USCA Bulletin

Graduate Degrees
Graduate Programs
Graduate Office
Master of Education Degree in Educational Technology
Master of Education Degree in Elementary Education
Master of Science Degree in Applied Clinical Psychology

Graduate Degrees

Graduate work at USCA provides an opportunity for students to engage in advanced study with a group of scholars actively engaged in research. While specialization is basic to graduate work, graduate programs respond to the advanced educational needs of the local and regional population.

Graduate Programs

Three programs at the master’s level are available at USCA. For information on the Master of Education Degree in Elementary Education see below. For information on the Master of Education Degree in Educational Technology see page 159. For information on the Master of Science Degree in Applied Clinical Psychology see page 162.

Graduate Assistantships

For information on Financial Aid and Graduate Assistantships, see the individual schools.

Graduate Office

The Graduate Office coordinates the offering of graduate courses on campus including USCA’s M.Ed. and M.S. programs, Graduate Regional Studies, and other USC Columbia graduate programs.

Master of Education Degree in Elementary Education

Jeffrey M. Priest, Ph.D., Dean of the School of Education
Audrey Skrupskelis, Ph.D., Program Coordinator

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

1. The advanced Dynamic Educator as Planner evaluates general principles of elementary school curriculum and construction.

2. The advanced Dynamic Educator as Planner examines contemporary educational issues and evaluates solutions in terms of research on best practice.

3. The advanced Dynamic Educator as Planner demonstrates an understanding of the connection and application of content standards, practices, and assessments and how they affect student learning for all children.

4. The advanced Dynamic Educator as Manager analyzes and applies theories of human development and classroom management to create a classroom community that maximizes student learning for all children.

5. The advanced Dynamic Educator as Instructor investigates, evaluates, and implements innovative methods of teaching and instructional materials in the elementary school.

6. The advanced Dynamic Educator as Instructor analyzes and synthesizes the relationship between theory and practice within the educational process.

7. The advanced Dynamic Educator as Instructor investigates and uses instructional and informational technology for inquiry-based learning.

8. The advanced Dynamic Educator as Communicator enhances professionalism through active participation in the learning community (through activities such as mentoring, conducting professional development activities, working collaboratively across grade levels, and, when appropriate, being a leader of change).

9. The advanced Dynamic Educator as a Professional examines and evaluates contemporary issues that impact the learning of students from underrepresented groups and diverse cultures.

10. The advanced Dynamic Educator as a Professional reflects on own teaching practices and dispositions and examine how they impact student learning for all children.

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

Professors
Jeffrey M. Priest (Zoology/Wildlife Ecology), Ph.D., Southern Illinois University, 1986
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
Sally McClellan (Elementary 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

Assistant Professors
Deborah Haskell (Science Education), Ph.D., Clemson University, 2002
Tim Lintner (Social Sciences and Comparative Education), Ph.D., University of California, 1998
Gary Senn (Science Education), Ph.D., Florida Institute of Technology, 1992

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

Admission

Application
An application cannot be given final consideration until all required credentials have been received. Application deadlines are variable in order to meet the needs of in-service teachers. Please contact the USCA Graduate Office in Room 101-A of the Penland Administration Building for information. Applications should be completed at the earliest possible date.

Application requirements include the following:

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

2. Three letters of recommendation.

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

4. Evidence of teacher certification.

5. A satisfactory score on the Test of English as a Foreign Language (TOEFL) for applicants whose native language is not English. The minimum acceptable score is 550 on the standard or 213 on the computer-based version.

6. Written statement of philosophy of education, typed and attached to application form.

Application files are handled by the USCA Graduate Office. Completed files clearly meeting all criteria for admission are forwarded to the Coordinator of the M. Ed. in Elementary Education Program for approval. Upon approval, students receive an official letter of acceptance from the Dean of the School of Education. Students meet with the Coordinator to complete a program of study as soon as possible after acceptance.

Admission Requirements
Acceptance by the School of Education will be based upon the applicant’s total academic profile. Application to the Masters Degree in Elementary Education Program can be made after completion of at least a bachelor’s degree in a field of education from a college or university accredited by a regional accrediting agency. The standard for admission will be based on a total profile for the applicant. The successful applicant should have an undergraduate grade point average of at least 2.5, a score of 390 (or a score of 35 if taken prior to Fall 2004) on the Miller’s Analogies Test or scores of 450 on both the verbal and quantitative portions of the Graduate Record Exam, a well-written letter of intent that matches the objectives of the program, and positive letters of recommendation from individuals who know the professional characteristics of the applicant. Any exceptions for students failing to meet minimum standardized test score requirements shall be referred to the Admissions Committee for review and final decision.

Enrollment Classifications:

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

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

3. Provisional Status: Applicants who intend to seek a graduate degree, but lack sufficient requirements for full admission status may be provided provisional status. Provisional students must attain a 3.0 grade point average during the first 12 credit hours to be eligible for full admission. (These courses may be designated by department).

A non-refundable application fee of $40 is required of all first-time applicants to the USCA graduate program.

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

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

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

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

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

International Student Admission. Students who have earned a degree or taken any courses in countries outside the US, must have an official transcript evaluated by a professional evaluation service. This evaluation must be forwarded directly to the USCA Graduate Admissions Office from the evaluation service. (A list of several professional Evaluation Services can be obtained from the USCA Admissions Office or found on the USCA web site at: www.usca.edu/admissions). Students will not be considered for admission until this evaluation is received.

Graduate Assistantships
Periodically, graduate assistantships are made available through various grants received by the School of Education. Graduate assistantships carry a stipend that vary with the funding sources and number of hours of work required as part of the assistantship. Students should contact the program coordinator to inquire about assistantship availability and application procedure.

Academic Regulations
All graduate students should be familiar with the following general regulations governing graduate study at the University of South Carolina Aiken.

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

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

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

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

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

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

Course Loads
A student may enroll for a semester load not to exceed 12 graduate hours. To register for more than 12 hours, a student must obtain course overload approval from the department head/school chair. A student is classified as a full-time student for academic purposes with nine or more hours during a fall or spring term and three hours during a summer session.

Credit by Examination
No graduate credit is offered by examination only.

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

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

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

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

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

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

Appeals and Petitions
Appeals and petitions related to programs, regulations, or other academic matters will be reviewed first by the academic unit then by the USCA Graduate Advisory Council, and finally forwarded to the USCA Executive Vice Chancellor for Academic Affairs for approval. See page 30 for information on relief from academic regulations.

Appellants who have maintained a B average despite their accumulation of lower grades may, if their appeals are supported by their academic units, be allowed to proceed toward their degrees provided they receive no additional grades below B.

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

Applications for Degrees
All candidates for degrees must file a formal application with the USCA Office of the Registrar during the last academic term before graduation. In addition, a Clearance Recommendation for Graduate Degree Application must also be submitted. Deadlines are indicated in the Master Schedule of Classes for each term. Diplomas will not be awarded retroactively.

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

Master of Education Degree Requirements

1. Successful completion of an approved program of study providing 36 hours of graduate credit, of which at least 50% must be earned in courses numbered 700 or above (the remainder may be in courses numbered 600-699). A candidate’s official program of education must be approved not only by the advisor but by the Dean of the School of Education and the Executive Vice Chancellor of Academic Affairs.

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

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

Policies and Procedures for the Administration of the Mid Point Evaluation of the M.Ed. Program in Elementary Education
Each candidate for the M.Ed. degree in Elementary Education will complete a mid-point (18 hours) check, which is composed of a written component and a research presentation. Those 18 hours will include course work in research and one curriculum course. In the written component, candidates will address 2 dimensions of the Dynamic Educator and include artifacts that address the chosen dimensions. The written component will focus on the connection between research, practice and reflection. The research presentation will consist of the candidate’s oral explanation of his/her research to graduate faculty. Coordinator will meet with each candidate individually to provide feedback on midpoint performance.

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

Written Component
The written component includes a Synthesis Paper and a Portfolio. The Synthesis Paper is a scholarly statement which demonstrates the ability to summarize and connect what was learned in courses, readings, discussions, and classroom-based experiences to the five advanced dimensions of the Dynamic Educator. The Portfolio is composed of artifacts which demonstrate that the candidate has attained knowledge specific to each of the ten program objectives:

1. The advanced Dynamic Educator as Planner evaluates theories of elementary school curriculum construction.

2. The advanced Dynamic Educator as Planner examines and evaluates contemporary educational issues.

3. The advanced Dynamic Educator as Planner connects content standards with instructional and assessment practices and applies these practices to maximize learning for all children.

4. The advanced Dynamic Educator as Manager analyzes and applies theories of human development, learning, and classroom management to create an environment that maximized learning for all children.

5. The advanced Dynamic Educator as Instructor investigates, evaluates and uses effective teaching strategies and instructional materials that maximize learning for all children.

6. The advanced Dynamic Educator as Instructor can analyze, synthesize, and conduct research and use these results to maximize the learning for all children.

7. The advanced Dynamic Educator as Instructor investigates and uses, where appropriate, instructional and informational technology to maximize the learning for all children.

8. The advanced Dynamic Educator as Communicator leads by example through active participation in the learning community.

9. The advanced Dynamic Educator as a Professional examines and evaluates learning of students from underrepresented groups, diverse cultures, and with exceptionalities and uses this information to maximize the learning for all children.

10. The advanced Dynamic Educator as a Professional reflects on own teaching practices and dispositions and examines how these practices and dispositions impact the learning of all children.

The written component will be read and evaluated by three members of the graduate faculty who will designate an overall rating of Unacceptable, Acceptable, or Target. If the candidate does not receive a rating of Acceptable by at least two of the readers, the candidate will have one opportunity to resubmit the written component within one year.

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

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

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

Foundations of Education ...................................................................... 15
    AERM 700 Introduction of Research in Education ...................................3
    AELE 715 Elementary School Curriculum ................................................3
    AELE 718 Critical Issues and Trends in American Education ....................3
    AELE 780 Seminar in Elementary Education ............................................3
    AETE 731 Instr. and Inform. Applications of Tech. ..................................3

Content Methods ................................................................................... 12
     AELE 615 Advanced Study and Application of Science
     Methods.................................................................................................. 3
    AELE 670 Advanced Study and Application of Language Arts Methods.... 3
    AELE 745 Advanced Study and Application of Mathematics
    and Problem Solving ................................................................................. 3
    AELE 760 Advanced Study and Application of Social Studies
    Methods ................................................................................................... 3

Related Study/School Services ................................................................ 9

Courses in Computer Use, Guidance and Counseling, Educational Administration, Education of Children with Exceptionalities, Measurement and Evaluation, Reading in the Content Area, Human Growth and Development, Educational Technology, and graduate level discipline based content courses, and other education electives as approved.

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

Students are expected to complete AERM 700, Introduction to Research in Education, and AELE 715, Elementary School Curriculum, during the first 12 hours of graduate coursework.

Course Descriptions

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

AEDU 635 Special Topics in Education. (1-3) Selected topics in content knowledge and pedagogy for PK-12 teachers.

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

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

AELE 670 Advanced Study and Application of Language Arts Methods. (3) Content, goals, and methods of teaching language arts. Emphasis is placed on the teaching of oral and written expression and listening.

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

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

AELE 718 Critical Issues and Trends in American Education. (3) Examines contemporary issues and trends in today’s schools and the best solutions in terms of research and expert opinion. Emphasis is on issues relating to diversity, current educational policies and practices, and curriculum and instruction.

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

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

AELE 760 Advanced Study and Application of Social Studies Methods. (3) The selection of teaching procedures and instructional materials used to teach social studies.

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

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

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

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

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

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

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

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

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

The University of South Carolina Aiken and the University of South Carolina Columbia

Master of Education Degree in Educational Technology

Jeffrey M. Priest, Ph.D., Dean of the School of Education
Thomas J. C. Smyth, Ph.D., Program Coordinator

The Master’s Degree in Educational Technology 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 (e.g., software development, multimedia development, assistive technology modifications, web-based development, and distance learning). The program is intended (1) to prepare educators to assume leadership roles in the integration of educational technology into the school curriculum, and (2) to provide graduate-level instructional opportunities for several populations (e.g., classroom teachers, corporate trainers, educational software developers) that need to acquire both technological competencies and understanding of sound instructional design principles and techniques. This graduate program is offered jointly by the USC Aiken School of Education and the USC Columbia College of Education. All coursework may be completed either on the Aiken or Columbia Campus, and several courses will be offered via distance education for off-campus delivery.

School of Education Faculty, USC Aiken
Deborah Haskell, Ph.D., Clemson University, 2002, Assistant Professor
Tim Lintner, Ph.D., University of California, 1998, Assistant Professor
Jeffrey M. Priest, Ph.D., Southern Illinois University, 1986, School Head and Professor
Margaret Riedell, Ph.D., University of South Carolina, 1979, Professor
Windy Schweder (Special Education), Ph.D., University of South Carolina, 2004
Gary J. Senn, Ph.D., Florida Institute of Technology, 1992, Research Professor
Thomas J.C. Smyth, Ph.D., University of South Carolina, 1983, Westinghouse Endowed Professorship in Instructional Technology

College of Education Faculty, USC Columbia
Mimi Bong, Ph.D., University of Southern California, 1995, Associate Professor, Department of Educational Psychology
Ed Dickey, Ph.D., University of South Carolina, 1982, Associate Professor, Department of Instruction and Teacher Education
Kellah Edens, Ph.D., University of South Carolina, 1992, Assistant Professor, Department of Educational Psychology
Margaret E. Gredler, Ph.D., Florida State University, 1971, Professor, Department of Educational Psychology
Susan W. Quinn, M.Ed., George Mason University, 1990, Director, Educational Technology Center
Ji-Yeon Lee, Ph.D., Indiana University, 2002, Assistant Professor, Department of Educational Psychology
Cheryl A. Wissick, Ph.D., University of Virginia, 1990, Associate Professor, Department of Educational Psychology

Admission

Application
Application forms for admission to graduate studies may be obtained from the School of Education Office, Room 210 in the Business and Education Building or the USCA Office of Graduate Studies in Room 101-A of the Penland Administration Building. Candidates for graduate studies are required to hold a baccalaureate degree in accordance with the general regulations of the University of South Carolina.

Enrollment Classifications:

A non-refundable application fee of $40 is required of all first-time applicants to the USCA graduate program.

Degree Admission Requirements:
Acceptance by the School of Education will be based upon the applicant’s total academic profile. Application to the Educational Technology Program can be made after completion of at least the bachelor’s degree from a college or university accredited by a regional accrediting agency. The standard for admission will be based on a total profile for the applicant. The successful applicant should have an undergraduate grade point average of at least 3.0, a score of 396 (or a score of 45 if taken prior to Fall 2004) on the Miller’s Analogies Test or scores of 450 on both the verbal and quantitative portions of the Graduate Record Exam, a well-written letter of intent that matches the objectives of the program and includes a description of previous technology experience, and positive letters of recommendation from individuals who know the professional characteristics of the applicant. Any exceptions for students failing to meet these standards shall be referred to the Admissions Committee for review and final decision.

All test scores should be sent to the Graduate Admissions Office at USC Aiken.

It should be noted that no academic program can be approved until the student has been admitted as a qualified degree candidate. Students are cautioned that graduate credit earned prior to full admission to degree candidacy may not be applicable toward the degree requirements. The program should be established during the first semester of study and no later than the semester following the completion of the first 12 hours. Only six hours of courses taken as a non-degree student in the USC system may be used to meet the requirements of a graduate degree program. Only six hours of courses designated as Professional Development may be used to meet the requirements of a graduate degree program.

Degree Requirements:
The Master of Education in Educational Technology degree requires:

1. Successful completion of an approved program of study providing a minimum of 36 hours of graduate credit. A student’s official program of study must be approved not only by the student’s advisor but by the Dean of School of Education and the Executive Vice Chancellor for Academic Affairs.

2. A minimum grade point average of 3.00 (B) is required on the total graduate program with a minimum average of B on all 700-800 level courses.

3. Successful completion of a comprehensive evaluation which includes a written synthesis paper and portfolio and an oral defense.

Transcripts of transfer graduate credits must be on file prior to approval of graduation applications.

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

Foundational Core Courses.................................................................... 12
        AERM/EDRM 700 Introduction to Research in Education.................... 3
        AEET/EDET 709 Application of Learning Principles............................ 3
        AEET/EDET 722 Instructional Design and Assessment......................... 3
        AETE 731 Instructional and Informational Applications of Technology... 3
        or
        EDTE 731 Integration of Technology and Instruction.............................. 3

(Note: Students are required to complete EDTE 631, Technology to Support Instruction, or demonstrate prerequisite computer competencies before admission to the program.)

Technology Core Courses........................................................................ 15
        AEET/EDET 603 Design and Development Tools I................................ 3
        AEET/EDET 735 Technological Applications for Diverse Populations..... 3
        AEET/EDET 746 Management Technology Resources............................ 3
        AEET/EDET 755 Design and Evaluation of Information Access and Delivery...... 3
        AEET/EDTE 780 Seminar in Educational Technology.............................. 3

Electives........................................................................................................ 9
        AEET 650/EDET 650, 651 Internship in Educational Technology........ 1-3
        AEET/EDET 652 Design and Evaluation of Games and Simulations......... 3
        AEET/EDET 703 Design and Development Tools II................................ 3
        MGMT 722 Employee and Organizational Development......................... 3
        AEET/EDTE 793 Advanced Instructional Design and Development.......... 3
        EDRM 736 Program Evaluation............................................................... 3

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

Course Descriptions

Educational Technology (AEET)
AEET 603 Design and Development Tools I.[=EDET 603] (3) Study of multimedia elements (e.g., graphics, animation, audio and video) including the creation and editing of materials. Instructional applications, copyright issues, and technology limitations will be explored.

AEET 650 Internship in Educational Technology.[=EDET 650,651] (1-3) (Prereq: AEET/EDET 603 and AEET/EDET 722). Supervision of field-based experiences in the design, development, evaluation, and implementation of technology-based instructional and training projects.

AEET 652 Design and Evaluation of Games and Simulations.[=EDET 652] (3) Application of instructional design criteria to computer and noncomputer interactions. Analyses include requisite cognitive processes, affective outcomes, and ethical standards. Design and formative testing of interactive exercises.

AEET 703 Design and Development Tools II.[=EDET 703] (3) (Prereq: EDET 603) In-depth development of skills using current and emerging technologies to create a multimedia or web-based project that includes instructional and multimedia elements (e.g., graphics, animation, audio and video).

AEET 709 Applications of Learning Principles.[=EDET 709] (3) An introduction to behavioral and cognitive learning principles applicable to the design of technology-based instruction and performance training.

AEET 722 Instructional Design and Assessment.[=EDET 722] (3) (Prereq: EDET 709) Application of instructional design and assessment principles to the development and formative testing of instruction in integrated technology-based contexts.

AEET 735 Technological Applications for Diverse Populations.[=EDET 735] (3) The application of assistive devices and other technologies to assure access to information and productivity tools by persons with diverse needs. Universal design issues will be included.

AEET 746 Management of Technology Resources.[=EDET 746] (3) The organization and administration of media programs in school buildings and districts, regional and state centers, and colleges and universities. Procedures, problems, and trends for an integrated instructional support system will be emphasized.

AEET 755 Design and Evaluation of Information Access and Delivery.[=EDET 755] (3) (Prereq: AERM/EDRM 700, AEET/EDET 709, AEET/EDET 722, AETE/EDTE 731) The use of telecommunications tools to support research and instruction across the curriculum. Includes study of distance education and issues related to instructional delivery, connectivity, and distribution methods.

AEET 780 Seminar in Educational Technology.[=EDET 780] (3) Explores contemporary trends, problem areas, and issues in educational technology through literature investigations, seminar discussions, and case studies.

AEET 793 Advanced Instructional Design and Development.[=EDET 793] (3) (Prereq: EDET 703) Incorporation of instructional design criteria, multimedia development skills, knowledge of instructional methods, learning theory and evaluation in developing a comprehensive multimedia or web-based instructional project.

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

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

Management (MGMT) - USC Columbia
MGMT 772 Employee and Organizational Development (3) Examination of methods of employee development and organizational change efforts designed to increase organizational effectiveness with an emphasis on planning, design, management, and evaluation of intervention programs.

Master of Science Degree in Applied Clinical Psychology

Edward J. Callen, Ph.D., Department Chair
Thomas L. Boyd, Ph.D., Psychology Graduate Program Director

The Master of Science Degree in Applied Clinical Psychology provides graduate study and clinical experience in preparation for careers in applied clinical and counseling settings and as a foundation for students interested in pursuing advanced doctoral studies. Students enrolled in this program are expected to pursue a plan of study to assure increased professional competence and breadth of knowledge in the field of clinical and counseling psychology. The degree objectives are designed to enable the student to:

1. Understand principles of psychology and how they are applied. 2. Understand a diversity of theoretical perspectives.

3. Interpret and apply statistical and research techniques

4. Understand professional, legal and ethical principles as they pertain to professional conduct and responsibility.

5. Understand and develop skills in assessment procedures and intervention strategies.

The degree program reflects a commitment to the Council of Applied Master’s Programs in Psychology (CAMPP) model of practitioners who bring scholarship and reflection to their work, and an understanding of diversity in clientele, methodology, and application. The USC Aiken Master of Science Degree in Applied Clinical Psychology program is approved by CAMPP, and is accredited by the Masters in Psychology Accreditation Council (MPAC).

The USC Aiken Psychology Department is committed to recruiting students representing a variety of societal subgroups and subcultures.

Department of Psychology Faculty
The psychology faculty come from all parts of the country and bring a broad array of expertise to the program. They are not only respected scholars in their field but also excellent communicators who bring a sense of adventure to the classroom. They actively involve students in their quest for answers to psychology’s frontier issues. Among the topics which are currently being studied by faculty and students are the nature of fear, artificial intelligence, mental retardation, parenting and attachment, stress and alcohol, assessment and treatment of childhood affective disorders, and explorations of the nature of self-esteem.

Professors
Thomas L. Boyd (Psychology), Ph.D., State University of New York-Binghamton, 1978
Edward J. Callen (Psychology), Ph.D., Northern Illinois University, 1986
Keri A. Weed (Psychology), Ph.D., Notre Dame, 1984, Carolina Trustee Professor

Associate Professor
Maureen H. Carrigan (Psychology), Ph.D., State University of New York - Binghamton, 1998

Assistant Professors
Beverly L. Fortson (Psychology), Ph.D., West Virginia University, 2005
Laura N. May (Psychology), Ph.D., University of Tennessee, 2002
Dawn A. Morales (Psychology), Ph.D., University of California - San Diego, 2003
Jane A. Stafford (Psychology), Ph.D., State University of New York - Binghamton, 2002
Adam J. Wenzel (Psychology), Ph.D., University of New Hampshire, 2004

Lecturer
John B. Bradley (Psychology), Ph.D., University of South Carolina, 1968

Distinguished Professor Emeritus
O. Joseph Harm (Psychology), Ph.D., Vanderbilt University, 1975
William J. House (Psychology), Ph.D., University of South Carolina, 1974

Professor Emerita
Emilie Towler (Psychology), M.A., University of Rochester, 1948

Admission

Application
Application forms for admission to graduate studies may be obtained from the Department of Psychology Office, Room 226 of the Penland Administration Building or the USCA Graduate Office in Room 101-A of the Penland Administration Building. Candidates for graduate studies are required to hold a baccalaureate degree in accordance with the general regulations of the University of South Carolina Aiken. Admission may be granted at one of three levels:

a. Full admission status: Applications with satisfactory scores on the Graduate Record Examination (General and Psychology), satisfactory references and undergraduate records indicating good academic performance.

b. Provisional status: Applicants who intend to seek a graduate degree, but lack sufficient requirements for full admission status. Provisional students must attain a 3.0 grade point average during the first 12 credit hours to be eligible for full admission.

If after the completion of any semester of the provisional enrollment, it is determined that the student will be unable to achieve a 3.0 grade point average during the course of the first 12 credit hours, the student will be disenrolled.

c. Non-degree status: Applicants who do not intend to seek the USCA M.S. degree or who intend to transfer to another college or university. Students admitted under the non-degree status must attain full admission status if they wish to enroll for more than 12 hours or for applied core or advanced courses.

Applicants whose native language is not English will need a satisfactory score on the Test of English as a Foreign Language (TOEFL). The minimum acceptable score is 550 on the standard or 213 on the computer-based version.

The curriculum is designed to allow students to pursue their degree as either part-time or full-time students.

A non-refundable application fee of $40 is required of all first-time applicants to the USCA graduate program.

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

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

Degree Admission Requirements:
Acceptance by the Department of Psychology will be done on the basis of the applicant’s total academic profile. That includes:

1. A completed application to the Graduate Office, University of South Carolina Aiken.

2. A bachelor’s degree from an accredited institution with at least 15 hours in psychology.

3. Transcripts of all undergraduate and graduate work (3.00 overall undergraduate G.P.A. preferred).

4. Three letters of recommendation, with at least two from faculty at academic institutions.

5. A written personal statement of intent describing professional goals.

6. Satisfactory performance on the Graduate Record Examination [1000 GRE (Verbal and Quantitative), and 450 GRE (Advanced Psychology) preferred].*

*To be considered for admission, scores submitted for the Graduate Record Exam requirement must have been posted by the applicant within the five years prior to application.

The Master of Science in Applied Clinical Psychology degree requires:

1. Successful completion of an approved program of study providing a minimum of 45 hours of graduate credit. (A student’s official program of study must be approved by the Director of the Graduate Clinical Programs and Psychology Department Chair.)

2. Practicum/course requirements to include at least 600 clock- hours of applied/clinical experience. These hours can be earned through course/practicum requirements and supervised professional clinical assistantship opportunities (when available). These training experiences are to be distributed among individual/group therapy, assessment, and professional consultation activities.

3. Successful completion of a Master’s Thesis.

Graduate Assistantships
Eligible students may receive a graduate assistantship, which includes monetary support in addition to significantly reduced tuition for both resident and non-resident students. Assistantship experiences are generally available in applied clinical/community settings.

Academic Regulations
All graduate students should be familiar with the following general regulations governing graduate study at the University of South Carolina Aiken.

Graduate students in the Masters Degree Program in Applied Clinical Psychology have a period of six years to complete the degree requirements. Students who have not completed the degree requirements by the completion of their sixth year will be removed from the program. As in all instances, appeals and petitions related to these regulations will be reviewed first by the academic unit, then by the USCA Graduate Advisory Council, and finally forwarded to the USCA Executive Vice Chancellor for Academic Affairs for approval.

Graduate Advisement
Every graduate student admitted to a degree program will be advised by the Psychology Graduate Program Director.

Students admitted as "non-degree" or "provisional" students are also advised by the Psychology Graduate Program Director.

Graduate Program of Study
Every graduate student should file a Program of Study form. Program forms may be obtained from the Psychology Graduate Program Director. Master’s degree students should file their program forms during the first semester of study.

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

Graduate Student Handbook
Graduate Handbook. All graduate students are issued a USC Aiken Psychology Department Graduate Student Handbook which provides additional information about the academic program, stipend opportunities, faculty research areas and opportunities, and career planning information.

Courses
Admission to courses. Admission to graduate courses is always subject to departmental consent. Courses numbered 600-799 are restricted to graduate students.

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

Course Loads
A student may enroll for a semester load not to exceed 12 graduate hours. To register for more than 12 hours, a student must obtain course overload approval from the department chair/school head. A student is classified as a full-time student for academic purposes with nine or more hours during a fall or spring term and three hours during a summer session.

Credit by Examination
No graduate credit is offered by examination only.

Transfer Credit
A maximum of 12 hours of equivalent graduate coursework completed at other accredited institutions with a grade of B or better may transfer to the USCA M.S. Psychology degree. However, thesis and practicum work from institutions other than USCA will not transfer into the program. The department will make final determination of transferability of all coursework.

Academic Standards
After the completion of nine hours of coursework in the USCA M.S. Psychology program, a minimum grade point average of 3.0 must be maintained to remain in good standing in the degree program. If the grade point average falls below 3.0 in any semester, a probationary period will begin in which the student must raise the grade point average to at least 3.0 within the next 9 credit hours of coursework. Failure to attain a 3.0 in this period will result in the student’s termination from the degree program. Students may not enroll in practica or thesis during the probationary period.

Graduate courses may be passed for degree credit with a grade as low as C, but the student’s average on all courses attempted for graduate credit must be at least a 3.0. If the student earns a grade below a C on any course, that course must be repeated in order to earn degree credit (C or better). All registrations will appear on the student’s permanent record and all grades will be computed in the student’s grade point average. Course credit for graduation will be given only once unless otherwise stipulated in the course description. Students must have a minimum grade point average of 3.0 in order to graduate from the degree program. Grades earned on credits transferred from other universities do not count in the grade point average.

APSY 798 and 799 are graded on a pass-fail basis, and are not included in the overall grade point average. Students will receive a ‘T’ letter grade, signifying satisfactory performance for each semester that they are enrolled in APSY 799. A ‘U’ letter grade will signify unsatisfactory performance, and will not count toward degree requirements. If, at the completion of 5 hours, the student has still not completed the thesis requirements, that student will be required to maintain enrollment in APSY 799 during subsequent semesters until the thesis requirements are met. Any student who continues to use University facilities or wishes to confer with faculty on thesis work must be officially enrolled for at least one hour of thesis credit.

Auditing
Under certain circumstances, graduate courses may be audited by obtaining prior approval from the Director of the Graduate Program in Applied Clinical Psychology and the Psychology Department Chair. No degree credit may be earned in an audited courses. Applied Core courses may not be audited.

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

Program in Applied Clinical Psychology
Core Course Requirements (all required) ........................................................... 15
        APSY 610 Developmental ................................................................................ 3
        APSY 620 Psychopathology ............................................................................. 3
        APSY 625 Statistics and Research Methods ...................................................... 3
        APSY 640 Social Psychology ............................................................................ 3
        APSY 650 Learning .......................................................................................... 3

Applied Core Course Requirements (all required) .............................................. 21
        APSY 600 Ethical and Professional Issues in the Practice of Psychology   ............. 3
        APSY 680 Assessment I ..................................................................................... 3
        APSY 720 Theories and Techniques of Counseling and Psychotherapy ................ 3
        APSY 725 Group Therapy and Counseling   ......................................................... 3
        APSY 780 Assessment II .................................................................................... 3
        APSY 790 Practicum in Applied Clinical/Counseling Psychology (2 semesters)   .... 6

Advanced Topics (must take at least one course) ................................................... 3
APSY 700 Advanced Topics in Applied Psychology ............................................ 3
APSY 760 Topics in Cognitive Neuroscience ..................................................... 3

Thesis (two semester minimum) ............................................................................... 6
APSY 798 Thesis Preparation .............................................................................. 1
APSY 799 Thesis ................................................................................................ 5

Professional Elective (Optional)
        APSY 630 Career and Lifestyle Development ....................................................... 3
        APSY 699 Independent Research ...................................................................... 1-3
        APSY 791 Advanced Psychotherapy Practicum.................................................. 1-3

Total hours required ................................................................................................ 45

Course Descriptions

Psychology (APSY)

CORE COURSES (all required)
APSY 610 Developmental Psychology. (3) A lifespan approach will be used to explore continuities and changes from early to later development in physical, cognitive, and psychosocial domains. Theoretical perspectives will include personality, learning, social learning, cognitive-developmental, biological, and cultural-contextual. Biological and environmental factors leading to normal and abnormal human development will be examined.

APSY 620 Psychopathology. (3) An advanced survey of the major psychological disorders as they are described in the diagnostic and statistical manual (DSM). DSM criteria, including the major behavioral manifestations and other dynamics associated with the mental disorders will be examined. Diverse theoretical models applied to the development of personality and psychopathology will be explored. Empirical findings associated with the nature of mental disorders and their theoretical models will be emphasized.

APSY 625 Statistics and Research Methods. (3) Advanced analysis of applied statistics and research methods in psychology and the interpretation of statistics and research designs in the psychological literature. This includes an understanding of the practical application of research methods to the evaluation of programmatic research and to professional communication. Consideration of the ethical treatment of research participants will be stressed.

APSY 640 Social Psychology. (3) An advanced study of theoretical issues and current research in interpersonal and group factors affecting behavior and cognition. Topics include the dynamics of group identification and the formation of subgroups in American society; social cognition and attitudes associated with behaviors of conformity, prejudice, helping, aggression, and other interaction patterns; and an understanding of societal changes and trends.

APSY 650 Learning, Cognition, and Behavior. (3) An advanced analysis of current research and theoretical issues in classical and operant conditioning, and the study of how cognitive processes influence learning and behavior. The implications of these learning processes for behavior therapy will also be addressed.

APPLIED CORE COURSES (all required)
APSY 600 Ethical and Professional Issues in the Practice of Psychology. (3) A historical perspective on the history and development of clinical and counseling psychology. Current requirements and professional trends in the field, including licensing and credentialing will be examined. A major focus of this course will include a review of the development of legal and ethical practice requirements, current legal and ethical practice standards, and their application to professional roles and functions.

APSY 680 Assessment I. (3) (Prereqs.: APSY 620 and APSY 625, or consent of instructor). An introduction to the assessment process. Psychological theories and psychometric principles associated with the appraisal process, including issues of reliability and validity and other psychometric statistics, in addition to exploring diverse factors that affect the assessment process. Exposure to various appraisal skills, including structured and unstructured assessment techniques will be included. Formal classroom and applied experiences included.

APSY 720 Theories and Techniques of Psychotherapy and Counseling. (3) (Prereq.: APSY 620, or consent of instructor). A study of counseling and psychotherapy theories and techniques, and their applications to the psychological disorders and problems of lifestyle. Theories of consultation, and their application to diverse professional settings will be examined. A focus upon process and outcome measures, and professional/ethical principles associated with client intervention and consultation will be included. Formal classroom and applied experiences are included.

APSY 725 Group Therapy and Counseling. (3) (Prereq.: APSY 720). The study of theories of group processes and dynamics, in addition to treatment skills in various group interventions. An additional emphasis will be placed upon intervention for focus groups, covering empirically validated treatment methods. Formal classroom and applied experiences will be included.

APSY 780 Assessment II. (3) (Prereq.: APSY 680). Assessment and diagnosis, with a primary focus upon the application of appraisal/assessment results to the DSM and the diagnosis of psychopathology, and to the helping/treatment process, including the practice of consultation. Various appraisal skills will be examined, including structured and unstructured assessment techniques. Formal classroom and applied experiences are included.

APSY 790 Practicum In Clinical/Counseling Psychology. (3) (Prereq.: APSY 720; Prereq. or Coreq. APSY 780; and permission of Department). Class meetings and individual supervision in the application and evaluation of assessment, intervention, and consultation skills in various applied clinical/counseling settings. Students must repeat this course for a total of 6 credit hours.

ADVANCED TOPICS (must take at least one course)
APSY 700 Advanced Topics In Applied Psychology. (3) (Prereq.: Consent of instructor). An in-depth study of selected topics in clinical/counseling psychology. Examples may include such areas as cognitive-behavioral intervention, childhood psychopathology, behavioral medicine, and assessment and treatment of specific psychological disorders. Students may repeat APSY 700, but may not enroll in the same topic twice. Formal classroom and applied experiences will be included.

APSY 760 Topics In Neuroscience. (3) Advanced study of theoretical and applied issues in the area of neuroscience, including behavioral pharmacology, neurological disorders and assessment, and brain dysfunction.

THESIS (Two semester minimum required)
APSY 798 Thesis Preparation. (1) (Prereq.: APSY 625 and consent of department). Development and completion of a thesis proposal. Successful completion of the course requires thesis committee approval of the final thesis proposal. (Pass/Fail only)

APSY 799 Thesis. (1-5) (Prereq.: APSY 798 and consent of department). Independent research and thesis defense. Students may repeat this course for a maximum of 5 credit hours toward the degree requirement.

PROFESSIONAL ELECTIVES
APSY 630 Career and Lifestyle Development. (3) The study of career development theories, and how to apply these theories to assessment issues in career development, and to issues of counseling and guidance in lifestyle and career decision making.

APSY 699 Independent Research. (1-3) (with permission from instructor). Student will conduct an independent research project, under the faculty’s supervision. Research activity may not be used for thesis credit.

APSY 791 Advanced Psychotherapy Practicum. (1-3) (Prereq.: APSY 790 and permission of the department). Class meetings and individual supervision in the advanced application and evaluation of assessment, intervention, and consultation skills in various applied clinical/counseling settings. Students may repeat this course for a total of 6 credit hours.

Note: Students will gain applied/clinical experiences through practicum courses and specific applied-core courses. Practicum/course requirements will include at least 600 clock-hours of applied/clinical experiences. Ongoing supervision of these experiences will be conducted by appropriate USC Aiken faculty and, when appropriate, local agency staff and local professionals functioning under the direction of appropriate USC Aiken faculty.

In addition to formal classroom/practicum training, graduate assistantships are available for qualified students. These assistantships are provided in professional settings allowing students the opportunity to gain additional clinical experiences.

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