updated 8/15/2007

Les Sternberg, Dean
Michael A. Seaman, Associate Dean for Administration and Research
Irma Van Scoy, Associate Dean for Academic Affairs
Bruce E. Field, Executive Director, School-University Partnerships and Clinical Experiences

Department of Educational Leadership and Policies
Kenneth R. Stevenson, 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
Michael F. Welsh, Ed.D., University of South Carolina, 1984

Assistant Professors
Christian Anderson, Ph.D., Pennsylvania State University, 2007
Edward P. Cox, Ed.D., Northern Illinois University, 1976
Michelle A. Maher, Ph.D., George Mason University, 2001
Doyle Sterick, Ph.D., Indiana University, 2006

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

Clinical Associate Professors
Jennifer Bloom, Ed.D., University of Illinois at Urbana-Champaign, 1995
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

Research Associate Professor
Diane M. Monrad, Ph.D., Johns Hopkins University, 1978

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., The 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 Southern California at Santa Barbara, 1996
Robert Johnson, Ph.D., University of North Carolina-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-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
David F. Feldon, Ph.D., University of Southern California, 2004
Donna M. Gibson, Ph.D., University of North Carolina at Greensboro, 2000
Michelle Jay, Ph.D., University of North Carolina-Chapel Hill, 2006
Xiaofeng Liu, Ph.D., Michigan State University, 1999
Alisa Lowrey, Ph.D., University of Illinois at Urbana-Champaign, 2003
Insoo Oh, Ph.D., Pennsylvania State University, 2007
Catherine L. Packer, Ph.D., University of Georgia, 2006

Clinical Faculty
Jeanna M. Rathel, M.Ed., University of South Carolina, 1995

Visiting Professor
James W. Halle, Ph.D., University of Kansas-Lawrence, 1980

Department of Instruction and Teacher Education
Diane Stephens, 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

Assistant Professors
Angela Baum, Ph.D., Iowa State University, 2000
Megan Burton, Ph.D., University of Alabama, 2006
Elizabeth Costello, Ph.D. University of North Carolina-Chapel Hill, 2007
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
Amy Johnson, Ph.D., University of Wisconsin-Madison, 2005
Herman T. Knopf, Ph.D., University of Florida, 2004
Tasha T. Laman, Ph.D., Indiana University, 2004
Julia Lopez-Robertson, Ph.D., University of Arizona, 2004
Christine R. Lotter, Ph.D., Indiana University, 2005
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, 2004m
Jan Yow, Ph.D., University of North Carolina-Chapel Hill, 2007

Clinical Assistant Professors
Margaret Gamble, Ph.D., University of South Carolina, 1988
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

Clinical Faculty
Paul Chaplin, M.Ed., University of South Carolina, 1978
Barbara Evans, M.S., Clemson University, 1959
Mary Hipp, M.Ed., University of South Carolina, 2000
Margo Jackson, M.A.T., South Carolina State University, 1996, USC Liaison
Ulanda James, M.Ed., Charleston Southern University, 2002
Elizabeth Johnson, M.Ed., Winthrop University, 1992
Erin Miller, M.A.T., University of South Carolina, 1999, USC Liaison
Brenda Richards, M.Ed., University of South Carolina, 1992
Kimberly Smoak, M.A.T., Winthrop College, 1991
Sharon A. Vogel, Librarianship Specialist, University of South Carolina, 1990

Clinical Adjuncts
Judy Barnes, M.Ed., University of South Carolina, 1992
Karen Beaman, B.A., University of South Carolina, 1993
Nicole Bishop, M.Ed., University of South Carolina, 2000, USC Liaison
Sophia Blanchard, Ph.D., University of South Carolina, 1990
Gena Brigman, M.Ed., University of South Carolina, 1982, USC Liaison
Sally Catoe, Ed.D., University of South Carolina, 1996
Charlene Chapman, B.S.Ed., Chicago State University, 1975
Mary Lu Dalton, M.Ed., The Citadel, 1978
Nancy G. Diggs, M.Ed., The Citadel, 1980
Sandra Euster, Ph.D., University of South Carolina, 1978, USC Liaison
Kathy Evans, M.Ed., University of South Carolina, 1984
Zina A. Hudson, M.A.T., Trinity College, 1982, USC Liaison
Donna Jackson, B.A., Clemson University, 1974
Mary-Jo Lounsberry, M.Ed., University of South Carolina, 1979
Beth Oliver, M.Ed., University of South Carolina, 2002, USC Liaison
Joyce Pundt, M.Ed., University of South Carolina, 2001, USC Liaison
Kay Ratliff, M.Ed., University of South Carolina, 1997
Laura Ray, M.A., University of South Carolina, 1994, USC Liaison
Carolynne Rowe, M.Ed., South Carolina State University, 1975, USC Liaison
Sally Short, B.S., College of Charleston, 1979
Susan Siceloff, B.A., University of South Carolina, 1974
Lynn Smith, M.Ed., Columbia College, 1983
Pauley Smith, M.A.T., University of South Carolina, 1999
Jean Sternberg, B.S., University of Connecticut, 1972, USC Liaison
Jessica Thur, M.T., University of South Carolina, 1999
Marc Turner, M.A.T., University of South Carolina, 1993
Tracee Walker, B.A.I.S., University of South Carolina, 1993

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
Eva Monsma, Ph.D., Michigan State University, 1999
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
Toni M. Torres-McGehee, Ph.D., University of Alabama, 2006
Collin A. Webster, Ph.D., University of Georgia, 2006

Clinical Associate Professor
James M. Mensch, Ph.D., University of Maryland, 2000

Clinical Assistant Professor
Panayiotis Doutis, Ph.D., Ohio State University, 1997

Clinical Instructors
Mark K. Laursen, M.S., Canisius College, 1986
Douglas G. Nave, M.A., University of Alabama, 1982
Jane Steinberg, M.A., Michigan State University, 1980

Distinguished Faculty Emeriti
Harvey A. Allen, Ph.D., University of North Carolina, 1970
Lorin W. Anderson, Ph.D., University of Chicago, 1973
Walter R. Bailey, Ph.D., Ohio State University, 1968
Paul C. Berg, Ph.D., Cornell University, 1953
Timothy J. Bergen Jr., Ph.D., University of Oklahoma, 1974
Beverly A. Busching, Ed.D., University of Virginia, 1975
Thomas H. Buxton, Ed.D., University of Nebraska, 1970
R. Eleanor Duff, Ph.D., Southern Illinois University, 1973
Carol Flake, Ph.D., University of North Carolina, Greensboro
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
Richard E. Ishler, Ed.D., Pennsylvania State University, 1965
Judith Rebecca Joyner, Ph.D., University of South Carolina, 1969
Garrett Kile Mandeville, Ph.D., University of Minnesota, 1969
Darrel G. Minifie, Ed.D., University of Northern Colorado, 1962
Jack M. Ott, Ph.D., Ohio State University, 1967
James H. Rex, Ph.D., University of Toledo, 1973
Joseph C. Rotter, Ed.D., Wayne State University, 1971
John Spurgeon, Ph.D., University of Iowa, 1959
Frederic L. Splittgerber, Ed.D., University of Nebraska, 1966
Thomas A. Surratt, Ph.D., University of South Carolina, 1971
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
Peter H. Werner, P.E.D., Indiana University, 1971
H. Larry Winecoff, Ph.D., New York University, 1968
Charles Henry Witten, Ph.D., University of North Carolina, 1978

Faculty Emeriti
Keith D. Berkeley, Ed.D., Wayne State University, 1968
Robert P. Bowman, Ph.D., University of Florida, 1982
W. Gale Breedlove, Ph.D., University of South Carolina, 1972
Betty Bullard, Ed.D., Duke University, 1975
Margaret Z. Burggraf, Ph.D., Ohio University, 1975
Elizabeth H. Burnett, Ed.D., University of Virginia, 1971
Paul P. Fidler, Ph.D., Florida State University, 1968
Harold J. Franz, Ph.D., Ohio State University, 1970
Ose F. Henderson, Ed.D., University of Mississippi, 1968
Richard C. Hohn, Ed.D., Temple University, 1970
Richard E. Kemper, Ed.D., University of Pittsburgh, 1969
Richard H. Kherlopian, Ed.D., University of North Carolina, 1969
Marva J. Larrabee, Ed.D., Indiana University, 1977
W. Jackson Lyday, Ed.D., University of North Carolina, 1975
Leonard F. Maiden, Ph.D., University of South Carolina, 1971
Josephine W. Martin, Ph.D., University of South Carolina, 1971
Charles McNeill, Ph.D., University of Texas, 1967
Gary M. Miller, Ph.D., Case Western Reserve University, 1969
Frances S. O’Tuel, Ph.D., University of South Carolina, 1971
Gail Raymond, Ph.D., University of South Carolina, 1982
Michael Rowls, Ed.D., Indiana University, 1974
Norbert Stirzaker, Ed.D., University of Mississippi, 1958
Helen Marie Timmermans, M.Ed., University of Missouri, 1964
Richard Wertz, Ed.D., Columbia University, 1972

Overview

The College of Education is the anchor of the Professional Education Unit (PEU) of the University of South Carolina, which is accredited by the National Council for Accreditation for Teacher Education (NCATE). In cooperation with the five other colleges/schools of the PEU and our public school partners, the College of Education offers education programs that are designed to develop collaborative educational leaders, including educators' commitment to integrity, intellectual spirit, justice, and stewardship of schools. All University teacher education programs support prospective teachers in developing both in-depth content knowledge and appropriate knowledge, skills, and dispositions of teaching required in today's classrooms. Extensive clinical experiences in a variety of appropriate PreK-12 classrooms and schools are a central component of each program.

The College of Education offers undergraduate degrees that lead to certification in early childhood (PreK-grade 3), elementary (grades 2-6), middle level (grades 5-8), and physical education (grades K-12) and an undergraduate degree in athletic training. 

Undergraduate teacher preparation programs outside the College of Education include K-12 music education (options in choral or instrumental) in the School of Music; 7-12 business and technology education in the College of Hospitality, Retail, and Sport Management; and K-12 programs of art education, dance (concentration in dance education), and foreign language* (teacher education options in Classics, French, German, and Spanish) in the College of Arts and Sciences.

*Foreign language certification programs are pending final approval of the State Board of Education, anticipated summer 2007.

Five-year undergraduate/graduate teacher preparation programs are offered in four areas of secondary education: English, mathematics, science, and social studies. Students pursue undergraduate degree programs in the discipline they wish to teach. Students should consult an advisor in the appropriate Arts and Sciences department for program information. Required undergraduate education courses for students pursuing certification in the five-year program include EDFN 300, EDTE 400, EDPY 401, EDPY 401P, EDTE 402, and EDTE 402P. Students pursuing English certification must also include EDSE 547 in their undergraduate course work. Students seeking certification also complete a fifth-year Master of Teaching degree. Students must apply for and be admitted to the graduate program. Students are not admitted to the master's degree program solely by reason of their completion of the undergraduate degree.  

Graduate initial teacher certification programs, including the M.A.T. in Special Education and many other areas, are described in the Graduate Studies Bulletin.

Admission to the Professional Program: All University teacher education students must apply and be admitted to Professional Program/Internship at mid-point(s) in their programs prior to final internship (i.e. student teaching). Requirements for admission vary by program, but for undergraduate students include 60 credit hours with a GPA of 2.50, successful completion of a state-approved basic skills examination, and courses as specified by program area. Students should contact their program area or the College of Education Office of Student Affairs for specific requirements and application deadlines. 

Certification: To receive a recommendation for initial teacher certification, all University teacher education students must complete appropriate degree(s) and pass assessments required by the South Carolina Board of Education. Inasmuch as degree and certification requirements are linked, if state regulations change, degree requirements are also subject to change.

All students seeking a recommendation for initial teacher certification must:

1. successfully complete the requirements of the degree program;
2. achieve test scores at or above the level established by the state on the program-appropriate exams (Praxis II series) and submit scores to the Office of Student Affairs, College of Education, Wardlaw 113, and to the S.C. Department of Education;
3. submit to an FBI and SLED check for prior felony convictions prior to full-time clinical experience;
4. pay all certification fees as required;
5. successfully complete ADEPT requirements with a positive recommendation for certification.

Minor in Education. Students completing degrees outside the College of Education who wish to include an education minor must contact their undergraduate dean's office for prior approval. The education minor requires:

• EDFN 300, EDPY 402, and EDTE 402;
  
• 3-4 hours from EDCE 502, 510, 600; EDEC 250, 340, 340P* (1); EDEX 523, 531; EDLP 520, 525, 555, 601; EDPY 335, 401P* (1); EDTE 400 (1), 402P* (1); PEDU 575;
  *Practicum courses must be taken concurrently with the related content course of the same number.
  
• An additional 6 hours from the above list or the following: ANTH 557; ARTE 520, 530; SLIS 220, 325, 523, 525, 527, or 529; MUED 454, 465, 466; PSYC 510, 520, 521, 528; SOCY 524; THEA 526.
  

Requests for course substitutions must be submitted in writing to the College of Education (COE) Office of Student Affairs for review by the COE associate dean for academic and student affairs.

Department of Instruction and Teacher Education

Entrance Requirements

New freshmen who meet University admissions standards are eligible for admission to early childhood, elementary, or middle level degree programs offered by the College of Education. Students who wish to enter the College of Education from another college on the Columbia campus or another USC campus must be in good standing and have a cumulative GPA of 2.00 or higher if they have completed less than 30 semester hours of credit or a GPA of 2.25 if they have 30 semester hours or more.

Student who wish to enter the College of Education from a regionally accredited college or university outside the USC system must meet applicable admission standards of the University. Students may not transfer credit for any course that carries a grade lower than C.

Progression Requirements

To remain in the early childhood, elementary, or middle level degree programs offered by the College of Education, a student must make satisfactory progress toward the degree. A student who fails to make satisfactory progress may be placed on academic probation or be removed from the college. In addition, all students in the college are subject to the regulations on probation, suspension, and readmission in the section of this bulletin titled "Academic Regulations" under the heading "Academic Standing."

Professional Program

Admission to the professional program in early childhood, elementary, or middle level education is granted by the dean of the College of Education and constitutes the first "midpoint" review in each respective assessment system. Professional program and internship admission requirements can be found in the description of each program area.

Exit Requirements

1. Successfully complete all degree requirements.
2. Complete and submit an application for graduation to the College of Education's Office of Student Affairs early in the last semester of the senior year. Students should consult the official University calendar for the specific date that the application is due.

Early Childhood Education

The Department of Instruction and Teacher Education offers a program leading to a B.A. degree in early childhood education. Students successfully completing all certification requirements are eligible to apply for a professional credential to teach preschool through grade 3.

The Early Childhood Education Professional Program

Upon completion of 60 semester hours of course work, including courses specified by the program area, the candidate may apply for admission to the Professional Program in Early Childhood Education.

For admission to the professional program, the candidate must:

1. successfuly meet the state basic skills testing requirement;
2. achieve an overall GPA of 2.50 or higher;
3. achieve a GPA of 3.00 or higher and no grade lower than C on education courses and field experiences;
4. earn a grade of C or better in specific course work as required by the program area;
5. successfully complete the criminal background check that is required by the College of Education;
6. provide a written endorsement for admission from an instructor in education;
7. provide a written endorsement from an educator outside the University of South Carolina who has worked with the candidate in a practicum setting attesting to the candidate's character and dispositions;
8. submit satisfactory work samples as required by the program area.

The Early Childhood Internship Admission Requirements

For admission to the internship semesters, the candidate must:

1. be admitted to the professional program;
2. achieve an overall GPA of 2.50 or higher;
3. achieve a GPA of 3.00 or higher in all education course work with no grade lower than C;
4. achieve a grade of C or better in specified course work as required by the program area and completed since entry into the professional program;
5. comply with the criminal background check and health screening requirements.

Curriculum

B.A. in Early Childhood Education
Total semester hours: 124-125

1. General Education (40-41)

A. Liberal Arts (21):
ENGL 101 and 102 (or higher level) (6)
HIST 111, 112, 409, or 410 (3)
Non-Western Civilization: a course in culture other than Western European (3)
GEOG 121 or 210
Fine Arts: THEA 522 or 526 and MUSC 140 or other approved course (6)
Foreign Languages: Students shall demonstrate in one foreign language the ability to comprehend the topic and main ideas in written and, with the exception of Latin and Ancient Greek, spoken texts on familiar subjects. This ability can be demonstrated by achieving a score of 2 or better on a USC foreign language test. Those failing to do so must satisfactorily complete equivalent study of a foreign language at USC. Spanish recommended.

B. Science and Numerical Analysis/Reasoning (13-14):
Natural Sciences: (7-8)
a course in life sciences, BIOL 110 or BIOL 120 recommended (3-4)
a course in either physical science (PHYS 101/101L recommended) or earth science (GEOL 101, 103, 201, MSCI 101, ENVR 101/101L, or ENVR 200/200L recommended) (3-4)
At least one science course must include a lab.

Numerical Analysis and Reasoning: (6)
MATH 122 and STAT 110 or 201 or two courses in statistics (6)

C. Electives (6)
Liberal Arts or Science (6)
Recommended selections:
6 credit hours in Spanish at the 200 level or above
Physical or earth science (whichever not already taken)
POLI 201/202

2. Specialized Content Preparation (18)
SLIS 325 or ENGL 431 (3)
MATH 221 and 222 (6)
PEDU 575 (3)
ARTE 520 or 530 (3)
ARTE 360 (3)

3. Education (66)

A. Education Core (18)
UNIV 101 The Student and the University (3)
EDEC 201 Inquiry into Early Childhood Education (3)
EDFN 300 Schools in Communities (3)
EDPY 401 Learners and the Diversity of Learning (3)
EDPY 401P Learners and the Diversity of Learning Practicum (1)
EDRM 423 Introduction to Classroom Assessment (2)
EDEX 523 Introduction to Exceptional Children (3)

B. Early Childhood Core (28)
EDEC 250 Play and Early Learning (3)
EDEC 340 The Young Child: Development, Care, and Education (Birth to 3 Years) (3)
EDEC 342 The Young Child: Development, Care, and Education (3-8 Years) (3)
EDEC 442 Studies in Integrated Curriculum: Mathematics, Science, Social Studies, and Fine Arts (4)
EDEC 447 Community of Learners in the Early Childhood Classroom (2)
EDEC 591 Seminar on Teaching in Early Childhood (3)
EDEC 610 Parent/Family Dynamics in Education (3)
EDRD 345 Language and Literacy in Early Childhood Education I (3)
EDRD 445 Language and Literacy in Early Childhood Education II (4)

C. Practicum and Internship Experiences (20)
EDEC 340P The Young Child: Development, Care, and Education (Birth to 3 Years) Practicum (1)
EDEC 342P The Young Child: Development, Care, and Education (3-8 Years) Practicum (3)
EDEC 443 Internship in Integrated Curriculum in Early Childhood Education (4)
EDEC 570 Internship in Environments for Teaching and Learning (3)
EDTE 590A Internship in Curriculum and Assessment (3)
EDTE 590B Internship in Teaching (3)
EDTE 590C Internship in Professional Roles (3)

Elementary Education

The Department of Instruction and Teacher Education offers a program leading to a B.A. degree in elementary education. Students successfully completing all degree and certification requirements are eligible to apply for a professional credential to teach grades 2 through 6.

The Elementary Education Professional Program

Upon completion of 60 semester hours of course work including courses specified by the program area, the candidate may apply for admission to the Professional Program in Elementary Education.

For admission to the professional program, the candidate must:

1. successfuly meet the state basic skills testing requirement;
2. achieve an overall GPA of 2.50 or higher;
3. achieve a GPA of 3.00 or higher and no grade lower than C in education courses and field experiences;
4. earn a grade of C or better in specific course work as required by the program area;
5. comply with criminal background check and health screening requirements;
6. provide a written endorsement for admission from an instructor in education;
7. provide a written endorsement from an educator outside the University of South Carolina who has worked with the candidate in a practicum setting attesting to the candidate's professionalism and character;
8. submit an essay addressing the dispositions (stewardship, intellectual spirit, integrity, and justice) of the College of Education Conceptual Framework;
9. submit two work samples with a narrative reflection providing evidence of the student's knowledge and skills in the following dimensions of the College of Education Conceptual Framework: human growth and development, standards, cultural influences, self-knowledge, technology, relationship building, and communication (to be completed while enrolled in EDEL 505).

The Elementary Education Internship Admission Requirements

For admission to the internship semesters, the candidate must:

1. be admitted to the professional program;
2. achieve an overall GPA of 2.50 or higher;
3. achieve a GPA of 3.00 or higher in all education course work;
4. complete EDEL 440, 441, 505, and 505P and EDRD 430 with grades of B or better;
5. achieve a grade of C or better in specific course work as required by the program area;
6. successfully complete the health screening and the criminal background check that are required for S.C. Teacher Certification.

In addition to the above, for admission to EDTE 590 A, B, and C, a GPA of 3.00 or higher is required in EDEL 570 and EDEL 450, 460, 506, and 571.

Curriculum

B.A. in Elementary Education
Total Semester Hours: 127-129

1. General Education (46)

A. Liberal Arts (30)
ENGL 101 and 102 (or higher level) and ENGL 282, 283, 284, or 285 or SPCH 140 (9)
HIST 111, 112, 409, or 410 (3)
ARTE 101 or 360, MUSC 110 or 140, or THEA 522 or 526 (3)
POLI 101 or 201 or other approved course (3)
ECON 221, 222, or 224 (3)
GEOG 121 or 210 (3)
Foreign Languages: Students shall demonstrate in one foreign language the ability to comprehend the topic and main ideas in written and, with the exception of Latin and Ancient Greek, spoken texts on familiar subjects. This ability can be demonstrated by achieving a score of 2 or better on a USC foreign language test. Those failing to do so must satisfactorily complete equivalent study of a foreign language at USC.
Electives: Recommended areas include anthropology, African American studies, art, English, geography, sociology, psychology, music, media arts, or theatre and speech. (6)

B. Science and Mathematics (16)
Natural Sciences (one course required from each area, minimum of 10 hours, including at least one course with a lab)
Life Science: BIOL 110 (4) or BIOL 120 (3)
Physical Science: PHYS 101/101L or ASTR 111/111A or CHEM 101 (4) or CHEM 105 (3)
Earth Science: GEOL 101, 103, or 201 (3) or MSCI 101 or ENVR 101/101L (4) or ENVR 200/200L (4)
MATH 122 (3)
STAT 110 or 201 (3)

2. Specialized Content Preparation (18)

SLIS 220 or equivalent course approved by the advisor (3)
MATH 221 and 222 (6)
ENGL 431 or SLIS 325 (3)
PEDU 575 (3)
ARTE 520 or 530 or MUED 454 (3)

3. Education (63)

A. Education Core (19)
UNIV 101 The Student and the University (3)
EDTE 201 Classroom Inquiry with Technology (3)
EDTE 400 Learning Through Community Service (1)
EDFN 300 Schools in Communities (3)
EDPY 401 Learners and the Diversity of Learning (3)
EDPY 401P Learners and the Diversity of Learning Practicum (1)
EDRM 423 Introduction to Classroom Assessment (2)
EDEX 523 Introduction to Exceptional Children (3)

B. Elementary Core and Clinical Experience (25)
EDRD 430 Elementary Literacy Instruction I (5)
EDRD 431 Reading Assessment (2)
EDEL 440 Elementary Mathematics Instruction (3)
EDEL 450 Teaching Science (3)
EDEL 460 Teaching Social Studies (3)
EDEL 505 Nature and Management of the Elementary Classroom (3)
EDEL 506 Integrating Curriculum in Elementary Schools (3)
EDEL 591 Internship Seminar (3)

C. Practicum and Internship Experiences (19)
EDEL 505P Inquiry Practicum: The Elementary School (1)
EDEL 441 Introductory Elementary Internship (3)
EDEL 570 Internship in Environments for Teaching and Learning (3)
EDEL 571 Internship in Planning and Motivation (3)
EDTE 590A Internship in Curriculum and Assessment (3)
EDTE 590B Internship in Teaching (3)
EDTE 590C Internship in Professional Roles (3)

Middle Level Education

The Department of Teaching and Instruction offers a program leading to a B.A. or B.S. degree in middle level education. Students successfully completing certification requirements are eligible to apply for a professional credential to teach grades 5 through 8.

The Middle Level Education Professional Program

Upon completion of 60 hours of course work, including the completion of the 14-semester-hour education core (UNIV 101, EDTE 201, EDFN 300, EDTE 400, and EDPY 401 and 401P), the candidate may apply for admission to the Professional Education Program in Middle Level Education. For admission to the professional program the candidate must have:

1. successfuly meet the state basic skills testing requirement;
2. an overall GPA of 2.50 or higher;
3. achieve a GPA of 3.00 or higher and no grade lower than C in eductaion courses and field experiences;
4. grade of C or better in specific course work as required by the program area;
5. a letter of recommendation from an instructor in the education core attesting to the candidate's ability to make a positive contribution to the teaching profession;
6. a letter of recommendation from an educator outside the University of South Carolina who has worked with the candidate in a practicum setting attesting to the candidate's character and disposition;
7. an essay addressing the National Middle School Association's initial teacher preparation dispositions.

The Middle Level Internship Admission Requirements

For admission into EDML 598 Internship A in the Middle School, a candidate must:

1. be admitted to the professional program;
2. complete EDTE 521;
3. earn a grade of C or better in specific course work as required by the program area;
4. achieve a GPA of 3.00 or higher in all education course work;
5. comply with criminal background check and health screening requirements.

For admission into EDML 599 Internship B in the Middle School, a candidate must:

1. complete EDTE 522;
2. earn a grade of C or better in specific course work as required by the program area;
3. complete four of the six courses in each of the two content areas.

Curriculum

B.A. or B.S. in Middle Level Education
Total Semester Hours: 129-135

1. General Education (40-43)

Students pursuing a B.A. degree will complete 27 hours in liberal arts and 14 hours in science and mathematics and complete concentrations in English and social studies. Students pursuing a B.S. degree will complete 24 hours in liberal arts and 19 hours in science and mathematics and complete concentrations in science and mathematics. Students completing English/mathematics, English/science, social studies/mathematics, or social studies/science concentrations can choose between pursuing a B.A. or B.S. degree.

A. Liberal Arts (24-27)
Humanities: ENGL 101, 102, HIST 111 or 112, ARTE 360, and SPCH 140 (15)
Social Science: POLI 201; ECON 221, 222, or 224; and GEOG 121 (9)
For B.A. students: any one of ENGL 283, 285, 287, 288, or 289 or an additional history elective (3)
Foreign Languages: Students shall demonstrate in one foreign language the ability to comprehend the topic and main ideas in written and, with the exception of Latin and Ancient Greek, spoken texts on familiar subjects. This ability can be demonstrated by achieving a score of 2 or better on a USC foreign language test. Those failing to do so must satisfactorily complete equivalent study of a foreign language at USC.

B. Science and Mathematics (13-19 hours)
Natural Sciences: one of BIOL 101 and 101L, BIOL 110, or BIOL 120 and 120L (4), and

For B.A. students: either one course in physical science (chosen from the following: PHYS 101 and 101L [4], PHYS 200 [3], ASTR 111 and 111A [4], CHEM 102 [4], CHEM 105 [3], CHEM 111 [4]) or one course in earth science (chosen from the following: GEOL 101 [4], GEOL 103 [4], GEOL 201 [4], MSCI [4], or ENVR 101 and 101L [4]) (3-4)

For B.S. students: both a course in physical science and a course in earth science (chosen from the lists above) (7-8)

Numerical and Analytical Reasoning: 6-7 hours, to be earned in one of the following ways:

For B.A. students: either MATH 122 or 141 plus an additional course from PHIL 110, 111, mathematics (at the next higher level excluding MATH 221 and 222), or statistics, OR STAT 110 and STAT 201 (6-7)

For B.S. students: STAT 201 or higher and MATH 122 or 141 (6-7)

2. Education (50)

A. Education Core (14)
UNIV 101 The Student and the University (3)
EDTE 201 Classroom Inquiry with Technology (3)
EDFN 300 Schools in Communities (3)
EDTE 400 Learning through Community Service (1)
EDPY 401 Learners and the Diversity of Learning (3)
EDPY 401P Learners and the Diversity of Learning Practicum (1)

B. Middle Level Core (18)
EDTE 521 Middle Level Teaching and Management (3)
EDTE 522 Integrated Curriculum at the Middle Level (3)
EDTE 470 Reading and Writing Across the Curriculum (2)
EDEX 491 Inclusion: Co-Teaching Students with Mild Disabilities (2)
EDRM 423 Classroom Assessment (2)
Two middle grades content-specific methods courses (500 level) selected from the following 4 courses:

EDML 553 Methods and Materials for Teaching Science in the Middle Grades (3)
EDML 563 Methods and Materials for Teaching Social Studies in the Middle School (3)
EDML 573 Methods and Materials for Teaching English/Language Arts in the Middle Grades (3)
EDML 583 Methods and Materials for Teaching Mathematics in the Middle Grades (3)

C. Clinical Experience (18)
EDML 598 Internship A in the Middle School (3)
EDML 599 Internship B in the Middle School (12)
EDSE 584 Middle and High School Internship Seminar (3)

3. Elective (3)

4. Content Area Specialization (36-41)

Specialization in two different content areas chosen from English, mathematics, science, or social studies is required.

A. Specialization A (18-23) to be completed with courses listed below and approved by College of Education advisor in English, mathematics, science, or social studies

B. Specialization B (18-23) to be completed with courses listed below and approved by College of Education advisor in English, mathematics, science, or social studies and different from Specialization A.

Courses for Specializations A and B

English Specialization (18)
ENGL 432 Adolescent Literature (3)
ENGL 428 African-American Literature (3)
ENGL 360 Creative Writing, ENGL 460 Advenced Writing, or ENGL 461 The Teaching of Writing (3)
ENGL 450 English Grammar or ENGL 389 The English Language (3)
Two literature courses chosen from ENGL 380-386, 400-427, 429, 431, 435-439 (6)

Social Studies Specialization (18)
HIST 111 or 112 (whichever not taken as part of the General Education requirement) (3)
GEOG 561 Geographic Concepts for Teachers (3)
ANTH 201 Panorama of Prehistory or ANTH 341 Ancient Civilizations (3)
HIST 409 The History of South Carolina 1670-1865 or HIST 410 The History of South Carolina since 1865 (3)
GEOG 200 Introduction to Physical Geography or GEOG 211 Cultural Geography (3)
One elective approved by middle level social studies advisor (3)

Mathematics Specialization (18-20)
MATH 172 Mathematical Modeling or MATH 142 Calculus II (3-4)
MATH 222 Basic Concepts of Elementary Mathematics II or MATH 531 Foundations of Geometry (3)
STAT 201 Elementary Statistics (if not used for General Education requirement) (3)
MATH 401 Conceptual History of mathematics or MATH 241 Vector Calculus (3)
Two chosen from among the following (three courses if STAT 201 was used for meeting the General Education requirement) (6-9):

MATH 141 Calculus I (if not used for General Education requirement) (4)

MATH 142 Calculus II (4) (if not used above)
MATH 241 Vector Calculus (3) (if not used above)

MATH 170 Finite Mathematics (3) or MATH 174 Discrete Mathematics for Computer Science (3), but not both

MATH 511 Probability (3)

MATH 544 Linear Algebra (3)

MATH 546 Algebraic Structures I (3)

MATH 574 Discrete Mathematics (3)

MATH 580 Elementary Number Theory (3)

STAT 506 Introduction to Experimental Design (3)

STAT 515 Statistical Methods (3)

Science Specialization (18-23)
Life Science: two courses from the following (6-8):

BIOL 200 Plant Science (3) and 200L Plant Science Laboratory (1)

BIOL 206 Genetics and Society (3)

BIOL 232 Anatomy (3)

BIOL 270 Introduction to Environmental Biology (3) and 270L Introduction to Environmental Biology Laboratory (1)*
SMED 587 Interdependence of Living Systems (3)

Physical Science: two courses from the following (6-8):

PHYS 201 General Physics I (3) and PHYS 201L General Physics Laboratory I (1)

PHYS 202 General Physics II (3) and PHYS 202L General Physics Laboratory II (1)

PHYS 153 Physics in the Visual Arts (3) and PHYS 153L Physics in the Visual Arts Laboratory (1)

PHYS 155 Musical Acoustics (3)

CHEM 102 Fundamental Chemistry II (4)**

CHEM 105 Chemistry and Modern Man I (3)**

CHEM 111 General Chemistry (4)**
SMED 586 Energy, Motion, and Matter (3)

Earth Science: two courses from the following (6-7):

GEOL 202 Rocks and Minerals (4)

GEOL 205 Earth Resources (3)*

MSCI 210 Oceans and Man (3)

GEOL 215 Coastal Environments of the Southeastern U.S. (=MSCI 215) (3)

GEOL 230 Geology of the National Parks (3)

GEOL 250 Continental Drift and Ice Ages (3)
SMED 588 Origin and Evolution of Libing and Non-Living Systems

*If GEOL 103 was used to meet the General Education requirement, BIOL 270 or GEOL 205 cannot be used.
**Only CHEM courses not used to meet the General Education requirement can be used for the science specialization.

Department of Physical Education

The Department of Physical Education offers programs leading to the B.S. degree in physical education. A minor in school athletic coaching is also offered. Two major tracks within the B.S. degree in physical education are offered:

1. teacher certification in physical education, and
2. athletic training.

Admission to Professional Programs

Students applying to the teacher certification and athletic training tracks must be admitted to the University. Students must be formally admitted to the professional programs in teacher certification and athletic training. Specific requirements for each track are listed below.

Teacher Certification:

The teacher certification track is an NCATE-approved program that prepares people to teach physical education and coach in public and private schools from grades K to 12. The requirements for acceptance into the professional program in teacher certification include a 2.50 GPA, a passing score on the Praxis I exam, two positive letters of recommendation, a minimum of 60 credit hours, and a C or better in EDFN 300, EDPY 401, PEDU 570, ENGL 101, and ENGL 102. For a complete listing and description of all program requirements, please refer to the USC Department of Physical Education Student Handbook.

Athletic Training:

The athletic training education track is a CAATE-accredited program that combines formal classroom instruction and clinical experiences in preparation for the BOC Examination. Athletic training program requirements include a 2.50 GPA, 100 hours of clinical experience, completion of PEDU 266L clinical competencies, and program technical standards. For a complete listing and description of all program requirements, please refer to the USC Athletic Training Student Handbook and/or athletic training Web site, www.ed.sc.edu/physed/atmp1.htm.

Transfer admission into the Department of Physical Education

1. Students from regionally accredited colleges and universities who have earned up to 40 semester hours of credit must have a minimum grade point average of 2.25 (on a 4.00 scale) to enter preprofessional programs in physical education; students who have earned more than 40 semester hours of credit must have a minimum grade point average of 2.50 to enter preprofessional programs in physical education. (Note: A minimum GPA of 2.50 is required to enter the professional program in education [approximately junior-year status].)

2. A grade of C or better must be earned on all courses listed for admission to the professional program in physical education.

3. Students may not transfer credit for any course which carries a grade less than C.

Progression Requirements

A student in physical education must earn a C or better in all major course work, including major and minor emphases, education courses, required sciences, analytical reasoning option, and ENGL 101 and ENGL 102.

Students may attempt to earn a satisfactory grade in a major course no more than two times. Only if a valid case for taking the course a third time is established will such be allowed. Validity of a case will be determined by departmental review of a formal petition. Completion of remedial course work may be required.

Standards for general eligibility to continue in the University are described in the bulletin. The Department of Physical Education has additional standards.

1. If the semester, yearly, or cumulative grade point average of a student is below 2.50, the student will receive notification in writing from the department of the GPA jeopardy.
2. If a student has two consecutive semesters of grade point averages below 2.50 and a cumulative grade point average below 2.50, the student will be suspended from academic programs in the Department of Physical Education.
3. To be reinstated the student must achieve an overall grade point average of 2.50 and have the endorsement of the Department of Physical Education.

Degree Requirements

Teacher Certification (130-136 hours)

Athletic Training (129-135 hours)

1. General Education Requirements (55-61 hours)

Language Arts: ENGL 101 and 102 and either ENGL 283 or 285, and SPCH 140 (12 hours)

Natural Sciences: BIOL 101, 110, or 120; PHYS 101 or 201 or CHEM 102 or 111; EXSC 223 or BIOL 243; and EXSC 224 or BIOL 224 (16 hours)

Liberal Arts: PSYC 101, SOCY 101, history elective plus an additional social science elective (12 hours)

Numerical and Analytical Reasoning: 6 credits, to be earned in one of the following ways: MATH 122 or 141, plus an additional course from PHIL 110, 111, CSCE 101, 102, or STAT 201; or two courses from one of the following fields--PHIL 110 and 111, or CSCE 101 plus a higher level CSCE course, or STAT 201 plus a higher level STAT course (6 hours)

Foreign Languages: Students shall demonstrate in one foreign language the ability to comprehend the topic and main ideas in written and, with the exception of Latin and Ancient Greek, spoken texts on familiar subjects. This ability can be demonstrated by achieving a score of 2 or better on a USC foreign language test. Those failing to do so must satisfactorily complete equivalent study of foreign language at USC.

Health: PEDU 300 and HPEB 321 (6 hours)

Aesthetics: ARTE 360 (3 hours)

2. Core Requirements for Physical Education Teacher Certification

PEDU 190, 232, 420, 510, 520, 650 (17 hours)

Teacher Certification Courses

EDFN 300, EDPY 401; EXSC 303 or PEDU 570; PEDU 226, 340, 341, 360, 361, 440, 446, 451, 462, 479, 515, 545 (48 hours)

Psychomotor Skills (10 hours)

3. Core Requirements for Athletic Training Program

PEDU 105, 190, 232, 420, 520, 570; EXSC 530; HPEB 502 or HRTM 340 or EXSC 507 or NURS 220; CLAS 230 (25 hours)

Athletic Training Courses

PEDU 263, 266, 266L, 275, 366, 366L, 348, 349, 365, 392, 393, 464, 466, 466L, 492, 493, 494, 496, 497 (45 hours)

Professional Elective (3 hours)

Minor in Athletic Coaching

18 hours from the following courses: PEDU 105, 266L, 300, 340, 360, 420, 464, and 650

Education Course Descriptions