GRADUATE COURSES FOR THE SCHOOL OF EDUCATION

ART COURSES (ART)

501 The School Art Program (3:2-2) (Prerequisite: 315) S

Preparation for teaching school art; partially meets art teacher certification requirements through studio, discussion, and lecture in art.

600 Special Topics in Art (3:1-4) (Prerequisite: Bachelor's degree or certification in art) As Needed. Content will be specifically designed for the particular topic to be taught, such as ceramics, batik, collage, or other media as used in the classroom.

BIOLOGY COURSES (BIOL)

501 Ornithology (4:3-3) (Prerequisite: 106 and 116 or permission of department) AS. Anatomy, physiology, taxonomy, evolution, ecology, behavior, and identification of birds.

515 Special Topics in Biology for Elementary Teachers (4), (3), (2), or (1) (Prerequisite: Bachelor's degree) As Needed. Designed to give elementary teachers an opportunity to learn information and laboratory techniques to help them teach biology.

602 Aquatic and Terrestrial Ecology (4:3-3) (Prerequisite: eligibility for certification in science and bachelor's degree or permission of department) SU. Structure and function of marine and terrestrial ecosystems with emphasis on southeastern United States. Lecture, laboratory, and field trips.

615 Special Topics in Biology for High School Teachers (4), (3), (2), or (1) (Prerequisite: Teacher's certificate to teach high school biology) SU. Designed to give high school teachers the opportunity to learn new information and laboratory techniques which will help them in their teaching.

EDUCATION COURSES (EDUC)

503 Teaching of Reading in the Secondary School (3) F. Prepares preservice and inservice secondary and middle school teachers for the most effective use of printed content materials. Implications of current theory and the results of research in reading will be discussed.

610 Collaboration and Management Solutions for Education (3) F, S, SU. This course will examine the conflicts in school settings from a variety of perspectives, examining these situations at both the individual and systemic levels. The goal is to enable participants to objectively identify the nature of the problem and the relevant interests of various parties, to explore alternatives with firm foundations in research, and to formulate possible strategies for resolving the situation constructively.

611 Solving Instructional Problems Using Technology (3) F, S, SU. This course will enable students to develop skills in using technology in instructional settings, and to determine appropriate technological tools for enhancing and extending learning. Competencies developed in this course will be utilized in other courses in the program, and in particular, the practicum and capstone seminars.

616 Public School Curriculum and Organization K-12 (3) SU. This course is designed to supply the skills necessary to allow curricular development and to give the student a broad understanding of the scope and sequence of public school curriculum.

620 Foundations of Education (3) F, S, SU (replaces EDUC 613). The course introduces the student to contemporary and emerging societal problems and issues as they relate to and impact upon education. These problems and issues will be viewed from a national, state, and local perspective. This course will focus on the dynamics of educational change. The student will be expected to focus on a particular educational or societal problem/issue and assess and evaluate its instructional implications.

621 Understanding Learning Differences (3) F, S, SU. This course will present the student with contemporary approaches to topics including cognition, cognitive learning, brain functionality, language development, divergent learners, developmental milestones, social development, developmental prerequisites, and educational methodologies required of a contemporary educator. Emphasis will be placed on how, why, and when children learn and develop naturally, and will include those children with exceptionalities.

622 Assessment of Learning and Behavior (3) (Prerequisite/Corequisite: EDUC 621 or permission of the School of Education) F, S, SU. This course addresses techniques and procedures for systematically observing and evaluating students' behavior and achievement. It examines the construction and validation of conventional measures (e.g., tests and rating scales), as well as alternative approaches to assessment, such as performance measures, rubrics, and portfolios, and how their validity and reliability can be assessed.

623 Quantitative Research Methods in Education (3) (Prerequisite/Corequisite: EDUC 621 or permission of the School of Education) F, S, SU. This course will emphasize current research techniques/methodologies appropriate for the contemporary teacher. Skills in understanding and critically analyzing professional literature and in applying the findings of current research in educational settings will be emphasized. Basics of statistical analysis will be introduced. Models and designs of various types of studies will be covered, including Historical, Descriptive, and Experimental. The student will be exposed to Pre-experimental, Quasi-experimental, and True experimental designs and the benefits of each in contemporary classroom environments. The student will also learn to use appropriate software for analyzing research data in education settings. It is recommended that students complete EDUC 623 within the first 12 hours of their academic program. It is required that students complete EDUC 623 within the first 18 hours.

721 Family, Community, and Early Childhood Education (3) S, SU. A primary goal of this course is to provide opportunities for collaboration among teachers, other professionals, and members of a larger and diverse community. One of the outcomes of the course collaboration is a plan to address a concern, such as school-age child care. Course content encompasses topics that include family and community concerns and issues, such as anti-bias practices in schools; strategies to connect families to appropriate community services; and initiatives to assist family and community, such as mentoring school volunteers.

722 Curriculum Design for Early Childhood Programs (3) SU. One of the goals of this course is to have students design and use curriculum that is based on the most current research concerning children's development in all domains. A product of this course is a research paper including the implications of a proposed curriculum for a school or child care center. Course topics relate to innovative, pragmatic programs that are appropriate for children from birth through age eight and who reflect diverse demographics. Instructional methods for integrating the curriculum in language, math, science, social studies, health, and the arts are studied.

723 Early Intervention: Strategies for the Special Needs Child (3) SU. A goal of early intervention is to prepare students to effectively provide, at the earliest juncture possible, appropriate treatments and accommodations for children presenting special needs. This course addresses theory, practice, and federal and state legislative support for programs for special needs children during the pre-school and primary years. Emphasis is directed toward support services to families as well as the affected children. Attention is given to children who exhibit risk factors for or characteristics of mild to moderate developmental delays, high incidence disabilities (educable mental disability, learning disability, speech disorders), and low incidence disabilities (sensory losses, orthopedic disabilities). The needs of children who exhibit cognitive and other developmental traits above the normal range are also considered. Students analyze, interpret, and identify critical configurations of scores within psychoeducational and informal evaluations; consequent interventions are formulated.

724 Leadership of Early Childhood Programs (3) SU. The major goal of this course is to have students analyze leadership responsibilities in establishing, managing, and improving appropriate programs for children from birth to age eight. Students collaborate with individuals who currently serve in leadership roles in Early Childhood programs. Topics such as diversity of staff and families, environmental assessment, professional ethics, mentoring to develop the potential of individual staff (life span development), and regulations for quality programs are studied. Information is also provided about prospective entrepreneurs' interests in owning a home or center child care business.

731 Literacy Development (3) F, S, SU. The course covers primary through middle-school reading curriculum. It develops the best of past and current literacy practice, and the best of past and current literacy research. Critical thinking is emphasized throughout, as are considerations of individual and cultural diversity. The best current available literacy technology is explained, demonstrated, and, when feasible, employed directly by students. All elements of the course are integrated, strengthened, and focused by the program principles of knowledge, reflections, and collaboration.

732 Quantitative Learning: Pre-School Through Middle School (3) F, S, SU. The course will consider a wide spectrum of methods and styles for quantitative learning in very young children, children, and early adolescents. The course will focus on these techniques as they apply to the South Carolina Mathematics Standards.

733 Concepts and Methods in Elementary Science (3) F, S, SU. This course will prepare students to teach science in the elementary school. This course emphasizes a constructivist hands-on approach that focuses on learning science through discovery.

734 Concepts and Methods in Elementary Social Studies (3) F, S, SU. Course content focuses on selected content from the social studies scope and sequence. The mastery of these concepts via inquiry, guided discovery, and other "best practice" strategies will serve as a basis to explore effective methods for social studies instruction. Course will supply the student with the latest concepts and teaching strategies in the field.

741 Cognitive and Behavioral Aspects of the Divergent Learner (3) F, S, SU. The course introduces students to the developmental principles underlying divergent cognition, value systems, and behavior. Attributes of learner types are employed as a framework for comprehending the positive and negative interface among teachers, students, and persons generally. Broad principles determining environmental and instructional accommodations are central in this phase of study.

742 Procedures for the Divergent Learner (3) F, S, SU. The purpose of this course is to study the instructional strategies and educational procedures necessary to accommodate the needs of divergent learners. Emphasis will be placed on current research and practice.

743 Verbal Processing and the Divergent Learner (3) F, S, SU. The course explores the divergent learner's needs for specialized techniques in reading and language related instruction. This segment of study focuses centrally upon materials and methods which will enhance the probability of motivation toward reading/writing and effectiveness of the reading/writing process regarding comprehension, retention, analysis, formulation, and connectivity to other subjects. Skills which can be taught to improve verbal test scores are emphasized.

744 Quantitative Processing and the Divergent Learner (3) F, S, SU. The course will consider a wide spectrum of learning divergencies with appropriate and effective diagnostic, prescriptive, and treatment techniques. The course will focus on these divergencies and techniques as they apply to South Carolina Mathematics Standards.

760 Exceptionalities: Characteristics and Legal Foundations (3) F, S, SU. The course introduces the graduate student to the etiologies, theoretical foundations, and characteristics of the spectrum of exceptionalities ranging from giftedness to high incidence disabilities (learning disabilities, mental disability, emotional/behavioral disorders) to low-incidence disabilities (orthopedic, sensorimoter deficits). Among the topics addressed are: options for delivery of appropriate services, federal and state legislation and accompanying regulations governing service delivery, roles played by members of multidisciplinary teams, rights and procedural safeguards to insure that parents and individuals with disabilities participate in the decision-making process, financial basis and state regulations regarding distribution of funding.

761 Learning Disabilities: Characteristics, Identification, and Placement (3) (Prerequisites: Full acceptance to graduate program; EDUC 621 and 622; Prerequisites/Corequisite: EDUC 760; or permission of the School of Education). This course focuses on classical and contemporary approaches to identifying students with learning disabilities, including issues related to definitions, disproportionate representation, and approaches to assessment and program planning. Problems with perception, memory, language, schematic/organizational learning, haptic learning, self-governance, and the impact of those problems on academic and non-academic learning will be examined. Topic coverage will relate to and extend those examined in EDUC 621, Understanding Learning Differences, including recent research related to neurological development and strategy use. In addition, the special educator's role as collaborative consultant in placement and treatment is emphasized.

765 Learning Disabilities: Intervention for Elementary and Middle School (3) (Prerequisites: EDUC 611, EDUC 761 and PSY 663, or permission of the School of Education) S. This course will focus on intervention techniques and strategies, validated by research and based on sound theory, appropriate for elementary and middle school students who have learning disabilities in the following areas: reading, spoken and written language, math, interpersonal and organizational skills. Techniques for supporting students in regular classrooms and appropriate use of technology to optimize students' learning and independence will also be addressed.

766 Practicum: Intervention for Elementary and Middle School (1) (Prerequisites: EDUC 611, EDUC 761 and PSY 663; or permission of the School of Education. Prerequisite/Corequisite: EDUC 765) S. This course provides practical experience with application of age-appropriate teaching methods and strategies for elementary and middle school students with learning disabilities. In collaboration with a cooperating teacher, participants will have opportunities to demonstrate proficiency in modifying activities, materials, and assessments to support the learning and independence of students with learning disabilities. Participants will also plan the incorporation of technological supports to enhance students' achievement and complete classroom tasks.

767 Learning Disabilities: Intervention for Adolescents and Young Adults (3) (Prerequisites: EDUC 611, EDUC 761 and PSY 663; or permission of the School of Education) F. This course will focus on intervention techniques and strategies appropriate for secondary students who have learning disabilities. Models of service delivery and strategies to assist students with organization, study skills, test-taking, and handling content information will be addressed. Appropriate use of technology to support learners and optimize independence and planning for transitions to other settings will also be examined.

768 Practicum: Interventions for Adolescents and Young Adults (1) (Prerequisites: EDUC 611 EDUC 761 and PSY 663; or permission of the School of Education. Prerequisite/Corequisite: EDUC 767) F. This course provides practical experience with application of age-appropriate teaching methods and strategies for students with learning disabilities at the secondary level. In collaboration with a cooperating teacher, participants will have opportunities to demonstrate proficiency in modifying assessments, and adapting assignments and materials to enable adolescents with learning disabilities to cope with classroom demands. Participants will also plan for the incorporation of appropriate technological supports to enhance students' achievement.

769 Case Study, Small-Group, and Action Research in Education (3) (Prerequisites: EDUC 611, EDUC 623 and EDUC 761; and PSY 663; or permission of the School of Education) F, S, SU. This course will address research paradigms for studying individuals and small groups, and for investigating the nature and extent of change in educational systems. The emphases of this course will include designing and implementing single-subject and small group studies, as well as critically evaluating the contributions and limitations of published research that use these investigative approaches. Students will also become proficient with appropriate electronic tools for gathering and analyzing data, including qualitative information.

770 Learning Disabilities: Supervised Internship (9) (Prerequisites: all required courses for the MAT in Learning Disabilities, except EDUC 769 and program electives) F, S. This course is a supervised field-based experience in which participants will demonstrate both knowledge and skills expected of educators who work with students who have learning disabilities. The experience provides multiple opportunities to accommodate the needs of individual learners, structuring both learning environments and activities to optimize performance and independence. Participants assess students' learning needs, then plan, develop, and deliver appropriate instruction, while monitoring progress through an integral assessment strategy. Structuring and using supportive learning environments includes making effective use of appropriate technologies, grouping and collaborative arrangements, and available resources, such as paraprofessionals.

797 Practicum - Seminar I: Problem Identification (1) F, S. SU. A practicum that focuses upon a public school/district setting. The student will be introduced to a variety of school related problems. The student will begin identifying a topic or issue which might lead to extended research. The student will be expected to attend seminars on or off campus related to the issue(s)/topic(s).

798 Practicum - Seminar II: Problem Analysis (3) F, S, SU. A practicum that takes place in a public school/district setting. The student will focus on one topic or issue identified in Practicum - Seminar I. The topic/issue will be investigated in depth using resea rch tools acquired in Education 612. The student will be expected to attend seminars related to the topic(s), including the application of appropriate research strategies and related teaching methods. Each student must submit a proposal detailing the thesis, portfolio, or on other product for approval by the 798 instructor and the appropriate program coordinator.

799 Capstone Seminar III: Problem Resolution (3) F, S, SU. The student will continue to demonstrate instructional methods appropriate to the specialty. The centerpiece of the Capstone courses will be a substantive paper, generally of a thesis format (based upon original research). Students may choose alternative approaches involving portfolios or other products; such alternative approaches would include an appropriate paper as a component. The student will present the completed work, near the closure of Education 799B, to selected members of the graduate faculty

EDUCATION PROFESSIONAL DEVELOPMENT COURSES (EDPD)

525 Professional Development (3, 2, or 1) F, S, SU. Professional development in various strategies and techniques to enhance Grades K-12 classroom instruction for a variety of disciplines and content areas. Courses are scheduled at the request of local school districts, educational agencies, or consortia, subject to the approval of the School of Education. Graduate institutional credit (institutional credit means that the hours earned and the grade points are included only in the semester totals, which reflect total hours and credits earned. Neither the grade points nor the hours earned are reflected in the cumulative totals, which reflect total hours and credits toward degrees) may be earned, but EDPD 525 cannot be applied toward the M.Ed. or M.A.T. programs at Francis Marion University. Undergraduate institutional credit (see parenthetical explanation above) may also be earned.

ENGLISH COURSES (ENG)

516 English: Applied Composition Theory (3) SU. Survey of theories of rhetoric and discourse appropriate for writing teachers. Includes workshop activities and practice making and evaluating assignments, and diagnosing writing problems. Includes modeling of appropriate pedagogy.

517 English: Advanced Approaches to British Literature (3) SU. Explores works of British literature with emphasis on works appropriate for high school teachers, including Empire and post colonial perspectives. Includes discussion of various theoretical frameworks, age-appropriate secondary sources and the application of effective writing assignments. Includes modeling of appropriate pedagogy.

518 English: Advanced Approaches to American Literature (3) SU. Explores works of American literature with emphasis on works appropriate for high school teachers, including multicultural perspectives. Includes discussion on various theoretical frameworks, age-appropriate secondary sources and the application of effective writing assignments. Includes modeling of appropriate pedagogy.

519 English: Advanced Approaches to World Literature (3) SU. Explores wide variety of world and multicultural literature with emphasis on works appropriate for high school teachers. Includes discussion of various theoretical frameworks, age-appropriate secondary sources and the application of effective writing assignments. Includes modeling of appropriate pedagogy.

799 English: Capstone Practicum (3) (Prerequisite: 12 hours in specialty core; Corequisite: Education 798) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification of and completion of one or more projects involving the specialty and education core, and/or exploration of a related topic. The project(s) should be designed so they can be used in an appropriate professional setting.

MATHEMATICS COURSES (MATH)

516 Mathematics: Calculus for Teachers (3) (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics or science, or senior status as a mathematics major, or permission of department) F, S, SU. Full development of limits, derivatives, and integrals. Concentration is on concepts and applications.

517 Mathematics: Abstract Algebra and Linear Algebra for Teachers (3) (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics, or senior status as a mathematics major, or permission of department) SU. This course will examine the basic concepts and results of abstract algebra and linear algebra. The course will address such topics as the division algorithm, greatest common divisor, least common multiple, prime factorization, modular arithmetic, simultaneous equations, matrices, binary operations, groups, examples of groups, group properties, subgroups, finite groups, permutation groups, LaGrange's Theorem, linear spaces, the span and independence of a set of vectors, and basis. Applications will be given throughout.

518 Mathematics: Probability and Statistics for Teachers (3) (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics or science, or senior status as a mathematics major, or permission of department) SU. Survey of areas of probability theory to include selected topics from sample spaces; combinatorial theory; random variables and their distribution; conditional probability; joint and marginal distributions; expected values and variances; and the Central Limit Theorem. Survey of descriptive inferential statistics to include selected topics from the use of tables, graphs, and formulas; sampling techniques; estimation and confidence intervals; hypothesis testing; decision making; and correlation and regression.

519 Mathematics: Logic and Geometry for Teachers (3) SU (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics or science, or senior status as a mathematics major, or permission of department) This course will include a discussion of mathematical language, logic, and sets; an introduction to Euclid and the Elements: axiomatic systems, modern geometry; the postulates of Hilbert, Birkhoff, and School Mathematics Study Group (SMSG); neutral geometry, i.e. geometry based on Euclid's first four postulates; the basics for non-Euclidean geometry including models for hyperbolic geometry and elliptic geometry.

799 Mathematics: Seminar Practicum Capstone (3) (Prerequisite: 12 hours in specialty core; Corequisite: Education 798) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification and completion of one or more projects involving the specialty and education core and/or exploration of a related topic. The project(s) should be designed so that they can be used in an appropriate professional setting.

SCIENCE COURSES (SCI)

515 Science: Physical Science (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of department) SU. This course will examine the physical principles that govern natural phenomena. Topics may include mechanics, heat, electricity and magnetism, waves, and light. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized.

516 Science: Chemistry in the World (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of department) SU. This course will examine the role of chemistry in the world. The nature, interactions, and transformations of matter and energy will be addressed. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized.

517 Science: Earth and Space Science (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of department) SU. This course will examine the processes, interactions, and changes of earth and space systems. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized.

518 Science: Human Biology (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of department) SU. This course will examine the processes of life: characteristics and functions of organ systems, and the impact of human activity on the environment. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized.

519 Science: Environmental Science (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of department) SU. This course will examine natural resources, interactions of organisms with environment, interactions between organisms with each other and their environments; and genetic diversity and continuity. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized.

799 Science: Seminar Practicum Capstone (3) (Prerequisite: 12 hours in specialty core; Corequisite: Education 798) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification and completion of one or more projects involving the specialty and education core, and/or exploration of a related topic. The project(s) should be designed so that they can be used in an appropriate professional setting.

SOCIAL STUDIES COURSES (SOST)

516 Social Studies: History and American Government (3) SU. A study of the historical development of American society including such topics as tradition and change, the changing American family, the changing ethnic composition of the United States, the growing role of government in American society, critical developments in education, rural and urban trends, and the role of religion in shaping American society.

517 Social Studies: American Economy and Politics (3) SU. An examination of the principles and operation of the American economics and political systems.

518 Social Studies: The United States in Comparison/Contrast With The Rest of the World (3) SU. Topics to be considered include: culture, standards of living, rights and freedoms, environmental concerns, types of political systems, levels of economic development, historical experiences, religions, ethnic groups, and social classes.

519 Social Studies: Special Study of World Regions (3) SU. The study in terms of commonalities and differences among countries in the regions of Europe, Asia, Africa, Latin America, covering for each region society, history, economy, and politics.

799 Social Studies: Seminar Practicum Capstone (3) (Prerequisite: 12 hours in specialty core) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification and completion of one or more projects involving the specialty and education core, and/or exploration of a related topic. The project(s) should be designed so they can be used in an appropriate professional setting.

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