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Dean: Dr. J. Ron
Faulkenberry Associate Dean: Dr.
Jackson F. Lee Jr. Faculty: Askins, Bausmith,
Dye, Faulkenberry, Figa, Harris, Hutchings, Lee, Madden, McCuaig, McWayne,
Meetze, Pawloski, Pruitt, T. Sawyer, Francis Marion
University’s School of Education, where teaching and learning are the highest
priorities, prepares professional educators in the Pee Dee region and beyond,
for a rapidly changing, complex, and diverse society through the acquisition of
knowledge, and the processes of reflection, assessment, collaboration, and
critical thinking. School of Education
Conceptual Framework The As they grow as
professional educators, students must: (1) acquire knowledge about learners,
pedagogy, and content; (2) use reflection as they integrate theory, planning, and
practice; and (3) engage in collaboration as they develop and hone communication
and leadership skills necessary to work with diverse populations of students,
parents, colleagues, and community members. Interwoven in these components are
critical thinking, assessment, and the effective use of technology. The ADMISSION TO THE PROFESSIONAL
EDUCATION PROGRAM A student must make
application for admission to the Professional Education Program during
enrollment in Education 299, which is designed to be taken in the sophomore
year. Admission to the Professional Education Program is a prerequisite to
enrolling in any education course beyond the Education 300 level. REQUIREMENTS FOR
ADMISSION TO THE PROFESSIONAL EDUCATION PROGRAM 1. Completion of
Education 290 with a grade of C or better. 2. Completion of
Education 299 with a grade of C or better. 3. Completion of
Education 300 with a grade of C or better. 4. A cumulative GPA of
at least 2.5 on all undergraduate work taken at 5. A passing score, as
determined by 6. Positive recommendation(s)
from teacher education faculty. 7. Positive
recommendation(s) from the field (public school personnel). 8. Positive
recommendation(s) from faculty outside education. 9. Conference with
Education 300 instructor. 10. Completion of at
least 60 semester hours. 11. Initial Professional
Portfolio. 12. Recommendation from
the Admissions Approval Committee. Students will normally
make application for admission to the Professional Education Program during
enrollment in 299. Students transferring this
course from another institution need to make application in the 1. Student must be
officially admitted to Professional Education Program at least one full
semester prior to the student teaching semester. 2. Student must have
maintained a cumulative GPA of at least 2.50 at the end of the semester prior
to student teaching. 3. Student must have a
cumulative GPA of at least 2.75 on all Professional Education C
ourses. 4. Student must have a
cumulative GPA of at least 2.75 on all Teaching Area Courses as defined in the
Teacher Education Handbook. 5. Student must have a C
or better in each course in Professional Education Sequence and in all Teaching
Area courses. 6. Student must have
positive recommendations/evaluations from public school personnel in the
pre-student teaching block(s). 7. Student must have
positive recommendations/evaluations from instructors in the pre-student
teaching block(s). 8. Student must have a
passing score on all required parts of the Praxis II Test (Subject
Assessments/Specialty Area Tests and Principles of Learning and Teaching
Tests). 9. Student must have a
Professional Portfolio. 10. Student must have
the recommendation of the Admissions Approval Committee. The following general
education requirements apply to all secondary certification programs. They also
apply to early childhood and elementary certification programs, with the
exception of specific requirements in mathematics as noted. General education
requirements for Art Education differ from this list. Art Education majors
should refer to the Art Education section under Department of Fine Arts for
specific general education requirements.
(SEE
PROGRAM UNDER DEPARTMENT OF FINE ARTS.) Coordinator: Dr. Dorothy
M. Harris A Bachelor of Science
degree in Early Childhood Education requires the following:
Coordinator: vacant A Bachelor of Science
degree in Elementary Education requires the following:
Coordinator: Dr. Thomas
Sawyer Majors in economics,
English, history, mathematics, political science, and sociology may complete an
approved program leading to Note:
COURSE SEQUENCE FOR EARLY CHILDHOOD
EDUCATION MAJORS
Minimum Hours Required for Degree 126 Specific courses required in each teaching field are listed in the
English and mathematics sections of this catalog. Specific courses required for
the social studies certification are listed below. 1. A major in history, political science, economics or sociology
with supporting courses in three non-major areas of this group the teaching
field must include: History - 6 semester hours of American history and 3 semester
hours of European history and 3 semester hours of history selected from History
323, 324, or 341 Political Science - any 200-level (or above) course ECON 250 or equivalent ANTH 200 or its equivalent SOC 310 GEOG 101 or 102 2. Completion of an approved teacher education program in Social
Studies requires completion of any one of the following: SOC 202 - Methods of Sociology HIST 301 – Historiography POL 420 - History, Scope, and Method of Political Science EARLY CHILDHOOD EDUCATION COURSES (ECE) A student must be admitted to the Professional Education Program
before enrolling in any of these courses. 302 Introduction to Early Childhood Education (3) F, SU. Introduces
preschool and kindergarten theory, models of preschool programs, procedures,
and materials for the classroom. Includes the importance of families, early
school experience, children with special needs, and professional development.
Observations in various childcare settings are required. 313 Teaching 314 Methods of Instruction for Developmental Language Arts (3) (Corequisites: ECE
313, ECE 316, ECE 319, ECE 416, and ENG 313) F, S. Study of language
acquisition and development in young children and its implication for classroom
strategies in listening, speaking, reading, and writing. 315 ECE Social Studies/Science (3) (Corequisites: ECE
320, ECE 420, EDUC 380, and EDUC 391) F, S. Involves the study of content
specific to social studies/science and participation in practical experiences
that emphasize discovery learning, problem-solving, and critical thinking. 316 Methods of Instruction for Primary Mathematics (3) (Corequisites: ECE
313, ECE 314, ECE 319, ECE 416, and ENG 313) F, S. Quantitative needs of
primary level students, structure of the primary mathematics curriculum, and
pedagogical techniques for meeting these quantitative needs and developing this
mathematics curriculum are studied with extensive use of inexpensive but attractive
manipulative materials. 319 Clinical Experience A: Early Childhood Education (2) (Corequisites: ECE
313, ECE 314, ECE 316, ECE 416, ENG 313) F, S. Students observe, record, and
assess the behaviors of children in child care centers. 320 Curriculum for Early Childhood Education (3) (Corequisites: ECE
315, ECE 420, and EDUC 380, and EDUC 391) F, S. Analyzes developmentally
appropriate practices on the preschool and primary level. Includes extensive
information about and application of methods for emergent readers and the value
of play situations in which children begin developing logical mathematical
understanding. Emphasizes effective instructional assessments, screening
devices and daily classroom management techniques for early learners in diverse
situations. 416 Methods of Diagnostic/Prescriptive Instruction for
Mathematics (3) (Corequisites: ECE 313, ECE 316, ECE 319, and ENG 313) F, S.
This course develops algorithms, heuristic sets, practical strategies/tactics,
and special pedagogical techniques which can identify, and then eliminate or
circumvent certain quantitative disabilities. 420 Methods and Materials for Early Childhood Education (3) (Corequisites: ECE
315, ECE 320, EDUC 380, and EDUC 391) F, S. Instructional strategies are
discussed. Students are taught how to search for, analyze, assess, select, and
use materials. Special attention is given to strategies and materials that
facilitate work with diverse children and families. Taped models of instruction
are shown. Simulated lessons are used. ELEMENTARY EDUCATION COURSES (ELEM) A student must be
admitted to the Professional Education Program before enrolling in Elementary
Education courses above 301. 301 Teaching of Reading in the Elementary School (3) F, S, SU. Study of
the reading process and the cueing systems as a developmental task, to include
the nature of organizational patterns, materials, and approaches for meeting
individual needs in the elementary grades. 314 Methods of Instruction for Language Arts (3) (Corequisites: ELEM
316 and EDUC 380) F, S, SU. An elementary methods course designed to provide
students with an applicable understanding of modern practices, techniques, and
trends in teaching integrated writing, speaking, listening, viewing and visual
representing. 315 Methods of Instruction for Social Studies (3) (Corequisites: ELEM
317 and EDUC 392) F, S, SU. Designed to prepare the prospective teacher of
intermediate-level students to teach social studies. The course will focus on
content, methods, and materials. 316 Methods of Instruction for Intermediate Mathematics (3) (Corequisites: ELEM
314 and EDUC 380) F, S, SU. Quantitative needs of intermediate-level students,
structure of the intermediate mathematics curriculum, and pedagogical
techniques for meeting these quantitative needs and developing this mathematics
curriculum are studied with an extensive use of attractive manipulative
materials. 317 Methods of Instruction in Science (3) (Corequisites: ELEM
315 and EDUC 392) F, S, SU. Focuses on the essential components of successful science
instruction at the elementary school level: science process skills, science
curriculum, and selected instructional approaches. 401 Methods of Diagnostic/Prescriptive Instruction for 290
The Student, The School and Community (2) (Corequisite: 299) F, S, SU. This course
will provide prospective teachers with current information about the community
and how its various cultural, societal, and economic components impact on the
school system. A special focus of this course is on career awareness and
technological developments in the workplace and how they impact on professional
educators. Education 290 and 299 should be taken simultaneously. 299 Introduction to Education (2) (Corequisite: 290) F,
S, SU. This course introduces the student to the profession of teaching and the
roles and duties of a professional. Class discussion will include the
historical and philosophical roots of education and the function of schools in
a culturally diverse society. Education 290 and 299 should be taken
simultaneously. 300 Foundations of Curriculum and Instruction (4:3-2) (Prerequisites:
290 and 299) F, S, SU. This course provides foundations in learning and
motivation theory, classroom management, and individual differences in
students. Special emphasis is on cognitive functioning and classroom
interaction as influenced by gender, culture, community and socioeconomic
status. Students will be required to spend several hours per week in the public
schools observing and gathering data related to classroom management, teaching
strategies, and accommodating individual differences. On-campus seminars will
focus on data presentation, reflection, and problem solving as its relates to
teaching and learning. Education 300 is prerequisite to EDUC, ECE and ELEM
courses above the 310 level. 303 Using Technology Effectively in the Classroom (2) (Prerequisite: 300)
F, S. A hands-on approach for using instructional technology to enhance classroom
instruction. Practical applications include planning, implementing, and
evaluating a variety of software and hardware products for developing
instructional and teacher resources in a classroom setting. 380 Introduction to Exceptional Students (2) (Prerequisite: 300
and admission to Professional Education Program) (Early Childhood Corequisites:
EDUC 391, ECE 315, ECE 320 & ECE 420; Elementary Corequisites: ELEM 314 and
316; Secondary Corequisites: EDUC 393 and the appropriate methods course in the
major field – either Education 434, 435, 436, 437, or 438) F, S. This
course is designed to provide preservice teachers with the theoretical bases
and practical experiences to work with exceptional needs students who are
mainstreamed into regular classrooms. Experiences will include exposure to,
discussion of and implementation of an IEP (Individualized Education Program).
This course should be taken in the semester just prior to student teaching. 391 Clinical Experience B: Early Childhood (2:1-3) (Prerequisite:
300 and admission to the Professional Education Program and Corequisites: EDUC
380 and ECE 315, ECE 320, and ECE 420) F, S. Students are required to observe
and teach preschool and primary level children at designated schools. More
specifically, students are to record, analyze, and assess children’s emotional,
intellectual, physical, and social behaviors. Special attention is given to the
diagnosis of emotional, intellectual, social, and physical problems. Using the
collected data, each student plans and implements lessons that address a
child’s developmental needs in the emotional, intellectual, social, and
physical areas. The unit should also include a number of activities through
which children’s language skills are developed. Students interact with
individual and groups of parents, as well. 392 Clinical Experience: Elementary (2:1-3) (Prerequisite:
300 and admission to the Professional Education Program and corequisites: ELEM
315 and ELEM 317 to be taken simultaneously) F, S. Designed to provide
elementary education majors with practical experiences in the public schools.
Special emphasis will be on tutorial experiences utilizing
diagnostic/prescriptive teaching and evaluation strategies. 393 Clinical Experience: Secondary (2:1-3) (Prerequisite:
300 and admission to the Professional Education Program; corequisites EDUC 380
and 393 to be taken simultaneously in the semester prior to student teaching.)
F, S. Designed to provide all secondary certification students with practical experiences
in the public schools. Special emphasis in the school setting will be on
tutorial experiences utilizing diagnostic/prescriptive teaching and evaluation
strategies. Teaching reading skills appropriate to content will also be
emphasized. Lectures and discussions will be devoted to analyzing school
experiences and the teaching of reading skills. Education 380, Education 393,
and the appropriate methods course in the major field (either Education 434,
435, 436, 437, or 438) should be taken simultaneously in the semester prior to
student teaching. 434 Teaching English in the Secondary School (3) (Prerequisite: 300
and admission to the Professional Education Program; corequisites EDUC 380 and
393 to be taken simultaneously in the semester prior to student teaching) F, S.
Emphasizes the development of instructional practices, curricular materials,
and technology appropriate for teaching English in secondary schools. Special
attention will be placed on teaching language, reading, literature, and
composition. Education 380, Education 393, and the appropriate methods course
in the major field (either Education 434, 435, 436, 437, or 438) should be
taken simultaneously in the semester prior to student teaching. 435 Teaching Social Studies in the Secondary School (3) (Prerequisite: 300
and admission to the Professional Education Program; corequisites EDUC 380 and
393 to be taken simultaneously in the semester prior to student teaching) F, S.
Provides the student with the specific skills, methods, and materials required
for teaching social studies in the secondary schools. Models of inquiry will be
a special focus of this course, designed to meet the “Standards for Preparation
of Social Studies Teachers” approved by the NCSS Board of Directors. Education
380, Education 393, and the appropriate methods course in the major field
(either Education 434, 435, 436, 437, or 438) should be taken simultaneously in
the semester prior to student teaching. 436 Teaching Mathematics in the Secondary School (3) (Prerequisite: 300 and
admission to the Professional Education Program; corequisites EDUC 380 and 393
to be taken simultaneously in the semester prior to student teaching) F, S.
Designed for mathematics majors who are pursuing certification in secondary
mathematics. Student will investigate mathematics curriculum, teaching
strategies, and evaluation techniques. Mathematics concepts, geometry, real
world applications, the use of technology, and problem solving strategies will
be emphasized. Education 380, Education 393, and the appropriate methods course
in the major field (either Education 434, 435, 436, 437, or 438) should be
taken simultaneously in the semester prior to student teaching. 437 Teaching Science in the Secondary School (3) (Prerequisite: 300
and admission to the Professional Education Program; corequisites EDUC 380 and
393 to be taken simultaneously in the semester prior to student teaching) F, S.
Introduces prospective secondary school science teachers to the issues, trends,
challenges, current curriculum development projects, and research in secondary
science education. Instructional strategies to promote investigative science
skills and concepts will be emphasized. Education 380, Education 393, and the
appropriate methods course in the major field (either Education 434, 435, 436,
437, or 438) should be taken simultaneously in the semester prior to student
teaching. 438 Teaching Foreign Language in the Secondary School (3) (Prerequisite: 300
and admission to the Professional Education Program; corequisites EDUC 380 and
393 to be taken simultaneously in the semester prior to student teaching)) F,
S. Introduces foreign language majors pursuing teacher certification to
theories, methods, materials, and technology necessary for teaching speaking,
writing, reading, and listening proficiencies. Education 380, Education 393,
and the appropriate methods course in the major field (either Education 434,
435, 436, 437, or 438) should be taken simultaneously in the semester prior to
student teaching. 488 Educational Measurement, Evaluation, and Testing (2) (Corequisites: 489,
490) F, S. Designed to develop an understanding of measurement, evaluation, and
testing techniques in education and skill in the construction of teacher-made
tests. Both informal and formal test interpretation is covered. 489 Student Teaching Seminar (1) (Corequisites: 488, 490) F, S. Emphasis
is on preparation for student teaching, including an introduction to practical
use of the state-adopted assessment instrument, in-class student teaching
demonstration, and orientation to the role of student teacher. 490 Directed Teaching (12) (Corequisites: 488, 489) F, S. The student
will be placed in a classroom situation and work under the guidance of an
experienced classroom teacher as well as a university supervisor. 491 Senior Level Internship (12) (Corequisites: 488, 489) F, S. This
course is designed for Early Childhood and Elementary Education majors. The
course allows the student opportunities to work with individuals at all levels
in a public youth serving agency. This course will not satisfy certification
requirements. 497 Special Studies (3), (2), or (1) (Prerequisite: Permission of
school) As needed. Open only to juniors or seniors with a GPA of 3.0 or higher
in their major courses. A maximum of 3 semester hours may be earned. All
individual research projects are reviewed by three faculty members from two
different disciplines. May be taken for credit (3 hours) towards the Honors
degree by special arrangement. 503 Teaching of 520 Introduction to the Exceptional Child (3) To be announced. Introduction
to and overview of the nature and needs of exceptional children. Focuses on the
academically gifted, physically handicapped, and mentally ill. With written
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. Freshmen, sophomores, and juniors may
not take 500- level courses Coordinator: Dr. Janis McWayne No major in health is offered. No minor in health is offered. No collateral in health is offered. 301 Contemporary Health Issues (3) F, S, SU. A study of
information, attitudes, and behaviors fundamental to healthy lifestyles.
Emphasis is placed on contemporary health issues including drug use, emotional
health, human sexuality, environmental health, nutrition and fitness, chronic
and communicable diseases, and consumer health. Required for secondary
education majors. 312 Health of the Young Child: Family, School, Community (3) (Prerequisite: EDUC
299 or permission of department chair) S, SU. This course allows students to
learn and reflect about, discuss, and suggest strategies to address the health
and safety of young children. Course content includes children’s “typical” and
“atypical” physical and socioemotional development. Required for Early
Childhood Education majors. 315 Health Education (3) (Prerequisite: EDUC 299 or permission of
department chair) F, S, SU. A course designed to acquaint students with the
components of a modern coordinated school health program. A study of
principles, practices, and procedures in health education including planning,
application, and evaluation of health instruction and programs. Required for
elementary education majors. Coordinator: Dr. J. Ron Faulkenberry No major in physical education is offered. No minor in physical education is offered. No collateral in physical education is offered. No more than two semester hours of activity courses can be
credited toward a degree. PHYSICAL EDUCATION COURSES (PE) 101 Badminton (1:2) F. Instruction in the basic strokes, court
position, strategy and tactics, and rules of badminton. 104 Racquetball (1:2) F, S. Instruction in the basics of
racquetball. Included are basic strokes, offensive and defensive shots, serves,
court positioning, and the fundamentals of singles and doubles play. 106 Beginning Swimming (1:2) F, S. Designed for those who are weak or
nonswimmers. The objective is to equip the individual with basic water safety
skills and knowledge in order to make him/her comfortable and safe while in,
on, or about water. 107 Volleyball (1:2) F. Basic skills of volleyball: serve,
set-up, and spike. Team strategy and basic rules of power volleyball. 108 Beginning Tennis (1:2) F, S. Fundamental strokes, court strategy
(singles and doubles), and basic rules. 109 Swimming for the Disabled (1:2) (Prerequisite:
Permission of physician) F. Designed to assist the student in building or
maintaining organic strength and vigor and to provide recreational outlets. The
basic safety skills will be taught as well as skills and strokes individually
designed for each student. 110 Weight Training (1:2) F, S. Development and utilization of a
weight training program with the emphasis on optimum development of strength
and endurance. 112 Golf (1:2) F, S. Instruction in the basic elements of golf
designed to develop interest and ability to play the game. 115 Weight Control and Fitness (1:2) F, S. To obtain
knowledge of the health implications of physical activity and weight control
through various exercise programs. To gain a minimum level of physical fitness
and to obtain knowledge of factors causing weight gain and weight loss. 117 Self Defense (1:2) F. Designed to develop more
self-confidence and awareness of body movements through the defense of various
attacks. Students will learn how to defend against rear attacks, frontal
attacks, and attacks with a knife. 206 Intermediate Swimming (1:2) S. Designed to assist the swimmer in
obtaining and/or increasing proficiency in a variety of swimming skills.
Includes the proper execution of the four basic strokes, turning, and basic
diving. 208 Intermediate Tennis (1:2) (Prerequisite: 108) S. Instruction and
practice in further development of basic strokes as well as an introduction to
advanced strokes, court strategy, and game situation play. 218 Principles and Problems of Athletic Coaching (3) (Prerequisite: Education
299) F. Overview of the areas of history and principles of physical education
and coaching. Today’s pertinent problems confronting physical educators and
coaches will be thoroughly covered. The foundations of physical education in
today’s modern schools, including the aims, objectives, and goals, will be
examined. 219 First Aid and Care and Prevention of Athletic Injuries (3:2- 2) F, S, SU. Study
of American Red Cross First Aid materials and prevention, treatment, and
rehabilitation of athletic injuries. The legal responsibilities of the
administrator of emergency treatment and the trainer will be covered. 301 Advanced Lifesaving and Senior Lifesaving (1:2) F, S. Leads to
American Red Cross certification as an advanced lifesaver. Designed to equip
the student with knowledge and skills to help prevent aquatic accidents and to
give assistance to victims. An additional fee of approximately $90 is required
by the American Red Cross. 306 Water Safety Instruction (1:2) (Prerequisite: 301 or Red Cross
Advanced Lifesaving Certification) S. Designed to cover teaching procedures
from the beginning swimmer through the teaching of a lifesaving course. Leads
to American Red Cross Certification as a water safety instructor. 318 Kinesiological Foundation of Coaching (3) (Prerequisite:
Biology 106 or permission of school) F. Study of human neuromuscular system and
how the human body performs anatomically and mechanically. 319 The Physiological Basis of Exercise (3:2-2) S. Designed to
help the student to understand and apply physiological principles to the fields
of physical education and athletics. The emphasis of the course is to study the
effects of exercise and various training programs on cardiovascular endurance,
strength, flexibility, and other factors affecting health and performance. 401 Physical Education in the Elementary School (3) (Prerequisite:
Education 299) F, S. Establishes the place of physical education in the total
educational picture, its relationship to educational theory and laws of
learning. Students will participate and assist as observers with limited
responsibility for the planning and conducting of class in conjunction with an
experienced physical education teacher. 418 Theory and Techniques of Coaching I (3:1-4) (Prerequisite:
318 and 319 or permission of school) F. General methodologies for teaching and
coaching fall sports, coaching practicum at Francis Marion University,
proficiency in officiating, knowledge of rules, and satisfactory completion of
intermediate-level competency-based performance in sports assigned. 419 Theory and Techniques of Coaching II (3:1-4) (Prerequisite:
318 and 319 or permission of school) S. General methodologies for teaching and
coaching spring sports, coaching practicum at Francis Marion University,
proficiency in officiating, knowledge of rules, and satisfactory completion of
intermediate-level competency-based performance in sports assigned. |
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