Department of Educational Leadership and Policies
Michael F. Welsh, Chair

Professors
Katherine Chaddock, Ph.D., University of Utah, 1994
Chris P. Plyler, Ph.D., Florida State University, 1978
Kenneth R. Stevenson, Ed.D., University of Florida, 1973

Associate Professors
D. Zachary Kelehear, Ed.D., North Carolina State University, 1993
Diane M. Monrad, Ph.D., The Johns Hopkins University, 1978
Michael F. Welsh, Ed.D., University of South Carolina, 1984
Richard Wertz, Ed.D., Columbia University, 1972

Assistant Professors
Edward P. Cox, Ed.D., Northern Illinois University, 1976
Michelle A. Maher, Ph.D., George Mason University, 2001
Doyle Stevick, Ph.D., Indiana University, 2006

Clinical Professor
Sandra R. Lindsay, Ed.D., University of South Carolina, 1992

Clinical Associate Professors
Joseph C. Flora, Ed.D., Columbia University, 1971
Lynn H. Harrill, Ed.D., University of South Carolina, 1990
Diane H. Harwell, Ph.D., University of South Carolina, 1994

Clinical Assistant Professor
Julie A. Rotholz, Ph.D., University of Kansas, 1991

Department of Educational Studies
Alan Wieder, Chair

Professors
William Brown, Ph.D., Vanderbilt University, 1985
James C. Carper, Ph.D., Kansas State University, 1977
Margaret B. Gredler, Ph.D., Florida State University, 1971
Huynh Huynh, Ph.D., University of Iowa, 1969, E. Smyth Gambrell Professor of Education
Craig Kridel, Ph.D., Ohio State University, 1980
John McFadden, Ph.D., University of South Carolina, 1973, Benjamin E. Mays Professor of Education
Les Sternberg, Ph.D., University of Connecticut, 1973
Mitchell Yell, Ph.D., University of Minnesota, 1992

Associate Professors
Erik Drasgow, Ph.D., University of Illinois at Urbana-Champaign, 1996
Kellah Edens, Ph.D., University of South Carolina, 1992
Kathy Evans, Ph.D., Pennsylvania State University, 1989
Joshua Gold, Ph.D., Kent State University, 1991
Richard E. Hult Jr., Ph.D., University of Illinois at Urbana-Champaign, 1975
Louise Jennings, Ph.D., University of California at Santa Barbara, 1996
Robert Johnson, Ph.D., University of North Carolina at Greensboro, 1995
Kathleen J. Marshall, Ph.D., University of Virginia, 1983
Ellen Potter, Ph.D., University of Chicago, 1974
Michael A. Seaman, Ph.D., University of Wisconsin at Madison, 1990
Alan Wieder, Ph.D., Ohio State University, 1977
Cheryl Wissick, Ph.D., University of Virginia, 1990

Assistant Professors
Kara Brown, Ph.D., Indiana University, 2006
Christine A. Christle, Ed.D., University of Kentucky, 2003
Christine Distefano, Ph.D., University of Georgia, 1998
Colette T. Dollarhide, Ed.D., University of Nevada at Reno, 1994
David F. Feldon, Ph.D., University of Southern California, 2004
Michelle Jay, Ph.D., University of North Carolina at Chapel Hill, 2006
Xiaofeng Liu, Ph.D., Michigan State University, 1999
Alisa Lowrey, Ph.D., University of Illinois at Urbana-Champaign, 2003
Catherine L. Packer, Ph.D., University of Georgia, 2006

Clinical Assistant Professor
Donna M. Gibson, Ph.D., University of North Carolina at Greensboro, 2000

Department of Instruction and Teacher Education
Alan Weider, Chair

Professors
Mac H. Brown, Ed.D., University of Georgia, 1976
Diane E. DeFord, Ed.D., Indiana University, 1978, John E. Swearingen Professor of Literacy Education
Edwin Dickey, Ph.D., University of South Carolina, 1982
Christine Ebert, Ph.D., Purdue University, 1985
Therese M. Kuhs, Ph.D., Michigan State University, 1980
Heidi Mills, Ed.D., Indiana University, 1986, John C. Hungerpiller Professor of Education
Diane Stephens, Ph.D., Indiana University, 1986, John E. Swearingen Professor of Education
Kevin J. Swick, Ph.D., University of Connecticut, 1970

Associate Professors
Nathan Carnes, Ph.D., Miami University of Ohio, 1996
Amy Donnelly, Ph.D., University of South Carolina, 1991
Nancy Freeman, Ph.D., University of South Carolina, 1996
Rhonda B. Jeffries, Ph.D., University of North Carolina, 1994
Susi S. Long, Ph.D., Ohio State University, 1995
Susan L. Schramm-Pate, Ph.D., Miami University of Ohio, 1997
Irma Van Scoy, Ph.D., Syracuse University, 1987
Mary Styslinger, Ph.D., Kent State University, 2000
Jane J. White, Ph.D., University of Pennsylvania, 1980

Assistant Professors
Angela Brown, Ph.D., Iowa State University, 2000
Megan Burton, Ph.D., University of Alabama, 2006
Mary Earick, Ph.D., University of New Mexico, 2006
Tambra Jackson, Ph.D., Michigan State University, 2006
Pamela Jewett, Ph.D., Arizona State University, 2004
Herman T. Knopf, Ph.D., University of Florida, 2004
Tasha L. Laman, Ph.D., Indiana University, 2004
Julia Lopez-Robertson, Ph.D., University of Arizona, 2004
Christine R. Lotter, Ph.D., Indiana University, 2005
Jonathan E. Singer, Ph.D., University of Missouri, 1997
Lucy Spence, Ph.D., Arizona State University, 2006
Stephen Thompson, Ph.D., Vanderbilt University, 2002
David Virtue, Ph.D., University of Georgia, 2002
Kenneth E. Vogler, Ed.D., University of Massachusetts-Lowell, 2000
Jennifer L. Wilson, Ph.D., University of Missouri, 2004

Clinical Assistant Professors
Victoria Oglan, Ph.D., University of South Carolina, 1999
Jeanene Varner, Ph.D., University of South Carolina, 1984

Research Associate Professor
Jonathan E. Singer, Ph.D., University of Missouri, 1997

Department of Physical Education
Murray F. Mitchell, Chair

Professors
Karen E. French, Ph.D., Louisiana State University, 1985
Judith E. Rink, Ph.D., Ohio State University, 1979

Associate Professors
Murray F. Mitchell, Ph.D., Ohio State University, 1988
Lynda M. Nilges, Ph.D., Florida State University, 1995

Assistant Professors
Tina J. Hall, Ph.D., University of Georgia, 2003
Tamerah Hunt, Ph.D., University of Georgia, 2006
James M. Mensch, Ph.D., University of Maryland, 2000
Eva Monsma, Ph.D., Michigan State University, 1999
Toni M. Torres-McGehee, Ph.D., University of Alabama, 2006
Collin A. Webster, Ph.D., University of Georgia, 2006

Clinical Assistant Professor
Panayiotis Doutis, Ph.D., Ohio State University, 1997
Jay C. Jonas, M.Ed., University of Virginia, 1998
Jane Steinberg, M.A., Michigan State University, 1980

Adjunct Faculty
Rod Walters, D.A., Middle Tennessee State University, 1988

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Overview

The College of Education is a member of the Holmes Partnership and the National Network for Education Renewal. The college is the anchor of the Professional Education Unit (PEU) of USC, which includes six other colleges/schools and carries full accreditation from the National Council for Accreditation of Teacher Education (NCATE). The College of Education, in cooperation with the other colleges and schools of the PEU, prepares educators as leaders, offering degrees for teacher certification, counselor certification, and advanced degrees, as well as a certificate program in higher education leadership.

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. Students are particularly referred to the policies and procedures outlined in the bulletin's section "The Graduate School." In addition to The Graduate School's academic standards for progression, the College of Education stipulates that 12 hours of credit below B on graduate work at the University of South Carolina will disqualify a candidate from a graduate degree in the College of Education. Individual program areas may have more stringent requirements. Although basic requirements for programs in the College of Education are set forth in the following pages, students are strongly encouraged to visit the College of Education Web site, www.ed.sc.edu, and particularly the Office of Student Affairs application page, www.ed.sc.edu/sa/apply.html, for further information and helpful guidelines in relation to specific programs. The Office of Student Affairs is located in Wardlaw 113.

The fields of study and degrees offered are as follows.

Department of Educational Leadership and Policies

Education Administration--M.Ed., Ed.S., Ph.D.
Higher Education Leadership--Certificate
Higher Education and Student Affairs--M.Ed.

Department of Educational Studies

Counselor Education--Ed.S., Ph.D.
Educational Research--M.Ed.
Educational Psychology and Research--Ph.D.
Foundations of Education--Ph.D.
Educational Technology--M.Ed.
Special Education--M.Ed., M.A.T., Ph.D.

Department of Instruction and Teacher Education

Curriculum and Instruction--Ed.D.
Early Childhood Education--M.Ed., M.A.T., Ph.D.
Elementary Education--M.A.T., Ph.D.
Language and Literacy--M.Ed., Ph.D.
Secondary Education--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

Regulations and requirements for admission to graduate study and graduate degree candidacy in the College of Education correspond to those of The Graduate School. In accordance with the general regulations of The Graduate School, any applicant for graduate study is required to hold a baccalaureate degree and must submit scores from either the GRE or Miller Analogies Test as listed for each program/degree. Each applicant must also obtain at least two letters of recommendation (some programs require more) from those who can clearly attest to the applicant's knowledge, skills, and dispositions relevant to the degree sought. Many programs also require a supplemental application, a letter or statement of intent, and/or an interview. Requirements are specified under each program area in this document or may be viewed, in addition to further help information, at www.ed.sc.edu/sa/apply.html.

Admission decisions in the College of Education are based on multiple indicators of an applicant's potential academic success. Indicators include test scores, GPA, letters of recommendation, statement of intent, and other factors such as relevancy of prior degrees, related work experience, leadership roles, and interview performance. The profile of typical students admitted into the College of Education degree programs in fall 2005 on selected items is as follows:

For master's and educational specialist degrees:

• GRE scores of 465 verbal, 565 quantitative
• Undergraduate GPA 3.30
• Two to five years experience in the field.

For doctoral degrees:

• GRE scores of 520 verbal, 600 quantitative
• Graduate GPA 3.70
• Five years or more of experience in the field.

Teacher Preparation Programs

The purpose of the teacher preparation programs is to prepare exemplary professional educators with the knowledge and dispositions they need to make positive impacts in and outside the classroom. The following graduate degree programs through The Graduate School lead to teacher certification: the Master of Arts in Teaching degree and the Master of Teaching degree. Certified 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 S.C. State Board of Education, if state regulations change, degree requirements are also subject to change. All candidates seeking teacher certification must:

• successfully complete the requirements of the degree program
  
• 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 Department of Education
  
• submit to an FBI and SLED background check for prior felony convictions and be cleared by the FBI and SLED prior to internship/directed teaching
  
• pay all certification fees as required.

Professional Program in Education and Internship/Directed Teaching. Candidates are required to obtain formal admission to the professional program in education prior to the internship or directed teaching experience. Candidates 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. This option is not available to anyone entering the University after September 1, 2003. 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: 9 hours of course work outside of early childhood or elementary education are required.

Secondary Education (M.T.)

The M.T. degree is designed for initial teacher certification in secondary education and incorporates an undergraduate major in a subject area with an undergraduate component in education. Candidates then complete the fifth year of graduate study in teaching. Areas of specialization within the M.T. program currently include English, mathematics, science, and social studies.*

The M.T. degree in secondary education is designed only for USC Columbia students who have completed their baccalaureate degree in an eligible subject area and have completed the 12-18 hour education component. Specific subject area courses within the undergraduate major must be completed. Candidates should consult with the College of Education Office of Student Affairs for a list of required courses by subject area.

All M.T. candidates must have completed EDFN 300, EDTE 400, EDPY 401, EDPY 401P, EDTE 402, and EDTE 402P as undergraduates. Additional undergraduate requirements (up to 6 semester hours of course work) are required for those students pursuing certification in English and foreign languages.

The requirements for the fifth year of graduate study vary by subject area, but all require a minimum of 39 semester hours of course work including the following:

Content Area Courses: up to 15 semester hours
Professional Education Courses: 15-24 semester hours, including:

• one of the following: EDSE 727, EDEX 523, EDEX 640, EDPY 706, or EDRM 723
• one of the following reading courses: EDRD 518, 600, or 730
• a 700-level methods course
• a technology course.
  

Internship and Seminar: 15 semester hours
Comprehensive Examination: Each candidate must complete a comprehensive examination as determined by the appropriate M.T. degree committee.

*Areas of specialization in French, Latin, and Spanish are available to students who entered the University prior to summer 2005. All foreign language M.T. programs prepare students for K-12 certification.

Secondary Education (M.A.T.)

The M.A.T. degree in secondary education is designed for career-changers or 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 and the College of Arts and Sciences.

Majors within the M.A.T. degree currently include business education, English, mathematics, social studies (with options in geography, history, and social studies), and science (with options in biology, chemistry, earth science, natural sciences, and physics).

Specific course requirements vary by program, but all must include a minimum of:

• Content Area Courses: 15-21 hours
• Professional Education Courses: EDPY 705 or EDPY 707; EDFN 749; EDRD 518, 600, or 730; at least 6 hours of graduate methods courses, one of which must be a technology course
• Internship and Seminar: 15 hours.

Each candidate must successfully complete a comprehensive examination as determined by the appropriate M.A.T. degree committee.

Special Education (M.A.T.)

The M.A.T. program in special education is designed for career-changers or 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 but have an interest in working with students with disabilities. The M.A.T. degree requires 60 semester hours of graduate-level course work. The program, which includes 12 hours of student teaching, normally takes two years to complete. Candidates must complete requirements for the S.C. State Department of Education and appropriate accrediting agencies to receive Initial Certification in Special Education. Students take a comprehensive examination in their area of certification. A grade of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree.

Admission

1. To be considered for admission all of The Graduate School application requirements and a letter of intent for proposed study in special education must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208, by the October 1 (spring or summer) or April 1 (summer or fall) deadline.

2. Upon verification of all requirements the applicant will interview with the Programs in Special Education Admissions Committee and participate in an extemporaneous writing sample.

Examinations/Certification

Students take a comprehensive examination in their area of certification. Candidates must also complete requirements for the S.C. State Department of Education and appropriate accrediting agencies to receive initial certification in special education. Students must maintain an average GPA of B or better on all courses taken for graduate credit. A grade of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree.

The degree requirements include:

1. Certification Requirements (18 hours)

Candidates choose one area from the following four.

A. Mental Retardation: EDEX 619, 691, 712, 716, 790, and either 610 or 715
B. Emotional and Behavioral Disorders: EDEX 632, 691, 715, 716, 784, and 790
C. Learning Disabilities: EDEX 531, 616, 691, 715, 790, and either 716 or 791
D. Severe and Multiple Disabilities: EDEX 610, 615, 619, 712, 716, and 785

2. Professional Core Requirements for all certification areas (42 hours): EDEX 523; EDEX640; EDEX 792; EDRM 700; EDPY 705, 706, or 707; EDFN 592, 643, 743, 744, or 749; EDEX 750; EDRD 514, EDRD 730, or EDEX 580; 3 hours of course work outside of special education (EDEX) in methods, curriculum, instruction, technology, or assessment (moderate/severe may include EDEX); 12 hours in EDEX 796 Directed Teaching in Special Education; and 3 hours in EDEX 726 Seminar in Special Education for Student Teachers.

Physical Education (M.A.T.)

The M.A.T. degree in physical education is limited to those students seeking teacher certification.

The M.A.T. degree requires a minimum of 45 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, 729, 730, 750, 778A, and 778B (36 hours); EDPY (6 hours); and EDFN (3 hours).

Each candidate must successfully complete a comprehensive examination.

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, 6 to 15 hours in professional education, and 15 to 24 hours in the teaching content area.

Each candidate must successfully complete a comprehensive examination.

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 to support certified teachers through appropriate academic work and strategies that encourage the development of area-specific knowledge, skills, and dispositions.

The Ed.S. degree is offered in three areas: education administration, counselor education, and teaching. These programs require a range of 60 to 69 semester hours beyond the baccalaureate degree. Like the advanced master's degrees, this degree also includes appropriate academic work and strategies that encourage the development of area-specific knowledge, skills, and dispositions.

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, education administration, educational psychology and research, foundations of education, counselor education, language and literacy, physical education, and special education. As with the other advanced degrees, these degrees include appropriate academic work and strategies that encourage the development of area-specific knowledge, skills, and dispositions.

Department of Educational Leadership and Policies (EDLP)

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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. The program requires 18 hours of course work in higher education and curriculum.

Students interested in subsequent enrollment in the M.Ed. in Higher Education and Student Affairs should note that all certificate and master's hours must be completed within six years to earn the M.Ed.

Higher Education and Student Affairs (M.Ed.)

The master's degree in higher education and student affairs is designed to prepare individuals for entry-level positions in higher education institutions in such areas as admissions and records, academic administration, alumni affairs, career development and employer relations, international student programs, new student orientation, student activities, student advisement, student financial aid, student housing, and student judicial programs. The Higher Education and Student Affairs Program conforms to the standards of the Council for the Advancement of Standards in Higher Education.

The faculty of the Higher Education and Student Affairs Program make recommendations for admission to The Graduate School based upon five criteria: academic record, GRE or MAT scores, related work and leadership experience, letters of recommendation, and the personal statement. The students who entered the Higher Education and Student Affairs Program in the fall of 2005 had an average GPA of 3.43, an average GRE score (verbal plus quantitative) of 1061.

All master's degree candidates must complete at least 42 hours of course work. The curriculum includes 18 hours of required core courses. Students also select from one of two major program areas of concentration (higher education administration or student affairs administration) and must take 9 hours of required courses plus 9 additional course hours in their area of concentration. Students must also complete 6 hours of elective courses.

1. Required core courses (18 hours) EDHE 730, 732, 737, 837; EDCE 600; and EDRM 700.
2. Area of concentration (18 hours)

• Higher Education Administration: EDHE 734, 736, and 830 plus 9 additional course hours selected with prior approval of the assigned academic advisor
  
• Student Affairs Administration: EDHE 731, 833, and 3 additional credit hours of practicum or internship credit (EDHE 831, 834, or 838) plus 9 additional course hours selected with prior approval of the assigned academic advisor
  

3. Electives (6 hours)

These courses may be chosen from either area of concentration or from courses offered by other departments with prior approval of the assigned academic advisor. For students electing to complete a thesis, 3 to 6 hours of thesis preparation will replace elective courses.

EDHE 831 is required of all master's degree candidates who do not have a concurrent assistantship in student affairs or higher education or prior, significant professional experience in the field. No more than 12 hours of practicum and internship courses (EDHE 831, 834, 837, and 838) may be used in the degree program.

Students who received the 18-hour Graduate Certificate in Higher Education Leadership must complete the following 24 hours to earn the master's degree: EDHE 730, 732, and 833; EDRM 700; and 12 elective hours selected with the approval of the assigned academic advisor. All 42 hours must be completed within six years.

Each candidate must successfully complete a comprehensive examination.

Education Administration (M.Ed.)

In addition to The Graduate School's application requirements, applicants must complete the EDLP application supplement.

1. Total hours required: 36 hours beyond the baccalaureate degree, which must be completed no more than six years prior to graduation.

B. Certification: The M.Ed. in CD-12 Education Administration incorporates the academic requirements for certification as a principal and supervisor in South Carolina.

3. Courses: Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area A: 27 semester hours in education administration

EDLP 700 Introduction to Education Administration (3)

EDLP 701 School Leadership (3)

EDLP 702 School Personnel Administration (3)

EDLP 703 Supervision of Instruction (3)

EDLP 704 School Finance and Business Management (3)

EDLP 705 Legal Basis of Educational Organization and Administration (3)

EDLP 706 The Principalship (3)

EDLP 707A The Elementary School Principal in Practice I and 707B The Elementary School Principal in Practice II (3 each) OR

EDLP 708A The Middle School Principal in Practice I and 708B The Middle School Principal in Practice II (3 each) OR

EDLP 709A The High School Principal in Practice I and 709B The High School Principal in Practice II (3 each)

Notes:

1. It is recommended that students begin with one of the following courses: EDLP 700, 701, 702, and 703. However, there are no prerequisites to courses in the program other than the principalship block (see no. 3 below).

2. EDLP 707A and 707B or 709A and 709B must be taken concurrently with EDLP 706 over a two-semester period.

3. Students must have completed at least 15 hours of EDLP courses prior to enrolling in EDLP 706, 707A and 707B, 708, or 709A and 709B. Three of these hours may be taken concurrently in the semester in which the principalship course begins.

Area B: 9 semester hours of related courses.
EDCS 725 Principles of Curriculum Construction (3)

A graduate credit course in research/measurement/assessment to be selected with the approval of the advisor (3)

A graduate credit course in exceptionalities (e.g., exceptional children, special education) or in human growth and development to be selected with the approval of the advisor. A course in exceptionalities is strongly recommended for students who completed a course in human growth and development as part of their undergraduate program. (3)

4. Comprehensive Examination: Students must pass a comprehensive examination.

Education Administration (Ed.S.)

The Ed.S. degree is offered for students seeking certification as public school superintendents.

In addition to The Graduate School application requirements, applicants must complete the EDLP application supplement.

1. Total hours required: 33 hours beyond the master's degree, the last 30 of which must be completed no more than six years prior to graduation.

2. Certification: The Ed.S. in Education Administration satisfies the academic requirements for certification as a superintendent in South Carolina.

C. Course: Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area 1: 21 hours of course work in education administration.
EDLP 753 Advanced Methods of Instructional Supervision (3)

EDLP 754 Educational Finance (3)

EDLP 755 Educational Policy Analysis (3)

EDLP 756 The Superintendency (3)

EDLP 757A The Superintendent in Practice I (3)

EDLP 757B The Superintendent in Practice II (3)

EDLP 758 School Building Planning (3)

Note: Students must enroll in EDLP 756 and EDLP 757A and B concurrently. This will satisfy the residency requirement for the Ed.S. degree program.

Area 2: Nine hours of course work in a cognate area.

A cognate is defined as an academic area outside the Department of Educational Leadership and Policies. All cognate courses must have prior approval of the student's advisor. Students are encouraged to select cognates from the following areas: special services, instruction, behavioral science, social science, and management science. At least 6 hours must be completed in a single academic discipline (e.g., business administration, psychology).

Area 3: Three hours of course work in educational research.
A 3-hour course in research/measurement/assessment to be selected with the approval of the advisor. This course is in addition to the research course taken at the master's level. Students with no research courses at the master's level will be required to take two research-related courses in the Ed.S. degree program.

Note: Courses taken in a master's degree program cannot be used to fulfill Ed.S. requirements.

Education 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.

In addition to The Graduate School's application requirement, applicants must complete the EDLP application supplement.

Applications for the degree are processed only in the fall semester.

Education Administration/CD-12 (Ph.D.)

1. Total hours required: 66 hours beyond the master's degree, the last 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: Permission to begin study leading to the Ph.D. degree does not imply admission as a candidate for the degree. Admission to candidacy for the Ph.D. degree is not granted until the student has passed a qualifying examination. The student should discuss this requirement with his or her advisor.

C. Courses: Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area 1: 30 hours of courses in education administration.

A. 24 hours of required courses
EDLP 753 Advanced Methods of Instructional Supervision (3)

EDLP 754 Educational Finance (3)

EDLP 755 Educational Policy Analysis (3)

EDLP 756 The Superintendency (3)

EDLP 757A The Superintendent in Practice I (3)

EDLP 757B The Superintendent in Practice II (3)

EDLP 758 School Building Planning (3)

EDLP 807 Seminar in Eduational Administration (3)

B. 6 hours of elective courses chosen from the list below:

EDLP 803 Administrative Evaluation and Decision-making (3)

EDLP 804 Advanced Educational Finance (3)

EDLP 805 Advanced Educational Policy Analysis (3)

EDLP 806 Theories of Education Administration (3)

Area 2: 9 hours in an identified cognate area outside the College of Education. These courses are to be determined by the student's program advisory committe.

Area 3: 9 hours of post-master's 700- and 800-level courses (not to include the cognate) within the College of Education, but outside the Department of Educational Leadership and Policies. Must include one of the required research courses.

Area 4: 18 hours in courses to prepare the student for the dissertation, to include:

EDLP 899 Dissertation Preparation (12) (Note: EDRM 897 may be used to satisfy 3 of these hours if approved by the student's major professor)

EDLP 808 Field Problems in School Administration (3)

One additional research course as determined by the Program Advisory Committee (3)

4. Foreign Language: To qualify for the Ph.D. degree, a candidate must demonstrate one of the following: a reading knowledge of one foreign language, a knowledge of the use of computers, or competency in statistics. The language selected for the degree program must be approved by the College of Education and The Graduate School. Satisfactory completion of the foreign language option will be verified by a foreign language 315 (intensive readings) course or through an examination administered by the Department of Foreign Languages and Literature. The student's Program Advisory Committee will determine the manner in which the statistics and computer knowledge options will be demonstrated but may include completion of appropriate cognate course work or examinations. The language requirement must be completed at least one academic year prior to graduation.

5. Comprehensive examination: The comprehensive examination for the Ph.D. degree includes a written examination of nine hours over two days and an oral examination.

6. Dissertation: Every candidate for a doctoral degree is required to successfully complete and defend a dissertation. Prior to preparing a dissertation, a proposal is required. The dissertation proposal must be approved by the student's Dissertation Committee. The degree candidate must successfully defend the dissertation before his or her Dissertation Oral Examination Committee.

Education Administration/Higher Education (Ph.D.)

1. Total hours required: 81 hours beyond the baccalaureate degree, at least 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: Writing sample

3. Courses: The student's Program Advisory Committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program that student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Area 1: 24 hours of courses in higher education administration.

Area 2: 9 hours of elective courses related to higher education.

Area 3: 18 hours in a cognate area comprising: A single content area that can prepare the student for teaching at the baccalaureate level in an academic discipline or applied field drawn from: arts and humanities, social and behavioral sciences, natural sciences, mathematics, or professional fields.

Area 4: 9 hours of foundational course work in education comprising: courses at the 700 and 800 levels within the College of Education but outside the Department of Educational Leadership and Policies, excluding cognate courses.

Area 5: 21 hours of course work in educational research:

A. 6 hours of research methods courses that must focus on either quantitative or qualitative methodology.

B. 3 additional hours of research course work.

C. 12 hours of EDHE 899.

4. Foreign language requirement: To qualify for the Ph.D. degree, a candidate must demonstrate one of the following: a reading knowledge of one foreign language or a knowledge of the use of computer-based technology. Satisfactory completion of the foreign language option will be verified by a foreign language 315 (intensive readings) course or through an examination administered by the Department of Foreign Languages and Literature. The student's Program Advisory Committee will determine the manner in which the computer knowledge option will be demonstrated, generally by examination, course work, or portfolio.

5. Comprehensive examination: The comprehensive examination for the Ph.D. degree includes a written examination over two days and an oral examination.

Department of Educational Studies (EDST)

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Counselor Education (Ed.S.)

The counselor education program offers two areas of concentration leading to the degree of education specialist: school counseling and marriage and family counseling/therapy. The Ed.S. degree requires 66 hours and is accredited by the Council for the Accreditation of Counseling Related Educational Programs (CACREP).

School Counseling

The Ed.S. in Counselor Education with a specialization in school counseling fulfills the certification requirements for endorsement as a K-12 school counselor in South Carolina. Students are advised to speak to the appropriate staff in the Office of Student Affairs (Wardlaw 113) for information about the certification requirements of other states. Completion of this specialization may also satisfy South Carolina's academic requirements for licensure as a Licensed Professional Counselor (LPC-Intern). After the completion of the required post-degree clinical hours and supervision of these hours, licensure as an LPC is possible. Students are advised to contact the appropriate licensing board.

Marriage and Family Counseling/Therapy

The Ed.S. in Counselor Education with a specialization in marriage and family counseling/therapy may fulfill the academic licensure requirements of states that specify the completion of a two-year program of graduate study for licensure as a marriage and family counselor/therapist. Be advised that completion of this specific course of study does not prepare the graduate for endorsement by the University as a school counselor. The student must also be aware that state licensing boards may have additional academic and/or supervised clinical requirements beyond the qualifying degree in order to obtain a license to practice. Students are advised to contact the appropriate licensing board for application materials and to discuss these requirements with their advisors.

Admission

Applicants are responsible for ensuring that their application is complete and received by The Graduate School by October 1 or February 1 for admission. In addition to The Graduate School's application requirements, applicants must submit a letter of intent stating the student's desire to enter the degree program and outlining long-term professional goals and estimated length of time to complete a program of study, and a current resume.

The Ed.S. degree requires 66 hours composed of:

Core Courses (30 credit hours): EDCE 510, 600, 601, 700, 702, 706, 707, 710, 720, and 721 or 716

Clinical Courses (9 credit hours): EDCE 802 (3 credit hours) and EDCE 805 (6 credit hours)

Specialization Course: 3 credit hours

Research: 3 credit hours

Human Growth and Development: 3 credit hours

Specialized Studies in Counseling: 6-12 credit hours

Social and Cultural Foundations: 6-12 credit 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 S.C. State Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking school counseling certification must:

• successfully complete the requirements of the degree program
  
• 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 Department of Education
  
• submit to an FBI check for prior felony convictions (for initial S.C. certification applicants only)
  
• pay all certification fees as required.

Counselor Education (Ph.D.)

Program Description

The University of South Carolina offers the Ph.D. degree with a major in counselor education. It emphasizes the training of professional counselor educators and counselors who will have competence in teaching, counseling, research, and supervision. Program objectives are centered around a primary goal, which is the education of outstanding counselor educators and counselors. Graduates are prepared to assume leadership roles in settings that provide counseling, teaching, and research with and about populations who are experiencing problems in daily functioning. The program is 96 post-bachelor's degree semester hours in length and is accredited by the Council for the Accreditation of Counseling Related Educational Programs (CACREP).

Admission

Applicants are responsible for ensuring that their application is complete and received by The Graduate School by December 1 for fall admission. In addition to The Graduate School's application requirements, applicants must submit:

1. verification of the 30 semester hours of prerequisite work in the CACREP core and clinical areas of instruction.

2. a current resume documenting two years' minimum work experience related to the field of counseling and related achievements, professional affiliations, and activities.

3. a letter of intent, which should include:

A. long-term goals in terms of benefits (to self and society).

B. skills or competencies needed to achieve the goals.

C. a timeline for completion of your degree.

D. barriers to achievement of those goals.

E. a statement clarifying when you expect to meet the residency requirement.

Degree Requirements

1. Total hours required: 96 hours beyond the baccalaureate degree, the last 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: Students must achieve a grade of B or better in the 15 hours of core courses. Once the student has applied for candidacy, the faculty reviews the application and votes whether to recommend the admission of the candidate or not. Admission recommendations are determined by a majority vote.

3. Courses: The student's program advisory committee will evaluate previous course work and experience and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Area 1: Core Courses (15 semester hours)

EDCE 813 Professional Issues in Counselor Education (3)

EDCE 820 Advanced Transcultural Counseling (3)

EDCE 823 Advanced Counseling Theory (3)

EDCE 830 Systematic Training Models in Counselor Education (3)

EDCE 832 Practicum in Counseling Supervision (3)

Area 2: Clinical Requirements (12 semester hours)

Practicum and Internship

EDCE 822 Counseling Practicum II (3)

EDCE 855 Internship in Counselor Education (9)

Area 3: Measurement and Appraisal (nine semester hours)

Area 4: Research (12 semester hours)

Area 5: Dissertation (15 semester hours)

EDCE 825 Empirical Basis of Counseling (3)

EDCE 899 Dissertation Preparation (12)

Area 6: Cognate Courses (9 semester hours)

Area 7: Counseling Elective Courses (24 semester hours)

4. Foreign Language Requirement: May be satisfied by successful completion of:

1. Foreign Language Reading Competency Students may elect to demonstrate a reading competency in one foreign language, including American Sign Language. The language selected must be approved by the department and the dean of The Graduate School.

2. Statistical Package Computer Competency Students may elect to demonstrate competency in the use of statistical packages in research.

3. Computer Language Competency

5. Comprehensive Examination: 9-hour written examination and 2-hour oral examination.

Educational Research (M.Ed.)

Program Description

The master's program in educational research at the University of South Carolina is designed to provide students with a set of research skills applicable to a variety of areas within education. Specifically, these skills include the critical reading of research, the use of statistical techniques, and the construction, selection, and interpretation of cognitive tests. Course work includes core requirements for students working toward the Ph.D. degree in educational research. Students with a baccalaureate degree who are interested in pursuing doctoral work in educational research are encouraged to enroll in the M.Ed. in Educational Research.

Admission

To be considered for admission, all of The Graduate School's application requirements, curriculum vitae, and a letter of intent that delineates the applicant's professional goals and specific interest in the degree must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208. Review of applications takes place in October and February.

The comprehensive examination for the M.Ed. in Educational Research consists of developing a proposal for a research study for a specific research problem.

Requirements

Research and Measurement Courses (18 hours): EDRM 700, 710, 711, 718, 720, and 740

General Foundations Courses (6 hours): EDFN 743 or 744, EDCS 725 or EDEL 715 or EDLP 700

Elective Courses: 12 hours

Educational Psychology and Research (Ph.D.)

Program Description

The doctoral program in educational psychology and research at the University of South Carolina offers two tracks. Students choose either the educational psychology track or the educational research track.

Educational Psychology Track. The focus of the educational psychology track is to develop an understanding of both the psychological factors that influence human learning and their relationship to the educational setting. Included are the applications of principles of learning to classroom situations, human cognition and information-processing models, the relationship of human development to the processes of learning, and methods to critique and analyze research on human learning and cognition. This track is appropriate for qualified individuals who wish to teach and/or conduct research, as well as those who are responsible for classroom learning in other areas of education and industry.

Educational Research Track. Core skills acquired in the educational research track include using measurement and statistics, evaluating programs, designing research, constructing tests, and using computer statistical packages to analyze data. In addition to university faculty positions, graduates in research and measurement serve as directors and coordinators of educational research in school districts, government agencies, and the private sector.

Students may enter the doctoral program with a master's degree in any of a number of fields. Students with only an undergraduate degree may wish to earn a master's degree in educational research before entering the doctoral program.

Admission

To be considered for admission, all of The Graduate School's application requirements, curriculum vitae, a letter of intent that delineates the applicant's professional goals and specific interest in the degree and specifies the track (educational psychology or educational research) applied for, and three letters of recommendation from individuals who can attest to the applicant's professional potential in the chosen area of interest must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208. Review of applications takes place in October and February.

Program of Study

Doctoral students must complete residency requirements, a program of study, a qualifying examination, and a comprehensive (written and oral) examination and, finally, must complete and defend a dissertation. In addition to a required 30 hours in the area of specialization, course work also includes 9 hours outside of the educational psychology and research program area in the College of Education, 12 hours in related electives, and 12 hours in dissertation credit. Full-time students require approximately two to three years to complete course work. Part-time students will take somewhat longer to complete the degree.

Foundations of Education (Ph.D.)

Program Description

The doctoral program in foundations of education at the University of South Carolina offers both breadth and depth in the study of social, philosophical, and historical issues in education. Faculty combine teaching and scholarship with involvement in the local community as well as work at the state and national levels. In addition to course work in foundations in education, doctoral students are offered the opportunity of an expansive social sciences and humanities education based on an individual program of study they can craft with their advisor and doctoral committee.

Admission

To be considered for admission all of The Graduate School's application requirements, a letter of intent that expresses the applicant's professional goals and specific interest in foundations of education, a curriculum vitae listing prior experiences and scholarly activities, and a writing sample (such as a class paper or a published article) must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208, by October 1 (spring) or February 15 (summer or fall).

Program of Study

Doctoral students must complete residency requirements, a program of study, and a qualifying examination and must complete and defend a dissertation. In addition to the required minimum 30 hours in foundations, course work also includes 9 hours outside of the foundations program area in the College of Education, 9 to 12 hours of electives, and 12 hours of dissertation credit. All students enroll in courses in the history, sociology, and philosophy of education. These courses lead to doctoral seminars in the subdisciplines as well as other courses in educational biography, multicultural education, and qualitative research. Full-time students require approximately two to three years to complete course work. Part-time students will take somewhat longer to complete the degree.

Educational Technology (M.Ed.), Joint degree with USC Aiken

In addition to The Graduate School's application requirements, applicants must submit a letter of intent.

The M.Ed. degree requires a minimum of 36 hours.

Foundational Core (12 hours): EDRM 700, EDET 709 and 722, EDTE 731

Technology Core (15 hours): EDET 603, 735, 746, 755, 780

Electives (9 hours): chosen from EDET 650, 651, 652, 703, 793, MGMT 772 or EDRM 736

All degree candidates must pass a comprehensive examination.

Special Education (M.Ed.)

Program Description

The M.Ed. program in special education is designed for certified teachers who are seeking advanced certification in special education. The program includes 150 hours of practicum experience.

Admission

1. To be considered for admission all of the following materials must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208, by October 1 (spring or summer admission) or March 1 (summer or fall admission).

• transcripts of all college and university credits
• two letters of recommendation from former professors or work supervisors in the field of education
• a completed graduate school application
• a letter of intent for proposed study in special education
• Graduate Record Examination (verbal and quantitative sections) or Miller Analogies Test scores, taken within five years of application date
• evidence of initial certification

2. Upon verification of the above requirements, the applicant will interview with the Programs in Special Education Committee and participate in an extemporaneous writing sample.

3. Acceptance by The Graduate School and the programs in special education is based on the evaluation of the applicant's total academic profile by two admissions committee members. The committee members evaluate the applicant's letters of recommendation, GPA, test scores, writing sample, and interview and then make an admissions recommendation based on their evaluation.

Examinations and Certification

Students must:

• maintain an average grade of B or better on all courses taken for graduate credit. Grades of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree from the College of Education.
• pass a comprehensive examination in the area of specialization.

Note: The M.Ed. program is not designed for initial teacher certification. Students wishing to use the M.Ed. program to add certification in an area of special education to their existing teaching certificates must meet requirements as mandated by the S.C. Department of Education. Further information may be obtained from the S.C. Department of Education or from the College of Education's Office of Students Affairs.

1. Prerequisite Course: EDEX 523

Note: EDEX 523 does not count toward the 39 hours required for the M.Ed. degree.

2. Professional Core Requirements: 18 hours

(Required for all M.Ed. students) EDRM 700, EDEX 640, 716, 750, 790, and 792

3. Specialization Area Requirements: 12-18 hours (choose one area of specialization)

A. Early Childhood Special Education (18 hours): EDEX 530, 630, 714P, 785, 891P, and an approved course

B. Emotional Disabilities (12 hours): EDEX 632, 714B, 784, and 891B

C. Learning Disabilities (12 hours): EDEX 531, 616, 714L, and 891L

D. Mental Retardation (12 hours): EDEX 619, 712, 714M, and 891M

E. Severe and Multiple Disabilities (18 hours): EDEX 610, 615, 619, 701, 714M, and 785

4. Electives (3-9 hours): 3 hours in early childhood special education and severe and multiple disabilities; 9 hours in all other areas. Electives may include but are not limited to EDEX 580, 701, 715, 791, and 785 and are selected by advisement.

Note: When selecting electives, keep in mind that students must take a majority of the 39 hours in the M.Ed. program at or above the 700 level.

Special Education (Ph.D.)

Tracks: 1) university teaching and research, and 2) special education leadership

Program Description

The Ph.D. program in special education focuses on preparing special education professionals with emphasis on either teacher education and research or administration and leadership. The Ph.D. program prepares its graduates to become successful and productive special education faculty members or administrators through an intensive course of advanced study. Courses include both seminars and experiential learning.

Admission

1. In addition to The Graduate School's application requirements, applicants must have the following materials on file at The Graduate School, University of South Carolina, Columbia, SC 29208, by the deadline of February 14. Students applying for grant positions must have all materials on file prior to faculty interview.

• a supplemental application form for the Ph.D. in Special Education, and a letter of intent
  
• evidence that the applicant holds a professional certification in education or a related field (e.g., speech/language pathology, school psychology)
  
• evidence of five years of direct educational experience, which may include working with exceptional individuals in school, clinic, or residential settings.

2. Upon verification of the above requirements the applicant will interview with the Programs in Special Education Admissions Committee and participate in an extemporaneous writing sample.

Program of Study

Doctoral students must complete residency requirements, a program of study, a qualifying examination, a comprehensive (written and oral) examination, a foreign language requirement, an internship, and a dissertation. Course work includes doctoral-level seminars and internships in special education, strands of either educational leadership courses or educational research courses, and a cognate outside of the programs in special education. Both Ph.D. tracks require 63-66 hours, including a sequence of education and special education research courses (number of hours varies), 9-12 cognate hours, and 12 hours of dissertation credit. Students typically complete their Ph.D. in three to eight years.

Department of Instruction and Teacher Education (ITE)

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All academic regulations (e.g., residency, time limitations, grades, transfer credit) are consistent with those of The Graduate School and can be found in the bulletin sections on specific degree requirements ("Master of Arts and Master of Science," "Doctor of Philosophy," etc.) within the section of this bulletin titled "The Graduate School." The College of Education grade requirement also applies to ITE degree programs (see "Overview" in the College of Education section).

ITE Language/Research Tool Requirement

The applicant must have a reading knowledge of one foreign language or an approved alternative selected from the Department of Instruction and Teacher Education language/research tool options.

Option A: Demonstrate competency in a foreign language or in an alternative language for the visually or hearing impaired by completion of one of the following courses with a grade of B or better:

Foreign Languages: 315 course or satisfactory performance on an examination administered by the Department of Languages, Literatures, and Cultures
EDEX 682: Introduction to Braille

EDEX 687: Manual Communication for the Hearing Impaired

(Substitute courses from other accredited institutions may be acceptable in place of EDEX 682 and 687.)

Option B: Demonstrate competency in a computer language with potential for research applications by the completion of EDET 603 Electronic Technologies in Instruction or EDRM 718 Research and the Statistical Packages with a grade of B or better

Option C: Demonstrate competency in a computer-related area of study outside of the College of Education by completion of one of the following courses or sets of courses with a grade of B or better (please check the bulletin section for the College of Engineering and Information Technology for prerequisites):

Programming: CSCE 145 and 146 or CSCE 500

Artificial Intelligence: CSCE 850

Internet Resources: SLIS 703
Online Databases: SLIS 706 and SLIS 740

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, 9 hours of professional education courses, and 3 hours of electives. Each candidate must successfully complete a comprehensive examination.

Early Childhood Education (M.Ed.)

Required Core Courses (15 hours): EDEC 608, EDEC 740, EDEC 742, EDEC 744, EDEC 750

Specialized Early Childhood Requirements (6 hours): Choose two from the following courses: EDEC 745*, EDEC 794, EDEC 810, EDEL 670, EDTE 779

Technology (3 hours): EDEC 795 or EDTE 731 or a course pre-approved by the advisor.

Research, Measurement, or Assessment (3 hours): EDRM 700, 720, or a course pre-approved by advisor.

Related Study (6 hours): Must be pre-approved by advisor.

Final Seminar (3 hours): EDEC 797

*EDEC 744 is a prerequisite for this course.

No more than 6 hours of workshops, institutes, or field courses may be used in the degree program. Each candidate will successfully complete a comprehensive examination.

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.

In addition to The Graduate School's application requirements, applicants must submit a letter of intent.

1. Total hours required: A minimum of 90 hours beyond the baccalaureate degree, the last 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: A 4-hour written and oral examination taken upon completion of a minimum of 9 semester hours of graduate course work after admission to the Ph.D. program.

3. Program of Studies: The student's program advisory committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Area 1: Major Area of Specialization--36 hours in early childhood education courses. Must include doctoral seminars EDEC 811, 812, 813, 814, and 815.

Area 2: Dissertation Hours--12 hours of EDTE 899 or 9 hours of EDTE 899 and 3 of EDRM 897.

Area 3: Research Hours--12 hours minimum, at least 2 quantitative (beyond EDRM 700) and 2 qualitative are required.

Area 4: Cognate--9 hours minimum outside of the Department of Instruction and Teacher Education.

Area 5: Foundations of Education--3 hours minimum in each area

• alternative philosophies
  
• public school curriculum
  
• theories of human development
  
• systematic investigation
  
• policies and procedures in education

Area 6: Electives--15 hours minimum.

4. Foreign Language: May be satisfied by demonstrating competency in a foreign language, an alternative language for the visually or hearing impaired, or in a computer language or computer-related area of study.

5. Comprehensive Examination: 12-hour written examination and 2-3 hour oral examination.

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.Application deadlines are March 1 and October 15 each year.

1. Total hours required: A minimum of 78 hours beyond the baccalaureate degree, the last 30 of which must be completed no more than eight years prior to graduation.

2. Admission: In addition to The Graduate School's application requirements, applicants must submit a letter of intent.

3. Qualifying examination: A 6-hour written examination taken after completion of 12 hours of 700- and 800-level course work in the College of Education.

4. Program of study: The student's program advisory committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Area of Specialization: A minimum of 27 hours in elementary education

A. Elementary Pedagogy: 9 credit hours
At least one recent pedagogy course in three of the core subject areas (mathematics, science, language arts, and social studies). Two courses must be at the 800 level (EDEL 840, 858, 860, or 870).

B. Theories of Instruction: 6 credit hours
Two of the following courses:
EDEL 815 Models of Teaching
EDTE 759 Teaching Reasoning and Inquiry Skills
EDTE 777 Analysis of Effective Instructional Practices
EDTE 870 Seminar in Instruction and Teacher Education

C. Curriculum: 3 credits
EDTE 811 Developing Interdisciplinary Curriculum

Foundations:

A. Development and Learning.
One of the following:
EDPY 706 Human Development and Learning Situation
EDPY 741 Basic Processes: Cognition
EDPY 751 Psychological Analysis of Instruction I
EDPY 805 Contemporary Research in Human Development and Education

B. Social, Philosophical, and Curriculum Foundations.
One of the following:
EDFN 743 The School and the Social Order: The United States I
EDFN 744 Philosophy and Education
EDCS 822 Curriculum Classics: Trends and Issues
EDCS 821 Curriculum Theory

C. Research. 9 credits from the following:
(required) EDRM 710 Educational Statistics
(required) EDRM 740 Qualitative Research in Education
One of the following:
EDCS 829 Curriculum Inquiry
EDRM 711 Educational Statistics II
EDRM 724 Design and Analysis of Educational Surveys
EDRM 840 Methods of Ethnographic Description

Cognate: A minimum of 9 credit hours must be in one area outside the Department of Instruction and Teacher Education.

Dissertation hours: A minimum of 12 credit hours of dissertation credit (EDTE 899) is required. Three hours may be in a dissertation proposal course.

Electives: A minimum of 15 semester hours credit in advanced graduate work.

4. Foreign Language

5. Comprehensive Examination: A 9-hour written examination and a 2-hour oral examination.

Language and Literacy (M.Ed.)

The M.Ed. degree is designed for individuals planning to be classroom teachers of reading or other teachers who are responsible for teaching reading. Additional course work is available to individuals pursuing advanced levels of certification in clinical, supervisory, and coordinating roles with regard to reading and language arts.

In addition to The Graduate School's application requirements, applicants must submit a letter of intent. Students in the M.Ed. program will follow the program of study outlined below and are required to complete a minimum of 33 hours.

Core Requirements (24 hours):

Reading: EDRD 600, 715, 716, 718, 719, and 720 (18 hours)

Writing: EDEL 771 or EDSE 728 (3 hours)

Research: EDRM 700 (3 hours)

Cognate Requirements (3-6 hours): The cognate should be in language and literacy at the early childhood, elementary, or secondary level.

Electives (3-6 hours)

No more than 6 hours of workshops, institutes, or field courses may be used in the degree program.

Language and Literacy (Ph.D.)

In addition to The Graduate School's application requirements, applicants must submit a letter of intent.

The Ph.D. degree prepares students to fill positions in a wide variety of settings: higher education, schools, agencies, and private practice. Students in the language and literacy Ph.D. program take a minimum of 69 semester hours beyond their master's degree. The last 30 hours of course work must be completed no more than eight years prior to graduation. At the end of their course work, students take a comprehensive examination, write a proposal, conduct research, compose a dissertation, and defend their work to program faculty. (No more than 6 hours of workshops, institutes, or field courses may be used in a degree program.)

Degree requirements

Required Courses in Language and Literacy (21 hours)

EDRD 800 Literacy Education P-12
EDRD 801 Critical Perspectives on English Language Arts
EDRD 803 Pedagogical Application of Reader Response Theory
EDRD 811 Cultural Perspectives on Psychological and Social Foundations of Literacy Learning

Three additional language and literacy courses, which could include:

EDEC 744 Language Acquisition in the Learning Environment
EDEC 745 Emergent Literacy
EDRD 840 Semiotics, Reading, Literacy, and Learning
EDRD 844 Advanced Study of Language Acquisition
EDRD 845 Advanced Study of Emergent Literacy
EDEL 870 Advanced Study of Language Arts

Internship (6 hours)

EDRD 850 Internship in Language and Literacy Education

Required Courses in Research (15 hours)

EDRM 710 Educational Statistics I
EDRM 720 Educational Measurement
EDRM 740 Qualitative Research in Education
Two additional courses in either quantitative or qualitative methodology

Electives and Cognate (15 hours)

Courses chosen under advisement from fields such as linguistics, literacy theory, supervision and administration, curriculum, and educational foundations

Dissertation Preparation (12 hours)

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.

Admission

Successful completion of the following requirements, in addition to The Graduate School's application requirements, recommends the candidate for admission to pursue graduate study leading to the qualifying examination for the Ph.D. degree in secondary education:

• submission of a letter of intent outlining a. professional background; b. professional goals; c. research interests
  
• minimum of two years and expectation of five years teaching experience or equivalent
  
• satisfactory review of total academic/experiential profile
  
• any additional requirements stipulated by a particular program area.

After approval of an advisor by the secondary education program and approval of the applicant by the interview committee established by the advisor, the applicant may be admitted to take courses leading to the qualifying examination.

Admission to candidacy occurs upon satisfactory completion of the qualifying examination and submission of a letter from a qualified faculty member indicating a willingness to serve as the applicant's advisor.

Advisor and Foundation Courses

The student will select and have appointed a program advisor no later than the end of the first semester of graduate work beyond the master's degree. Upon admission, the candidate must complete or have completed 15 semester hours in educational foundations, one from each of the following five areas:

• philosophical/historical: EDFN 743, 744, 749, 843, or 847
  
• psychological: EDPY 705, 706, or 835 or another acceptable educational psychology course
  
• research: EDRM 710 or another acceptable educational research course
  
• curriculum: EDCS 725 or another acceptable curriculum course
  
• administration: EDLP 700 or another acceptable education administration course.

Qualifying (Admission-to-Candidacy) Examination

During the second semester of graduate work toward the doctorate (after 12 to 15 semester hours to be taken at USC beyond the master's degree), the candidate will apply to take the doctoral qualifying examination.

To be eligible to take the Ph.D. qualifying examination, a candidate must:

• be admitted as a degree candidate
  
• have completed 30 semester hours with a B average or better
  
• have at least 12 semester hours at the 700 and/or 800 levels in the USC College of Education.

Admission to candidacy is valid for only three years beyond the last USC enrollment. Thereafter, the candidate must reapply for admission to degree candidacy under criteria in effect at the time of application.

Doctoral Committees

Upon admission to candidacy, the candidate may form the four-member doctoral committees:

• Program Advisory Committee
  
• Oral Comprehensive Examination Committee
  
• Dissertation Committee and Dissertation Defense Committee.

The candidate is responsible for securing a faculty sponsor from the major area of secondary education to serve as committees' chair. Additional committee members must include a faculty member from the College of Education (but outside the candidate's major area) and a faculty member from outside the College of Education (dictated by the candidate's cognate or other area of specialization outside of education). It is recommended that the fourth member be from the Department of Instruction and Teacher Education.

Program of Study

A typical doctoral degree program consists of 90 credit hours including hours completed in a master's program and dissertation preparation hours, the last 30 of which must be completed no more than eight years prior to graduation.

The candidate is required to complete a minimum of 36 credit hours in a major specialty area, which includes 9 credit hours of course work in an area of emphasis within the College of Education but outside this major area of emphasis. The area will be designated as the "inside cognate." Foundation courses taken prior to the qualifying examination but after the master's degree may count toward the major specialty area.

The candidate is expected to have the equivalent of a master's degree in a content area that includes at least 15 credit hours of study in an area outside of the College of Education to be designated the "outside cognate."

The candidate is also required to enroll in a minimum of 12 credit hours in EDTE 899 Dissertation Preparation. EDRM 897 may be substituted for 3 of those hours. A maximum of 6 credit hours of EDUC 600-level courses may be part of a graduate degree program of study, provided that the assigned advisor approves the inclusion of such courses.

Comprehensive Examination

The candidate is required to take a 9-12 hour written examination and a 1-2 hour oral examination. The oral examination shall be administered by the Oral Comprehensive Examination Committee within one month of completion of the written examination. Application to take the comprehensive examinations must be made via a letter with the candidate's dissertation chair.

Dissertation

Specific guidelines regarding the dissertation (including the proposal, work with committee members, approvals, and the oral defense) should be thoroughly read by students and are available at www.ite.sc.edu/ite/DocSecPhD.html or the Secondary Education Office, Wardlaw 217.

Language/Research Tool Requirement

The applicant must have a reading knowledge of one foreign language or an approved alternative.

Teaching (Ed.S.)

In addition to The Graduate School's application requirements, applicants must submit an Ed.S./Teaching application supplement.

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 (9 hours), a teaching area concentration (12-15 hours), supervised practica (9 hours), and approved elective study (6 hours).

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, with options in curriculum studies and 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.

1. Total hours required: 60 hours beyond the master's degree, the last 30 of which must be completed no more than eight years prior to graduation

2. Qualifying criteria: Development of approved program proposal

3. The student's program advisory committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Curriculum: minimum of 6 hours
Instruction: minimum of 6 hours
Research: minimum of 6 hours
Specialization: minimum of 30 hours
EDTE 899: 12 hours (EDRM 897 may be substituted for 3 hours)

4. Comprehensive Examination: 9-hour written examination and 2-hour oral examination

Department of Physical Education

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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 9 hours in professional education, 21 hours in physical education, and 3 hours of electives.

Subject Area Courses (21 hours): PEDU 510, 710, 722, 730, 732, 750, and 784

Professional Education Courses (9 hours): PEDU 729; EDPY (3 hours); and one additional education course

Elective (3 hours)

Each candidate must successfully complete a comprehensive examination.

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 athletic training, developmental foundations of motor skill learning, and pedagogical aspects of motor skill programs.

In addition to The Graduate School's application requirements, applicants must submit a sample of expository writing to include future goals and specific research interests.

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 9-12 hours in a research emphasis in physical education (athletic training, developmental foundations of motor skill learning, or pedagogical aspects of motor skill programs), successful completion of at least one course in two of the three areas of research emphasis within physical education, successful completion of an approved program of study of 33 thesis or 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 9 hours in qualitative/quantitative research methodology. These requirements include: 3 hours in research methods (PEDU 770 or EDRM 700), 3 hours in statistics (EDRM 710 or STAT 515 or BIOS 700), and 3 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 doctor of philosophy in physical education is designed to prepare individuals for academics positions in physical education pedagogy and developmental foundations at institutions of higher education. Individuals who complete the doctoral program should be prepared to assume leadership roles in physical education teacher education, motor behavior, or athletic training education. In pedagogy, research emphases include teacher education and teaching. In developmental foundations, research emphases include motor learning and development. Individuals pursuing this degree are expected to develop a strong concentration in physical education pedagogy or developmental foundations and acquire the knowledge, skills, and dispositions to successfully teach, conduct research, and provide professional leadership in physical education/kinesiology upon graduation.

Admission Requirements

In addition to completing The Graduate School's application, individuals applying for admission for the doctoral program in physical education must submit the following information:

• a sample of expository writing to include future goals and specific research interests
  
• a current curriculum vitae.

Applicants recently accepted for admission scored a minimum of 900 on the GRE (combined verbal and quantitative score), had acceptable undergraduate and graduate grade point averages, had positive letters of recommendation, and demonstrated competence in English. Most applicants had prior professional experience and visited with faculty on the Columbia campus prior to admission and/or enrollment.

Degree Requirements

1. Total hours required: minimum of 60 hours beyond the master's degree; the degree must be completed in six years.

2. Qualifying examination: Written and oral examination that must be successfully completed prior to the completion of 12 hours of 700- and 800-level course work.

3. Required course work: The student's program advisory committee will evaluate experiences and recommend appropriate courses in physical education pedagogy or developmental foundations. The following is a guide for course work in physical education pedagogy and developmental foundations:

• physical education content: 18 hours
  
• dissertation: 12 hours of PEDU 899
  
• research methodology: 12-15 hours
  
• cognate: 9-12 hours in one area
  
• electives: 3-6 hours

4. Foreign language: Students are required to meet competency in a foreign language or in computer and/or technology skills.

5. Comprehensive exam: Students are required to successfully complete a 12-hour written comprehensive examination and a 2-hour oral examination.

Joint Program with Department of Health Promotion, Education, and Behavior

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 Services, Policy, and Management and in the Arnold School of Public Health.

For curriculum requirements, see the Health Promotion, Education, and Behavior program in the Arnold School of Public Health.

Course Descriptions