Mission Statement
Application Specifications
Areas of Study
Degree Requirements
Course Descriptions
Exercise and Sports Science
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 Master of Educational Technology program is
designed to provide advanced professional studies in graduate level coursework
to develop capabilities essential to the effective design, evaluation, and
delivery of technology-based instruction and training.
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
The School of Education at the University of South
Carolina Aiken is accredited by the National Council for Accreditation of
Teacher Education (NCATE), 2010 Massachusetts Avenue, NW, Suite 500, Washington,
DC 20036; phone (202) 466-7496. This accreditation covers the institution’s
initial teacher preparation and advanced educator preparation programs.
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.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, Westinghouse Endowed Professorship of Instructional
Technology
Associate Professors
Christopher DeWitt (Biomedical-Environmental Chemistry), Ph.D., Oakland University,
1995
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
Sally McClellan (Elementary Education), Ph.D., University of South
Carolina, 1992
Audrey Skrupskelis (Elementary/Early Childhood Education), Ph.D., University
of South Carolina, 1989
Kimberly Wood Woeber (Physical Education), Ph.D., University of Southern
California, 1982
Assistant Professors
Paula Gregg (Mathematics Education), Ph.D., Clemson University, 1998
Deborah Haskell (Science Education), Ph.D., Clemson University, 2002
Tim Lintner (Social Sciences and Comparative Education), Ph.D., University of
California-Los Angeles, 1998
Brian Parr (Exercise Science), Ph.D., University of Tennessee, 2001
Gary Senn (Science Education), Ph.D., Florida Institute of Technology,
1992
Vernelle Tyler (Elementary Education), Ph.D., University of South Carolina,
1993
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), M.Ed., University of South Carolina, 1982
Melanie Pulaski, (Speech Pathology and Audiology), M.A., South Carolina
State University, 1996; (Reading Education), M.Ed., University of South
Carolina, 1994
Melany Rish (Elementary Education), M.Ed., University of South Carolina, 1997
Windy Schweder (Mental Retardation), M.Ed., Valdosta State University, 1997;
Ph.D., University of South Carolina, expected 2004
Coordinator - Elementary Education Program at USC Salkehatchie
Susan Moskow (Reading Education), Ed.D., University of
Kentucky, 1988
Lecturers
Brandon Aiken (Sports Medicine), B.A., St. Andrews College, 1997
Carol Armstrong (Secondary Education, English), M.Ed., University of South
Carolina, 1975
Martha Bates (Educational Administration), M.Ed., University of South
Carolina, 1993
Joseph Baxter (Health, Physical Education), M.S., Austin Peay State
University, 1980
Janelle Beasley (School Psychology), Ed.S., The Citadel, 1998
Elizabeth Benton (Curriculum & Instruction), Ed.D., University of South
Carolina, 1994
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
Julie Gazda (Educational Leadership), M.Ed., University of South Carolina,
1994
Thomas Goforth (Educational Administration), M.Ed., University of South
Carolina, 1972
Sandra Gooding (Educational Administration), M.Ed., University of South
Carolina, 1994
Holly Guy (Interdisciplinary Studies), B.S., University of South Carolina
Aiken, 1996
William Long (Educational Administration), M.Ed., University of South
Carolina, 1970
Ronald Manyin (Education), M.S., City College, 1965
Margaret Matheny (Educational Leadership), M.Ed., University of South
Carolina, 1992
Willie Mazyck (Administration & Supervision), Ed.D., Nova University, 1980
Olivia Padgett (Elementary Education), M.Ed., College of Charleston, 1974
Naomi Palmer (School Psychology), Ed. S., The Citadel, 1986
Charles Phillips (Education Administration), Ed.S., The Citadel, 1981
Sharon Rankin (Elementary School/Guidance), M.Ed., University of South
Carolina, 1975
Melissa Riley (Education Psychology), Ph.D., University of South Carolina,
2001
Sharon Robertson (Elementary Education), M.Ed., University of South Carolina,
1987
Judith Ruffin (Music Education), M.M., Michigan State University, 1967
Cynthia Sarvis (Special Education), M.Ed., College of Charleston, 1997
Amanda Senn (Science Education), M.S., Florida Institute of Technology, 1984
Linda Shaffer (Elementary Education), Ph.D., University of South Carolina,
1988
Toi Trent (Early Childhood Education), M.A., University of South Carolina,
1981
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 and instructional technology materials and equipment for candidate use. Instructional materials such as textbooks, software, and manipulatives are available to candidates for use in classroom assignments, practica, and internships.
Ruth Patrick Science Education Center. Through the Ruth Patrick Science Education Center, teacher candidates have access to over 200 science and mathematics kits to use in their courses, practica, and internships.
PRAXIS I - Pre-Professional Skills Test. South Carolina Public Law 187 mandates that all students wishing to major in education pass the PRAXIS I – Pre-Professional Skills Test (PPST) prior to acceptance into the professional 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 knowledge, skills, and dispositions as required of
all USCA education majors.
1. College graduates who have earned a 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
(grades P-3)
Elementary Education (grades 2-6)
Special Education (grades K-12)
Secondary Education (grades 9-12)
Biology
Chemistry
Comprehensive Science
Comprehensive Social Studies
English
Mathematics
2. Applicants must have demonstrated academic competence by meeting the following criteria:
A. 2.75 cumulative GPA in all undergraduate course work. Secondary Education majors must also have a grade of C or better and a 2.75 GPA in their subject area course work.
B. An official score report indicating a passing score on the applicable PRAXIS II Specialty Area content exams must be received by the School of Education.
C. A grade of C or better in the equivalent of English (AEGL) 101, 102 and Communications requirement
3. Applicants must be prepared to enroll at USCA for at least one semester prior to the 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 methods course(s).
Benchmark I: Acceptance to USCA
Obtain admission to USCA through the USCA Office of Admissions.
Benchmark II: Acceptance to the School of Education Professional Program
To be accepted into the School of Education Professional Program the candidate must successfully meet the following criteria:
1. official transcripts for all undergraduate and graduate course work must be sent to and received by USCA and the School of Education.
2. Complete the degreed student on-line application form (http://www.usca.edu/education)
3. A grade of C or better in English (AEGL) 101, 102 (or their equivalents) and the Communications requirement (or its equivalent).
4. An official report indicating passing PRAXIS I (pre-professional skills test) scores for all three sections (math, writing and reading) must be sent by the Education Testing Service (ETS) and received by the School of Education.
5. For secondary education majors, an official report indicating passing scores on the PRAXIS II content specialty area exam(s) must be sent by the ETS and received by the School of Education.
6. A disposition statement must be submitted electronically and reviewed by the professional program committee.
7. A positive recommendation by the professional program interview committee. (Once the criteria for items 1-6 are met, the candidate is to schedule an interview with the School of Education professional program interview committee.)
Benchmark III: Junior/Senior Block Reviews
At the end of the Junior and Senior block classes, faculty teaching the methods and practica classes meet to discuss candidate progress to date. Faculty discuss candidate knowledge, skills, and dispositions at this time to determine if satisfactory progress is being made to allow the candidate to continue in the program. 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. Identification of a weakness in either writing or in speech may require additional academic work as a condition of approval for the internship.
The review committee can make one of three recommendations: satisfactory progress is being made – no "remedial" recommendations made; satisfactory progress is being made – however, some concerns are expressed – recommendations about concerns are forwarded to the Head of the School of Education (School Head); satisfactory progress is not being made, candidate cannot proceed further in program unless concerns are addressed.
In the cases where concerns are expressed, the committee forwards their concerns in writing to the School Head. The School Head then schedules a meeting with the candidate to express the committee’s concerns and the actions the candidate must take to address the concerns. If the candidate does not address the concerns to the satisfaction of the committee or School Head in a reasonable amount of time, the candidate may be permanently expelled from the program.
Benchmark IV: Acceptance into Internship
The internship component of the Teacher Education Program is required by the South Carolina Department of Education and is designed to serve as the culminating experience in a candidate’s preparation for a career in education. Interns will be placed in school districts that have a cooperative agreement with USCA. To be accepted into the internship the candidate must meet the following criteria:
1. Complete the on-line internship application (http://www.usca.edu/education) by October 15 for internship in the following spring semester and February 15 for internship in the following fall semester.
2. Candidate must be fully admitted to the Professional Program at least one full semester prior to the internship semester.
3. The candidate must have completed all education courses (pre-professional and professional) and all subject area course requirements.
4. The candidate must have no more than 12 hours of course work (general education/electives) remaining to meet graduation requirements following completion of internship.
5. The candidate must have at least a 2.75 cumulative GPA in all course work, and at least a 2.75 GPA in education courses and subject area requirements.
6. For elementary, early childhood, and special education majors, candidates must have a grade of C or better in AMTH 221 and 222 (or course equivalents).
7. Candidates must have made satisfactory progress as designated by the Junior/Senior Block review committee.
8. Official score report indicating passing scores on the state mandated PRAXIS II content specialty area exam(s) must be sent by the ETS and received by the School of Education.
Candidates whose applications have been denied may appeal the decision by requesting a personal interview with the Professional Education Committee. Candidates may consult their advisors or the Chairperson of the Professional Education Committee concerning the procedures for appealing the decision of the committee.
Note: All placements are coordinated through the Office of Field Experiences. USCA has contractual agreements for internships and practica placements with selected South Carolina School Districts. Under no circumstances are candidates to make individual placement arrangements with schools or teachers. Within these districts, at the time of the application, candidates 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 Aiken and Edgefield School Districts.
Benchmark V: Exit from Internship
A candidate accepted into internship is placed at a school at an appropriate grade level. During the internship, a candidate is supervised by a cooperating teacher and a university supervisor. The minimum number of days an intern is placed at a school is 60 days. During those 60 days the intern must successfully take over the classroom in which they have been assigned for 10 days. The candidate is observed teaching a class a minimum of 6 times by both the cooperating teacher and university supervisor for a minimum total of 12 observations. It is the responsibility of the cooperating teacher and university supervisor to make a final recommendation to the School Head as to whether the candidate has the knowledge, skills and dispositions necessary to be a successful teacher. By state law, the candidate’s success is measured using the ADEPT evaluation system. It is upon the final recommendation made by the cooperating teacher and university supervisor that the School Head recommends a candidate’s certification to the State Superintendent of Education.
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. Curricula designated as professional education
courses are limited to candidates who have been formally accepted into the USCA
Professional Education Program.
Special Instructions for USC Salkehatchie Students
Candidates enrolled at USC Salkehatchie must complete their general education requirements prior to enrolling in USC Aiken pre-professional and professional education program courses.
Once a USC Salkehatchie candidate completes their general education class requirements, they must submit a USC Change of Campus Form prior to enrolling in USC Aiken pre-professional and professional education classes.
Benchmarks Leading to a Degree and Certification
The School of Education has identified five benchmarks that are used to guide and monitor the success of an undergraduate education major.
Benchmark I: Acceptance to USCA
Obtain admission to USCA through the USCA Office of Admissions.
Benchmark II: Acceptance to the School of Education Professional Program
To be accepted into the School of Education Professional Program the candidate must successfully meet the following criteria:
1. Complete the on-line professional program application. (http://www.usca.edu/education)
2. A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate course work, including courses not taken at USCA.
3. A grade of C or better in English (AEGL) 101, 102 (or their equivalents) and the Communications requirement (or its equivalent).
4. An official report indicating passing PRAXIS I
1 (pre-professional skills test2) scores for all three sections (math, writing and reading) must be sent by the Education Testing Service (ETS) and received by the School of Education.5. A disposition statement must be submitted electronically and reviewed by the professional program committee.
6. A positive recommendation by the professional program interview committee
3. (Once the criteria for items 1-6 are met, the candidate is to schedule an interview with the School of Education professional program interview committee.) For Fall admittance to the professional program, interviews will be held in the month of February. For Spring admittance to the professional program, interviews will be held in the month of October. Therefore, criteria 1-6 must be met prior to the months of February and October in order for interviews to be scheduled at the appropriate times.1 Applications for the PRAXIS I (PPST) are available in the School of Education Office, B&E Building, Room 210 and online at http://www.ets.org.
2 The Prep 2 Teach program is a web based program designed to prepare candidates for the Pre-Professional Skills Test. There is a $40.00 registration fee. Further information is available in the Office of the School of Education.
3 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, they may inform the professional education committee. 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. Identification of a weakness in either writing or in speech may require additional academic work as a condition of acceptance.
Note: The School of Education has the right to remove a candidate 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.
Benchmark III: Junior/Senior Block Reviews
At the end of the Junior and Senior block classes, faculty teaching the methods and practica classes meet to discuss candidate progress to date. Faculty discuss candidate knowledge, skills, and dispositions at this time to determine if satisfactory progress is being made to allow the candidate to continue in the program. 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. Identification of a weakness in either writing or in speech may require additional academic work as a condition of approval for the internship.
The review committee can make one of three recommendations: satisfactory progress is being made – no "remedial" recommendations made; satisfactory progress is being made – however, some concerns are expressed – recommendations about concerns are forwarded to School Head; satisfactory progress is not being made, candidate cannot proceed further in program unless concerns are addressed.
In the cases where concerns are expressed, the committee forwards their concerns in writing to the School Head. The School Head then schedules a meeting with the candidate to express the committee’s concerns and the actions the candidate must take to address the concerns. If the candidate does not address the concerns to the satisfaction of the committee or the School Head in a reasonable amount of time, the candidate may be permanently expelled from the program.
Benchmark IV: Acceptance into Internship
The internship component of the Teacher Education Program is required by the South Carolina Department of Education and is designed to serve as the culminating experience in a candidate’s preparation for a career in education. Interns will be placed in school districts that have a cooperative agreement with USCA. To be accepted into the internship the candidate must meet the following criteria:
1. Complete the on-line internship application (http://www.usca.edu/education) by October 15 for internship in the following spring semester and February 15 for internship in the following fall semester.
2. Candidate must be fully admitted to the Professional Program at least one full semester prior to the internship semester.
3. The candidate must have completed all education courses (pre-professional and professional) and all subject area course requirements.
4. The candidate must have no more than 12 hours of course work (general education/electives) remaining to meet graduation requirements following completion of internship.
5. The candidate must have at least a 2.75 cumulative GPA in all course work, and at least a 2.75 GPA in education courses and subject area requirements.
6. For elementary, early childhood, and special education majors, candidates must have a grade of C or better in AMTH 221 and 222 (or course equivalents).
7. Candidates must have made satisfactory progress as designated by the Junior/Senior Block review committee.
8. Official report indicating passing scores on the state mandated PRAXIS II content specialty area exam(s) must be sent by the ETS and received by the School of Education.
9. Candidates must have successfully passed the Junior Writing Portfolio requirement for the University.
Candidates whose applications have been denied may appeal the decision by requesting a personal interview with the Professional Education Committee. Candidates may consult their advisors or the Chairperson of the Professional Education Committee concerning the procedures for appealing the decision of the committee.
Note: All placements are coordinated through the Office of Field Experiences. USCA has contractual agreements for internships and practica placements with selected South Carolina School Districts. Under no circumstances are candidates to make individual placement arrangements with schools or teachers. Within these districts, at the time of the application, candidates 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 Aiken and Edgefield School Districts.
Benchmark V: Exit from Internship
Areas of Study
The curricula for degrees in Early Childhood
Education, Elementary Education, Special 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 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 intern 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. Interns 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 of the PRAXIS II
exam, certification in Spanish may be obtained. Elective sequences may also lead
to middle school certification in Science, Social Studies, or Language Arts.
Candidates should consult with their advisors or the Head of the School of
Education concerning specific requirements for "add-on" certification.
Title II - Institutional Report
In 1988, the U.S. Congress passed legislation (Title II, Section 207 of the
Higher Education Act) that required all states and institutions that have
teacher preparation programs to submit annual reports on teacher preparation and
licensing beginning in 2001. USC Aiken reports the following information for the
cohort of students who completed teacher preparation programs at the
undergraduate level during the school year 2001-2002.
Title II - Not available at time of printing. See http://www.usca.edu/education for the most recent Title II Report.
|
Institutional Table for Additional Title II Information University of South Carolina Aiken Academic Year 2001-2002 |
| Total number of students in the program | 226 |
| Average number of hours of supervised practice teaching | Minimum of 60 full school days |
| Student/Faculty ratio in supervised practice teaching | 16:1 (Each intern counts as .75 credit hours in a faculty member’s load. A 12-hour load would equal 16 interns.) |
| Institution’s accreditation status | _x approval (NCATE)
____ approval with advisement ____ approval with probation ____ disapproval |
| Institution’s designation as low performing | ____ at risk for low performing
____ low performing _ x not applicable |
Institution’s definition of program completer:
A program completer is a candidate who has successfully completed all of the
course and certification requirements for the approved program of study printed
in the University of South Carolina Aiken Undergraduate and Graduate Programs
Bulletin of the year in which the candidate was accepted into the university
and began to take courses. In 1998, the School of Education made it a policy
that all Secondary Education Majors take and pass the PRAXIS II content area
exam(s) prior to internship. In 2001, the School of Education amended the policy
to require all education majors take and pass the PRAXIS II content area exam(s)
prior to internship. This was added as part of the overall assessment system and
provided a measure to ensure that all education majors are well grounded in
their knowledge of the content area prior to placement in the internship.
The teacher education program at USC Aiken is accredited by the National Council for Accreditation of Teacher Education (NCATE) for the preparation of early childhood, elementary, and secondary teachers.
Bachelor of Arts in Education—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 Pre-K - 3 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..................................... 50-52
A. Skills and Competencies1..................................... 21-23
English
1012 and 1022..................................... 6
Composition/Composition and Literature
AMTH 2212, 2222..................................... 6
Applied Speech Communication2,3..................................... 3
Foreign Language4 ..................................... 6-8
B. Methods and History of Disciplines5..................................... 29
Biological Science and Physical Science with lab..................................... 8
(ABIO 102 or BIOL 110, and AGLY 201 or APHY 101 & 101L)
Social and Behavioral Sciences (at least two areas)..................................... 6
Psychology, Sociology, Anthropology, Economics, Political Science,
Geography
Humanities (at least two areas)..................................... 9
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102)..................................... 3
American Political Institutions..................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Professional Education Requirements2 .....................................
68
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AHPR 331 and 455 .....................................
6
AEDP 330, 335 ..................................... 6
AEDR 418 ..................................... 3
AEDX 400 ..................................... 3
Junior Block: AEDR 420, 420P, AEDE 410, 540, 542
..................................... 13
Senior Block: AEDE 435, 435P, 436,
436P, 544, 544P, AEDR 421 ..................................... 15
Internship: AEDE 469, 476 ..................................... 15
3. Subject Area Requirement (English above 250)..................................... 3
4. General Electives..................................... 3-5
Total hours ..................................... 126
1 For undergraduate writing proficiency, see Proficiency
Portfolio in Writing described on page 45.
2 Must have C or better
3 The following are considered Applied Speech Communication courses: ACOM
201, ACOM 241, ACOM 342, and ACOM 440. Some majors may require a specific course
so students should consult requirements for their major.
4 Two (2) semesters of the same language. See degree program
requirements for Foreign Language study.
5 At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
Bachelor of Arts in Education—Major in Elementary Education
The Elementary Education Program provides preparation for teaching in public
school grades 2-6. Each candidate is given practical experience with children of
different age levels and in different types of public school settings.
1. General Education Requirements ..................................... 54-56
A. Skills and Competencies ..................................... 21-23
English 1011, 1021 ..................................... 6
Composition/Composition and Literature
ACOM 2011 or 2411 ..................................... 3
AMTH 2211, 2221 ..................................... 6
Foreign Language2..................................... 6-8
B. Methods and History of Disciplines3 ..................................... 33
ABIO 102 or BIOL 110, and AGLY 201, APHY 101 & 101L ..................................... 12
Social and Behavioral Sciences
Geography 101, 102, 103, or 424 ..................................... 3
Select one of the following:
Psychology, Sociology, Anthropology, Economics, Political Science............................... 3
Humanities
AHST 201 or 202 ..................................... 3
Choose 6 hours from two of the following fields:
..................................... 6
AARH, AMUS 173 or 175, ATHE 161
History of Civilization (AHST 101 or AHST 102)
..................................... 3
APLS 201 ..................................... 3
2. Professional Education Requirements1
..................................... 71
AEDC 310 or 110L, 442
.....................................4
AEDF 321, AEDP 330, 335 ..................................... 9
AEDR 418, AEDX 400, AEDL 430 ..................................... 9
AHPR 331, 455..................................... 6
Junior Block: AEDL 432, 432P, 434, 441, AEDR 420, 420P
..................................... 14
Senior Block: AEDL 431, 431P, 443,
443P, 445, AEDR 421 ..................................... 14
Internship: AEDL 470, 476 ..................................... 15
3. Subject Area Requirement (English above 250)..................................... 3
4. General Electives..................................... 0-2
Total hours ..................................... 130
1 Must have C or better
2 Two (2) semesters of the same language. See
degree program requirements for Foreign Language study.
3 At least 3 hours must be in non-Western world
studies
The Junior Block, Senior Block, and Internship are sequential. A grade of C or better is required in all courses as a prerequisite for enrollment in coursework at the next level.
Secondary Education
The Secondary Education Program prepares candidates for teaching in
public school grades 9-12. 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 candidate interaction and for on-site experimentation with
methods and materials of curriculum in a chosen certification area.
Secondary Education candidates 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.
Bachelor of Science in Education— Major in Secondary Education
(Area of Concentration in Biology)
1. General Education Requirements..................................... 50-53
A. Skills and Competencies1..................................... 24-27
AEGL 1012 and 1022..................................... 6
AEGL 250 or above..................................... 3
Math/Statistics..................................... 6-7
ASTA 201 or ASTA 509
AMTH122 or AMTH 141
Applied Speech Communication2..................................... 3
ACOM 201 or 241
Foreign Language3..................................... 6-8
B. Methods and History of Disciplines4..................................... 26
Natural
Sciences..................................... 8
ABIO 1012
APHY 200 or above
Social and Behavioral Sciences (two areas).................................... 6
Psychology, Sociology, Anthropology, Economics, Political Science,
Geography
Humanities (at least two areas).................................... 6
History, Literature, Fine Arts History,
Humanities(AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102).................................... 3
American Political Institutions.................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Professional Education Requirements2
..................................... 36
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 446P, 453, 453L ..................................... 8
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements2
.....................................
40
ABIO 102, 320, 350, 370 ..................................... 16
ABIO 325 or 360 ..................................... 4
ABIO 312, 315, 316, 516, or 528 ..................................... 4
ACHM 111, 112, 331, 331L ..................................... 12
ABIO 499 and ABIO 490 or AGLY 490
..................................... 4
4. General Electives ..................................... 2-5
Total hours4
..................................... 131
1 For undergraduate
writing proficiency, see Proficiency Portfolio in Writing described on page 45.
2 Must have C or better
3 Two (2) semesters of the same language.
4 At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
Bachelor of Science in Education—Major in Secondary Education
(Area of Concentration in Chemistry) and Bachelor of Science—Major in Chemistry
1. General Education Requirements..................................... 57-59
A. Skills and Competencies1..................................... 34-36
AEGL 1012 and 1022 ..................................... 6
AEGL 250 or above ..................................... 3
Math (AMTH 141, 142, and 241) ..................................... 12
Applied Speech Communication2.....................................
3
ACOM 201 or 241
Computer Science..................................... 4
(ACSC 145 or equivalent programming language)
Foreign Language3..................................... 6-8
Natural Sciences2..................................... 8
ABIO 101
APHY 201 or 211
Social and Behavioral Science..................................... 3
Psychology, Sociology, Anthropology, Economics, Political Science,
Geography
Humanities..................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102)..................................... 3
American Political Institutions..................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Professional Education Requirements2
..................................... 36
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 446P, 453, 453L ..................................... 8
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements2
..................................... 47
ACHM 111 and 112 ..................................... 8
ACHM 331/331L, 332/332L, 321/321L, 541/541L, 542/542L,
511/511L........................................ 25
ACHM 522 ..................................... 4
ACHM 499 ..................................... 3
APHY 202 or 212 ..................................... 4
ABIO 541 or ACHM 550..................................... 3
4. General Electives..................................... 0-2
Total Hours4
..................................... 142
1 For undergraduate
writing proficiency, see Proficiency Portfolio in Writing described on page 45.
2 Must have C or better
3 Two (2) semesters of the same language.
4 At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
Bachelor of Arts in Education—Major in Secondary Education
(Area of Concentration in English)
1. General Education Requirements..................................... 50-52
A. Skills and Competencies1..................................... 21-23
AEGL 1012 and 1022..................................... 6
Mathematics/Statistics/Logic..................................... 6
Applied Speech Communication2....................................
3
ACOM 201 or 241
Foreign Language3.................................... 6-8
B. Methods and History of Disciplines4..................................... 29
Natural Sciences.................................... 8
Social and Behavioral Sciences (two areas).................................... 6
Psychology, Sociology, Anthropology, Economics, Political Science,
Geography
Humanities.................................... 9
AEGL 284, AEGL 288, and one of the following
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102).................................... 3
American Political Institutions.................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Professional Education Requirements2
..................................... 36
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 446P, 447, 447P ..................................... 8
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements2 .....................................
46-48
AEGL 285, 289, 291, 450, 453, 460, 462, 483 .....................................
24
American Literature ..................................... 6
British Literature .....................................
3
AEGL 265 ..................................... 1-3
AEGL 484 ..................................... 3
AEDR 485 ..................................... 3
Area Electives (select from the following categories):
..................................... 6
Literature, Writing, Theatre,
Communications, Foreign Language
Minimum total hours4
..................................... 132-136
1 For undergraduate
writing proficiency, see Proficiency Portfolio in Writing described on page 45.
2 Must have C or better
3Two (2) semesters of the same language.
4
At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
Bachelor of Science in Education—Major in Secondary Education
(Area of Concentration in Mathematics)
1. General Education Requirements 50-52
A. Skills and Competencies1..................................... 24-26
AEGL 1012 and 1022..................................... 6
AEGL 250 or above..................................... 3
Math/Statistics/Logic (AMTH 1702, AMTH 1742)..................................... 6
Applied Speech Communication2.....................................
3
ACOM 201 or 241
Foreign Language3..................................... 6-8
B. Methods and History of Disciplines4..................................... 26
Natural Sciences (APHY 211 and Biology with lab)..................................... 8
Social and Behavioral Sciences (two areas)..................................... 6
Psychology, Sociology, Anthropology, Economics, Political Science,
Geography
Humanities (at least two areas).....................................
6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102)..................................... 3
American Political Institutions..................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Professional Education Requirements2
..................................... 36
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 446P, 450, 450P ..................................... 8
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements2 .....................................
40-41
AMTH 141, 142, 241, 242 .....................................
16
AMTH 420, 531, 544, 546, 554
..................................... 13
ACSC 102 ..................................... 3
ASTA 509 ..................................... 3
Elective in Computer Science (ACSC above 102) or Physics (APHY 212
or above)
or Mathematics (AMTH 200 or above)..................................... 3-4
4. General Electives .....................................
3-4
Minimum total hours4 .....................................
129-133
1 For undergraduate
writing proficiency, see Proficiency Portfolio in Writing described on page 45.
2 Must have C or better
3 Two (2) semesters of the same language.
4 At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
Bachelor of Science in Education—Major in Secondary Education
(Area of Concentration in Comprehensive Science)
1. General Education Requirements..................................... 50-53
A. Skills and Competencies1..................................... 24-27
AEGL 1012 and 1022..................................... 6
AEGL 250 or above..................................... 3
Math/Statistics..................................... 6-7
ASTA 201 or ASTA 509
AMTH 122 or AMTH 141
Applied Speech Communication2..................................... 3
ACOM 201 or 241
Foreign Language3..................................... 6-8
B. Methods and History of Disciplines4..................................... 26
Natural Sciences..................................... 8
ABIO 1012
APHY 2012 or 2112
Social and Behavioral Sciences (two areas)..................................... 6
Psychology, Sociology, Anthropology, Economics, Political Science,
Geography
Humanities (at least two areas)..................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102)..................................... 3
American Political Institutions..................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Professional Education Requirements2
..................................... 36
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 446P,453, 453P ..................................... 8
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements2
..................................... 44
ABIO 102, 370
..................................... 8
Chemistry 111, 112 and 300 or above
..................................... 12
Physics 202 or 212 ..................................... 4
Astronomy 111 and 111L .....................................
4
Geology 101 or 103 ..................................... 4
Geology above 100 ..................................... 4
ABIO, AGLY, ACHM, APHY above 300 .....................................
4
ABIO 499 and ABIO 490 or AGLY 490 ..................................... 4
4. General Electives..................................... 0-3
Total Hours4
..................................... 133
1 For undergraduate writing
proficiency, see Proficiency Portfolio in Writing described on page 45.
2 Must have C or better
3Two (2) semesters of the
same language.
4 At least 3 hours must be
in non-Western world studies, unless an approved non-Western world studies
course has been completed elsewhere in the student’s degree program.
Bachelor of Arts in Education—Major in Secondary Education
(Area of Concentration in Comprehensive Social Studies)
1. General Education Requirements..................................... 50-52
A. Skills and Competencies1..................................... 24-26
AEGL 1012 and 1022..................................... 6
AEGL 250 or above..................................... 3
Math/Statistics/Logic..................................... 6
Applied Speech Communication2.....................................
3
ACOM 201 or 241
Foreign Language3..................................... 6-8
B. Methods and History of Disciplines4..................................... 26
Natural Sciences..................................... 8
Biology with Lab
Physical Science with Lab (e.g., Chemistry, Physics, Astronomy,
Geology)
Social and Behavioral Sciences..................................... 6
(ASCY 101 and APSY 101)2
Humanities (at least two areas)..................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Philosophy (not logic),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101)2..................................... 3
American Political Institutions (APLS 201)2..................................... 3
2. Professional Education Requirements2 .....................................
37
AEDC 310 or 110L, 442 ..................................... 4
AEDF 321 ..................................... 3
AEDP 330 ..................................... 3
AEDR 518 ..................................... 3
AEDS 446, 446P, 449, 449P ..................................... 8
AEDS 471, 476 ..................................... 15
3. Subject Area Requirements2
..................................... 27
AHST 102, 201, and 202 ..................................... 9
AGRY 101 or 102 ..................................... 3
AECO 221 and 222 ..................................... 6
History (above 300 level) .....................................
3
Anthropology elective ..................................... 3
APLS 101 or 103 ..................................... 3
Area of Concentration: ..................................... 12-17
Select one area of concentration for a total of 12-17 hours.
History Concentration (300 level or above)
US History ..................................... 3
European History ..................................... 3
History (Other than European or US) .....................................
3
AHST 300 ..................................... 4
Political Science Concentration
International Relations/Comparative Politics
..................................... 3
Political Theory (300 level or above)
..................................... 3
American Government (300 level or above)
..................................... 3
APLS 301 ..................................... 4
Sociology Concentration
Part I (select two courses) .....................................
6
ASCY 301 (Gender Roles)
ASCY 305 (Sociology of Family)
ASCY 355 (Minority Group Relations)
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) .....................................
6-7
Group A:
ASCY 310 (Social Demography)
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
and Behavior)
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
..................................... 1-8
Total hours4
..................................... 133
1
For undergraduate writing proficiency, see Proficiency Portfolio in Writing
described on page 45.
2 Must have C or better
3
Two (2) semesters of the same language.
4 At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
Bachelor of Arts in Special Education
The Special Education program provides preparation for teaching children, youth, and young adults with disabilities ages birth through 21 in public and private education environments. Each teacher education candidate is given a broad liberal arts and general education foundation as well as specific information regarding the abilities and needs of individuals with disabilities and their families. Extensive practicum experiences across a variety of placements are provided.
1. General Education Requirements..................................... 50-52
A. Skills and Competencies..................................... 21-23
English 1011 and 1021..................................... 6
Applied Speech Communication1.....................................
3
ACOM 201 or 241
AMTH 2211 and 2221..................................... 6
Foreign Language2..................................... 6-8
B. Methods and History of Disciplines3..................................... 29
Natural Sciences..................................... 8
Biology with lab and either Chemistry, Physics, Geology, or Astronomy
with lab
Social/Behavioral Sciences (at least two areas)..................................... 6
Humanities (at least two areas)..................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Foreign Language (200 level and above),
Communications (last two digits in 50s or 60s)
History of Civilization (AHST 101 or AHST 102)..................................... 3
American Political Institutions..................................... 3
(APLS 201, AHST 201, or AHST 202)
3. General Electives..................................... 3-5
Minimum total hours..................................... 130
1
Must have C or better
2
Two (2) semesters of the same language. See degree program requirements for
Foreign Language study.
3
At least 3 credit hours must be in non-Western world studies. Courses
satisfying this requirement are listed in the USCA Bulletin.
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 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 in Education 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) (Prereq:
admission to Professional Program in Education or permission of School Head;
Coreq: Junior Block) 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 in Education or permission of School Head; Coreq: Senior Block: AEDE 435P, AEDE 436, AEDE 544) 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: Senior Block: AEDE 435, AEDE 436P, AEDE 544) 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 Internship in Early Childhood Education. (12) (Prereq: admission to Professional Program in Education and Internship.) A program of observation and teaching in the public schools under the supervision of university and public school personnel.
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 Birth - Four. (3) (Prereq: admission to Professional Program in Education or permission of School Head.) A study of the physical, emotional, intellectual, and social components of development, prenatal through age four, and its relationship to the education of the young child birth - four. Diagnosis and assessment of development are addressed. Programs serving young children and their families will be discussed. The administration of these programs as well as advocacy efforts are included.
AEDE 542 The Young Child Four to Eight. (3) (Prereq: admission to Professional Program in Education or permission of School Head.) This curriculum course is designed for prospective teachers in the nursery, kindergarten and primary schools. The course explores various issues involved in the development and education of children from the ages of four to eight. 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 four through eight and to the relationship of various subject areas to the physical, social, emotional, and cognitive development of the child. Philosophy, history of early childhood education, classroom management, societal influences, parental involvement and community resources are included.
AEDE 544 Language Development and Communicative Skills. (3) (Prereq: admission to Professional Program in Education or permission of School Head; Coreq: Senior Block: AEDE 435, AEDE 436, 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 Professional Program in Education or special permission of School Head; Coreq: AEDL 431P; Senior Block) Materials and programs for teaching mathematics in the elementary school.
AEDL 431P Practicum in Teaching Mathematics in the Elementary School. (1) (Prereq: Admission to Professional Program in Education or special permission of School Head; Coreq: AEDL 431; Senior Block) Supervised clinical experience in an elementary education classroom. Observations and participation are required with a focus on mathematical learning experiences, materials and equipment. Seminars and group discussions included.
AEDL 432 Teaching Science in the Elementary School. (3) (Prereq: Admission to Professional Program in Education or special permission of School Head, completion of at least 4 credit hours of natural or physical science; Coreq: AEDL 432P, Junior Block) Materials and programs for teaching science in the elementary school.
AEDL 432P Practicum in Teaching Science in the Elementary School. (1) (Prereq: Admission to Professional Program in Education or special permission of School Head; Coreq: AEDL 432, Junior Block) Supervised clinical experience in an elementary education classroom. Observations and participation in a classroom setting are required with a focus on science learning experiences, materials and equipment. Seminars and group discussion included.
AEDL 434 Teaching Language Arts in the Elementary School. (3) (Prereq: AEDR 418 and Admission to Professional Program in Education or special permission of School Head; Coreq: Junior Block) Materials and programs for teaching language arts in the elementary school with emphasis on communication skills.
AEDL 441 Classroom Management. (3) (Prereq: Admission to Professional Program in Education or special permission of School Head; Coreq: Junior Block) Study of classroom management strategies including grouping, grading, behavior management, and organization of the students, space, time and materials for effective learning to take place.
AEDL 443 Teaching Social Studies in the Elementary School. (3) (Prereq: Completion of 3 hours of history, Admission to Professional Program in Education or special permission of School Head; Coreq: AEDL 443P and Senior Block) Materials and programs for teaching social studies in the elementary school.
AEDL 443P Practicum in Teaching Social Studies in the Elementary School. (1) (Prereq: Admission to Professional Program in Education or special permission of School Head; Coreq: AEDL 443 and Senior Block) Supervised clinical experience in an elementary education classroom. Observations and participation are required with a focus on the teaching of social studies and the materials used to enhance student learning. Seminars and group discussions included.
AEDL 445 Classroom Assessment. (3) (Prereq: AEDP 330, AEDP 335, Admission to Professional Program in Education or special permission of School Head; Coreq: Senior Block) Study of formal and informal assessment instruments and strategies and their application in measuring and monitoring learning.
AEDL 470 Internship in the Elementary School. (12) (Prereq: Admission to the Professional Program in Education and to the Teaching Internship; Coreq: AEDL 476). 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 People with Exceptionalities. (3) A survey of
the development of special education, the current legal guidelines with emphasis
on public school mandates, and the various clusters of exceptionalities:
definitions, classifications, identification, prevalences, causes,
characteristics, and educational needs, including inclusion in general education
classrooms.
AEDX 401 Introduction to High Incidence Disabilities. (3) (Prereq: AEDX 400 and Admission to the Professional Programin Education; Coreq: AEDX 401P) This course is a survey of people with learning disabilities, behavioral and emotional disabilities, and mental retardation. Emphasis will be placed on characteristics, definition, and etiology of the aforementioned disabilities.
AEDX 401P Practicum in High Incidence Disabilities. (1) (Prereq: AEDX 400 and Admission to the Professional Program in Education; Coreq: AEDX 401) This course will provide observation, participation, and/or teaching experiences with people with learning disabilities, behavioral and emotional disabilities, or mental retardation.
AEDX 402 Autism, Traumatic Brain Injury, and Severe Disabilities. (3) (Prereq: AEDX 400 and Admission to the Professional Program in Education) This course investigates issues including parent and teacher education, research pertaining to classroom instruction, group and individual instruction, and advances in treatment of individuals who have autism, traumatic brain injury, or severe disabilities.
AEDX 403 Assessment of People with Exceptionalities. (3) (Prereq: Admission to the Professional Program in Education) This course is an exploration of assessment practices from initial screening by classroom teachers to interpretation of professional evaluations. Candidates will practice administering, scoring, and interpreting assessment instruments.
AEDX 404 Collaboration and Inclusion. (3) Inclusion will be analyzed from its origins in the Regular Education Initiative through model inclusionary programs. Topics such as collaboration, co-teaching, supervising paraprofessionals, legal issues, placements, educational approaches, and family involvement will be discussed.
AEDX 405 IEP Development and Transitioning. (3) (Prereq: AEDX 400 and Admission to the Professional Program in Education) This course will provide candidates with the necessary federal and state references, a guide for developing an Individualized Education Program (IEP), and a process for writing annual goals and short-term objectives that meet federal and state requirements. The course will also include strategies helpful in the transition process as students move from school to work environments.
AEDX 410 Introduction to Mental Retardation. (3) (Prereq: AEDX 400; Coreq: AEDX 411) A survey of people with mental retardation, including historical treatment, etiology, characteristics, methods of diagnosis and teaching individuals with mental retardation in the least restrictive environment.
AEDX 411 Practicum in the Instruction of People with Mental Retardation. (1) (Prereq: Permission of instructor and AEDX 400; Coreq: AEDX 410) Field experiences in the application of methods and materials for people with mental retardation. Meets special education in mental retardation certification requirements.
AEDX 412 Practicum in the Instruction of People with Mental Retardation. (1) (Prereq: Permission of instructor and AEDX 411) Field experiences in the application of methods and materials for people with mental retardation. Meets special education in mental retardation certification requirements.
AEDX 413 Practicum in the Instruction of People with Mental Retardation. (1) (Prereq: Permission of instructor and AEDX 412) Field experiences in the application of methods and materials for people with mental retardation. Meets special education in mental retardation certification requirements.
AEDX 414 Methods and Materials in High Incidence Disabilities. (3) (Prereq: AEDX 401, AEDX 401P and Admission to the Professional Program in Education) This course will provide an exploration of methods and materials used for teaching people with learning disabilities, behavioral and emotional disabilities, or mental retardation.
AEDX 415 Methods and Materials for Teaching People with Mental Retardation. (3) (Prereq: AEDX 410 or consent of instructor) Methods and materials related to the development and establishment of satisfactory adaptive behaviors and academic skills for people with mental retardation, including the development of Individualized Education Programs. Meets special education in mental retardation certification requirements.
AEDX 416 Adapting Mathematics and Science Curricula. (3) (Prereq: Grades of C or better in AMTH 221 and AMTH 222; Admission to the Professional Programin Education; Coreq: AEDX 416P) This course includes the basic content of the inquiry areas of mathematics and science as they are taught to students with exceptionalities. Appropriate methods to teach mathematics and science concepts will be presented in this course. Candidates will also learn how to make classroom accommodations for students with exceptionalities.
AEDX 416P Practicum in Adapting Mathematics and Science Curricula. (1) (Prereq: Admission to the Professional Program in Education; Coreq: AEDX 416) This course will provide practical observation, participation, and teaching experiences in the areas of mathematics and science with students with exceptionalities.
AEDX 417 Adapting Language Arts and Social Studies Curricula. (3) (Prereq: AEDX 400 and Admission to the Professional Program in Education; Coreq: AEDX 417P) This course includes the basic content of the academic areas of language arts and social studies as they are taught to students with exceptionalities. Appropriate methods to teach language arts and social studies curricula will be presented in this course. Candidates will also learn how to make classroom accommodations for students with exceptionalities.
AEDX 417P Practicum in Adapting Language Arts and Social Studies Curricula. (1) (Prereq: Admission to the Professional Program in Education; Coreq: AEDX 417) This course will provide practical observation, participation, and teaching experiences in the areas of language arts and social studies with students with exceptionalities.
AEDX 420 Introduction to Learning Disabilities. (3) (Prereq: AEDX 400 or consent of instructor) A survey of people with learning disabilities, including historical treatment, etiology, characteristics, methods of diagnosis, and teaching individuals with learning disabilities in the least restrictive environment.
AEDX 421 Practicum in the Instruction of Learning Disabilities. (1) (Prereq: Permission of instructor and AEDX 400; Coreq: AEDX 420) Field experiences in the application of methods and materials for learning disabilities which address certification requirements.
AEDX 422 Practicum in the Instruction of Learning Disabilities. (1) (Prereq: Permission of instructor and AEDX 400, 420, & 421) Field experiences in the application of methods and materials for learning disabilities which address certification requirements.
AEDX 423 Practicum in the Instruction of Learning Disabilities. (1) (Prereq: Permission of instructor and AEDX 400, 420, 421, & 422) Field experiences in the application of methods and materials for learning disabilities which address certification requirements.
AEDX 424 Behavior Intervention and Management. (3) (Prereq: Admission to the Professional Program in Education; Coreq: AEDX 424P) This course will provide methods for planning, implementing, and evaluating appropriate and effective behavior management programs. Candidates will also learn methods for assisting students with exceptionalities in the changing of their behaviors.
AEDX 424P Practicum in Behavior Intervention and Management. (1) (Prereq: Admission to the Professional Program in Education; Coreq: AEDX 424) This course will provide practical observation, participation, and teaching experiences with students with exceptionalities. Candidates will be required to plan, implement, and evaluate a behavior intervention program for students with exceptionalities.
AEDX 425 Methods and Materials for Teaching People with Learning Disabilities. (3) (Prereq: AEDX 420) Methods and materials related to the development and establishment of satisfactory adaptive behaviors and academic skills for people with learning disabilities, including the development of Individualized Education Programs. Meets special education in learning disabilities certification requirements.
AEDX 472 Directed Teaching. (12) (Prereq: Admission to the Professional Program and Admission to Directed Teaching; Coreq: AEDX 476) A program observation and teaching in the public schools under the supervision of certified special education teachers and university personnel.
AEDX 476 Senior Seminar. (3) (Prereq: Admission to the Professional Program and Admission to Directed Teaching; Coreq: AEDX 472) The course is the synthesis and critical evaluation of professional studies in special education.
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 312 Foundations of Coaching. (3) The philosophical bases, leadership theory, administrative practice and organizational problems of competitive athletics.
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 Professional Program in Education or special permission of School Head; Coreq: AEDR 420P, Junior Block) This course will focus on the study of the various approaches to reading instruction and the place of reading in the curriculum.
AEDR 420P Practicum in Reading. (1) (Prereq: AEDR 418, Admission to Professional Program in Education or special permission of School Head; Coreq: AEDR 420, Junior Block) This course provides supervised classroom and clinical experiences in teaching developmental reading. Seminars and group discussions are included.
AEDR 421 Assessing and Correcting Reading Difficulties. (3) (Prereq: AEDR 420 and Admission to Professional Program in Education or special permission of School Head; Coreq: Senior Block) Clinical and classroom aspects of teaching students with reading difficulties are explored with emphasis on assessment, instructional materials and teaching techniques. May be taken the summer prior to the internship.
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 518 Reading in the Secondary School. (3) (Prereq: admission to Professional Program in Education 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 Classroom Management and Assessment in the Secondary School. (3)
(Prereq: Admission to the Professional Program in Education or permission of
School Head; Coreq: AEDS 446P) Study of classroom management strategies for
middle and secondary classrooms including grouping, grading, behavior
management, and organization of the students, space, time and materials for
effective learning to take place. Additional study of formal and informal
assessment instruments and strategies and their application in measuring and
monitoring student learning will occur.
AEDS 446P Practicum in Classroom Management and Assessment in the Secondary School. (1) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 446) Candidates will participate in supervised observation and application of classroom management and assessment clinical settings in both the middle and secondary classrooms.
AEDS 447 Teaching English in the Secondary School. (3) (Prereq: Admission to Professional Program in Education or permission of School Head; Coreq: AEDS 447P) Materials and methods of teaching English language arts in grades 7-12. Candidates are required to work with a master teacher in both the middle school and high school for selected activities in a corequisite practicum. Also open to degreed students seeking teacher certification.
AEDS 447P Practicum in Teaching English in the Secondary School. (1) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 447) Supervised clinical experience in a middle and high school English language arts classroom. Observation and participation is required with a focus on English language arts learning experiences, materials and equipment. Seminars and group discussions included.
AEDS 449 Teaching Social Studies in the Secondary School. (3) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 449P) Materials and methods of teaching history and social studies in grades 7-12. Candidates are required to work with a master teacher in both the middle school and high school for selected activities in a corequisite practicum. Also open to degreed students seeking certification.
AEDS 449P Practicum in Teaching Social Studies in the Secondary School. (1) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 449) Supervised clinical experience in a middle and high school social studies classroom. Observation and participation is required with a focus on social studies learning experiences, materials and equipment. Seminars and group discussions included.
AEDS 450 Teaching Mathematics in the Secondary School. (3) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 450P) Materials and methods of teaching mathematics in grades 7-12. Candidates are required to work with a master teacher in both the middle school and high school for selected activities in a corequisite practicum. Also open to degreed students seeking certification.
AEDS 450P Practicum in Teaching Mathematics in the Secondary School. (1) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 450) Supervised clinical experience in a middle and high school mathematics classroom. Observation and participation is required with a focus on mathematical learning experiences, materials and equipment. Seminars and group discussions included.
AEDS 453 Teaching Science in the Secondary School. (3) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 453P) Materials and methods of teaching science in grades 7-12. Candidates are required to work with a master teacher in both the middle school and high school for selected activities in a corequisite practicum. Also open to degreed students seeking certification.
AEDS 453P Practicum in Teaching Science in the Secondary School. (1) (Prereq: Admission to the Professional Program in Education or permission of School Head; Coreq: AEDS 453) Supervised clinical experience in a middle and high school science classroom. Observation and participation is required with