Department of Educational Leadership and Policies
Kenneth R. Stevenson, Chair
Professors
Lorin W. Anderson, Ph.D., University of Chicago, 1973
Carolina Distinguished Professor
Chris P. Plyler, Ph.D., Florida State University, 1978
James T. Sears, Ph.D., Indiana University, 1984
Kenneth R. Stevenson, Ed.D., University of Florida, 1973
Associate Professors
Jacqueline E. Jacobs, Ph.D., Southern Illinois University, 1982
Katherine Reynolds, Ph.D., University of Utah, 1994
Thomas E. Thompson, Ed.D., University of Illinois, 1977
Sandra L. Tonnsen, Ph.D., University of South Carolina, 1982
Michael F. Welsh, Ed.D., University of South Carolina, 1984
Richard Wertz, Ed.D., Columbia University, 1972
Assistant Professors
David S. Doty, Ph.D., Brigham Young University, 1999
Rhonda B. Jefferies, Ph.D., University of North Carolina, 1994
John W. Lowery, Ph.D., Bowling Green State University, 2000
Susan L. Schramm, Ph.D., Miami University of Ohio, 1997
E. Michael Sutton, Ph.D., Iowa State University, 1991
Donald R. Tetreault, Ph.D., University of Southern California, 1996
Clinical Faculty
Julie A. Rotholz, Ph.D., University of Kansas, 1991
Istifanus J. Sanga, Ph.D., University of South Carolina, 1993
Department of Educational Psychology
Michael A. Seaman, Chair
Professors
Margaret B. Gredler, Ph.D., Florida State University, 1971
Huynh Huynh, Ph.D., University of Iowa, 1969
Craig Kridel, Ph.D., Ohio State University, 1980
John McFadden, Ph.D., University of South Carolina, 1973
Benjamin E. Mays Professor of Education
Joseph C. Rotter, Ed.D., Wayne State University, 1971
Les Sternberg, Ph.D., University of Connecticut, 1973
Associate Professors
Timothy J. Bergen Jr., Ph.D., University of Oklahoma, 1974
Mimi Bong, Ph.D., University of Southern California, 1995
William Brown, Ph.D., Vanderbilt University, 1985
Robert P. Bowman, Ph.D., University of Florida, 1982
Margaret Z. Burggraf, Ph.D., Ohio University, 1975
James C. Carper, Ph.D., Kansas State University, 1977
Joan K. Gallini, Ph.D., Florida State University, 1979
Joshua Gold, Ph.D., Kent State University, 1991
Richard E. Hult Jr., Ph.D., University of Illinois, 1975
Kathleen J. Marshall, Ph.D., University of Virginia, 1983
Gary M. Miller, Ph.D., Case Western Reserve University, 1969
Ellen Potter, Ph.D., University of Chicago, 1974
Michael A. Seaman, Ph.D., University of Wisconsin-Madison, 1990
Alan Wieder, Ph.D., Ohio State University, 1977
Cheryl Wissick, Ph.D., University of Virginia, 1990
Mitchell Yell, Ph.D., University of Minnesota, 1992
Assistant Professors
Erik Drasgow, Ph.D., University of Illinois, 1996
Kellah Edens, Ph.D., University of South Carolina, 1992
Kathy Evans, Ph.D., The Pennsylvania State University, 1989
Louise Jennings, Ph.D., University of California-Santa Barbara, 1996
Robert Johnson, Ph.D., University of North Carolina-Greensboro, 1995
Xiaofeng Liu, Ph.D., Michigan State University, 1999
James Moore, Ph.D., Virginia Polytechnic Institute and State University, 2000
Vicki Newman, Ph.D., Texas A&M University, 1996
Department of Instruction and Teacher Education
Therese M. Kuhs, Chair
Professors
Harvey A. Allen, Ph.D., University of North Carolina, 1970
Mac H. Brown, Ed.D., University of Georgia, 1976
Beverly A. Busching, Ed.D., University of Virginia, 1975
Fred V. and Frances W. Lester Professor
Christine K. Ebert, Ph.D., Purdue University, 1985
Carol Flake, Ph.D., University of North Carolina, Greensboro, 1977
Schuyler and Yvonne Moore Child Advocacy Distinguished Chair
Heidi Mills, Ed.D., Indiana University, 1986
Diane Stephens, Ph.D., Indiana University, 1986
John E. Swearingen Professor of Education
Kevin J. Swick, Ph.D., University of Connecticut, 1970
Associate Professors
Edwin Dickey, Ph.D., University of South Carolina, 1982
Therese M. Kuhs, Ph.D., Michigan State University, 1980
W. Jackson Lyday, Ed.D., University of North Carolina, 1975
Michael Rowls, Ed.D., Indiana University, 1974
Irma Van Scoy, Ph.D., Syracuse University, 1987
Jane J. White, Ph.D., University of Pennsylvania, 1980
Assistant Professors
Laura Brinker, Ph.D., University of Wisconsin-Madison, 1996
Nathan Carnes, Ph.D., Miami University of Ohio, 1996
Amy Donnelly, Ph.D., University of South Carolina, 1991
Susi S. Long, Ph.D., Ohio State University, 1995
Michelle A. Maher, Ph.D., George Mason University, 2001
Jonathan E. Singer, Ph.D., University of Missouri, 1997
Mary Styslinger, Ph.D., Kent State University, 2000
Clinical Faculty
Barbara Evans, M.S., Clemson University, 1959
Nancy Freeman, Ph.D., University of South Carolina, 1996
Janet Mason, Ed.D., University of South Carolina, 1996
Sharon A. Vogel, Librarianship Specialist, University of South Carolina, 1990
Jane Zenger, Ph.D., University of South Carolina, 1996
Clinical Adjuncts
Judy Barnes, M.Ed., University of South Carolina, 1992
Sherry Cashwell, M.Ed., University of South Carolina, 1995
Paul Chaplin, M.Ed., University of South Carolina, 1978
Dave Dolin, M.A., University of South Carolina, 1993
Diane Gresham, I.M.A., University of South Carolina, 1997
Francie B. Markham, M.A.T., University of South Carolina, 1979
Kim H. Myers, M.A.T., University of South Carolina, 1979
Cheryl Outlaw, M.Ed., University of South Carolina, 1991
Alice Shawen, B.A., Columbia College, 1982
Dea Wages, M.Ed., University of South Carolina, 1976
Department of Physical Education
Karen E. French, Chair
Professors
Karen E. French, Ph.D., Louisiana State University, 1985
Judith E. Rink, Ph.D., Ohio State University, 1979
Peter H. Werner, P.E.D., Indiana University, 1971
Associate Professors
Murray F. Mitchell, Ph.D., Ohio State University, 1988
Assistant Professors
James M. Mensch, Ph.D., University of Maryland, 2000
Lynda M. Nilges, Ph.D., Florida State University, 1995
Eva Vadocz, Ph.D., Michigan State University, 1999
Clinical Adjunct Professor
Leah W. Gutekunst, M.Ed., Colorado State University, 1978
Emeriti Faculty
Walter R. Bailey, Ph.D., Ohio State University, 1968
Paul C. Berg, Ph.D., Cornell University, 1953
Keith D. Berkeley, Ed.D., Wayne State University, 1968
W. Gale Breedlove, Ph.D., University of South Carolina, 1972
Betty Bullard, Ed.D., Duke University, 1975
Elizabeth H. Burnett, Ed.D., University of Virginia, 1971
Thomas H. Buxton, Ed.D., University of Nebraska, 1970
R. Eleanor Duff, Ph.D., Southern Illinois University, 1973
Paul P. Fidler, Ph.D., Florida State University, 1968
Harold J. Franz, Ph.D., Ohio State University, 1970
Myles I. Friedman, Ph.D., University of Chicago, 1959
Warren K. Giese, Florida State University, 1965
Lawrence E. Giles, Ph.D., University of Minnesota, 1950
Ose F. Henderson, Ed.D., University of Mississippi, 1968
Richard C. Hohn, Ed.D., Temple University, 1970
Richard E. Ishler, Ed.D., The Pennsylvania State University, 1965
Judith Rebecca Joyner, Ph.D., University of South Carolina, 1969
Richard E. Kemper, Ed.D., University of Pittsburgh, 1969
Richard H. Kherlopian, Ed.D., University of North Carolina, 1969
Leonard F. Maiden, Ph.D., University of South Carolina, 1971
Garrett Kile Mandeville, Ph.D., University of Minnesota, 1969
Josephine W. Martin, Ph.D., University of South Carolina, 1971
Charles McNeill, Ph.D., University of Texas, 1967
Darrel G. Minifie, Ed.D., University of Northern Colorado, 1962
Jack M. Ott, Ph.D., Ohio State University, 1967
Frances S. O’Tuel, Ph.D., University of South Carolina, 1971
Gail Raymond, Ph.D., University of South Carolina, 1982
James H. Rex, Ph.D., University of Toledo, 1973
John Spurgeon, Ph.D., University of Iowa, 1959
Norbert Stirzaker, Ed.D., University of Mississippi, 1958
Thomas A. Surratt, Ph.D., University of South Carolina, 1971
Helen Marie Timmermans, M.Ed., University of Missouri, 1964
Donald G. Turner, Ph.D., Purdue University, 1967
James Merrett Ward, Ed.D., University of Texas, 1960
Arthur I. Weiss, Ph.D., Purdue University, 1954
H. Larry Winecoff, Ph.D., New York University, 1968
Charles Henry Witten, Ph.D., University of North Carolina, 1978
Overview
The College of Education is a member of the Holmes Partnership, the National Network for Education Renewal, and the National Education Association’s Teacher Education Initiative. The College of Education, in cooperation with other colleges and departments, offers degrees for teacher certification, counselor certification, and advanced degrees, as well as a certificate program in higher education leadership. The fields of study and degrees offered are as follows.
Department of Educational Leadership and Policies
Curriculum and Instruction–Ed.D.
Educational Administration–M.A., M.Ed., Ed.S., Ph.D.
Higher Education Leadership–Certificate
Student Personnel Services–M.A., M.Ed.
Department of Educational Psychology
Counselor Education–Ed.S., Ph.D.
Educational Research–M.A., M.Ed.
Educational Psychology and Research–Ph.D.
Foundations of Education–Ph.D.
Instructional Technology–M.Ed.
Special Education–M.Ed., M.A.T., Ph.D.
Department of Instruction and Teacher Education
Community and Occupational Programs in Education–M.A., M.Ed.
Curriculum and Instruction–Ed.D.
Early Childhood Education–M.A., M.Ed., M.A.T., Ph.D.
Elementary Education–M.A., M.Ed., M.A.T., Ph.D.
Reading–M.A., M.Ed., Ph.D.
Secondary Education–M.A., M.Ed., M.A.T., M.T., I.M.A., Ph.D.
Teaching–Ed.S.
Department of Physical Education
I.M.A., M.A.T., M.S., Ph.D.
Joint Programs
Health Education Administration–Ed.D.
Admission
Application forms for admission to graduate study in the College of Education may be obtained from the Office of Student Affairs in the College of Education, The Graduate School, or the program coordinators at the University and four-year campuses offering graduate courses. Additional application materials may be required by some programs. Applicants should contact the specific program area to which they are applying for further details.
All applicants for graduate study in the College of Education are required to hold a minimum of a baccalaureate degree in accordance with the general regulations of The Graduate School. All students enrolled in graduate courses are subject to the academic regulations of The Graduate School and the College of Education. It is the responsibility of each student to be aware of these rules and regulations.
All applicants to graduate programs in the College of Education must complete an application packet from The Graduate School; submit official transcripts from all institutions attended, including proof of a baccalaureate degree from a regionally accredited institution; provide acceptable scores on the Graduate Record Exam (GRE) general test or the Miller Analogies Test, depending upon the program applied to; have an acceptable undergraduate record; and provide at least two positive letters of recommendation. Contact individual programs for additional requirements.
Teacher Preparation Programs
The purpose of the teacher preparation programs is to prepare exemplary professional educators. The following graduate degree programs lead to teacher certification through The Graduate School: the Master of Arts in Teaching degree and the Master of Teaching degree. Licensed teachers are not eligible for these degrees.
Certification. In the teacher certification degree programs (M.A.T. and M.T.), the degree requirements and certification requirements are linked. Inasmuch as the certification requirements are the responsibility of the State Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking teacher certification must:
1. successfully complete the requirements of the degree program;
2. achieve test scores at or above those established by the state on the program-appropriate exams (Praxis II Series); scores earned on the Praxis must be submitted to the Office of Student Affairs, College of Education, Wardlaw 113, USC and to the South Carolina State Department of Education;
3. submit to an FBI check for prior felony convictions;
4. pay all certification fees as required.
Professional Program in Education and Internship/Directed Teaching. Students are required to obtain formal admission to the professional program in education prior to the internship or directed teaching experience. Students seeking teacher certification must also apply for internship or directed teaching in order to successfully complete their program of study. Placement for internship and directed teaching will be made only in the Columbia metropolitan area.
Early Childhood and Elementary Education (M.A.T.)
The M.A.T. degrees in early childhood education and elementary education offer two options. One option is the five-year, undergraduate/graduate M.A.T. program, designed only for USC Columbia students who have completed their baccalaureate degree, including the 18-hour education minor and additional required courses. The second option is the 15-month M.A.T. program designed for career-changers–those persons deciding to become teachers after graduation from college in an area other than education. These persons may or may not have taken any education courses as an undergraduate.
Students in either M.A.T. track must complete the following requirements:
Teaching Area Courses: EDTE 771 and 733; either EDEC 754 or EDEL 743; and either EDEC 755 or EDEL 744
Professional Education Courses: EDEL 709, EDPY 705, EDTE 600, and EDFN 749 (Fifth-year students may be able to replace certain professional education courses with electives provided they have grades of B or better in the undergraduate education minor courses and the approval of the graduate advisor.)
Internship and Seminar: Either EDEC 769A, B, C and EDEC 770 or EDEL 790A, B, C, and EDEL 791
Electives: Nine hours of course work outside of early childhood or elementary education are required for all non-fifth-year students.
Secondary Education (M.T.)
The M.T. degree in secondary education is taken in the graduate year of the five-year undergraduate/graduate program designed only for USC Columbia students who have completed their baccalaureate degree, including the 12—15 hour education component.
This degree is designed for teacher certification in secondary education and incorporates an undergraduate major in a subject area with an undergraduate component in education. Students then complete the fifth year of graduate study in teaching. Areas of specialization within the M.T. program currently include English, mathematics, natural science, social studies, and some foreign languages.
Specific course requirements vary for each area, but all include courses in reading, methods, internship, and seminar.
Secondary Education (M.A.T.)
The M.A.T. degree in secondary education is designed for career-changers, those persons deciding to become teachers after graduation from college in an area other than education. These persons may or may not have taken education courses as undergraduates. This degree program in secondary education is offered in conjunction with the College of Hospitality, Retail, and Sport Management, the Norman J. Arnold School of Public Health, the College of Liberal Arts, and the College of Science and Mathematics.
Areas of specialization within the M.A.T. degree currently include biology, business education, chemistry, earth science, English, French, German, geography, health education, history, marketing education, mathematics, natural science, physics, social studies, Spanish, and theatre and speech.
Specific course requirements vary by program, but all must include a minimum of:
Content Area Courses: 15—21 hours
Professional Education Courses: EDPY 705, EDFN 749, a graduate reading course, at least six hours of graduate methods courses
Internship or Directed Teaching and Seminar: 12—15 hours
Special Education (M.A.T.)
The M.A.T. degree is designed for students seeking teacher certification in the areas of educable mentally handicapped, emotionally handicapped, learning disabilities, and trainable mentally handicapped. The M.A.T. degree requires 60 hours of graduate course work. The program includes 12 hours of directed teaching and normally takes two years. The requirements include:
I. Certification Requirements (15 hours)
A. Mild Mental Disabilities: EDEX 610, 619, 640, 712, and 792
B. Emotional Disabilities: EDEX 632, 640, 691, 784, and 792
C. Learning Disabilities: EDEX 531, 616, 640, 691, and 792
D. Moderate/Severe Mental Disabilities: EDEX 610, 615, 619, 640, and 792
II. Professional Core Requirements for all certification areas: EDEX 523, 750, 790; EDRM 700; EDPY 705; EDFN 749; three hours of course work outside of special education; 12 hours in education/curriculum/methods courses; and 12 hours of directed teaching.
Physical Education (M.A.T.)
The M.A.T. degree is limited to those students seeking teacher certification.
The M.A.T. degree requires a minimum of 34 hours of graduate course work. In addition, students must take undergraduate course work in order to fulfill teacher certification requirements. The graduate program is normally two years.
Graduate Course Requirements: PEDU 510, 515, 520, 710, 722, 730, 731, and 750 (24 hours); EDPY (6 hours); EDFN (3 hours); and EDRD 500 (1 hour).
Art Education (M.A.T.)
The M.A.T. degree in art education is designed for teacher certification in art education (K—12) and requires a minimum of 30 semester hours of graduate course work, six to 15 hours in professional education, and 15 to 24 hours in the teaching content area.
Advanced Programs
The Master of Arts, Master of Education, and Master of Science degrees are offered. The Interdisciplinary Master of Arts is also offered in cooperation with other colleges. These degrees are not designed for the purpose of teacher certification. Instead, these programs are offered specifically for students who are certified teachers.
The Ed.S. degree is offered in three areas: educational administration, counselor education, and teaching. These programs require a range of 60 to 69 semester hours beyond the baccalaureate degree.
Both the Ed.D. and the Ph.D. degrees are offered. The Ed.D. degree is offered in curriculum and instruction and health education administration. The Ph.D. is offered in elementary education, early childhood education, secondary education, educational administration, educational psychology and research, foundations of education, counselor education, reading, physical education, and special education.
Department of Educational Leadership and Policies (EDLP)
All applications to programs in EDLP must include a departmental application supplement which may be obtained from the departmental office.
Higher Education Leadership (Certificate)
The certificate in higher education leadership is open to faculty, administrators, and staff of technical colleges who hold a baccalaureate or higher degree. While the program focuses on the field of technical college education, the program is open to other faculty, administrators, and staff who are employed at postsecondary institutions and who hold baccalaureate or higher degrees.
Curriculum and Instruction (Ed.D.)
The Ed.D. degree is intended for leaders and/or potential leaders in the private and public schools from kindergarten through 12th grade, as well as in postsecondary areas.
The program requires a minimum of 60 hours beyond the master’s degree or its equivalent and a minimum of five years of work experience related to the area of study. A minimum of 39 hours must be earned in the Ed.D. program at the University of South Carolina.
Student Personnel Services (M.A., M.Ed.)
The masters’ degrees in student personnel services are designed to prepare individuals for entry-level positions in higher educational institutions in such areas as admissions and records, career planning and placement, student activities, student advisement, student financial aid, student housing, and student unions. The Student Personnel Services Program conforms to the standards of the Council for the Advancement of Students.
All master’s degree candidates must take 18 hours of required courses. The student will select a minimum of 12 hours of suggested electives in one of three major program emphases (student affairs administration, student development, or counseling).
Both the M.Ed. and M.A. in student personnel services require a minimum of 36 hours.
These hours are divided into three areas: required courses; courses in one of three areas of concentration (i.e., student affairs, student development, counseling); and elective courses.
A. Required courses (18 hours)
EDHE 730, 731, 732, 837; EDCE 600; and EDRM 700.
B. Area of concentration (12 hours)
C. Electives (6 hours)
These courses may be chosen from any of the three areas of concentration.
EDHE 831 is required of all master’s degree candidates who do not have a concurrent assistantship in student affairs or prior, significant student personnel experience.
Educational Administration (M.A., M.Ed.)
The M.A. and M.Ed. degrees are designed for persons preparing for administrative positions, such as elementary or secondary school principal, and certain administrative positions in higher education institutions.
Applicants seeking certification as a principal in South Carolina must complete a program minimum of 36 hours.
Core Courses (27 hours): EDLP 700, 701, 702, 703, 704, 705, 706, and either 707 or 708 or 709
Other Required Courses (9 hours): One course in either exceptionalities (e.g., exceptional children, special education) or human growth and development; one course in research/measurement/assessment; and EDLP 725.
Certification. In the school certification degree programs, the degree requirements and certification requirements are linked. Inasmuch as the certification requirements are the responsibility of the state Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking school certification must:
1. successfully complete the requirements of the degree program;
2. achieve test scores at or above those established by the state on the program-appropriate exams (Praxis II Series); scores earned on the Praxis must be submitted to the Office of Student Affairs, College of Education, Wardlaw 113, USC, and to the South Carolina State Department of Education;
3. pay all certification fees as required.
Applicants seeking the M.Ed. in Educational Administration with an emphasis in higher education must complete the following program (36-hours minimum). At least 27 hours must be at the 700 level or above. The courses are divided into two areas.
Area A. Required courses (21 hours) as follows:
EDHE 730, 732, 734, 737, and 830; EDCE 600; and EDRM 700
Area B. Approved electives (15 hours):
Suggested courses include: EDHE 731, 733, 736, 831, 832, 833, 835, and 839; EDLP 735; and MGMT 718.
Applicants seeking the M.Ed. in Educational Administration with an emphasis in curriculum of higher education must complete the following program (minimum 36 hours).
Required courses include: EDLP 701, 725, 728, 735, and 826; EDHE 730, 732, 734, and 738; EDRM 720 (EDRM 700 may be substituted if the student has completed an education measurement course); EDFN 749; and either EDPY 708 or EDCO 620.
Educational Administration (Ed.S.)
The Ed.S. degree is offered for students seeking certification as a public school superintendent.
Educational Administration (Ph.D.)
The Ph.D. degree is offered in two program emphases: higher education administration and CD-12 education administration. Each prepares students for a variety of leadership positions in institutions and agencies related to the emphasis of their studies. Those earning the degree serve as university administrators, school superintendents and principals, administrators in school districts and government agencies, college and university faculty, and other related leadership capacities.
Applications for the degree are processed only in the fall semester.
Department of Educational Psychology (EDPY)
All applications to programs in EDPY must include a letter of intent outlining professional goals. Some programs also require a supplemental application or a current resume.
Counselor Education (Ed.S.)
The Ed.S. degree is an entry-level degree with a specialization in school counseling, family counseling, or other areas of professional interest. The Ed.S. degree requires 66 hours comprised of:
- Core Courses (33 hours): EDCE 510, 600, 601, 700, 702, 705, 706, 707, 710, 720, and 721
- Clinical Courses (9 hours): EDCE 802 and 805
- Specialization Course: 3 hours
- Educational Research: 3 hours
- Human Growth and Development: 3 hours
- Specialized Studies in Counseling: 6—9 hours
- Social and Cultural Foundations: 6—9 hours
Certification. In the school counseling certification degree program, the degree requirements and certification requirements are linked. Inasmuch as the certification requirements are the responsibility of the state Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking school counseling certification must:
1. successfully complete the requirements of the degree program;
2. achieve test scores at or above those established by the state on the program-appropriate exams (Praxis II Series); scores earned on the Praxis must be submitted to the Office of Student Affairs, College of Education, Wardlaw 113, USC, and to the South Carolina State Department of Education;
3. submit to an FBI check for prior felony convictions (for initial S.C. certification applicants only);
4. pay all certification fees as required.
Application materials must be received by October 1 or Feb- ruary 1.
Counselor Education (Ph.D.)
The Ph.D. is designed for students who wish to pursue advanced work in preparation for careers in colleges, agencies, and/or schools.
Application for admission and all materials must be received by December 1.
Educational Research (M.A., M.Ed.)
The M.A. and M.Ed. degrees are designed to prepare students for initial employment in educational research, provide increased competency in research, and provide a foundation for advanced study at the doctoral level.
- Research and Measurement Courses (18 hours): EDRM 700, 710, 711, 718, 720, and 740
- General Foundations Courses (6 hours): EDFN 743 or 744, EDLP 725 or EDEL 715 or EDLP 700
- Elective Courses: 12 hours
Educational Psychology and Research (Ph.D.)
The Ph.D. prepares students for university faculty positions and as directors and coordinators of educational research in school districts, government agencies, and the private sector.
Application materials must be received by October 1 or Feb- ruary 1.
Foundations of Education (Ph.D.)
The Ph.D. degree prepares students for teaching positions in higher education. Students may choose the philosophical, historical, or social foundations track.
Application materials must be received by October 1 or Feb- ruary 1.
Instructional Technology (M.Ed.)
- The M.Ed. degree requires a minimum of 33 hours.
- Required Core Courses (21 hours): EDRM 700; EDLP 725 or EDEL 715 or EDEC 742; EDIT 603; EDIT 650 or 651; EDIT 703; EDPY 722; EDTE 631 or EDTE 731 or EDEX 750
- Administration and Management Courses (3 hours): CLIS 720 is recommended.
- Noneducation Courses (6 hours): Recommended courses are MUSC 564, MART 521, and MART 705.
- Electives (3 hours): Either EDPY 701 or EDIT 652 or EDTE 671 are recommended.
Special Education (M.Ed.)
The M.Ed. degree, designed for certified teachers, is offered in the areas of early childhood special education, emotional disabilities, learning disabilities, and mild/moderate/severe mental disabilities.
I. Prerequisite Courses (6 hours): EDEX 523 and an introductory course in the appropriate area of specialization: EDEX 530 or 531 or 619 or 632 or 685
II. Professional Core Requirements (15 hours): EDRM 700; EDEX 640, 750, 790 and 791
III. Specialization Requirements (15—18 hours): Candidates choose one area of specialization from those listed.
A. Early Childhood Special Education (18 hours): EDEX 630, 714P, 785, 795 and 891 and a three-hour, approved early childhood (EDEC) course
B. Emotional Disabilities (15 hours): EDEX 714B, 784, 792, 808 and 891L
C. Learning Disabilities (15 hours): EDEX 616, 714L, 792, 808 and 891M
D. Mild Mental Disabilities (15 Hours): EDEX 712, 714M, 792, 808 and 891M
E. Moderate/Severe Mental Disabilities (15 hours): EDEX 610, 615, 714M, 785 and 891M
III. Cognate Area Courses (6—9 hours): early childhood special education (6 hours); all other areas (9 hours)
Special Education (Ph.D.)
The Ph.D. degree focuses on the preparation of teacher educators and special education administrators. Students may choose to specialize in the area of educational leadership or research/college teaching.
Department of Instruction and Teacher Education (ITE)
All applications to programs in ITE must include a departmental application supplement, and some programs require a letter of intent outlining professional goals.
Interdisciplinary Master of Arts
The I.M.A. degree is an interdisciplinary degree designed for students who hold a professional teaching certificate or who are academically eligible for a certificate by virtue of course work previously earned. Major emphasis is placed on course work in the teaching/content area. The program requires a minimum of 33 hours, consisting of at least 21 hours of content area courses, nine hours of professional education courses, and three hours of electives.
Community and Occupational Programs in Education (M.A., M.Ed.)
The program for community and occupational education is designed to prepare educational leaders and managers in the fields of adult education, career education, community education, continuing education, cooperative education, vocational education, and technical education. Candidates for the M.Ed. degree will follow the program of study outlined below. The curriculum for the M.A. degree is essentially similar, except that EDRM 700 is not required, and a maximum of six credit hours may be awarded for thesis preparation (EDUC 799). All other requirements for the M.A. as outlined above must be observed.
Required Core Courses (18 hours): EDCO 620, 720, 723, 747, 748, and EDRM 700
Recommended Electives (3—12 hours): One EDCO elective is required, and others may be taken to strengthen the student’s preparation in community-based education. EDCO 622, 704, 706, and 724
Related study (3—12 hours): Related courses which meet the career aspirations of the student may be taken in the College of Education or in other colleges or departments of the University with the advisor’s approval.
No more than six hours of workshops, institutes, or field courses may be used in the degree program.
Early Childhood Education (M.A., M.Ed.)
Students in the M.Ed. program will follow the program of study outlined below and are required to complete a minimum of 36 hours. The M.A. degree curriculum is similar, but students must complete three to six hours of thesis preparation (EDUC 799).
- Required Core Courses (9 hours): EDEC 608, 740, and 742
- Language Development (3 hours): EDEC 744 or EDEL 670
- Early Childhood Requirements (6 hours): EDEC 750 and either 794 or 810
- Technology (3 hours): EDEC 795 or EDTE 731 or a course pre-approved by the advisor.
- Multicultural (3 hours): EDTE 779 or a course pre-approved by advisor.
- Research, Measurement, or Assessment (3 hours): EDRM 700, 720, or course pre-approved by advisor.
- Related Study (6 hours): Must be pre-approved by advisor.
- Final Seminar (3 hours): EDEC 797
- No more than six hours of workshops, institutes, or field courses may be used in the degree program.
Early Childhood Education (Ph.D.)
The Ph.D. degree provides students with an ecological approach to studying young children from birth to age 8. Graduates are prepared to be researchers, teacher educators, or leaders who serve as advocates for children and families. Seminars become the staging area for students to enter the professional conversation through readings, analysis, formulation of futuristic views, participation in curriculum decisions, professional associations, research projects, and scholarly writing.
Elementary Education (M.A., M.Ed.)
The M.A. and M.Ed. degrees require a minimum of 36 hours. Students in the M.Ed. program will follow the curriculum outlined below. The M.A. curriculum is similar, but, students must complete 3—6 hours of thesis preparation (EDUC 799).
I. Curriculum and Instruction Courses (9 hours): EDEL 717, 780, and either EDEL 715 or 720
II. Pedagogy Courses (12 hours): Select four courses from a minimum of three of the areas outlined below.
1. Language Arts: EDEL 670, 771, EDRD 730
2. Social Studies: EDEL 560, 760
3. Science: EDEL 515, EDTE 701, 755
4. Mathematics: EDEL 642 (recommended for primary grade teachers only), 645, 745
III. Foundations of Education (6 hours)
1. Select one of the following:
ANTH 702, EDEC 608, or EDFN 749
2. Select one of the following:
EDPY 706, 707, or EDEC 740
IV. Assessment and Research (3 hours):
V. Studies in Technology (3 hours):
VI. Electives (3 hours)
VII. Related Study/School Services (6 hours)
No more than six hours of workshops, institutes, or field courses may be used in a degree program.
Elementary Education (Ph.D.)
The Ph.D. degree prepares students to become researchers, teacher educators, and leaders who serve as advocates for children and families.
Reading (M.A., M.Ed.)
The M.Ed. degree is designed for students planning to be classroom teachers of reading and for students who are responsible for teaching reading. Additional course work is available to persons pursuing advanced levels of certification in clinical, supervisory, and coordinating roles with regard to reading and language arts.
Students in the M.Ed. program will follow the program of study outlined below and are required to complete a minimum of 33 hours. The M.A. curriculum is similar; however, students must complete 3—6 hours of thesis preparation (EDUC 799).
General Education Requirements (6-9 hours): EDCE 510; EDTE 631; EDEC 544; EDEL 715; EDPY 705, 706; EDEX 523, 785; RHAB 524; EDRM 520, 720; EDSE 728, 787, 788, 789; or other courses approved by advisor
Major Area of Concentration (15 hours): EDRD 600, 716, 717, and 718; EDRM 700; and, in addition, an introductory course in reading methods is required (e.g., EDRD 420, 514, or 518).
Cognate Requirements (6 hours): The cognate may be education or noneducation courses.
Electives (3—6 hours)
No more than six hours of workshops, institutes, or field courses may be used in the degree program.
Language and Literacy (Ph.D.)
The Ph.D. degree prepares students to fill positions in a wide variety of settings: higher education, schools, agencies, and private practice.
No more than six hours of workshops, institutes, or field courses may be used in a degree program.
Secondary Education (M.A., M.Ed.)
The M.A. and M.Ed. degrees consist of a minimum of 33 hours. Students in the M.Ed. program will follow the program of study outlined below. The M.A. curriculum is similar, but students must complete 3—6 hours of thesis preparation (EDUC 799).
Core Courses (9 hours): EDRM 700 and EDLP 725; one of the following: EDSE 727, 728, 729, 730, 732 or 764 or EDUC 731
Education Electives (9—18 hours)
Subject Area Courses (6—16 hours)
No more than six hours of workshops, institutes, or field courses may be used in a degree program.
Secondary Education (Ph.D.)
The Ph.D. degree prepares students for positions in higher education, schools, and agencies. Specializations in a variety of subject areas are available.
Teaching (Ed.S.)
The Ed.S. degree requires a minimum of 36 hours of graduate work beyond a related master’s degree. The purpose of the program is to assist teachers in acquiring appropriate inquiry, problem-solving, and intellectual skills to provide leadership in school improvement. The program is designed for classroom teachers in early childhood through postsecondary settings and includes course work in four areas of study: core courses, a teaching area concentration, supervised practica, and approved elective study.
Curriculum and Instruction (Ed.D.)
The Ed.D. degree is intended for leaders and/or potential leaders in the private and public schools from kindergarten through the 12th grade, as well as in postsecondary settings. The areas of emphasis are community and occupational programs in education, early childhood, elementary and secondary education.
The program requires a minimum of 60 hours beyond the master’s degree or its equivalent and a minimum of five years of work experience related to the area of study. A minimum of 39 hours must be earned in the Ed.D. program at the University of South Carolina.
Department of Physical Education
All applications to programs in physical education must include a sample of expository writing that describes future goals and aspirations. In addition, applications to the Ph.D. in Physical Education must include a current vitae.
Interdisciplinary Master of Arts (I.M.A.)
The I.M.A. degree is designed for students who are certified teachers. The purpose of the degree is to refine and extend the skills and knowledge of the practicing teacher who does not necessarily plan to pursue an advanced degree.
The I.M.A. degree requires a minimum of 33 hours, which includes nine hours in professional education, 21 hours in physical education, and three hours of electives.
Subject Area Courses (21 hours): PEDU 510, 710, 722, 730, 732, 750, and 784
Professional Education Courses (9 hours): EDUC 731; EDPY (3 hours); and one additional education course
Elective (3 hours)
Master of Science (M.S.)
The M.S. degree is designed to provide in-depth, scientific, and research-based study in physical education. There are two options: the thesis and the project. Both are designed for specialized study in a subdiscipline of physical education. The thesis program emphasizes expansion of research competence and is a 33-hour program. The project program focuses on professional/clinical aspects of a subdiscipline and requires 36 hours of study. Areas of research emphasis include developmental foundations of motor skill learning and pedagogical aspects of motor skill programs.
General degree requirements for the M.S. degree in physical education include: successful completion of a minimum of 18 graduate hours in physical education, successful completion of an approved program of study of 33 thesis/36 project graduate credit hours, satisfactory completion of PEDU 798 (project) or PEDU 799 (thesis), and successful completion of a comprehensive examination.
Additional requirements include nine hours in qualitative/quantitative research methodology. These requirements include: three hours in research methods (PEDU 770 or EDRM 700); three hours in statistics (EDRM 710 or STAT 515 or BIOS 700); and three additional hours in methodology from EDRM 711, STAT 516, BIOS 757, EDRM 724, or EDRM 740. Additional required and elective courses will be determined by the faculty advisor.
Doctor of Philosophy (Ph.D.)
The Ph.D. degree is designed to prepare teacher educators in physical education pedagogy and developmental foundations. In the pedagogy area research emphases include teacher education and teaching physical education. In the developmental foundations area research emphases include motor learning and development.
Students in physical education will complete an approved program of at least 60 hours beyond the master’s level including dissertation hours. All students will be required to complete core requirements in the research area (6 hours) and in physical education (6—18 hours). In addition, students will be required to select one of two areas of emphasis and to complete 16—28 hours of course work in that area (developmental foundations or pedagogy).
Joint Program with Department of Health Promotion and Education
Health Education Administration (Ed.D.)
All applications to the Ed.D. in health education administration must include a letter of intent stating why the student wishes to pursue the degree and how the degree will help advance the student’s career.
The purpose of the Ed.D. degree in health education administration is to train health educators. The degree adds to this an emphasis on administrative skills applied in a health-education setting. The degree is not aimed at the training of health administrators; that may be achieved through degrees in the Department of Health Administration and in the Norman J. Arnold School of Public Health.
