Professional Program Semester 1
All Elementary, Early Childhood, and Middle Level Candidates |
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All courses must be successfully completed to move to Semester 2.
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Professional Program Semester 2 |
Early Childhood |
Elementary |
Middle |
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*Students select two of the four course offerings with asterisks.
Candidates interested in dual certification (e.g., elementary and early childhood) must major in one area and take all of the Semester II courses in the additional certification area.
All courses must be successfully completed to move to Semester 3.
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Professional Program Semester 3 |
Early Childhood |
Elementary |
Middle |
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Concentration: Arts & Sciences |
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Concentration: Arts & Sciences |
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Concentration: Arts & Sciences |
All courses must be successfully completed to move to Clinical Practice.
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Professional Program Semester 4 |
Early Childhood |
Elementary |
Middle |
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Elementary, Early Childhood, & Middle Level Education
Semester I only
Course Description |
Hours |
EDFS 303: Human Growth and the Educational Process
This course provides an introduction to the general principles of lifelong human growth and development and their relationship to the educational process. An emphasis will be placed on physical, social, intellectual, and emotional development and their interaction with educational variables. |
3 |
EDEE 323: Development of Mathematical Thinking
This course focuses on the factual knowledge, procedural proficiency, and conceptual understanding related to mathematics content and process standards. The parallels of learner development and the progressive nature of mathematics are explored. Teacher candidates will study the elements necessary to achieve high-quality mathematics education. |
3 |
EDEE 325: Language and Literacy Development
This course explores the nature of language, its functions within language settings, and its history of development within cultures and individuals. The impact of family, community, and dialects upon communication will be investigated. The critical role of story in helping children to communicate effectively is a component of this program. |
3 |
EDFS 326: Intro to Educational Technology
This is an introductory course for pre-service teachers using technology in the classroom. Students become familiar with application software such as word processing, database, spreadsheet, and hypermedia, desktop publishing, and telecommunications, and learn to evaluate hardware and software. |
3 |
EDEE 327: Learner Development and the Context of Learning
This course provides candidates an opportunity to develop observational skills in three settings: early childhood, elementary, and middle school. Through the guided field experience, candidates examine how curriculum, instruction, and the learning context change as children and youth develop. The course is linked to the other courses in the semester. |
3 |
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Early Childhood
Semesters II - IV only
See Above for Semester I for All Candidates
Course Description |
Hours |
EDEE 365: Teaching Mathematics
This course focuses on the knowledge, dispositions, and performances necessary for quality early childhood mathematics education. Emphasis is on developmentally appropriate instructional strategies linked to the Grades PreK-3 content and process standards. Active learning, lesson planning, ongoing and worthwhile assessment, and informed teacher decision-making are major components.
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3 |
EDEE 375: Reading/Learning Strategies
This course provides a study of reading, writing, and communication in Grades PreK-3. It emphasizes basic literacy, content area literacy, factors affecting those processes, and principles and skills involved in the development of reading and writing in Grades PreK-3. |
3 |
EDEE 367: Teaching Science
This course is designed for the study and practice of teaching methods and materials for science at the early childhood school levels. Emphasis is placed on concept development through questioning techniques, critical thinking, multimedia/technology, and inquiry teaching to meet group and individual needs. |
3 |
EDEE 371: Teaching Social Studies
This course introduces students to all facets of the PreK-3 social studies experiences needed to guide early childhood school students on the path to responsible citizenship. The course focuses on the highly integrative and multidisciplinary nature of the social studies. Particular emphasis is placed on the integration of history, geography, and civics education with other areas of the curriculum. |
3 |
EDEE 363: Introduction to Early Childhood Education
This course provides an introduction to early childhood education to include historical and theoretical foundations, characteristics of children and their families, multiple influences of development, and purposes and uses of assessment. |
3 |
EDEE 370: Health and P.E.
A course designed to develop instructional techniques as related to health and physical education, movement education theory, and the integration of early childhood, elementary and middle school studies through movement experiences; included is an examination of health concepts and health programs. |
3 |
EDEE 374: Balancing Students and the Curriculum
This course balances an understanding of upper elementary students (grades 2-6) with the curricular expectations for these grades. Special attention is paid to the importance of planning, assessment and the classroom environment in promoting student accomplishments, belonging, and engagement. |
3 |
EDEE 380: Application of Curriculum and Instruction PK-3
This course provides candidates seeking early childhood certification (PreK-3) an opportunity to observe how teachers teach various subject areas to early childhood students. Candidates teach individual students, small groups of students, and the whole class. Candidates plan for the effective use of curriculum, instruction and assessment to use standards to meet the developmental needs of early childhood students. |
3 |
EDEE 403: Visual and Performing Arts
Candidates examine basic arts concepts and skills, factual or contextual learning about the arts in history and culture, and higher order or critical thinking skills relating to dance, drama/theatre, music, and the visual arts. The course consists of study and experiences in each art form through four curricular components: aesthetic perception, creative expression, historical and cultural heritage, and aesthetic valuing. |
3 |
EDEE 409: Meeting the Needs of Diverse Learners
The course examines current research on differentiated instructional strategies. Candidates describe historical and legal factors impacting inclusion. They develop collaborative skills and identify their role on multidisciplinary teams, and they promote school/family partnerships. They identify learning characteristics of special needs students and develop appropriate instructional strategies.EDEE |
3 |
EDEE 407: Creating Learning Environments
This course focuses on how teachers create collaborative and inclusive communities of learners. Supportive, preventative, and corrective teaching practices and management strategies are emphasized.
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3 |
EDEE 415: Curriculum, Instruction & Assessment PK-3
This course provides candidates an opportunity to teach multiple subjects to diverse early childhood learners. Candidates also examine the early childhood teachers’ role in establishing and maintaining a positive learning environment in the classroom, and they learn to assess their own performance and that of other teachers using the South Carolina teacher evaluation instrument, ADEPT. |
3 |
EDEE 455: Clinical Practice
In this course, candidates engage in full time teaching in a PreK-3 grade classroom. They assume all of the responsibilities of a professional teacher. Under the supervision of a cooperating teacher and a college supervisor, candidates complete a long-range plan, take over full time teaching and non-instructional responsibilities, and participate in professional activities outside of the classroom and in weekly seminars. |
12 |
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Elementary
Semesters II - IV only
See Above for Semester I for All Candidates.
Course Description |
Hours |
EDEE 366: Teaching Mathematics
This course focuses on the knowledge, dispositions, and performances necessary for quality elementary and middle school mathematics education. Emphasis is on developmentally appropriate instructional strategies linked to the Grades 2-8 content and process standards. Active learning, lesson planning, ongoing and worthwhile assessment, and informed teacher decision-making are major components. |
3 |
EDEE 377: Reading/Learning Strategies
This course provides a study of reading, writing, and communication in Grades 2-8. It emphasizes basic literacy, content area literacy, factors affecting those processes, and principles and skills involved in the development of reading and writing in Grades 2-8. |
3 |
EDEE 368: Teaching Science
This course is designed for the study and practice of teaching methods and materials for science at the elementary and middle school levels. Emphasis is placed on concept development through questioning techniques, critical thinking, multimedia/technology, and inquiry teaching to meet group and individual needs.
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3 |
EDEE 373: Teaching Social Studies
This course introduces students to all facets of the 2-8 social studies experiences needed to guide elementary and middle school students on the path to responsible citizenship. The course focuses on the highly integrative and multidisciplinary nature of the social studies. Particular emphasis is placed on the integration of history, geography, and civics education with other areas of the curriculum. |
3 |
EDEE 370: Health and P.E.
A course designed to develop instructional techniques as related to health and physical education, movement education theory, and the integration of early childhood, elementary and middle school studies through movement experiences; included is an examination of health concepts and health programs. |
3 |
EDEE 382: Application of Curriculum and Instruction 2-6
This course provides candidates seeking elementary certification (grades 2-6) an opportunity to observe how teachers teach various subject areas to elementary students. Candidates teach individual students, small groups of students, and the whole class. Candidates plan for the effective use of curriculum, instruction and assessment to use standards to meet the developmental needs of elementary grades students. |
3 |
EDEE 403: Visual and Performing Arts
Candidates examine basic arts concepts and skills, factual or contextual learning about the arts in history and culture, and higher order or critical thinking skills relating to dance, drama/theatre, music, and the visual arts. The course consists of study and experiences in each art form through four curricular components: aesthetic perception, creative expression, historical and cultural heritage, and aesthetic valuing. |
3 |
EDEE 409: Meeting the Needs of Diverse Learners
The course examines current research on differentiated instructional strategies. Candidates describe historical and legal factors impacting inclusion. They develop collaborative skills and identify their role on multidisciplinary teams, and they promote school/family partnerships. They identify learning characteristics of special needs students and develop appropriate instructional strategies. |
3 |
EDEE 401: Assessment
This course builds upon prior knowledge of literacy to help candidates extend learning to all students and situations. There is an emphasis on utilizing appropriate evaluation techniques, age, and subject appropriate instructional strategies, and children’s literature to make literacy and communication accessible to all. |
3 |
EDEE 407: Creating Learning Environments
This course focuses on how teachers create collaborative and inclusive communities of learners. Supportive, preventative, and corrective teaching practices and management strategies are emphasized. |
3 |
EDEE 416: Curriculum, Instruction & Assessment 2-6
This course provides candidates an opportunity to teach multiple subjects to diverse elementary school learners (grades 2-6). Candidates also examine the elementary school teachers’ role in establishing and maintaining a positive learning environment in the classroom, and they learn to assess their own performance and that of other teachers using the South Carolina teacher evaluation instrument, ADEPT. |
3 |
EDEE 457: Clinical Practice
In this course candidates engage in full time teaching in a 2-6 grade classroom. They assume all of the responsibilities of a professional teacher. Under the supervision of a cooperating teacher and a college supervisor, candidates complete a long-range plan, take over full time teaching and non-instructional responsibilities, and participate in professional activities outside of the classroom and in weekly seminars. |
12 |
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Middle Level Education
Semesters II - IV only
See Above for Semester I for All Candidates
Course Description |
Hours |
| *Candidates will enroll in two of these four classes: |
EDEE 366: Teaching Mathematics *
This course focuses on the knowledge, dispositions, and performances necessary for quality elementary and middle school mathematics education. Emphasis is on developmentally appropriate instructional strategies linked to the Grades 2-8 content and process standards. Active learning, lesson planning, ongoing and worthwhile assessment, and informed teacher decision-making are major components. |
3 |
EDEE 377: Reading/Learning Strategies *
This course provides a study of reading, writing, and communication in Grades 2-8. It emphasizes basic literacy, content area literacy, factors affecting those processes, and principles and skills involved in the development of reading and writing in Grades 2-8.
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3 |
EDEE 368: Teaching Science *
This course is designed for the study and practice of teaching methods and materials for science at the elementary and middle school levels. Emphasis is placed on concept development through questioning techniques, critical thinking, multimedia/technology, and inquiry teaching to meet group and individual needs. |
3 |
EDEE 373: Teaching Social Studies *
This course introduces students to all facets of the 2-8 social studies experiences needed to guide elementary and middle school students on the path to responsible citizenship. The course focuses on the highly integrative and multidisciplinary nature of the social studies. Particular emphasis is placed on the integration of history, geography, and civics education with other areas of the curriculum. |
3 |
EDEE 384: Application of Curriculum & Instruction 5-8
This course provides candidates seeking middle school certification (grades 5-8) an opportunity to observe how teachers teach various subject areas to early adolescent students. Candidates teach individual students, small groups of students, and the whole class. Candidates plan for the effective use of curriculum, instruction and assessment to use standards to meet the developmental needs of middle school students. |
3 |
EDEE 409: Meeting the Needs of Diverse Learners
The course examines current research on differentiated instructional strategies. Candidates describe historical and legal factors impacting inclusion. They develop collaborative skills and identify their role on multidisciplinary teams, and they promote school/family partnerships. They identify learning characteristics of special needs students and develop appropriate instructional strategies. |
3 |
EDEE 401:Assessment
This course builds upon prior knowledge of literacy to help candidates extend learning to all students and situations. There is an emphasis on utilizing appropriate evaluation techniques, age, and subject appropriate instructional strategies, and children’s literature to make literacy and communication accessible to all.
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3 |
EDEE 407: Creating Learning Environments
This course focuses on how teachers create collaborative and inclusive communities of learners. Supportive, preventative, and corrective teaching practices and management strategies are emphasized.
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3 |
EDEE 515: Middle School Organization and Curriculum
An overview of the middle school concept, including: 1. Historical and philosophical antecedents. 2. Conflicting perceptions of middle school 3. Definitions of middle school and middle level concept. 4. Characteristics of the emerging adolescent and related program implications. 5. Change factors involved in conversion to the middle school concept. 6. Evaluation methods for determining middle school effectiveness. 7. Speculation on the future of the middle school movement. |
3 |
EDEE 417: Curriculum, Instruction & Assessment
This course provides candidates an opportunity to teach their concentration to diverse middle school learners (grades 5-8). Candidates also examine the middle school teachers’ role in establishing and maintaining a positive learning environment in the classroom, and they learn to assess their own performance and that of other teachers using the South Carolina teacher evaluation instrument, ADEPT. |
3 |
EDEE 459: Clinical Practice
In this course candidates engage in full time teaching in a 5-8 grade classroom. They assume all of the responsibilities of a professional teacher. Under the supervision of a cooperating teacher and a college supervisor, candidates complete a long-range plan, take over full time teaching and non-instructional responsibilities, and participate in professional activities outside of the classroom and in weekly seminars.
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12 |
Each semester is designed to integrate a set of courses with a field experience. Candidates must successfully complete all courses in a semester to move to the next semester level.
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