Carolina, 1993

Research Associate
Gary Senn (Science Education), Ph.D., Florida Institute of Technology, 1992

Distinguished Chancellor Emeritus and Distinguished Professor Emeritus
Robert Alexander (Education), Ed.D., University of South Carolina, 1977

Professor Emerita
Ruth H. Cordahi (Educational Psychology), Ph.D., University of Oklahoma, 1974

Admission

Application
An application cannot be given final consideration until all required credentials have been received. Application deadlines are variable in order to meet the needs of in-service teachers. Please contact the USCA Graduate Office in room 101 of the Humanities and Social Sciences Building for information. Applications should be completed at the earliest possible date.
Application requirements include the following:

1. Official transcript showing the award of the baccalaureate or higher degree by an accredited college or university. Transcripts verifying all previous graduate degrees will be required to complete the permanent record. Transcripts of all previous academic study at the time of application may be requested.

2. Three letters of recommendation.

3. Report of scores achieved on the Graduate Record Examinations or Miller Analogies Test. Any exceptions for students failing to meet minimum standardized test score requirements shall be referred to the Admissions Committee for review and final decision.

4. Evidence of teacher certification.

5. A satisfactory score on the Test of English as a Foreign Language (TOEFL) for applicants whose native language is not English. The minimum acceptable score is 500.

6. Written statement of philosophy of education, typed and attached to application form.
Application files are handled by the USCA Graduate Office. Completed files clearly meeting all criteria for admission are forwarded to the Coordinator of the M. Ed. Program for approval. Upon approval, students receive an official letter of acceptance from the Head of the School of Education. Students meet with the Coordinator to complete a program of study as soon as possible after acceptance.

Admission Requirements
Admission standards. For admission to the USC Aiken Graduate Program, graduation from a college or university accredited by a regional accrediting agency is regularly required. The applicants’ academic record should indicate that they graduated in their class with a minimum 2.5 grade point average while carrying an undergraduate program demonstrating adequate preparation in the field in which graduate work is to be undertaken. The minimum score on the Miller Analogies Test is 35 and the minimum scores on the Graduate Record Exam are Verbal 400 and Quantitative 400. Admission is determined on the basis of an overall profile of the courses taken, grades achieved, and the applicant’s test scores when applicable. Any exceptions for students failing to meet minimum standardized test score requirements shall be referred to the Admissions Committee for review and final decision.

Enrollment Classifications:
1. Full Admission Status: Applicants who have met all requirements for admission including satisfactory scores on the Graduate Records Examination or Miller Analogies Test, satisfactory references and satisfactory academic performance at an accredited university or college. Up to 12 hours of graduate credit from an accredited university or college may be accepted toward the degree, subject to approval of the School of Education. A maximum of 6 hours of graduate coursework identified as professional development courses may be applied toward the M.Ed. Degree subject to approval of the School.

2. Non-degree Enrollment Status: Students who intend to seek a graduate degree, but lack one or more of the requirements for full admission status, or who are seeking graduate credit for the purpose of recertification or for transfer to another college or university. Only six (6) hours taken as a non-degree student at any USC campus may be used toward a degree program.
A non-refundable application fee of $35 is required of all first-time applicants to the USCA graduate program.

Appeals for Admission. An appropriate hearing board will provide each student with an opportunity to challenge the content of University records, to ensure that the records are not inaccurate or misleading and to provide an opportunity for the correction or deletion of any inaccurate, misleading, or otherwise inappropriate data contained therein. Such requests should be made through the Graduate Advisory Council at USCA. For additional information on the admissions appeal process, please refer to the USCA Graduate Policies and Procedures Manual.

Valid period of admission. Admission to the Graduate School is valid for one year unless a shorter period is specified by a particular program. If an admission has not been acted upon by a student after one calendar year, the student must reapply for admission.

Students who have been admitted to a graduate program under regulations other than these, and have not completed any USC graduate courses during a period of three or more years are required to fulfill current admission requirements prior to returning to the University for additional graduate work. Such students become subject to regulations of the Graduate Program to which they are admitted in effect at the time of readmission.

The University reserves the right to decline admission, to suspend, or to require the withdrawal of a student when, for any reason, such action is deemed to be in the interest of the University.

Testing and Language Proficiency. All applicants are advised to write the Educational Testing Service as soon as possible to arrange for the MAT or GRE, and the Test of English as a Foreign Language if appropriate. Test results should be available prior to the application deadline for the desired term.

Veterans. In addition to meeting the regular requirements for admission, students who expect to enroll under the provisions of any of the various federal laws governing education or rehabilitation training of veterans or children of deceased or disabled veterans must be sure that they have cleared the necessary details with the Veterans Administration and have obtained the necessary documents. Applications for such benefits may be filed with the VA Coordinator in the Office of the Registrar.

Academic Regulations
All graduate students should be familiar with the following general regulations governing graduate study at the University of South Carolina Aiken.
The students may expect to be allowed to obtain a degree in accordance with the requirements set forth in the regulations in force at the time they are admitted to degree candidacy, or under subsequent regulations published while they are enrolled as degree candidates. However, students are restricted in the choice of requirements of one specific bulletin. Graduate students in master’s programs have a period of six years inclusive and continuous in which to claim the rights of a specific bulletin. Students are advised that unforeseen circumstances may interfere with the scheduling of any given course or degree offering. Students will be required to take such developments into account as they arise, even if doing so means a delay in the fulfillment of some of their academic goals, or a modification of those goals. The school will work closely with students facing such problems, in an effort to resolve them with minimum of difficulty.

Graduate Advisement
Every graduate student admitted to a degree program is entitled to an advisor in the School of Education at USCA. Any graduate student who has not been assigned an advisor should consult the Coordinator of the M. Ed. Program for information on advisement procedures.

Students admitted as “non-degree” students, that is, those who do not seek degree admission or who have not yet met all the conditions for degree admission, are not assigned to advisors but may consult the Coordinator of the M. Ed. Program for both specific and general information.

Graduate Program of Study
Every graduate student should file a Program of Study form at the earliest convenient date. Program forms may be obtained from the Graduate Office. Candidates for the master’s degree may file their program forms during the first semester of study and should in no case file them later than the semester following the completion of their first 12 hours.

A Program of Study form is a written agreement signed by the student and the advisor, the School Head, and the Vice Chancellor for Academic Affairs. This formal agreement serves a number of purposes to the benefit of the student and the University: it causes students and advisors to engage in early planning with specific goals in mind; it provides useful information for the planning of course offerings; it facilitates subsequent advisement; and it protects students in the event of unexpected curriculum or faculty changes. Although formal programs are binding, they can be modified or replaced by new programs if conditions warrant such changes. The procedure for change is similar to that for filing the original program and usually requires the same series of signatures. Degree students are entitled to the advantages of a Program of Study and should take the necessary steps to secure them at the appropriate time.

Courses
Admission to courses. Admission to graduate courses is always subject to departmental consent. Courses numbered 700-899 are restricted to graduate students; courses numbered 500-699 are open to upperclassmen under the Senior Privilege Policy (see Undergraduate Enrollment in Graduate Courses on page 30). Graduate students registered for courses numbered 500-699 receive graduate credit. It is expected that the requirements for graduate credit in courses numbered 500-699 exceed those for undergraduates. It is the instructor’s responsibility to delineate these differences clearly in the course syllabus, and to assure that all requirements for graduate credit are met.

Prerequisites. Prerequisite courses are listed to inform students about the academic background recommended for satisfactory course completion. The instructor may approve the enrollment of students who have acquired the equivalent knowledge or skills through other courses or experiences. Special permission to enroll should be requested from the instructor prior to registration.

Course loads. A student may enroll for a semester load not to exceed 12 graduate hours. A student is classified as a full-time student for academic purposes with nine or more hours during a fall or spring term and three hours during a summer session.
Credit by examination. No graduate credit is offered by examination only.

Academic standards. Graduate courses may be passed for degree credit with a grade as low as C, but the student’s average on all courses attempted for graduate credit must be at least B (3.0 on a 4-point system). Grades earned on credits transferred from other universities do not count in the grade point average.

Students who receive grades below B on 12 or more graduate credit hours within a six year period are consequently suspended from degree candidacy status and are not permitted to enroll for further courses even as non-degree students without the specific approval of their academic unit. This rule applies to courses taken for non-degree purposes as well as to courses taken in the degree programs; it applies even to courses taken in two or more degree programs. Courses six years old or older will not be counted toward a master’s degree without revalidation. Grades of C or lower received in outdated courses will be dropped and these courses will cease to be a disqualifying factor.

Maximum period allowed. Six years is regarded as the maximum time allowed for graduate credits for degree candidates. In case more time than 6 years is spent on the program, special arrangements may be made with the School offering the program for the revalidation of credits in courses given by the institution. Students who fail to complete their programs in the period allowed become subject to changes in degree requirements adopted up to the date 6 years prior to their graduation. No program is to be completed in less than a twelve month period.

Revalidation. Regular graduate students of the institution desiring to revalidate a course must secure permission of the Coordinator of the M. Ed. Program and of the Head of the School of Education. The applicant must pay to the Graduate Office of the institution, in advance of the examination, a non-refundable fee of $25.00 per credit hour.

Transfer credit. Up to 12 semester hours of credit with grades of B or better (or equivalent grades if a different system is used) from other institutions of approved graduate standing may be transferred for use with the restrictions that the credit must have been earned at an institution accredited, at the time the course work was completed. The only exceptions to this standard are as follows: transfer from foreign institutions, transfer of course work completed at an accredited institution, or the acceptance of credit for military education. Transfer must be approved by the Coordinator of the M.Ed. Program and by the Head of the School of Education. The credit must be dated within the six-year period allowed for a degree. There is no revalidation mechanism for transfer credit that does not fall within the time limit. Graduate credit will not be accepted for portfolio-based experimental learning which occurs prior to the student’s matriculation.

Attendance
Students are expected to attend all regular class meetings. Unsatisfactory class attendance may be considered adequate reason by the instructor for requesting the student to withdraw from the course.

Graduate students registered for courses numbered 500-699 or for undergraduate courses taken for credit are required to satisfy undergraduate attendance regulations.

Appeals and Petitions
Appeals and petitions related to programs, regulations, or other academic matters will be reviewed first by the academic unit then by the USCA Graduate Advisory Council, and finally forwarded to the USCA Vice Chancellor for Academic Affairs for approval. See page 26 for information on relief from academic regulations.
Appellants who have maintained a B average despite their accumulation of lower grades may, if their appeals are supported by their academic units, be allowed to proceed toward their degrees provided they receive no additional grades below B.

Appellants who have not maintained a B average should show extenuating circumstances and obtain the support of their academic units if they wish to be considered for reinstatement by the USCA Graduate Advisory Council.

Applications for Degrees
All candidates for degrees must file formal applications with the USCA Office of the Registrar during the last academic term before graduation. Deadlines are indicated in the Master Schedule of Classes for each term. Diplomas will not be awarded retroactively.

Both undergraduate and graduate students will find additional USCA regulations and procedures are printed in other sections of the Bulletin and the USCA Student Handbook.

Master of Education Degree Requirements
1. Successful completion of an approved program of study providing 36 hours of graduate credit, of which at least 50% must be earned in courses numbered 700 or above (the remainder may be in courses numbered 500-699). A student’s official program of education must be approved not only by the advisor but by the Head of the School of Education and the Vice Chancellor of Academic Affairs.

2. Successful completion of a comprehensive evaluation which includes a synthesis paper, portfolio, and oral defense.

3. Successful completion of AELE 780, Seminar in Elementary Education with a grade of B or better.

Policies and Procedures for the Administration of the Comprehensive Evaluation of the M.Ed. Program in Elementary Education
Each candidate for the M.Ed. degree in Elementary Education will complete a Comprehensive Evaluation which is composed of a written component and an oral defense. The candidate must successfully complete a minimum of 30 hours of course work prior to submission of the written component. Those 30 hours will include course work in research, human growth and development, one curriculum course, and application of technology. The written component will be due April 1st or November 1st.

Written Component
The written component includes a Synthesis Paper and a Portfolio. The Synthesis Paper is a scholarly statement which demonstrates the ability to summarize and connect what was learned in courses, readings, discussions, and classroom-based experiences. The Portfolio is composed of artifacts which demonstrate that the candidate has attained knowledge specific to each of the seven program objectives. The objectives are designed to enable the student to:
1. evaluate general principles of elementary school curriculum theory and construction.
2. analyze and evaluate alternative patterns of elementary school organization.
3. examine contemporary educational issues and evaluate various alternative solutions.
4. investigate innovative methods of teaching in the elementary school.
5. research and apply theories of human development and diversity.
6. analyze and synthesize within the educational process the relationship between theory and practice.
7. investigate and apply instructional and informational technology.

The written component will be read and evaluated by two members of the graduate faculty who will designate an overall rating of Pass or Fail. If the candidate does not receive a rating of Pass by both of the readers, the written component will be read by a third reader. If the candidate does not receive a rating of Pass from at least two readers, the candidate will have one opportunity to resubmit the written component within one year.

Oral Defense
The oral defense will be scheduled within the following three weeks after the candidate has successfully passed the written component. The oral defense is conducted by three members of the graduate faculty. The defense begins with a short oral presentation by the candidate followed by questions by the faculty to assess the candidate’s ability to defend the written component. All three of the faculty members must designate a rating of Pass on the oral defense in order for the M.Ed. degree to be recommended.

Selection of Faculty
During the spring term, the Head of the School of Education will designate a team of three graduate faculty to read the written components and conduct the oral defenses that term. Consideration will be given to faculty load as well as the willingness to serve.

Program in Elementary Education
Candidates for the Master of Education Degree in Elementary Education will meet the requirements listed below for a minimum of 36 semester hours.

Foundations of Education .......................................................................21
AEFN 749 The School in Modern Society .............................................3
AEPY 705 Human Growth and Development .........................................3
AERM 700 Introduction of Research in Education ...................................3
AELE 715 Elementary School Curriculum ................................................3
AELE 717 Curriculum Problems in Elementary School .............................3
AELE 780 Seminar in Elementary Education .............................................3
AETE 731 Instr. and Inform. Applications of Tech. ...................................3
Content Methods (9 credits selected from the following) .............................9
AELE 670 Language Arts in the Elementary School
AELE 760 Social Studies in the Elementary/Middle School
AELE 515 Science in the Elementary School
AELE 745 Teaching Elementary Problem Solving
AETE 760 Issues in Writing Instruction K-12
Related Study/School Services ....................................................................6
Courses in Computer Use, Guidance and Counseling, Educational Administration,
Education for Exceptional Children, and other education electives as approved.

Total hours required .....................................................................................36

Students are expected to complete AEPY 705, Human Growth and Development, and AERM 700, Introduction to Research in Education, during the first 12 hours of graduate coursework.

Course Descriptions
Education (AEDU)
AEDU 633 Field Problems in Education. (1-3) Selected educational problems will be identified and explored, and probable solutions developed. Emphasis will be on providing practicing school personnel an opportunity to work cooperatively, under supervision, toward solutions to those problems which are of immediate concern to them. Activities will include seminars, review of literature, observations, case studies, materials development, and other applicable approaches. Emphasis will be placed on the development of a comprehensive proposal designed to alleviate or solve the problems identified.
Foundations (AEFN)

AEFN 749 The School in Modern Society. (3) (Prereq: admission to full graduate standing or permission of instructor) Basic concepts in the relation of the school to the social order: an analysis of the central features of the changing social context within American educational policy and behavior problems.
Elementary (AELE)

AELE 615 Advanced Study of Science Methods in the Elementary School. (3) Reinforces the science background of prospective and practicing elementary teachers. Innovations are examined. Emphasis is placed on methods, materials, community resources, and evaluation procedures.

AELE 670 Advanced Study of Language Arts Methods in the Elementary School. (3) Content, goals, and methods of teaching language arts in the elementary schools. Emphasis in the teaching of oral and written expression and listening.

AELE 715 The Elementary School Curriculum. (3) Critical study of the modern elementary school curriculum.

AELE 717 Curriculum Problems in the Elementary School. (3) (Prereq: AELE 715) A careful examination of the persistent problems of elementary schools (grouping, promotions, etc.) and the best solutions in terms of research and expert opinion.

AELE 720 Middle School Organization and Curriculum. (3) An overview of the development of the middle school, history, purposes, and organization and an in-depth analysis of middle school organization and curriculum. The characteristics of middle school students, methods of evaluating students, and the overall curricular program are also considered.

AELE 745 Advanced Teaching of Mathematics and Problem Solving in the Elementary School. (3) (Prereq: AMTH 221 or its equivalent) Analysis of the school curriculum and instructional methods in the designated areas of mathematics; exploration of appropriate outcomes on instruction.

AELE 760 Advanced Study of Social Studies Methods in the Elementary School. (3) The selection of teaching procedures and instructional materials used to teach social studies in the elementary/middle school.

AELE 780 Seminar in Elementary Education. (3) (Prereq: 27 semester hours of credit earned or 24 hours of credit earned and concurrent enrollment in 3 hours of graduate coursework as specified on the program of study). The course is designed to integrate the candidate’s knowledge of curriculum, assessment, policy, and learning theory for the analysis of current educational trends and issues. A grade of “B” or above in this course is required for completion of the M.Ed. Degree.
Educational Psychology (AEPY)

AEPY 705 Theories of Human Growth and Development. (3) An analysis of developmental theories and research from birth through adulthood with emphasis on developmentally appropriate practices for teachers, parents, counselors, and administrators. Includes an examination of cognitive, emotional, physical, social and moral development from a variety of historical and contemporary perspectives.
Research and Measurement (AERM)

AERM 700 Introduction to Research in Education. (3) (Prereq: full admission to graduate standing or permission of instructor) Emphasis on the major methods and techniques of research by students of education.
Instruction and Teaching (AETE)

AETE 610 Integrated Reading and Writing Instruction. (3) Theoretical bases and techniques for teaching reading and writing in the elementary school, using multiple subject areas.

AETE 631 Using Computers to Support Instruction. (3) Applications of selected software in instructional management.

AETE 671 Computers in Science Education. (3) Use of computer technology in teaching and managing science classes and programs in grades K-12.

AETE 731 Instructional and Informational Applications of Technology. (3) Educational technology focused on instructional and informational applications of computers.

AETE 755 Supervision and Evaluation of Clinical Experiences. (3) (Prereq: a minimum of one year of PK-12 teaching experience) An examination of theoretical foundations and experiential techniques necessary for effective mentoring, supervision, and evaluation of novice teachers in their initial teaching years, teaching interns during their semester internship, and practicum students working in clinical settings.

AETE 760 Issues in Writing Instruction K-12. (6) Issues in the teaching of writing, with emphasis on classroom applications K-12 and program development.

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