Vision Statement
Mission Statement
Application Specifications
Areas of Study
Degree Requirements
Course Descriptions
Exercise and Sports Science
Vision Statement
As a leading teacher education program in South Carolina, the USCA School of
Education prepares highly qualified Dynamic Educators who have the knowledge,
skills, and dispositions to create optimal learning environments to assist all
individuals in reaching their potential.
Mission Statement
A s an integral part of the University of South Carolina Aiken, the School
of Education is committed to the University goals of active learning through
excellence in teaching, faculty and candidate scholarship, and service.
Candidates in the School of Education participate in a rigorous curriculum,
which is anchored by a strong liberal arts and sciences component, comprised of
courses in the humanities, fine arts, social sciences, mathematics, and natural
sciences. These courses provide a foundation upon which the pedagogical content
and pedagogy are built and dispositions such as responsible citizenship, respect
for diversity, and cross-cultural understandings are developed. The School of
Education faculty model instruction based on research, infused with technology,
and aligned with national, state, and local standards. The School of Education
collaborates with schools, school districts, and community service organizations
to provide numerous and varied field experiences that are structured to prepare
candidates to work with all students.
The teacher education faculty in the School of Education challenges candidates to acquire and develop the knowledge, skills, and dispositions necessary to become successful Dynamic Educators who can plan, instruct, manage, communicate, and grow professionally.
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 Education in 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 pursuing 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 the 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
Margaret Riedell (Reading Education), Ph.D., University of South Carolina,
1979
Thomas J. C. Smyth (Reading Education), Ph.D., University of South Carolina,
1983, Westinghouse Endowed Professorship in 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 (Health & Physical Education), Ph.D., Texas A & M University, 1980
Sally McClellan (Early Childhood Education), Ph.D., University of South
Carolina, 1992
Audrey Skrupskelis (Elementary/Early Childhood Education), Ph.D., University of
South Carolina, 1989
Vernelle Tyler (Elementary Education), Ph.D., University of South Carolina, 1993
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
Melany Rish (Early Childhood Education), Ph.D., University of South Carolina,
2004
Windy Schweder (Special Education), Ph.D., University of South Carolina, 2004
Gary Senn (Science Education), Ph.D., Florida Institute of Technology, 1992
Senior Instructor
Ann Holley (Reading Education), M.Ed., University of South Carolina, 1975
Instructors
Gloria Allen (Secondary Mathematics), M.Ed., University of South Carolina,
1982
Scott DeCiantis (Kinesiology and Health Promotion), M.S., University of
Kentucky, 2002
Gwen Johnson (Mathematics), M.Ed., University of South Carolina, 1982
Coordinator - Elementary Education Program at USC Salkehatchie
Charles “Buddy” Phillips (Education Administration), Ed.S., The Citadel, 1981
Lecturers
Carol Armstrong (Secondary Education, English), M.Ed., University of
South Carolina, 1975
Martha Bates (Educational Administration), M.Ed., University of South Carolina,
1993
Janelle Beasley (School Psychology), Ed.S., The Citadel, 1998
Joel Bedenbaugh (Art Education), MAT, University of South Carolina, 1989
Elizabeth Benton (Curriculum & Instruction), Ed.D., University of South
Carolina, 1994
Carmen Brittain (Special Education), Ph.D., University of Southern Mississippi,
1999
Jill Burttram (Reading and Literacy), M.S., Walden University, 2004
Bridget Coleman (Elementary Education), Ph.D., University of South Carolina,
2004
Frank Cunningham (Business Administration), B.S., West Virginia University, 1975
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
Courtney Johnson (Educational Psychology/Research), M.S., University of South
Carolina, 1999
Alice Kirkland (Secondary Education), M.S., University of South Carolina, 1975
David Lewis (Educational Psychology/Counseling), M.A., Tennessee Technological
University, 1978
William Long (Educational Administration), M.Ed., University of South Carolina,
1970
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
Elizabeth Purvis (Foundations), Ph.D., University of South Carolina, 1984
Melissa Riley (Education Psychology), Ph.D., University of South Carolina, 2001
Sharon Robertson (Elementary Education), M.Ed., University of South Carolina,
1987
Christine Sanders (Administration), Ph.D., University of South Carolina, 1990
Cynthia Sarvis (Special Education), M.Ed., College of Charleston, 1997
Kristen Schlegel (Family Studies), B.A., University of Maryland, 1998
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 E. Alexander (Education), Ed.D., University of South Carolina, 1977
Distinguished Professor Emeritus
James F. Kauffman (Education), Ph.D., University of Denver, 1971
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) or CBT prior to acceptance into the professional education program and prior to being permitted to enroll in upper-division education coursework. 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.
Application Specifications
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).
Criteria for Successful Completion of Certification Requirements
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
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 on-line professional program application form (http://www.usca.edu/education) by one of the three deadlines: February 1, June 1, or October 1.
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
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. This includes completing and receiving an acceptable on the internship application portfolio.
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 with a grade of C or better.
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
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
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) by one of the three deadlines: February 1, June 1, or October 1.
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 I1 (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. A disposition statement must be submitted electronically with the application and reviewed by the professional program committee.
6. A positive recommendation by the professional program interview committee
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 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. This includes completing and receiving an acceptable on the internship application portfolio.
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 with a grade of C or better.
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. Prior to the
internship, students are given an application for certification and instruction
for its completion. The intern is responsible for completing the application
and submitting it along with the $75 certification fee 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. 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 2003-2004.
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 2003-2004 |
| Total number of students in the program | 292 |
| 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 the 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 primary and 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
Languages4 ...................................................................... 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)
Social and Behavioral Sciences (at least two areas)................ 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities6 (at least two areas)............................................... 9
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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
................................ 65
AEDC 310 or 110L, 442 ......................................................... 4
AEDF 321 ............................................................................... 3
AEDE 210 ............................................................................... 3
AHPR 456 ................................................................................
3
AEDP 335 ...............................................................................
3
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
...................................................................................
123
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 Competencies1 ........................................... 21-23
English 1012, 1022 ................................................................ 6
Composition/Composition and Literature
AMTH 2212, 2222 ................................................................ 6
ACOM 2012 or 2412 ............................................................ 3
Languages3......................................................................... 6-8
B. Methods and History of Disciplines4 ..................................... 33
ABIO 102 or BIOL 110, and AGLY 201, APHY 101 ........... 12
Social and Behavioral Sciences
Geography 101, 102, 103, or 424 ..................................... 3
Select one of the following:
Psychology, Sociology, Anthropology, Economics, Political Science............................... 3
Humanities5
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 Requirements2
............................. 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
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 (300 level or
above). 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
AMTH 122 or AMTH 141
Applied Speech Communication2............................................. 3
ACOM 201 or 241
Languages3........................................................................... 6-8
B. Methods and History of Disciplines4............................... 26
Natural
Sciences..................................................................... 8
ABIO 1012
APHY 201,
202, 211, or 212
Social and Behavioral Sciences (two areas)............................. 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities5 (at least two areas)................................................ 6
History, Literature, Fine Arts History,
Humanities(AHUM acronym), Religion,
Selected Language courses,
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
.............................. 37
AEDC 442 ............................................................................
3
AEDF 321 ............................................................................ 3
AEDP 330 ............................................................................ 3
AEDR 518 ............................................................................ 3
AEDS 311, 446, 446P, 453, 453P
....................................... 10
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 ............................................................. 1-4
Total hours4
.............................................................................. 131
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)
Languages3...................................................................... 6-8
Natural Sciences2................................................................. 8
ABIO 101
APHY 201 or 211
Social and Behavioral Science............................................... 3
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities5.......................................................................... 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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
.......................................... 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
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
Languages3....................................................................... 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
Humanities5............................................................................ 9
AEGL 284, AEGL 288, and one of the following:
History, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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
........................... 37
AEDC 442
......................................................................... 3
AEDF 321 .......................................................................... 3
AEDP 330 .......................................................................... 3
AEDR 518 .......................................................................... 3
AEDS 311, 446, 446P, 447, 447P
.................................... 10
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, Languages
Minimum total hours4
....................................................... 133-137
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.
5 For a list of courses
that will meet the Humanities general education requirement, see page 31.
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
Languages3................................................................................. 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
Humanities5 (at least two areas)..................................................
6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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
.................................. 37
AEDC 442 .................................................................................
3
AEDF 321 .................................................................................. 3
AEDP 330 .................................................................................. 3
AEDR 518 .................................................................................. 3
AEDS 311, 446, 446P, 450, 450P .............................................
10
AEDS 471, 476 ........................................................................ 15
3. Subject Area Requirements2 ................................................
40-41
AMTH 141, 142, 241, 242 ........................................................
16
AMTH 420, 531, 544, 546,
554 ............................................... 15
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
Minimum total hours4 ...............................................................
130-133
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.
5 For a list of courses
that will meet the Humanities general education requirement, see page 31.
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
Languages3......................................................................... 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
Humanities5 (at least two areas).............................................. 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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
.......................... 37
AEDC 442
........................................................................ 3
AEDF 321 ........................................................................ 3
AEDP 330 ........................................................................ 3
AEDR 518 ........................................................................ 3
AEDS 311, 446, 446P,453, 453P
................................... 10
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 201 ....................................................................... 4
ABIO, AGLY, ACHM, APHY above 300 .........................
4
ABIO 499 and ABIO 490 or AGLY 490 ............................ 4
4. General Electives................................................................ 0-3
Total Hours4
........................................................................... 134
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.
5 For a list of courses
that will meet the Humanities general education requirement, see page 31.
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
Languages3....................................................................... 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
Humanities5 (at least two areas)........................................ 6
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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
442 ......................................................................
3
AEDF 321 ....................................................................... 3
AEDP 330 ....................................................................... 3
AEDR 518 ...................................................................... 3
AEDS 311, 446, 446P, 449, 449P ................................
10
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)
Part II:
ASCY 497
(Sociological Research Methods) ................. 4
(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 ................................................. 0-7
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.
5 For a list of courses
that will meet the Humanities general education requirement, see page 31.
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 Competencies1................................... 21-23
English 1012 and 1022................................................... 6
Applied Speech Communication2.................................
3
ACOM 201 or 241
AMTH 1082, AMTH 2212 or 2222............................... 63
Languages4................................................................ 6-8
B. Methods and History of Disciplines5...................... 29
Natural Sciences........................................................... 8
Biology with lab and either Chemistry, Physics, Geology, or Astronomy
with lab
Social/Behavioral Sciences
............................................ 6
Sociology, Anthropology, Economics, Political Science, or
Geography..................................................................3
APSY 101..................................................................3
Humanities6 (at least two areas)...................................... 9
Philosophy (not logic),
History, Literature, Fine Arts History,
Humanities (AHUM acronym), Religion,
Selected Language courses,
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. Subject Area Requirement (APSY 310 or 410) ............... 3
4. Concentration Area ......................................................... 12
Chemistry Concentration
Candidates must complete the
following three (3) courses:
ACHM 111
ACHM 112
ACHM 321 and
ACHM 321L
Communications Concentration7
Candidates must complete one (1)
course from Group A and Group B, and two (2) from Group C
Group A
ACOM 201 (Interpersonal Communication or
ACOM 241 (Public Speaking)
Group B
ACOM 303** (Communications Law and Ethics) or
ACOM 352 (History and Philosophy of the Mass Media) or
ACOM 300 (Media and Society)
Group C
ACOM 450**
(Intercultural Communication)
ACOM 385*
(Group Communication)
ACOM 455*
(Gender, Communication, and Culture)
ACOM 351**
(Persuasive Communications)
ACOM 353
(Advanced Public Speaking)
ACOM 342**
(Interviewing)
English Concentration
Candidate must take four (4) courses from any one (1) area in English listed below:American Literature
AEGL 425
AEGL 426
AEGL 427
AEGL 428
AEGL 430
AEGL 431
AEGL 435
AEGL 449British Literature
AEGL 401
AEGL 407
AEGL 408
AEGL 409
AEGL 411
AEGL 412
AEGL 416
AEGL 417
AEGL 419
AEGL 423
AEGL 424Literature
AEGL 389
AEGL 390
AEGL 391
AEGL 393
AEGL 394
AEGL 415
AEGL 434
AEGL 474
AEGL 483
AEGL 484
AEGL 491
AEGL 494Writing
AEGL 450
AEGL 460
AEGL 461
AEGL 462
AEGL 463
AEGL 464
AEGL 468
AEGL 469History Concentration
Candidate must complete four (4) courses from any one (1) area:American
AHST 330
AHST 331
AHST 332
AHST 334
AHST 335
AHST 338
AHST 340
AHST 341
AHST 351
AHST 430
AHST 435
AHST 451
AHST 452
AHST 464European
AHST 312
AHST 313
AHST 319
AHST 320
AHST 321
AHST 325
AHST 326
AHST 329
AHST 429Non-Western
AHST 361
AHST 362
AHST 366
AHST 423
AHST 492Philosophy-Religion
Candidate must complete any four (4) of the following courses:APHL 302
APHL 303
APHL 304
APHL 311
APHL 390
AREL 301
AREL 302
AREL 390Political Science Concentration
Candidate must complete any four (4) upper level courses above APLS 301.Psychology Concentration
APSY 300* (History and Systems) and one from each of the following groups:Group A
APSY 350 (Learning Theory)
APSY 360 (Cognitive Processes)
APYS 380 (Motivation)Group B
APSY 320 (Abnormal)
APSY 330 (Personality)
APSY 340 (Social)Group C
Any one (1) 400 level courseSociology Concentration
ASCY 310 (4 hrs) Social Demography
ASCY 320 (Individual and Society)
And any two (2) of the following courses:ASCY 301 Sociology of Gender Roles
ASCY 305 Sociology of the Family
ASCY 308 Community Organization
ASCY 351 Urban Sociology
ASCY 350 Sociology of Delinquent Youth Behavior
or ASCY 353 Sociology of Crime
ASCY 355 Minority Group Relations
ASCY 360 Sociology of Medicine and Health
ASCY 460 Sociology of Mental Health
ASCY 496 Sociological Theory* Offered Fall Only
** Offered Spring Only5. General Electives ......................................................... 0-2
Minimum total hours....................................................... 130
1 For undergraduate writing proficiency, see Proficiency Portfolio in Writing described on page 45.
2 Must have C or better
3 If placed out of AMTH 108, then AMTH 122 is required. If AMTH 108 it taken, then AMTH 221 is recommended as the second math course.
4 Two (2) semesters of the same language. See degree program requirements for Language study.
5 At least 3 credit hours must be in non-Western world studies. Courses satisfying this requirement are listed in the USCA Bulletin.
6 For a list of courses that will meet the Humanities general education requirement, see page 31.
7 If ACOM 201 or ACOM 241 is used as a Gen Ed Elective, then the other course is required as part of the concentration.
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 210 Trends and Issues in Early Childhood Education. (3) Trends and Issues in Early Childhood Education will include an overview of the field of early childhood education which spans the ages of birth through eight. A variety of programs work with children in this age range including child care, child development, parent education, preschool and public school. This course will survey the state and federal programs which work with children of this age.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 403P Practicum in Assessment of People with Exceptionalities. (1) (Prereq: Admission to the Professional Program; Coreq: AEDX 403) This course will provide practical observation and practice regarding assessing students with exceptionalities in an educational setting. Candidates will be required to administer, score, and interpret assessments for students with exceptionalities.
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 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 educat