Vision Statement
Mission Statement
Application Specifications
Areas of Study
Degree Requirements
Course Descriptions
Jeffrey M. Priest, Ph.D., Dean of the School of Education
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
As 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.
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
Jeffrey M. Priest (Zoology/Wildlife Ecology), Ph.D., Southern Illinois
University, 1986
Thomas J. C. Smyth (Reading Education), Ph.D., University of South Carolina,
1983, Westinghouse Endowed Professorship in Instructional Technology
Associate Professors
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
Assistant Professors
Kathleen Hanson (Languages, Literatures, and Cultures, Special
Education), Ph.D., University of Michigan, 2007
Deborah Haskell (Science Education), Ph.D., Clemson University, 2002
Tim Lintner (Social Sciences and Comparative Education), Ph.D.,
University of California-Los Angeles, 1998
Judy Miller (Human Movement), Ed.D., Boston University, 1985
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
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
Janelle Beasley (School Psychology), Ed.S., The Citadel, 1998
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
Elaine Clanton-Harpine (Educational Psychology/Counseling), Ph.D.,
University of Illinois, 1982
Bridget Coleman (Elementary Education), Ph.D., University of South
Carolina, 2004
Thomas Goforth (Educational Administration), M.Ed., University of South
Carolina, 1972
Sandra Gooding (Educational Administration), M.Ed., University of South
Carolina, 1994
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
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
Cynthia Sarvis (Special Education), M.Ed., College of Charleston, 1997
Amanda Senn (Science Education), M.S., Florida Institute of Technology, 1984
Distinguished Chancellor Emeritus and Distinguished Professor Emeritus
Robert E. Alexander (Education), Ed.D., University
of South Carolina, 1977
Distinguished Professors Emeriti
James F. Kauffman (Education), Ph.D., University of Denver, 1971
Margaret Riedell (Reading Education), Ph.D., University of South Carolina,
1979
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 candidates 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. Candidates should contact their advisors for information regarding the administration of this test. Candidates who have scored at least 1100 on the 2-part SAT, or 1650 on the 3-part SAT, or a 24 on the ACT are exempt from taking the Praxis I exam.
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)
Middle Level Education
English/Mathematics
English/Science
English/Social Studies
Mathematics/Science
Mathematics/Social Studies
Science/Social Studies
Music Education (see page 82 in Visual and Performing Arts)
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
To be accepted into the School of Education Professional Program the candidate must successfully meet the following criteria:
1. official transcripts for all undergraduate and graduate course work must be sent to and received by USCA and the School of Education.
2. Complete the 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 cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate course work, including courses not taken at USCA.
4. A grade of C or better in English (AEGL) 101, 102 (or their equivalents) and the Communications requirement (or its equivalent).
5. 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.
6. 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.
7. A disposition statement must be submitted electronically and reviewed by the professional program committee.
8. 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 Dean of the School of Education (Dean); 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 Dean. The Dean 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 Dean 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 score report indicating passing scores on the state mandated PRAXIS II content specialty area exam(s) must be sent by the ETS and received by the School of Education.
Candidates whose applications have been denied may appeal the decision by requesting a personal interview with the Professional Education Committee. Candidates may consult their advisors or the Chairperson of the Professional Education Committee concerning the procedures for appealing the decision of the committee.
Note: All placements are coordinated through the Office of Field Experiences. USCA has contractual agreements for internships and practica placements with selected South Carolina School Districts. Under no circumstances are candidates to make individual placement arrangements with schools or teachers. Within these districts, at the time of the application, candidates have an opportunity to list their geographical preferences; however, final assignments are worked out between the Office of Field Experiences and the School Districts. Secondary students are limited to placement only in Aiken and Edgefield School Districts.
Benchmark V: Exit from Internship
A candidate accepted into internship is placed at a school at an appropriate grade level. During the internship, a candidate is supervised by a cooperating teacher and a university supervisor. The minimum number of days an intern is placed at a school is 60 days. During those 60 days the intern must successfully take over the classroom in which they have been assigned for a minimum of 10 days. The candidate is observed teaching a class a minimum of 6 times by both the cooperating teacher and university supervisor for a minimum total of 12 observations. It is the responsibility of the cooperating teacher and university supervisor to make a final recommendation to the Dean as to whether the candidate has the knowledge, skills, and dispositions necessary to be a successful teacher. By state law, the candidate’s success is measured using the ADEPT evaluation system. It is upon the final recommendation made by the cooperating teacher and university supervisor that the Dean recommends a candidate’s certification to the State Superintendent of Education.
Note: As of July 1, 2006, all candidates must pass the Principles of Teaching and Learning exam (PLT) prior to being recommended by the Dean.
Undergraduate Programs in Education
Admission to Professional Program
The baccalaureate curricula of the School of Education are
divided into two years of general education and two years of professional
training. Any student who fulfills the admission requirements of the University
may enroll in the pre-professional curriculum. Curricula designated as
professional education courses are limited to candidates who have been formally
accepted into the USCA Professional Education Program.
Special Instructions for USC Salkehatchie Students
Candidates enrolled at USC Salkehatchie must complete their general education
requirements prior to enrolling in USC Aiken pre-professional and professional
education program courses.
Once a USC Salkehatchie candidate completes their general education class requirements, they must submit a USC Change of Campus Form prior to enrolling in USC Aiken pre-professional and professional education classes.
Benchmarks Leading to a Degree and Certification
The School of Education has identified five benchmarks that are used to guide and monitor the success of an undergraduate education major.
Benchmark I: Acceptance to USCA
Obtain admission to USCA through the USCA Office of Admissions.
Benchmark II: Acceptance to the School of Education Professional Program
To be accepted into the School of Education Professional Program the candidate must successfully meet the following criteria:
1. Have successfully completed a minimum of 60 credit hours including most general education course requirements and earned a C or better in all pre-professional program classes.
2. 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.
3. A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate course work, including courses not taken at USCA.
4. A grade of C or better in English (AEGL) 101, 102 (or their equivalents) and the Communications requirement (or its equivalent).
5. 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. Candidates who have scored at least a 1100 on the 2-part SAT, 1650 on the 3-part SAT, or a 24 on the ACT are exempt from taking the Praxis I exam.
6. A disposition statement must be submitted electronically with the application and reviewed by the professional program committee.
7. A positive recommendation by the professional program interview committee2. (Once the criteria for items 1-6 are met, the candidate is to schedule an interview with the School of Education professional program interview committee.) For Fall admittance to the professional program, interviews will be held in the months of February and June. For Spring admittance to the professional program, interviews will be held in the month of October. Therefore, criteria 1-7 must be met prior to the three application deadlines in order for interviews to be scheduled at the appropriate times.
1 Applications for the PRAXIS I (PPST) are available in the School of Education Office, B&E Building, Room 210 and online at http://www.ets.org.
2 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, plagiarism, 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 Dean; 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 Dean. The Dean 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 Dean 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
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
A candidate accepted into internship is placed at a school at an appropriate grade level. During the internship, a candidate is supervised by a cooperating teacher and a university supervisor. The minimum number of days an intern is placed at a school is 60 days. During those 60 days the intern must successfully take over the classroom in which they have been assigned for a minimum of 10 days. The candidate is observed teaching a class a minimum of 6 times by both the cooperating teacher and university supervisor for a minimum total of 12 observations. It is the responsibility of the cooperating teacher and university supervisor to make a final recommendation to the Dean as to whether the candidate has the knowledge, skills, and dispositions necessary to be a successful teacher. By state law, the candidate’s success is measured using the ADEPT evaluation system. It is upon the final recommendation made by the cooperating teacher and university supervisor that the Dean recommends a candidate’s certification to the State Superintendent of Education.
Note: As of July 1, 2006, all candidates must pass the Principles of Teaching and Learning exam (PLT) prior to graduation and prior to being recommended for certification by the Dean.
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 Dean of the School of Education.
Certification
Teacher certification is granted by the SC State
Department of Education upon recommendation by the Dean 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. For Fall student teachers, the
certification application and fingerprint cards are due January 15th of the
spring semester prior to their student teaching. For Spring student teachers,
the certification application and fingerprint cards are due on March 15th, one
year prior to student teaching. 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 Dean 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 2005-2006.
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 2005-2006 |
| Total number of students in the program | 483 |
| 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. As of
July 1, 2006, the State of South Carolina requires all candidates to have taken
and passed the Praxis II Principles of Learning and Teaching (PLT) exam prior to
initial certification. As a result, the School Education requires a passing
score on the PLT prior to graduation. As with the Praxis II content area exams,
the PLT is part of the overall assessment system for the School of Education.
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 122 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)
Honors (AHON acronym)
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
1
For undergraduate writing proficiency, see Proficiency Portfolio in Writing
described on page 46.
2
Must have C or better.
3
The following are considered Applied Speech Communication courses: ACOM
201, ACOM 241, and ACOM 342. Some majors may require a specific course so
students should consult requirements for their major.
4 Two (2) semesters of the same language. See
degree program requirements for Language study.
5
At least 3 hours must be in non-Western world studies, unless an approved
non-Western world studies course has been completed elsewhere in the student’s
degree program.
6
For a list of courses that will meet the Humanities general education
requirement, see page 31.
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
and 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 122 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
1
For undergraduate writing proficiency, see Proficiency Portfolio in Writing
described on page 46.
2
Must have C or better.
3
Two (2) semesters of the same language. See degree program requirements for
Language study.
4
At least 3 hours must be in non-Western world studies.
5
For a list of courses that will meet the Humanities general education
requirement, see page 31.
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.
Middle Level Education
The Middle Level Education Program prepares candidates for teaching in public
school grades 5-8. Candidate preparation in two teaching fields emphasize the
development of increasingly complex intellectual skills and the ability to
integrate curriculum content across academic disciplines. Candidates examine and
develop teaching pedagogy appropriate for young adolescents. Candidate
observation, participation and teaching experiences are designed to develop
awareness of and tolerance toward diversity.
Middle Level Education candidates transferring from a two-year institution will not receive transfer credit for courses considered upper division. In addition, transfer credit will not be grated for courses taken in which the prerequisites have not been observed.
Bachelor of Arts in Education— Major in Middle Level Education (Area of Concentration in English/Mathematics)
1. General Education Requirements ............................................ 50-52
A. Skills and Competencies ...................................................... 21-23
AEGL 101 and 102
1 .................................................................. 6Math/Statistics/Logic (AMTH 108, ASTA 201)
1 ....................... 6Applied Speech Communication (ACOM 201 or 241)
1 ............ 3Languages
2 .......................................................................... 6-8B. Methods and History of Disciplines
3 .................................... 29Biological Science with Lab ..................................................... 4
Physical Science with Lab ....................................................... 4
Social and Behavioral Sciences (two areas)
............................. 6
Psychology, Sociology, Anthropology, Economics, Political
Science, Geography
Humanities Elective (1 area)
4 .................................................. 3English Literature
1 .................................................................. 6History of Civilization (AHST 101 or AHST 102) .................. 3
American Political Institutions
................................................. 3
(APLS 201, AHST 201, or AHST 202)
2. Pre-Professional Program Requirements
1 .............................. 143. Professional Program Requirements
1 ....................................... 334. Subject Area Requirements
1 ...................................................... 30Total Hours
............................................................................ 127-129
Bachelor of Arts in Education— Major in Middle Level Education (Area of Concentration in English/Science)
1. General Education Requirements ............................................ 50-52
A. Skills and Competencies .................................................. 21-23
AEGL 101 and 102
1 .............................................................. 6Math/Statistics/Logic (AMTH 108, ASTA 201)
1 ................... 6Applied Speech Communication (ACOM 201 or 241)
1 ........ 3Languages
2 ........................................................................ 6-8B. Methods and History of Disciplines3 ................................. 29
ABIO 122
1 ......................................................................... 4APHY 101
1 ....................................................................... 4 Social and Behavioral Sciences (two areas)
........................ 6
Psychology, Sociology, Anthropology, Economics, Political
Science, Geography
Humanities Elective (1 area)
4 .............................................. 3English Literature
1 ................................................................ 6History of Civilization (AHST 101 or AHST 102) ................ 3
American Political Institutions
............................................... 3
(APLS 201, AHST 201, or AHST 202)
2. Pre-Professional Program Requirements
1 .................................. 143. Professional Program Requirements
1 ........................................ 334. Subject Area Requirements
1 ...................................................... 30Total Hours
............................................................................. 127-129
Bachelor of Arts in Education— Major in Middle Level Education (Area of Concentration in English/Social Studies)
1. General Education Requirements ............................................... 50-52
A. Skills and Competencies ..................................................... 21-23
AEGL 101 and 102
1 ................................................................. 6Math/Statistics/Logic (AMTH 108, ASTA 201)
1 ...................... 6Applied Speech Communication (ACOM 201 or 241)
1 ............ 3Languages
2 .......................................................................... 6-8B. Methods and History of Disciplines ...................................... 29
Biological Science with Lab ..................................................... 4
Physical Science with Lab ....................................................... 4
AGRY 103
1 ........................................................................... 3ASCY 101
1 .......................................................................... 3English Literature
1 ................................................................. 3AHST 351 or 451
1 ............................................................... 3AHST 101 or AHST 102
1 .................................................... 3AHST 201
1 ......................................................................... 3APLS 201
1 .......................................................................... 32. Pre-Professional Program Requirements
1 .................................... 143. Professional Program Requirements
1 ........................................... 334. Subject Area Requirements
1 .......................................................... 24Total Hours
................................................................................. 121-123
Bachelor of Arts in Education— Major in Middle Level Education (Area of Concentration in Mathematics/Science)
1. General Education Requirements ................................................ 50-52
A. Skills and Competencies ...................................................... 21-23
AEGL 101 and 102
1 ................................................................. 6Math/Statistics/Logic (AMTH 108, ASTA 201)
1 ...................... 6Applied Speech Communication (ACOM 201 or 241)
1 ........... 3Languages
2 .......................................................................... 6-8B. Methods and History of Disciplines
3 ................................... 29ABIO 122
1 ............................................................................ 4APHY 101
1 .......................................................................... 4 Social and Behavioral Sciences (two areas)
............................ 6
Psychology, Sociology, Anthropology, Economics, Political
Science, Geography
Humanities Elective (2 areas)
4 ................................................ 9History of Civilization (AHST 101 or AHST 102) .................. 3
American Political Institutions
................................................. 3
(APLS 201, AHST 201, or AHST 202)
2. Pre-Professional Program Requirements
1 ................................... 143. Professional Program Requirements
1 .......................................... 334. Subject Area Requirements
1 ........................................................ 335. General Elective ........................................................................... 0-2
Total Hours
................................................................................ 130-132
Bachelor of Arts in Education— Major in Middle Level Education (Area of Concentration in Mathematics/Social Studies)
1. General Education Requirements .............................................. 50-52
A. Skills and Competencies .................................................... 21-23
AEGL 101 and 102
1 ................................................................ 6Math/Statistics/Logic (AMTH 108, ASTA 201)
1 ..................... 6Applied Speech Communication (ACOM 201 or 241)
1 ........... 3Languages
2 ......................................................................... 6-8B. Methods and History of Disciplines
3 ................................... 29Biological Science with Lab .................................................... 4
Physical Science with Lab ....................................................... 4
AGRY 103
1 ........................................................................... 3ASCY 101
1 .......................................................................... 3Humanities Elective (1 area)
4 ................................................. 3AHST 351 or 451
1 .............................................................. 3AHST 201
1 ......................................................................... 3AHST 101 or 102
1 .............................................................. 3APLS 201
1 ......................................................................... 32. Pre-Professional Program Requirements
1 ............................... 143. Professional Program Requirements
1 ........................................ 334. Subject Area Requirements
1 ...................................................... 30Total Hours
............................................................................. 127-129
Bachelor of Arts in Education— Major in Middle Level Education (Area of Concentration in Science/Social Studies)
1. General Education Requirements ........................................... 50-52
A. Skills and Competencies ................................................. 21-23
AEGL 101 and 102
1 ............................................................. 6Math/Statistics/Logic (AMTH 108, ASTA 201)
1 .................. 6Applied Speech Communication (ACOM 201 or 241)
1 ........ 3Languages
2 ...................................................................... 6-8B. Methods and History of Disciplines
3 ................................ 29ABIO 122
1 ........................................................................ 4APHY 101
1 ...................................................................... 4AGRY 103
1 ...................................................................... 3ASCY 101
1 ...................................................................... 3Humanities Elective (1 area)
4 ............................................. 3AHST 351 or 451
1 ........................................................... 3AHST 201
1 ...................................................................... 3AHST 101 or 102
1 .......................................................... 3APLS 201
1 ..................................................................... 32. Pre-Professional Program Requirements
1 ............................. 143. Professional Program Requirements
1 .................................... 334. Subject Area Requirements
1 .................................................. 30Total Hours
......................................................................... 127-129
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 1212
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)
Honors (AHON acronym)
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 334 ............................................................................ 3
AEDR 518 ............................................................................ 3
AEDS 311, 446, 446P, 453, 453P
....................................... 10
AEDS 471, 476 .................................................................. 15
3. Subject Area Requirements2
.............................................
40
ABIO 122, 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 121
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)
Honors (AHON acronym)
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 334 ....................................................................... 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/Logic3................................................ 6
Applied Speech Communication2..........................................
3
ACOM 201 or 241
Languages4....................................................................... 6-8
B. Methods and History of Disciplines5............................ 29
Natural Sciences.................................................................. 8
Social and Behavioral Sciences (two areas)............................ 6
Psychology, Sociology, Anthropology,
Economics, Political Science, Geography
Humanities6............................................................................ 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)
Honors (AHON acronym)
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 334 .......................................................................... 3
AEDR 518 .......................................................................... 3
AEDS 311, 446, 446P, 447, 447P
.................................... 10
AEDS 471, 476 ................................................................. 15
3. Subject Area Requirements2 .............................................. 48
AEGL 275, 285, 289, 291,
450, 453, 460, 462, .................
24
American Literature ............................................................... 6
British Literature ...................................................................
3
AEGL 360
............................................................................ 3
AEGL 362 ............................................................................ 3
AEDR 485 ............................................................................ 3
Area Electives (select from the following categories)................. 6
Literature, Writing, Theatre,
Communications, Languages
Minimum total hours5
....................................................... 135-137
1
For undergraduate writing proficiency, see Proficiency Portfolio in
Writing described on page 46.
2 Must have C or better.
3 AMTH 221 and AMTH 222 cannot be used for General Education math credit
EXCEPT by students graduating with degrees in Elementary, Early Childhood or
Special Education.
4
Two (2) semesters of the same language.
5 At least 3 hours must be in non-Western world studies, unless an
approved non-Western world studies course has been completed elsewhere in the
student’s degree program.
6 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)
Honors (AHON acronym)
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 334 .................................................................................. 3
AEDR 518 .................................................................................. 3
AEDS 311, 446, 446P, 450, 450P .............................................
10
AEDS 471, 476 ........................................................................ 15
3. Subject Area Requirements2