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Dr. Kenneth D. Kitts
Associate Provost and Director of Graduate Programs Dr. Ben L. Kyer
Director, Master of Business Administration Dr. Dorothy M. Harris
Coordinator, Early Childhood Education Vacant Coordinator,
Elementary Education Dr. K. Wayne Pruitt
Coordinator, Secondary Education Dr. J. Michael Madden
Coordinator, Learning Disabilities - M.Ed. Dr. Shirley Bausmith
Coordinator, Instructional Accommodation Coordinator, Learning Disabilities -
M.A.T. Coordinator of Graduate
Studies and Special Programs Vacant Coordinator,
Clinical/Counseling Psychology and Substance Abuse Counseling Dr. Samuel F. Broughton
Coordinator, School Psychology HISTORY Founded in 1970, The University has been
offering graduate coursework since 1974, and today about 15 percent of the
total student body is enrolled in graduate programs. Graduate degree programs
are offered in business, education and psychology. More than 50 percent of the
general faculty teach at the graduate level. The University is
accredited by the Southern Association of Colleges and Schools (SACS), and a
number of its departments or programs are accredited by specialized accrediting
agencies. The Graduate Advisory
Committee (GAC) oversees all graduate programs at the University.
Responsibilities of the GAC are to (1) provide advice to the Academic Affairs
Committee and University officials on issues concerning graduate programs, (2)
review new programs and prepare proposals for the Academic Affairs Committee,
(3) approve all admissions to graduate programs, and (4) consider appeals for
readmission from students who have been dismissed from graduate programs. The Graduate Advisory
Committee consists of nine members: the Provost, Associate Provost, University
Registrar, the Dean of the School of Business plus his/her designee, the Dean
of the School of Education plus his/her designee, and the Chair of the
Department of Psychology and Sociology plus his/her designee. All full-time and
part-time faculty teaching graduate courses (other than Educational
Professional Development, EDPD 525 courses) will (a) hold the terminal degree
in their disciplines or in unusual cases have demonstrated exceptional
scholarly or creative activity or professional experience and do not hold the
terminal degree, (b) demonstrate scholarship appropriate for graduate
instruction, and (c) show evidence of professional characteristics appropriate
for graduate instruction. The graduate courses which they teach must be in the
field of their respective expertise. Credentials of both annual and continuing
graduate faculty are evaluated annually by their respective department chairs.
Deans make appropriate recommendations regarding graduate faculty status to the
Provost. Faculty teaching Education 525 courses, which are workshop courses
designed to meet specific needs in a school system, do not necessarily require
that the faculty member hold the terminal degree, depending on the nature and
purpose of the specific 525 course. Continuing Membership
–
The Graduate Continuing Faculty is comprised of the President, the Provost, the
Deans of all Schools, the Chairpersons of all Academic Departments, and all who
hold at the University the rank of Full Professor. It also is comprised of all
with academic rank who both regularly teach courses carrying graduate credit
and have been recommended by their respective department chairperson or school
dean and by the Graduate Advisory Committee to the Provost and approved by the
President. Each department or school has the right to establish additional
membership criteria which, once approved by the President upon the recommendation
of the Graduate Advisory Committee and the Provost, must be met by the Graduate
Continuing Faculty in the respective department or school. Annual Memberships – Faculty members
at any academic rank who have not been designated as continuing members of the
Graduate Faculty are members of the Graduate Faculty during any academic year
including the preceding summer session in which they teach at least one course
numbered 500 or above. Such members may participate fully in Graduate Faculty
meetings. The extent of their participation in department/ school graduate
affairs is determined by the department/ school concerned. Functions – Graduate Faculty
meetings may be called at the recommendation of the Graduate Advisory
Committee, or a department/school, or the Provost, or of the President. The
Provost shall serve as the regular presiding officer. The Graduate faculty
reviews graduate regulations and related academic matters brought to it. The graduate academic
programs at Department of
Psychology and Sociology Psychology (Master of
Science in Applied Psychology [M.S.]) General Business
Administration (Master of Business Administration [M.B.A.]) Health Management
(Master of Business Administration with a Concentration in Health Management
[M.B.A. H.M.]) Early Childhood
Education (Master of Education [M.Ed.]) Education-Secondary
(Master of Education [M.Ed.]) Elementary Education
(Master of Education [M.Ed.]) Learning Disabilities
(Master of Arts in Teaching [M.A.T.] and Master of Education [M.Ed.]) Instructional
Accommodation (Master of Education [M.Ed.]) For University courses, the
following information is indicated: Course number Course title Semester hour value of
course Number of clock hours
required per week in course Statement of
prerequisites and/or other restrictions on Enrollment Term(s) offered Brief course description Restriction of credit When two courses are
listed under a single title, a hyphen (-) between the course numbers indicates
that the first is prerequisite to the second. A comma (,) between the course
numbers indicates that the first is not prerequisite to the second. Courses are classified
by numbers, which indicate the class level at which they are most often taken.
Class levels and number sequences are as follows:
With written
departmental/school approval, seniors may take courses numbered 500-599 for either
undergraduate or graduate credit. Designation of credit as undergraduate or
graduate must be made at registration. With written departmental/school
approval and with an overall grade point average of 3.0 or better, seniors may
take courses numbered 600-799 for graduate credit. All seniors taking courses
for graduate credit must submit a graduate application for admission. Some
programs require formal admission before enrolling in any course numbered 600
or above. Work taken for graduate credit may not be used to meet undergraduate
requirements. Any senior permitted to enroll for graduate credit will be
classified as a nondegree student until the student has attained regular
admission to a graduate degree program. No more than 12 hours of graduate work
may be completed prior to the completion of baccalaureate degree requirements
and admission to the graduate program as a graduate degree student. The figures enclosed in
parentheses immediately following the title of a course are, in order of
appearance, indications of the following: 1. Number of semester
hour credits given for the course. 2. Number of lecture
hours normally scheduled each week for one semester in the course. 3. Number of laboratory
hours normally scheduled each week for one semester in the course. If there is one figure
only, there are as many class meeting hours per week as there are semester
hours credit for the course. A two-number sequence,
such as (3:4), means that the course carries three semester hours credit but
meets four class hours each week. A three-number sequence, such as (3:2-3),
means that the course carries three semester hours credit but meets two lecture
hours and three laboratory hours each week. Terms Offered Key: F = Fall S = Spring SU = Summer AF = Alternating Fall Terms AS = Alternating Spring
Terms The University reserves
the right to withdraw any course for insufficient enrollment. In certain cases
and with the approval of the Provost, classes may be offered with fewer than
the required number of students in order to meet specific needs. Students interested in
applying for admission to graduate programs at Francis Marion University should
write or call the Graduate Office for information and an application packet,
which contains necessary forms and instructions for applicants. The University
encourages all qualified students to apply. Equal educational
opportunities are offered to students regardless of race, religion, color,
national origin, sex, physical disability, sexual orientation or age. For information on
specific admission requirements, please consult the information provided with
each graduate program in this section of the catalog. Charges for tuition and
fees depend upon the student’s status as a resident or non-resident of South
Carolina. A non-resident pays a higher rate of tuition and fees than a legal
resident of South Carolina. For fee purposes, the
state’s Code of Laws defines South Carolina residents as independent persons
who reside in and have been domiciled in South Carolina for a period of no less
than 12 months with the intention of making a permanent home therein, and their
dependents. Those who meet these criteria may be considered eligible to pay
general university fees at state-supported higher education institutions at
in-state rates. Eligibility begins with
the next academic semester after expiration of the required 12 months. Exceptions to the
12-month requirement may be made for independent persons and their dependents
who locate in South Carolina for full-time employment and for military
personnel and their dependents. A student who believes he/she meets the state
criteria should contact the Admissions Office at least two weeks prior to
registration. International graduate
students must have a proficiency in the English language that will enable them
to succeed in their studies at Francis Marion University. The measure of that
proficiency will be the successful completion of the Test of English as a Foreign
Language (TOEFL) at a score of 550 or higher (paper and pencil version) or 213
(computer version). International students
must also submit a financial statement indicating proof of ability to pay all
expenses while attending Francis Marion University for a year as well as
transportation expenses to and from their home country. The University requires
an official statement from a bank, employer, sponsor, or some other official
affidavit of support. Applicants can expect to
use one-half the total each semester. Financial certification
should come directly from the source. No facsimiles will be
accepted. Degree-seeking students
enrolled in graduate studies at institutions other than Francis Marion
University who wish to take graduate courses at Francis Marion University must
complete the following requirements: 1. Submit a graduate
application for admission and pay the non-refundable graduate application fee. 2. Submit a transient
permission form from the Academic Officer or Registrar of that institution. Applicants 60 years or
older wanting to take graduate courses for credit or personal enrichment (audit
status) need to contact the Office of Financial Assistance for the requirements
for being classified as a senior citizen. Although general University fees are
waived for eligible senior citizens, all other fees must be paid. 1. Students should meet
with faculty adviser to select courses to be taken. 2. Students must confirm
schedules and pay fees in the Cashier’s Office. Registration procedures
are outlined in the class schedule for each session. All fees and other
expenses, housing and meal plan costs, payment deadlines and refunds applicable
to graduate students are explained in the chapter on Financial Information of
this catalog. Details about financial
assistance are explained in the chapter on Financial Information of this
catalog. For more information, contact the Office of Financial Assistance at
Francis Marion University. Graduate students are
eligible to participate in all student activities and organizations that are
described in the chapter on Student Life of this catalog. A (Distinction) - indicates achievement
of distinction and carries four quality points per semester hour. B+ - carries three and a
half quality points per semester hour. B (Acceptable) - indicates acceptable
achievement and carries three quality points per semester hour. C+ - carries two and a half
quality points per semester hour. C (Marginal) - indicates marginal
achievement and carries two quality points per semester hour. F (No Credit) - indicates
unsatisfactory achievement or withdrawal with unsatisfactory standing from the
course after completion of one-third of the course. Semester hours are included
as work taken in computation of grade point average. No quality points or
credits are earned. W (Withdrawal) - indicates withdrawal during
the term without academic penalty. Semester hours are not included as work
taken in computation of grade point average. No quality points or credits are
earned. IN (Incomplete) - indicates that a
student has not completed the required work in a course before its conclusion.
Upon completion of the required work and with the approval of the Department
Chairperson or Dean, the IN will be converted into an A, B+, B, C+, C, or F by
the professor. Semester hours are not included in work taken in computation of
grade point average until the IN is converted. All work must be completed by
the next semester’s Reading Day (see the University Calendar). If the student does not
complete all required work by the next semester’s Reading Day, the IN will be
converted to an F. Grade points for a
course are computed by multiplying the number of semester hour credits per
course by the quality points associated with the grade earned. The grade point
average (GPA) is computed by dividing the total number of grade points by the
total number of net hours taken. For effects of course repetition on
calculation of GPA, see Course Repetition in the business, education, or
psychology section. (Other institutions, however, may recalculate a student’s
grade point average and include all grades in that calculation.) All grades
will appear on the student’s Francis Marion University transcript. If a mistake was made in
calculating or recording a term grade, the instructor of the course may change
the grade. A change of grade may occur only within one calendar year from the
receipt of the grade. 1. A faculty member
seeking to change a student’s term grade because of a mistake must request the
change on the appropriate form, which may be obtained from the Office of the
Registrar. 2. The department
chairperson or dean shall approve or disapprove change-of-grade requests. If
approved, the requests will be sent to the Registrar with instructions to make
the necessary corrections on the official record. MEMBERSHIP: The Grade
Appeals committee will consist of five faculty members to be elected by the
faculty at large. The committee will elect
the chair. FUNCTION: The committee
will hear final course grade appeals not resolved at the level of the academic
unit. GROUNDS FOR APPEAL:
Unless the faculty member has acted in an arbitrary or capricious manner in the
assignment of the final course grade in question, or unless the instructor’s
grading policy is in violation of the guidelines established by the University
or his/her own policies as noted in the syllabus or other written documents, it
is the right of the instructor to determine whether or not the final course
grade should be changed. PROCEDURES: The
committee will meet as necessary, and is called by the Committee Chair. Appeals
for grade changes may not be made after 60 days from the date the grade was
given. The following procedures will be followed: 1. The student will
first attempt to resolve the issue by consulting with the instructor. 2. If the issue is
unresolved after consultation with the instructor, the student will then
consult with the department chair/school dean to attempt a resolution. 3. If the matter is not
resolved after consultation with the instructor and the chair/dean, then the
student may petition the chair/dean, who will forward the matter to the Grade
Appeals Committee. The petition must include the following items: a completed
petition form signed by the instructor of the course (unless the instructor is
no longer a member of the Francis Marion University faculty), the student’s
adviser, and the chair/ dean of the academic unit that offered the course; a
letter explaining the basis for the grade appeal; and if applicable, supporting
documents and a list of any other evidence to be presented. The student’s
argument will be limited to statements from the student and the evidence
delineated in the petition. 4. Upon receipt of a
completed grade appeal petition, the chair of the Grade Appeals Committee will
promptly inform the faculty member, the appropriate department chair/school
dean, and the Provost. The committee chair will also make available to the
faculty member a copy of the petition and the supporting documentation. 5. The Grade Appeals
Committee , upon receipt of a student’s grade appeal petition, might seek
additional information and advice, as it deems necessary. In some cases, the
committee may conduct a hearing, as when the student, faculty member, and
committee members might ask for one. Because this hearing is for informational
purposes only, it should not replicate judicial proceedings. No legal counsel
shall be permitted to appear. 6. Within 10 workdays
after a decision, the chair of the Grade Appeals Committee will notify the
student, the faculty member, and the appropriate department chair/ school dean
of the committee’s findings and recommendations. If the Grade Appeals
Committee, through its inquiries and deliberations, determines that the grade
should be changed, it will request that the instructor make the change,
providing the instructor with a written explanation of its reasons. Should the
instructor decline, he or she will provide an explanation for refusing. 7. If after considering
the instructor’s explanation the Grade Appeals Committee concludes that it
would be unjust to allow the original grade to stand, the Committee may then
recommend to the appropriate department chair/school dean that the grade be
changed. The chair/ dean in consultation with the instructor will assign the
appropriate grade. Only the chair/dean, upon the written recommendation of the
Grade Appeals Committee, has the authority to effect a change in grade over the
objection of the instructor who assigned the grade. For information, see
Course Repetition in the business, education, or psychology section. Once a
student has completed, either successfully or unsuccessfully, a course at
Francis Marion University, he/she may not repeat at another institution that
course for transfer credit to Francis Marion University. When a student repeats a
course, all grades appear on the transcript. A grade of W is not used
in the calculation of grade point average and is not counted in the repeat
regulations. Eligibility to
Continue –
Graduate degree students who have been accepted into a degree program must
maintain a 3.0 cumulative grade point average for all graduate courses (see
exceptions under Course Repetition in the business, education, or psychology
section and under Time Limit below). Should a graduate degree student’s
cumulative grade point average fall below 3.0, that student will be placed on
academic probation. During the next semester
that the student is enrolled and during each subsequent semester while the
student is on academic probation, a 3.0 grade point semester average must be
achieved, or that student will be dismissed at the end of the semester. Furthermore,
if a student does not achieve a 3.0 cumulative grade point average by the end
of 12 hours of coursework taken after being placed on probation, that student
will be dismissed from the program. Readmission After
Dismissal – A graduate student may not continue taking courses after
being dismissed from the program. By petition to the
School of Business or the School of Education or the Department of Psychology
and Sociology and on recommendation of the Graduate Advisory Committee, a
student may be readmitted for further graduate study, or a student may be
denied readmission. All requirements for a
master’s degree must be completed within one continuous six-year period. Work
over six years old is no longer applicable to the degree program and cannot be
reinstated except through appeal which begins with the department chairperson
or school dean. Graduate students are expected
to understand and conform to the ethical standards of the profession they are
preparing to enter. CHANGES IN GRADUATION REQUIREMENTS In addressing the needs
of an ever-changing society, the curriculum offered by Francis Marion
University continues to evolve. Continuously enrolled students may elect to
meet the graduation requirements stated either in the University Catalog of the
year in which they first entered Francis Marion University or in the University
Catalog of the year in which they are graduated from the University. Students
returning to Francis Marion University after an absence of one year or more
will be expected to meet the graduation requirements stated either in the
University Catalog of the year in which they returned to Francis Marion
University or in the University Catalog of the year in which they are
graduated. The University Catalog must not be more than 10 years old. To receive a master’s
degree from Francis Marion University, a student must fulfill the following
requirements: 1. Complete the number
of graduate hours and specific courses required in the student’s approved
program. 2. Achieve a 3.0
cumulative grade point average on all graduate studies applicable to the
student’s particular program and a 3.0 overall grade point average for all
graduate courses. (See exceptions under Time Limit and under Course Repetition
in the business, education, or psychology section.) Credits transferred from
accredited institutions are not used in computing a student’s grade point
average. 3. Satisfactorily
complete all the other requirements of the particular program in which the
student is enrolled. Graduate students will
be mailed the Application for Degree. Applicable fee should be
paid when student is notified. The final deadline for filing each semester and
summer session is published in the Francis Marion University Catalog. Failure
to meet the stated deadline will result in a delay in time of graduation. All students are
expected to attend the ceremony. Those students desiring to graduate in
absentia should complete the appropriate information on the degree application. Upon recommendation of
the adviser and with permission of the department/school, a maximum of six
semester hours may be transferred from a regionally accredited institution. All
transfer credits must be verified by an official transcript from the
institution at which the graduate study was undertaken. No graduate course work
may be transferred to Francis Marion University for which grades lower than B
are achieved, and grades transferred from other institutions will not be
included in the student’s grade point average at Francis Marion University. No
credit will be transferred for correspondence courses or courses taught on a
pass/fail or satisfactory/unsatisfactory grading scale. Grades of S, U, P, or F
will NOT be accepted. Professional Development
Courses (EDPD courses), whether taken at Francis Marion University or at
another institution, cannot be applied toward the M.Ed. or M.A.T. programs (see
pages 199-200). A Francis Marion
University student desiring to take courses at some other institution either
during the summer session or the regular session and wishing to have courses transferred
back to Francis Marion University to apply toward a degree must have in advance
the approval of his/her adviser or department chairperson or school dean, and
the Registrar before registering for the courses. All transient credit
must be from a regionally accredited institution and must be verified by an
official transcript from the institution at which the graduate study was
undertaken. A maximum of six semester hours may be transferred from a
regionally accredited institution upon recommendation of the adviser and with
permission of the department/school. No graduate coursework may be transferred
to Francis Marion University for which grades lower than B are achieved. Grades
of S, U, P, or F will NOT be accepted. The grades earned in courses at other
institutions will not be included in the student’s grade point average at
Francis Marion University. Only those students who are in good academic
standing (that is, those with cumulative GPAs of 3.0 or above) can be approved
to take courses at other institutions. No credit will be transferred for
correspondence courses or courses taught on a pass/fail or
satisfactory/unsatisfactory grading scale. Forms are available in the Office of
the Registrar. It is the student’s
responsibility to have an official transcript sent to the Office of the
Registrar upon completion of the course(s) but no later than one month prior to
the date he/she is scheduled to complete degree requirements. A graduate student
admitted to Francis Marion University as either a graduate degree student or a
graduate non-degree student may elect to audit one or more graduate courses.
Audited courses do not carry credit, but any courses audited are noted on the
student’s official University record. Audited courses are considered part of
the course load of graduate students in determining overload approval but may
not be used to satisfy any prerequisite for a graduate course or any
requirement for financial assistance (for instance, the determination of
fulltime status). Students who audit a
course should adhere to the class policies including attendance. Students who
do not adhere to the stated policies may be dropped from the course for not
attending. No credit may be
established for an audited course by an examination subsequent to the auditing
of the course. Audited courses are
charged at the same rate as courses taken for credit. Changes from audit to
credit are not permitted after the regular change of schedule period has ended.
Change from credit to audit is permitted after change of schedule period has
ended only if the student is doing passing work in the course and only upon the
approval of the Provost. It is the responsibility
of the student to attend all scheduled meetings in the courses in which he/she
is enrolled. If a student is absent more than twice the number of required
class or laboratory sessions per week during regular semesters or more than 15
percent of required sessions during accelerated semesters, a grade of F or W
will normally be assigned, unless absences have been excused for cause by the
instructor. Individual instructors
may choose alternative requirements for attendance. It is the responsibility of
the instructor to inform students, at the beginning of each course, of all attendance
policies. The instructor, at his/her discretion, may utilize a warning of
excessive absences or compulsory attendance. Attendance policies will be
outlined on the class syllabus. If a student violates
the stated attendance policy, the instructor will notify the Office of the
Registrar to drop the student from the class with the appropriate grade. It is the responsibility
of a student to make up work missed because of absence from announced tests and
laboratory sessions. However, announced tests
and laboratory sessions may be made up only at the discretion of the
instructor. Graduate students may
drop courses through the last day of classes for any term (students may not
drop classes on Reading Day or during examinations). A student who drops a
course(s) after completion of one-third of the semester receives in each cour
se
a grade of W or F based on his/her academic average at the time of withdrawal. WITHDRAWING FROM THE UNIVERSITY Complete withdrawals
must be initiated by the student at the Registrar’s Office. A Complete
Withdrawal Grade Report will be completed. Failure to file the Complete
Withdrawal Grade Report Form with the Registrar’s Office may result in the
grade(s) of F for the course(s). A student who withdraws from the University
after completion of one-third of the semester receives in each course a grade
of W or F based on his/her academic average at the time of withdrawal. The effective date of a
student’s complete withdrawal from the University will be the date that the
student initiates the withdrawal and a Complete Withdrawal Grade Report Form is
filed. A full-time course load
for graduate students is nine or more semester hours during a regular semester
and seven semester hours during any summer term. Off-campus courses
(transient or correspondence) and any resulting overload must be approved prior
to enrolling in the course(s). The maximum load for a
graduate student during a regular Fall or Spring semester is 12 hours. At the end of each
semester and each summer term, grade reports are made available to students.
Study of reports is encouraged, and inquiry concerning them is invited. Faculty members must
give students an opportunity to make an informed decision on their academic
performance prior to the last date to withdraw without academic penalty.
Faculty will receive a class roll prior to the last date for withdrawal to
verify those enrolled in and attending the class. Official transcripts,
those bearing the University seal, will only be issued with the written consent
of the student. A transcript will not be released if the student is indebted to
the University. Forms for requesting
transcripts may be obtained from the Office of the Registrar or through the
University’s website. A fee of $5.00 must accompany each individual transcript
request. The request must be
returned to the Office of the Registrar after fee payment is made. STUDENTS’ EVALUATION OF COURSE AND
INSTRUCTOR Every semester students
are provided the opportunity to evaluate each course and its instructor so that
educational quality may be maintained and enhanced. All students are encouraged
to respond to the evaluation with honesty, sincerity, and a sense of
confidentiality. The evaluation is
administered during class with the instructor leaving the room while a
designated student hands out forms, collects forms, and then delivers the
completed forms to the appropriate faculty secretary. These evaluations are
completely anonymous, and faculty members do not receive any feedback until
grades have been turned into the Registrar. Upon noting that these
procedures of evaluation have not been followed, a student may contact the
Office of the Provost in order to confidentially inform the administration of
such failure to follow procedures. MASTER OF BUSINESS ADMINISTRATION Director: Dr. Ben L.
Kyer The Master of Business
Administration degree program is designed to prepare students for management
positions in business, government, industry, and non-profit institutions and to
provide continuing educational opportunities for those persons already so
employed in the Pee Dee Region of South Carolina. All required courses are
offered during the evening hours. In 1998, the School of
Business received approval from the South Carolina Commission on Higher
Education to offer the Master of Business Administration degree with
Concentration in Health Management. This program has the same admissions
requirements as the regular Master of Business Administration program and
requires 36 hours of graduate level courses. The 18 hours required in business
subjects are taught by graduate faculty of the FMU School of Business. The 15
hours of health management courses are taught by the graduate faculty of the
Medical University of South Carolina (MUSC) over a state-of-the-art distance
learning network. The remaining three hours are electives and can be taken from
other FMU courses or from other MUSC courses. Graduates of this program receive
the M.B.A. degree from FMU along with the Certificate in Health Management from
MUSC. The Master of Business Administration degree with concentration in Health
Management program is designed both for individuals who currently work in the
health care field and for those who would like the background enabling them to
enter the field. Students are accepted
for graduate study in business as degree students. To be considered for
admission as a graduate degree student, the applicant should fulfill the
following requirements: 1. Submit the graduate
application for admission and pay the non-refundable application fee. 2. Submit official
transcript(s) of all undergraduate and graduate work from accredited
institutions. Have earned an undergraduate degree from an accredited
institution as evidenced by the official transcript(s). 3. Submit the official
Graduate Management Admissions Test (GMAT) score. 4. Submit two letters of
recommendation from professional associates or former professors who can attest
to the academic potential of the applicant. 5. Have an acceptable
admissions score as determined by combining the undergraduate grade point
average (GPA) and a recent score on the GMAT. Either of the following formulas
may be used: (GPA X 200) + GMAT
≥ 950 or (GPA [in upper-level courses X 200) + GMAT ≥ 1000 NOTE: Upper-level
courses include all hours taken after the first 60 semester hours at the
undergraduate level. 6. Have successfully
completed the business foundation material. This material may be satisfied by either
of the following options. a) The Undergraduate
Foundation Option: Complete the 11 undergraduate foundation courses (33 hours)
listed below (or their equivalents as approved by the coordinator of the
M.B.A.). Successful completion must be evidenced by the official transcript(s).
Only those courses with grades of C or higher will be acceptable.
b)The Graduate
Foundation Option: Complete the eight graduate foundation courses (18 hours)
listed below (or their equivalent as approved by the director of the M.B.A.).
Successful completion must be evidenced by the official transcript(s). Only
those courses with grades of C or higher will be acceptable.
Students may enroll in
courses under either foundation option before taking the GMAT provided the
student has earned an undergraduate degree from an accredited institution as
evidenced by the official transcript(s). 7. Submit personal
statement indicating your work experience and why the Master of Business
Administration degree would be useful in your career. All of the above
materials must be submitted in one packet to: Graduate Office Francis Marion
University Post Office Box 100547 Florence, SC 29501-0547 To be guaranteed timely
consideration for acceptance into the M.B.A. program, all of the above
materials should be submitted by: Fall Admission: April 15 Spring Admission:
October 15 It is the applicant’s
responsibility to gather all materials to complete his/her application. Only
those completed (with all materials) will be reviewed by the Graduate Committee
for Admission. To receive an
application or for any questions, please call the Graduate Office at (843)
661-1284. A student who has
completed nine of the 11 foundation courses under the undergraduate foundation
option or six of the eight courses under the graduate foundation option listed
in the previous section and satisfies all the other admission requirements may
enroll in 700 level business courses while completing the remaining foundation
courses. These remaining foundation courses must be completed during the first
year the student is enrolled in the M.B.A. program. REQUIREMENTS FOR
MASTER OF BUSINESS ADMINISTRATION DEGREE Each student seeking the
M.B.A. degree must complete the following requirements and adhere to the stated
policies: 1. The student must
successfully complete the foundation material requirement described earlier. 2. The student must
successfully complete the 36 semester hours required in the selected program. a. Master of Business
Administration degree:
b. Master of Business
Administration degree with Concentration in Health Management:
Health Management
Courses:
Plus Three Hours of
Electives Although there is no
required order for these courses, it is recommended that students take
Management 773 in the first or second semester and take Management 759 in the
last semester. The normal course load
of students working full-time is two courses each in the fall and spring
semesters and one course in the summer. 3. The student must
maintain a 3.0 cumulative grade point average on all graduate courses
applicable to the particular program and a 3.0 grade point average for all
graduate courses (see the exceptions under Course Repetition and under Time
Limit). 4. The student must pass
a comprehensive final examination in the last regular semester (fall or spring)
of the student’s program. The examination will be administered by the Director
of the M.B.A. Program. Students who are in their last semester should contact
the Director to determine the date and time of the examination. The comprehensive exam
consists of questions from each of the 12 graduate courses. The student must
answer 10 of the 12 area questions. A minimum passing average of 70 percent is
required. If a student does not attain a 70 percent average, the student will
be required to retake the examination in the areas of deficiency. At the
discretion of the faculty, if a student fails to meet minimum standards, the
student may be required to retake a course before retaking the examination. 5. The student must
successfully complete all steps and meet all requirements as outlined for
graduate students earlier. 6. The student should
make application for graduation at the beginning of the semester in which the
last course(s) will be taken. An M.B.A. student is
allowed to repeat a maximum of one course for the purpose of improving the
grade. Only a grade lower than B can be raised by repetition of a course; a
reexamination is not permitted. Any course that is repeated must be retaken at
Francis Marion University. A course may be repeated only once. Written approval
of the Dean of the School of Business is required for course repetition. Only
the higher grade of the repeated course will be counted in the calculation of
the grade point average. If a student fails a course (i.e., receives a grade of
F), the s
tudent must retake that course in the next semester the course is
offered. If the student fails the course again, the student will be dismissed
from the program. Since this retake
process can be applied to only one course, the student will be dismissed from
the M.B.A. program if she/ he fails more than one course. UNDERGRADUATE
FOUNDATION COURSES 201 Financial
Accounting (3) F, S, SU. The conceptual approach to financial accounting. The
income statement, retained earnings statement, balance sheet, and cash flow
statement are studied with emphasis placed on an understanding of the
underlying assumptions, theories, and concepts, as well as a thorough
understanding of the basic accounting equation. 202 Managerial
Accounting (3) (Prerequisite: 201) F, S, SU. Introduce the planning and
control aspects of internal accounting. Topics include cost systems, cost
behavior, direct costing, capital budgeting, decentralized operations, relevant
costs, budgets, differential cost, and variance analysis. 205 Statistical
Methods for Economics and Business (3) (Prerequisite: Mathematics 140) F, S, SU,
Covers basic statistical concepts and methodology including probability theory
with emphasis on the normal and binomial distributions, confidence intervals,
tests of hypotheses, and simple linear regression analysis. Use of computer
software to solve problems. 206 Legal and Social
Environment of Business (3) F, S, SU. Study of the legal environment of business in
general with emphasis on ethics, creditor’s rights and bankruptcy, business
organizations, government regulations, and the protection of property and other
interests. 150 Microcomputers and
Software Applications (3) F, S, SU. Introduction to microcomputer hardware and software.
Topics include computer fundamentals, word processing, electronic spreadsheets,
data bases, and other microcomputer application areas. Solutions for several
problems using microcomputers and commercial software will be required. Not
required for graduate students who can demonstrate proficiency in the use of a
personal computer. 203 Introduction to
Microeconomics (3) F, S, SU. Introduction to the role of individuals in economic
decision-making, the determination of relative prices and output, and problems
associated with resource allocation, monopoly, government regulation, and
international trade. Economics 203 and 204 are prerequisite to all 300- and
400- level economics courses 204 Introduction to Macroeconomics (3) (Prerequisite or
corequisite: 203) F, S, SU. Introduction to the theory of a free enterprise
economy, income determination, employment, price level, and the role of
monetary and fiscal policy. Other topics covered are banking, economic
development, and governmental finance. Economics 203 and 204 are prerequisite
to all 300- and 400-level economics courses 341 Financial
Management (3) F, S, SU. The financial functions of economic entities.
Financial analysis, financial planning, current assets management, capital
budgeting, obtaining funds from the capital markets, and international finance.
Computer applications. 351 Management and
Organizational Behavior (3) F, S, SU. Overview of general management principles.
Topics include the evolution of management thought as well as the current
emphasis on productivity. Traditional management functions of planning,
decisionmaking, organizing, and controlling are studied. In addition,
behavioral concepts are applied to motivation, leadership, work groups, and
communication. MANAGEMENT
INFORMATION SYSTEMS COURSES (MIS) 327 Information
Systems Fundamentals (3) (Prerequisite: Computer Science 150) F, S, SU. Study of basic
systems issues that concern the introduction of technology into the firm and
the management of technology-based systems in business organizations. 331 Principles of
Marketing (3)
F, S, SU. Basic principles of marketing. Emphasis is placed on consumer’s role
in marketing and on marketing environment. The basic product, place, price, and
promotion decisions are examined. GRADUATE COURSES FOR THE SCHOOL OF
BUSINESS 720 Financial
Accounting Concepts and Problems (3) S. Objectives of accounting and the concepts
and principles designed to deal with these objectives. Balance sheet and income
statement accounts as well as statement of changes in financial position.
Covers discussion and solution of more complex accounting problems in
international as well as domestic accounting. 721 Accounting for
Management Control (3) F. Emphasis on the planning and evaluation aspects of
accounting for management. Study of decision analysis, budgeting, variance
analysis, and application of quantitative methods of decision-making and
evaluation. 501 Fundamentals of
Accounting (3) (Prerequisite: Admission to the MBA Program or approval of the
Dean of the School of Business) SU. An introduction to the accounting process
and how it is used to provide information about an organization to those making
organizational decisions. Includes examination of both financial and managerial
accounting topics. 502 Fundamentals of
Economics (3)
(Prerequisite: Admission to the MBA Program or approval of the Dean of the
School of Business) SU. An introduction to the principles of microeconomics and
macroeconomics within the context of a free enterprise economy. Includes
examination of economic concepts and problems associated with economic scarcity
and the allocation of resources. Some specific topics covered are demand and
supply, monopoly, unemployment, inflation, environmental issues, international
trade and money and banking. 503 Fundamentals of
Applied Statistics (2) (Prerequisite: Admission to the MBA Program or approval of the
Dean of School of Business) SU. An introduction to the basic concepts and
methodology including descriptive statistics, probability, common probability
distributions such as the normal and binomial distributions, statistical
sampling, statistical estimation and inferences related to means and
proportions, simple and multiple linear regression models, and analysis of
variance. 504 Fundamentals of
Business Law (2) (Prerequisite: Admission to the MBA Program or approval of the
Dean of the School of Business) SU. Study of the legal regulatory environment
of business and review of the important aspects of common law, contract law,
and the Uniform Commercial Code. 505 Principles of
Financial Management (2) (Prerequisite: Admission to the MBA Program or approval of the
Dean of the School of Business) SU. An introduction to the basic financial
tools and techniques used in corporate financial management, including
planning, assets management, capital budgeting, capital markets, and
international finance. 506 Principles of
Information Systems (2) (Prerequisite: Admission to the MBA Program or approval of the
Dean of the School of Business) SU. Study of the organizational and management
issues related to the application of information systems technology into the
firm and the management of information systems technology in business
organizations. 507 Principles of
Management (2) (Prerequisite: Admission to the MBA Program or approval of the
Dean of the School of Business) SU. An introduction to the core concepts of
management and marketing and its key role in the development and implementation
of business strategy and tactics. 508 Special Topics in
Business (1,
2, or 3) As Needed. An introduction and treatment of the current research
finding and management practices in a specific area of business administration.
Topics include developments in the business-related disciplines and in the
practice of business administration. 509 Principles of
Marketing (2)
(Prerequisite: Admission to the MBA Program or approval of the Dean of the
School of Business) SU. An introduction to the core concepts of marketing and
its key role in the development and implementation of business strategy and
tactics. BUSINESS ECONOMICS
COURSES (ECON) 505 Special Topics in
Economics (3)
(Prerequisite: Eligibility for teacher certification in social studies and a
bachelor’s degree or permission of school) As Needed. Study of current economic
problems. Topics will vary. Emphasis on applying economic concepts to problems
in the social sciences. Economics 505 and 600 are not part of the M.B.A.
curriculum. 600 Survey of
Contemporary Economics (3) (Prerequisite: Eligibility for certification in social
studies and bachelor’s degree or permission of school) As Needed. Study of
microeconomic and macroeconomic concepts. Topics include market function; price
determination; income distribution; and the roles of individuals, firms, and government
in market economy. Also included are concepts dealing with economic growth,
inflation, unemployment, and banking with the impact of governmental policy on
the overall economy. Current issues are discussed in terms of these concepts.
Economics 505 and 600 are not part of the M.B.A. curriculum. 710 Managerial
Economics (3)
S. Practical application of supply, demand, costs, capital, and profit analysis
to decision-making in a business enterprise. Covers such topics as price
policies, investment decisions, location analysis, and forecasting. 720 The International
Business Environment (3) SU. Major economic policy issues as they pertain to business
decision-making. Includes such topics as monetary and fiscal policy, price-wage
controls, economic growth, governmental regulations and taxation, and
multinational corporations. 740 Financial Theory
and Applications (3) F. Financial theory and application by case study. Policies
and problems in working capital, capital budgeting, operating and financial
leverage, investment in assets, obtaining funds from capital markets, and the
cost of capital and international financing. HEALTH ADMINISTRATION
AND POLICY COURSES (HAP) 704 Health Policy (3) S. This course is
designed to provide students with a conceptual and analytical understanding of
health policymaking and politics. Political and policymaking institutions and
processes that affect the structure and functioning of the U.S. health care
system will be examined. Fundamental concepts and issues associated with
political decision making and the delivery of health services will be explored,
including the impact of constitutional and other legal provisions, the
activities of political parties and interest groups, the involvement of health
professional associations and client organizations, and the relationships
between economic factors and evolving health policymaking patterns. W. Jones 705 Health Economics (3) F. This course is
designed to provide students with a conceptual and analytical understanding of
health economics. Health care systems in the United States will be examined
from the perspective of supply, cost and demand determination. Fundamental
concepts and issues associated with economic decisionmaking and selected
economic issues will be explored through the application of various
socioeconomic concepts and behavioral models. Bradford 721 Health Care
Delivery Systems (3) SU. This course is a systematic approach to understanding the
origin and evolution of the U.S. health care delivery system. Topics include
the history of medical care in the U.S., description of the variety of health
personnel and facilities that comprise the system, including an investigation
of selected contemporary health policy issues, public health, mental health and
alternative systems. Should be taken first semester. Faculty 729 Financial
Management for Health Care Organizations (3) F. This course introduces the student
to selected financial management and corporate financial topics. Specific
topics include financial statement analysis, working capital management, risk
and rate of return, capital structure and leverage, capital budgeting, stock
and bond valuations. Prerequisite: HAP 726. Ward 735 Health Law and
Risk Management (3) S. This course introduces the student to legal concepts and
issues related to health care management. Special topics include liability,
risk management, patient- provider relationships, fraud and abuse, antitrust,
and health legislation. This course will also examine selected business law topics
including agency and partnership, business corporations, and joint ventures.
Faculty 750 Management Theory
and Applications (3) SU. The development of critical thinking related to planning,
implementing, and evaluating programs to utilize human and material resources
of the firm. Emphasis on application of ideas through case studies, research
paper
s, in-class exercises, and field projects. International management
strategies are reviewed. 755 Production
Management (3) (Prerequisite: 773) S. Applications of systems analysis,
statistics, and management science techniques to the production/operations
function of businesses. Topics include forecasting, capacity planning and
location, aggregate planning, product design, inventory management, scheduling
of tasks and projects, quality assurance, and simulation of productive systems.
The course uses a combination of exercise solving, term papers, and field
projects. 758 Business
Initiation and Entrepreneurship (3) F. Identifying economic needs and markets,
establishing enterprises to meet these needs, and strategies and tactics for
competing in both domestic and foreign markets. 759 Strategic
Management (3) F. Applying concepts learned in accounting, economics,
marketing, finance, management, management science, and statistics through case
analysis. Focus on increasing analytical, synthesizing, communicative, and
evaluative skills in both individual and group problem-solving contexts.
Several cases on multinational firms introduce the international dimension. 773 Management Science
and Statistics for Business (3) F. Theoretical foundations and applications of
hypothesis testing, simple linear regression, and multiple regression. Application
of models and techniques of management science, with emphasis on linear
programming and related topics. Use of computer software to solve problems. MANAGEMENT
INFORMATION SYSTEMS COURSES (MIS) 777 Information
Systems Management (3) F. Study of problems and issues encountered in managing
information systems technology within the firm. Uses a variety of cases
including some on multinational organizations to emphasize the analysis and
decision-making required to plan and control the information resources in a
modern business. 730 Marketing Theory
and Applications (3) S. The development of critical thinking related to identifying
target markets and creating marketing mixes to exploit those markets. The
increasing importance of marketing in today’s global economy is also
emphasized. Focus is on the application of ideas through case studies,
problem-solving activities, research papers, and field projects. We believe that our
students must be knowledgeable about learners, content, and pedagogy. Students
must be reflective as they plan, implement, and evaluate pedagogical and
curricular issues. Students must be collaborative, developing and honing
communication and leadership skills necessary to work with colleagues,
students, parents, and community leaders to plan and implement efficient and
effective educational programs and to initiate change when needed. We believe
that critical thinking is the connecting strand which permeates these three
elements. Critical thinking is a process which involves assessment, analysis,
synthesis, evaluation, and appropriate action. It is our goal to prepare the
Professional Educator for the 21st century. The School of Education
offers the following degree programs: 1. Master of Education
(M.Ed.) with majors in Early Childhood, Elementary, Secondary (English,
Mathematics, and Social Studies), Learning Disabilities (Special Education),
and Instructional Accommodation. Completion of the M.Ed.
degree does not lead to South Carolina teacher certification. 2. Master of Arts in
Teaching (M.A.T.) with a major in Learning Disabilities. Completion of the
M.A.T. degree leads to initial South Carolina teacher certification. Students are accepted to
graduate study in education as either graduate degree students or as graduate
non-degree students. Graduate non-degree
students do not seek a master’s degree at Francis Marion University but wish to
take courses for professional growth, personal enrichment, certification,
certification upgrade, or recertification. Status definition: If
the student wishes to earn the Master of Education degree, courses may be taken
prior to degree program acceptance by the Graduate Advisory Committee. However,
a maximum of 12 hours of such coursework, if deemed applicable to the degree
program, can be accepted towards the degree. Therefore, degree seekers should
complete all admissions requirements and achieve full degree program acceptance
by the Graduate Advisory Committee as soon as possible. To be considered for
admission as a Master of Education degree student, an applicant must complete
the following steps: 1. Submit a graduate
application for admission and pay the non-refundable graduate application fee. 2. Submit official
transcript(s) from accredited institutions, of all undergraduate and graduate
work (the undergraduate transcript must show the completion of a bachelor’s
degree). The academic record should show promise of success as a graduate
student. 3. Submit recent scores
on Graduate Record Examination (minimum of 400 on the Verbal component), or the
Miller Analogies Test (minimum raw score of 35 or scaled score of 388), or a
passing South Carolina score on the PRAXIS II specialty area (NTE) exam. A copy
of a valid teacher’s certificate from South Carolina may be used in lieu of
test scores for programs except the MAT where Miller Analogies or GRE scores
are required. 4. Submit two letters of
recommendation from professional associates or former professors who can attest
to the academic potential of the applicant. 5. Submit a written
statement of your philosophy of education. 6. Schedule an interview
with the program coordinator or faculty adviser. 7. Items 1-5 must be
submitted in one packet to: Graduate Office Francis Marion
University Post Office Box 100547 Florence, SC 29501-0547 8. To be guaranteed
timely consideration for acceptance into the Master of Education program, all
of the above materials must be submitted by: Fall Admission: April 15 Spring Admission:
October 15 It is the applicant’s
responsibility to gather all materials to complete his/her application. Only
those completed (with all materials) will be reviewed by the Graduate Advisory
Committee for admission. To receive an
application or for any questions, please call the Graduate Office at (843)
661-1284. All of these steps must
be completed before a student can be considered for admission to the Master of
Education degree program. GRADUATE DEGREE
STATUS: M.A.T. M.A.T. students are
expected to seek full admission prior to initiation of coursework. To be considered for
admission as a Master of Arts in Teaching degree student, an applicant must
complete the following steps: 1. Submit a graduate
application for admission and pay the non-refundable graduate application fee
to the Graduate Office. 2. Submit official
transcript(s) from accredited institutions of all undergraduate and graduate
work. The academic record should show promise of success as a graduate student. 3. ENTRANCE EXAMINATIONS: a. Submit recent scores
on the Graduate Record Examination (minimum of 400 on the Verbal component), or
the Miller Analogies test (minimum raw score of 35 or scaled score of 388). b. Additionally, the
student must submit passing scores on the state approved test of reading,
writing, and mathematics. (PRAXIS I) 4. Submit two letters of
recommendation from professional associates or former professors who can attest
to the academic potential of the applicant. 5. Submit a written
statement of your philosophy of education. 6. Schedule an interview
with the program coordinator or faculty adviser. 7. Items 1-5 must be
submitted in one packet to: Graduate Office Francis Marion
University Post Office Box 100547 Florence, SC 29501-0547 8. To be guaranteed timely
consideration for acceptance into the Master of Education program, all of the
above materials must be submitted by: Fall Admission: April 15 Spring Admission:
October 15 All of these steps must
be completed before a student can be considered for admission to the M.A.T.
degree status. Status definition: A
student in non-degree status is one who wishes to take courses for
certification or recertification, or for personal enrichment, but does not wish
to pursue the Master’s degree at that time. Changing from non-degree
to degree status: If the student later chooses to become an M.Ed. degree
seeker, an application must be filed with the Graduate Office, indicating the
program selected. The application must be accompanied by two (2) letters of
recommendation, official transcripts of undergraduate and graduate work from
accredited institutions, and appropriate test scores as provided in graduate
degree status: M.Ed. on page 193 of the catalog. No more than 12 hours of
coursework earned while in non-degree status can be applied to the Master’s
degree program chosen. The School of Education will determine whether any
coursework taken is appropriate to apply to a degree program. Only those
courses deemed appropriate will be applied to a Master’s degree. Students seeking the
M.A.T. degree may not use this mechanism (changing from non-degree status to
degree seeking status) but must enter the M.A.T. program as specified
previously, Graduate Degree Status: M.A.T. To be considered for
admission as a graduate non-degree student, an applicant must complete the
following steps: 1. Submit a graduate
application for admission and pay the non-refundable graduate application fee
to the Graduate Office. 2. Submit official
transcript(s) of all undergraduate and graduate work. The student may submit a
copy of a valid teacher’s certificate or a copy of the college/ university
diploma in place of the official transcript(s). 3. All of the above
materials must be submitted in one packet to: Graduate Office Francis Marion
University PO Box 100547 Florence, SC 29501-0547 Each listed major has a
program coordinator who will provide specific information regarding that area
of study to interested persons. The program coordinator will guide the enrolled
students studying in that major. Only one course
repetition within a graduate student’s program is permitted. With the approval
of the Dean of the School of Education, a course in which a grade of C or F has
been attained may be repeated once. The course must be repeated at Francis
Marion University, and only the higher grade for the repeated course will be
calculated in the student’s grade point average. REQUIREMENTS FOR MASTER OF EDUCATION
DEGREE AND MASTER OF ARTS IN TEACHING DEGREE To receive the Master of
Education or Master of Arts in Teaching degree from Francis Marion University,
a student must fulfill the following requirements: 1. Complete the number of
graduate hours, prerequisites and corequisites where applicable, and specific
courses required in the student’s approved program. 2. Achieve a 3.0
cumulative grade point average on all graduate studies applicable to the
student’s program and a 3.0 overall grade point average for all graduate
courses. (See exceptions under Repeating Courses and Time Limit). 3. Satisfactorily
complete all other requirements as outlined for graduate students earlier. SOUTH CAROLINA
CERTIFICATION REQUIREMENTS 1. Completion of an
approved program. 2. Passing scores set by
the state of South Carolina on the appropriate examinations (PRAXIS II) –
Specialty Area, and (PRAXIS II) – Principals of Learning and Teaching).
Scores from these exams must be received by the School of Education prior to
the beginning of the supervised internship (EDUC 770). 3. A minimum cumulative
grade point average of 3.0 for Graduate Courses. PROGRAM FOR MASTER OF
EDUCATION DEGREE WITH MAJOR IN EARLY CHILDHOOD EDUCATION Coordinator: Dr. Dorothy
M. Harris Students must complete
36 graduate hours.
PROGRAM FOR MASTER OF
EDUCATION DEGREE WITH MAJOR IN ELEMENTARY EDUCATION Coordinator: vacant Students must complete
36 graduate hours.
PROGRAM FOR MASTER OF
EDUCATION DEGREE WITH MAJOR IN INSTRUCTIONAL ACCOMMODATION Coordinator: Dr. Shirley
Bausmith Students must complete
36 graduate hours.
PROGRAM FOR MASTER OF
EDUCATION DEGREE WITH MAJOR IN SECONDARY EDUCATION Coordinator: Dr. K.
Wayne Pruitt Students must complete
36 graduate hours. Concentration, chosen
from one of the concentrations listed below 15 hours. 1. ENGLISH
SPECIALIZATION
2. MATHEMATICS
SPECIALIZATION
3. SOCIAL STUDIES
SPECIALIZATION
PROGRAM FOR MASTER OF
EDUCATION DEGREE WITH MAJOR IN LEARNING DISABILITIES Coordinator: Dr. J.
Michael Madden Students must complete
36 graduate hours.
PROGRAM FOR MASTER OF
ARTS IN TEACHING WITH MAJOR IN LEARNING DISABILITIES Coordinator: Dr. Shirley
Bausmith Students must complete
51 graduate hours.
Candidates may select
from among the following courses a combination totaling 6 graduate hours. Course selection must be
made after consultation with program coordinator. Candidates planning to
teach at the Elementary and Middle School levels are encouraged to select from
among the following options:
Candidates planning to teach
at the junior high and high school levels are encouraged to select from among
the following options:
GRADUATE COURSES FOR
THE SCHOOL OF EDUCATION 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. 501 Ornithology (4:3-3) (Prerequisite:
106 and 116 or permission of school) 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. 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
constru
ctively. 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) 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) 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 decisionmaking 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). 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) 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.
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) 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.
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) 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 (3) 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 research 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. 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. 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. 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 school) 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 school) 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 school) 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 school) 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. 515 Science: Physical
Science (3)
(Prerequisite: Eligibility for certification in science and Bachelor’s degree
or permission of school) 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 school) 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 school) 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 school) 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 school) 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. 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. MASTER OF SCIENCE IN APPLIED
PSYCHOLOGY Coordinator of
Clinical/Counseling Psychology with optional Substance Abuse Concentration:
vacant Coordinator of School
Psychology: Dr. Samuel F. Broughton Francis Marion
University is responsive to the needs of the region by offering the Master of
Science Degree in Applied Psychology (MSAP) and proposing program modifications
in this professional degree as indicated. Graduates of the MSAP program will
develop the knowledge and skills necessary to work as professionals in
clinical, school, health, and other community settings as scientist
practitioners. The MSAP program adheres to the standards of training of the
Council of Applied Master’s Programs in Psychology (CAMPP), is accredited by
the Masters in Psychology Accreditation Council (MPAC), and is approved as a
specialist-level training program by the National Association of School
Psychologists (NASP). Students and graduates of the MSAP program bring
scholarship and reflection to their work, and an understanding of diversity in
clientele, methodology, and application. Students and graduates of the MSAP program
report that their training occurred in a positive learning environment that
recognized and nurtured diversity while emphasizing academic excellence. MSAP
faculty produce scholarship that enhances teaching, involves students, and
contributes to the profession of psychology. MSAP faculty consult with and
render academic and practical assistance to local human service agencies,
hospitals, and regional schools. Enrollment in the
program is limited. Students must be accepted as a graduate degree student or graduate
non-degree student in order to register for courses. Students develop an
organized plan of study in consultation with an adviser. Courses are offered
during evening hours. Practicum and other clinical experiences generally occur
during normal business/school hours, but may require evening or weekend
commitments. Courses offer a blend of
classroom activities and experiential training designed to acquaint the student
with both the theory and the practical applications of psychological knowledge. While classes are taught
in the evening, school psychology students should be mindful that practicum
experiences must occur during the day. Additionally, the internship must be a
full-time experience as a school psychologist in a public school setting during
the fall and spring semesters. Clinical/Counseling students should be aware
that their internship also requires a full-time commitment that may require
them to take a leave of absence from other employment. Students wishing to
undertake graduate study in psychology first must meet with the Coordinator of
the Clinical/Counseling Option, or the School Option (as appropriate) in the
Department of Psychology and Sociology. Students are accepted to
graduate study in psychology as either graduate degree students or as graduate
non-degree students. Graduate non-degree
students in psychology do not seek a master’s degree at Francis Marion
University but wish to take courses only for professional growth, personal
enrichment, certification upgrade, or recertification. To be considered for
admission as a graduate degree student, an applicant must complete the
following steps: 1. Submit a graduate
application for admission and pay the non-refundable graduate application fee. 2. Submit official
transcript(s) of all undergraduate and graduate work. Applicants must have
earned an undergraduate degree from a regionally accredited institution as
evidenced by the official transcript(s). The record should show promise of
success as a graduate student. If transcript(s) reveal(s) a lack of relevant
undergraduate training, completion of the following undergraduate courses or
their equivalents will be required prior to the application being considered.
3. Submit scores on the
Graduate Record Examination taken within the last five years (minimum expected
Verbal Score 400, minimum expected Quantitative Score 400.) Only the General
Test is required; the Psychology Subject Test is not required. 4. Submit two letters of
recommendation from professional associates or former professors who can attest
to the academic potential of the applicant. 5. Submit a personal
statement indicating your interests, career goals and reasons for seeking
admission to the Master in Applied Psychology program. All of the above
materials must be submitted in one packet to: Graduate Office Francis Marion
University Post Office Box 100547 Florence, SC 29501-0547 To be guaranteed timely
consideration for acceptance into the Master of Science in Applied Psychology
program, all of the above materials must be submitted by: Fall Admission: April 15 Spring Admission:
October 15 It is the applicant’s
responsibility to gather all materials to complete his/her application. Only
those completed (with all materials) will be reviewed by the Graduate Committee
for Admission. To receive an
application or for any questions, please call the Graduate Office at (843)
661-1284. To be considered for
admission as a graduate non-degree student, one must complete the following
steps: 1. Submit a graduate
application for admission and pay the non-refundable graduate application fee. 2. Submit official
transcript(s) of all undergraduate and graduate work. 3. Provide the
department with a written statement specifying the course(s) for which
admission is being sought and why. Unless part of a program of study previously
approved, step 3 must be repeated for each course. A graduate non-degree
student who wishes to become a graduate degree student may apply toward the
degree program only 12 hours of graduate work taken as a graduate non-degree
student. The written recommendation of the student’s adviser and the department
chairperson that these hours conform to an approved sequence in the student’s
designated program must be obtained. Graduate degree students
who seek the M.S. degree in Applied Psychology must be admitted to candidacy.
To be admitted to candidacy, a student must complete the following steps: 1. Be fully admitted as
a graduate degree student. 2. Have completed 23
graduate semester hours in an approved program of studies. 3. Have a 3.0 cumulative
grade point average on all graduate studies (see exceptions under Repeating
Courses and Time Limit). 4. Have an approved
program on file with the student’s adviser. 5. Have submitted an
Application for Candidacy to the Department of Psychology and Sociology.
Applications are available in the department. All of these steps must
be completed before a student can be recommended for candidacy by the
department and approved for candidacy by the Graduate Advisory Committee. Only a grade lower than
B can be raised by repetition of the course; a re-examination is not permitted.
Any course that is repeated must be retaken at Francis Marion University. A
course may be repeated only once. Psychology graduate students may repeat only
one course. That one course may be repeated only with written approval from the
department chairperson. Only the higher grade of
the repeated course will be counted in the calculation of the grade point
average. REQUIREMENTS FOR
MASTER OF SCIENCE DEGREE IN APPLIED PSYCHOLOGY To receive a Master’s
Degree in Applied Psychology from Francis Marion University, a student must
fulfill the following requirements: 1. Complete a minimum of
51 graduate hours for the clinical/counseling option (seven additional hours
for the substance abuse concentration, totaling a minimum of 58 graduate
hours), or 68 graduate hours for the school option, including the courses
listed below: a) Basic Core Courses
(All options) 15 Hours
b) Applied Core Courses Clinical/Counseling
Option 18 Hours School Psychology Option
23 Hours
c) Applied Specialty
Courses Clinical/Counseling
Option 18 Hours School Psychology Op
tion
30 Hours CLINICAL/COUNSELING
Elective three hours
(Practica may NOT be counted as electives) SUBSTANCE ABUSE COUNSELING
CONCENTRATION In addition to
completing the full requirements for the clinical/ counseling option, students
in the substance abuse concentration must complete the following courses,
totaling an additional seven graduate hours
The internship
requirement for the substance abuse concentration is met by the completion of
the internship for the clinical/ counseling option (i.e., PSY 699A). This
clinical/counseling internship, however, must include a substantial portion of
substance abuse counseling activities for substance abuse concentration.
Plus one course from the
following:
2.
Achieve a 3.0 cumulative grade point average on all graduate studies applicable
to the student’s particular program and a 3.0 overall grade point average for
all graduate courses. (See exceptions under Time Limit and Repeating Courses). 3. Satisfactorily complete all other requirements as outlined for
graduate students earlier. 4. Make application for graduation at the beginning of the
semester in which the last course(s) will be taken. GRADUATE COURSES FOR PSYCHOLOGY 501 Biological Basis of Behavior (3) F. Survey of basic
neuroanatomy and physiology of the nervous system. Emphasis on ways in which
the environment affects behavior via the nervous system. Current research
relevant to biological basis of behavior is reviewed. 530 Interviewing and Case Formulation (3) F. Examination of
fundamental skills used in the helping interview with emphasis on assessment
and case conceptualization models, case report writing, and basic counseling
strategies. Particular attention toward ethical and professional issues. Students
must be concurrently enrolled in Psychology 600C, Psychological Intervention
Practicum. 531 Psychological Assessment: Intelligence, Abilities, and
Achievement (3) (Prerequisite for Clinical/Counseling Students, 530) F, S.
Review of measurement statistics, psychometric theory and examination of
frequently used intelligence, ability, adaptive behavior, and achievement
tests. Skill development in test administration, scoring and interpretation of
test results and psychological report writing and diagnostic skills.
Examination of cultural diversity, ethical issues, and emerging technology in
psychological assessment. Students must be concurrently enrolled in Psychology
600B, Psychological Assessment Practicum. 536 Behavioral Assessment and Intervention (3) S. Review of
functional behavioral assessment procedures and behavioral intervention
strategies, especially manipulation of antecedent conditions and contingency
management; program evaluation using single case research designs; computerized
expert systems and data analysis; statute, case law and ethical issues involved
with behavioral intervention. Special emphasis on behavioral intervention with
children and adolescents in the school setting. Coverage of direct intervention
and indirect intervention through consultation with parents, teachers, and
paraprofessionals. Students must be concurrently enrolled in Psychology 600C,
Psychological Intervention Practicum. 545 Prevention of Substance Abuse (3) F. An overview of the
prevention field emphasizing current models and community strategies. Included
would be environmental, regulatory approaches as well as discussion of public
policy issues. 599 Psychology of Mental Retardation and Developmental
Disabilities (3) SU. Critical analysis of the current literature in assessment,
diagnosis, learning characteristics, and social and emotional adjustment of
individuals with mental retardation and related developmental disabilities.
Review of education and training, school and community programs, current
legislation and regulations. 600A Professional Psychology Practicum (1) F, S, SU. This
practicum serves two purposes. 1) All school psychology students must complete
an Introduction to the Schools practicum during the Fall semester of their
first year of study. This practicum involves shadowing a practicing school
psychologist and participating in various activities related to school
psychology, school organization and operation. 2) Any master’s degree student in psychology may work with a
psychology faculty member to develop a field experience involving research or
practice which is relevant to their program of study. 600B Psychological Assessment Practicum (1) F, S, SU. Students
enrolled in PSY 531, PSY 631, PSY 637, 639 and PSY 641 must be enrolled concurrently
in this practicum. This practicum involves administration, scoring,
interpretation, and reporting of results of psychological testing instruments
and other assessment procedures relevant to the specific course to which the
practicum is attached. Students may be assigned to psychoeducational,
counseling and/or mental health centers for this experience. A minimum of 50
clock hours is required per practicum. 600C Psychological Intervention Practicum (1) F, S, SU. Students
enrolled in PSY 530, PSY 536, PSY 633, PSY 636, PSY 638, PSY 642, PSY 643, and
PSY 644 must be enrolled concurrently in this practicum. This practicum
involves interviewing, observation, clinical problem-solving, treatment
planning and intervention development, individual therapy, group therapy,
direct intervention, and indirect intervention/consultation experiences
relevant to the specific course to which the practicum is attached. Students
may be a
ssigned to psychoeducational, counseling and/or mental health centers
for this experience. A minimum of 50 clock hours is required per practicum. 600D Psychological Consultation Practicum (1) F, S, SU. Students
enrolled in PSY 649 must be enrolled concurrently in this practicum. This
practicum involves experience in assessment, intervention development,
intervention implementation, and intervention evaluation when the intervention
is implemented through others such as parents, teachers, paraprofessionals,
administrators, agencies, and systems; implementation of the stages of
consultation within the context of various consultation models. Organization
development and evaluation activities also are emphasized. A minimum of 50
clock hours is required per practicum. 600E Pre-internship Practicum (1) (Prerequisite: This
course must be taken during the spring prior to beginning internship in the
fall.) S. This practicum will allow the student to integrate the consultation,
assessment, intervention and counseling skills they have learned while working
with a practicing school psychologist. The student will also be able to
interact with other professionals in the various settings and roles in which a
school psychologist practices. Among other activities, the student will follow
a case from the initial concerns of the teacher through the pre-referral
intervention team, the referral to special education, the psychoeducational
evaluation (including the parts completed by other professionals), the
eligibility meeting and the IEP meeting where the educational plan and
placement is determined. 605 Personality and Social Psychology (3) F. Survey of the
basic areas of personality and social psychology with coverage of contemporary
research issues in social psychology as well as the classic theories of
personality. 620 Psychopathology (3) S. Survey of the history and classification
of mental disorders with emphasis on models of psychopathology. Includes a
review of contemporary diagnostic practices, and development of diagnostic
skills using the DSM Classification System. 621 Child/Adolescent Psychopathology (3)
(Prerequisite/Corequisite: 531 and 600B) F. Concentration on child/adolescent
disorders as they relate to the school setting. Examination of current DSM and
educational diagnostic criteria. Emphasis will be placed on linking assessment
data to psychoeducational diagnosis and treatment. 631 Psychological Assessment: Personality and Psychopathology (3) (Prerequisite 530,
531) S. Examination of psychometric techniques applied to the assessment of
personality and psychopathology. Includes skill development in the diagnostics
of psychopathology. Students must be concurrently enrolled in Psychology 600B,
Psychological Assessment Practicum. 632 Quantitative Psychology (3) (Prerequisite: 302 or equivalent) S.
Basic course in data presentation and analysis. Includes descriptive
statistics, correlation, and regression, as well as inferential statistics. Emphasis
on matching appropriate statistics to experimental design and psychometric
theory. 633 Group Counseling and Psychotherapy (3) (Prerequisite: 530)
F. Explores the theory, process, and practice of group therapy/counseling.
Includes the stages of group therapy, various group techniques, and how to deal
with problem situations that can arise in group therapy. May also include how
to conduct special groups such as pain management, stress management, and
assertiveness groups. Must be concurrently enrolled in Psychology 600C,
Psychological Intervention Practicum. 634 Developmental Psychology (3) SU. Survey of current topics and
research methods in life span developmental psychology. Implications of
research results to community-based interventions with children, adolescents,
and the aged. 635 Learning and Cognition (3) SU. Review of traditional topics in
learning as well as topics of current interest in cognition. Selection of
topics from perception, attention, memory, thinking, and language. Functional
disorders of memory and language. 636 Individual Counseling and Psychotherapy (3) (Prerequisite: 530, 531;
Prerequisite/Corequisite: 631) S. Survey of theoretical foundations and
techniques of counseling and psychotherapy beyond the contingency management
model. The course will provide the student with the opportunity to develop
skills in the techniques covered. Must be concurrently enrolled in Psychology
600C, Psychological Intervention Practicum. 637 Psychoeducational Assessment: Learning and Behavior
Disorders (3)
(Prerequisites: 531 and 621) S. Examination of traditional, behavioral and
curriculum-based assessment techniques for classification and treatment
planning in the areas of school-related learning and behavioral or
social-emotional disabilities, developmental, attention deficits, and
health-related problems. Must be concurrently enrolled in Psychology 600B,
Psychological Assessment Practicum. 638 Child/Adolescent Counseling and Therapy (3) S. Child, parent and
teacher interview techniques; cognitive-behavioral case formulation and
individual and group therapy strategies for common child and adolescent
problems and disorders; crisis and suicide intervention and prevention
strategies at the individual and systems level. Ethical and legal issues
involved in counseling and therapy with children and adolescents. Must be
concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 639 Career and Lifestyle Counseling: Theory and Practice (Prerequisite: 530, 531)
(3) SU. An introduction to career development theory, psychological assessment
for career planning and sources and uses of career and lifestyle information in
counseling. Must be concurrently enrolled in Psychology 600B, Psychology
Assessment Practicum. 640 Special Topics (3) F, SU. Selected areas in psychology, and
related fields. Recent topics have included anxiety disorders and
neuropsychology. 641 Advanced Topics in Child and Adolescent Assessment (3) (Prerequisite: 637)
F. Developmental neuropsychology; issues and best practices in infant,
preschool and family assessment; cultural influences in preschool and family
assessment; assessment of low incidence handicapping conditions and syndromes,
traumatic brain injury. Must be concurrently enrolled in Psychology 600B,
Psychological Assessment Practicum. 642 Academic Assessment and Intervention (3) (Prerequisite: 536)
SU. Linking of direct classroom behavioral and curriculum-based assessment
results to academic interventions with exceptional learners and general
education students. Designing and implementing academic interventions for use
by the psychologist or by teachers or paraprofessionals within a consultation
framework. Evaluation of student progress and data-based educational
decision-making emphasized. Curriculum standards and frameworks, inclusion, and
educational reform discussed. Must be concurrently enrolled in Psychology 600C,
Psychological Intervention Practicum. 643 Marital and Family Therapy (3) (Prerequisite: 530)
S. Overview of theoretical assumptions and concomitant assessment and treatment
strategies associated with the major models of marital and family therapy including
Bowenian, object relations/psychodynamic, structural, strategic, and
behavioral. Must be concurrently enrolled in Psychology 600C, Psychological
Intervention Practicum. 644 Substance Abuse Counseling (3) S. A seminar course
that covers major content areas relevant to substance abuse counseling. These
include the diagnostics and psychopathology of substance abuse and the clinical
assessment of drug and alcohol dependency. The course also covers major models
of substance abuse treatment, as well as specific counseling skills for this
clinical population. Additional coverage includes the needs of special
populations (e.g., women, adolescents, dual-diagnosed). Students must be
concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 649 Psychological Consultation in Schools and Agencies (3) (Prerequisite/
corequisite: 636 or 638 and 600C) S. Major theoretical approaches to
consultation, goals of consultation, the consultant-consultee relationship,
stages of consultation, and best practices and ethical consideration in the use
of consultation. Consideration is given to how consultation can be implemented
in different service delivery models employed in schools and agencies. Role
changes in school or agency psychological services required for the
implementation of a consultation model. Must be concurrently enrolled in
Psychology 600D, Psychological Consultation Practicum. 650 Professional and Ethical Issues in School Psychology (3) SU. 651 Professional/Ethical Issues in Counseling Psychology (3) SU. 660 Continuing Professional Development in School Psychology (1) F, S, SU. This course
is designed for the practicing school psychologists. It may not be taken by
degree seeking graduate students for credit toward the degree. The course is
topical in nature and provides instruction on a specific, limited topic of
clinical or professional importance to practicing school psychologists. This
course may be offered during any term. PSY 663 Learning Disabilities: Formal and Informal Assessment (3) (Prerequisites: Full
acceptance to graduate program; EDUC 611 or permission of the instructor; EDUC
621 and 622; Prerequisites/ corequisites: EDUC 760 and 761). This course
examines both formal (published, norm-referenced) and informal (criterion
referenced, curriculum-based, observational) measures used to: 1) screen,
identify, and classify students by disability category, 2) identify students’
strengths and impediments to learning, 3) design and plan appropriate
interventions, 4) continuously monitor students’ progress, and 5) adapt
instructional programs appropriately. The benefits and limitations of each type
of measure for these purposes will be examined, along with techniques and
procedures for developing, validating, and interpreting informal measures in
conjunction with information provided from formal tests. PSY 664 Practicum: Formal and Informal Assessment (1) (Prerequisite: EDUC
611 or permission of the instructor; Prerequisites/ corequisites: EDUC 761 and
PSY 663). This practicum provides practical experience in the process of
identifying and serving children with learning problems. Students will observe
and participate in intervention team meetings and discussions regarding
decision-making and service delivery for such children. Students will
administer, interpret, and report the results of formal screening instruments
normally administered by teachers. Students will develop, administer, and
interpret results from classroom observations, criterion-referenced measures,
and curriculum-based assessments. Assessment results will be used to develop
intervention plans, monitor student progress, alter intervention plans through
data-based decision-making, and evaluate plan success. 670 Graduate Research (1) F, S, SU. Directed psychological research
under the supervision of a faculty member. Research content will vary depending
upon faculty and student’s research interests. NOTE: This course cannot be used
towards fulfilling degree requirements nor can it be used as a substitute for
any required course. 699-A Internship: Clinical/Counseling Psychology (3) (Prerequisite:
Permission of department) F, S, SU. A practical experience utilizing applied
skills with a diversity of problems in a clinical/counseling setting. The many
roles of a psychologist are performed in accordance with accepted legal and
ethical standards of the profession. 699-F Internship: School Psychology (3) (Prerequisite:
Permission of department) F. A practical experience utilizing applied skills
with a diversity of problems in a school setting. The many roles of a
psychologist are performed in accordance with accepted legal and ethical
standards of the profession. Internship: School Psychology may only be begun in
the fall semester. 699-S Internship: School Psychology (3) (Prerequisite:
Permission of department) S. A practical experience utilizing applied skills
with a diversity of problems in a local school district or clinical setting. The
many roles of a psychologist are performed in accordance with accepted legal
and ethical standards of the profession. |