 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
SCHOOL OF EDUCATION
Dean: Dr. J. Ron Faulkenberry
School of Education Conceptual Framework The Francis Marion University's School of Education prepares caring and competent teachers for the 21st century. 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 freshman/sophomore year. Admission to the Professional Education Program is a prerequisite to enrolling in any education course beyond Education 300. REQUIREMENTS FOR ADMISSION TO THE PROFESSIONAL EDUCATION PROGRAM
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 School of Education office. ADMISSION TO STUDENT TEACHING
SOUTH CAROLINA LICENSURE REQUIREMENTS The following general education requirements apply to all secondary certification programs. They also apply to early childhood, elementary, and middle level 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.
ART EDUCATION (SEE PROGRAM UNDER DEPARTMENT OF FINE ARTS.) Coordinator: Dr. Dorothy M. Harris A Bachelor of Science degree in Early Childhood Education requires the following:
COURSE SEQUENCE FOR EARLY CHILDHOOD EDUCATION MAJORS
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. Teaching Reading in the Primary School - Block A (3) F, S. This course incorporates methods, materials, and current trends of integrated reading instruction for primary age children and includes diagnostic procedures for reading difficulties. 314 Methods of Instruction for Developmental Language Arts - Block A (3) 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 - Block B (3) 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. 319 Clinical Experience A: Early Childhood Education - Block A (2) F, S. Students observe, record, and assess the behaviors of children in child care centers. 320 Curriculum for Early Childhood Education - Block B (3) 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. 321 Methods for Teaching and Assessing Primary Mathematics - Block A (3) F, S This course is designed to introduce the undergraduate teacher candidate to the quantitative needs of primary students, and to the structure of the primary mathematics curriculum. Candidates will develop pedagogical strategies and teaching techniques that address primary students' quantitative needs. Candidates will be introduced to a variety of hands-on and manipulative (concrete and virtual) materials to help primary students understand different mathematical concepts. Instructional methods will accommodate the learning styles of both teacher candidates and primary students, meeting their individual needs and helping them achieve respective learning goals. 420 Methods and Materials for Early Childhood Education - Block B (3) 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.
Coordinator: Dr. Sharon Moore Askins A Bachelor of Science degree in Elementary Education requires the following:
COURSE SEQUENCE FOR ELEMENTARY EDUCATION MAJORS
ELEMENTARY EDUCATION COURSES (ELEM) A student must be admitted to the Professional Education Program before enrolling in any of these courses. 314 Methods of Instruction for Language Arts (3) (Corequisite: ELEM 316) 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) (Corequisite: ELEM 314) 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.
Coordinator: Dr. Jackson F. Lee Jr. Majors in Middle Level Education will be completing a program that allows them to be certified to teach middle level students in two of the four major content areas (Language Arts, Social Studies, Science, Mathematics). Candidates seeking licensure must complete the specific requirements listed below:
*Admittance to Professional Education Program required prior to taking these courses. Teacher candidates in the Teacher Education Program must maintain a cumulative 2.75 GPA and a 2.75 GPA in Professional Education and Specialty Area courses. Passing scores on the Praxis I (Reading, Writing and Math) and Praxis II Specialty Area tests are program/certification requirements. COURSE SEQUENCE FOR MIDDLE LEVEL EDUCATION
MIDDLE LEVEL EDUCATION COURSES (MLE) 318 Teaching Middle Level Mathematics (4) (Prerequisite: Admission to the professional education program) This course introduces the teacher candidate to the mathematics curriculum, teaching techniques, and evaluation practices through an examination of the mathematics content found in the typical middle school classroom. This course has a required field experience. 319 Teaching Middle Level Science (4) (Prerequisite: Admission to the professional education program) Teacher candidates will study and practice components of successful science instruction for middle level students with emphasis on helping students meet South Carolina Science Academic Standards. This course has a required field experience. 320 Teaching Middle Level Social Studies (4) (Prerequisite: Admission to the professional education program) This course focuses on the content, methods and materials necessary to teach middle level social studies. This course has a required field experience. 321 Teaching Middle Level Language Arts (4) (Prerequisite: Admission to the professional education program) This course will examine the current trends and practices in the teaching of English/ language arts to middle school students. The candidate will, at the completion of this course, be able to create and implement appropriate language arts lessons in accordance with the middle school curriculum. This course has a required field experience. 422 Middle Level Curriculum and Organization (3) (Prerequisite: Admission to the professional education program) A study of school organization and curriculum developmentally appropriate for middle level students. specific topics include interdisciplinary teaching teams, flexible grouping and scheduling, activity and advisory programs, and community building.
Coordinator: Dr. Thomas Sawyer Majors in economics, English, history, mathematics, political science, and sociology may complete an approved program leading to South Carolina licensure. Students seeking licensure must complete the specific requirements listed below as well as meet all other degree and major requirements. Note: South Carolina certification in Art Education covers grades K-12.
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.
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: 290/299 and passing Praxis I) 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 EDUC 300. 303 Using Technology Effectively in the Classroom (2) (Prerequisite: Admission to Professional Education Program) 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. 311 Foundations of Instructional Planning and Assessment (3) (Prerequisite: Admission to Professional Education Program) F, S, SU Designed to develop an understanding of effective instructional planning, both long-range and short-range, to improve student achievement and classroom measurement. Introduces students to designing and using standards-driven assessments using curriculum standards. Both informal and formal test interpretation are covered. 312 Teaching and Assessing Reading (3) (Prerequisite: Admission to Professional Education Program) F, S, SU. This course will examine the current trends and practices in the teaching of reading. In addition, this course will examine ways of assessing and correcting reading difficulties in students. The candidate will, at the completion of this course, be able to select appropriate reading and assessment strategies and techniques for use in the modern-day classroom. Some projects and assignments will be differentiated by student developmental level. 380 Introduction to Exceptional Students (2) (Prerequisite: Admission to Professional Education Program) (Early Childhood: Block B; 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) – Block B (Prerequisite: Admission to the Professional Education Program) 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: 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: Admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken concurrently 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 concurrently in the semester prior to student teaching. 434 Teaching English in the Secondary School (3) (Prerequisite: Admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken concurrently 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: Admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken concurrently 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 concurrently in the semester prior to student teaching. 436 Teaching Mathematics in the Secondary School (3) (Prerequisite: Admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken concurrently 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 concurrently in the semester prior to student teaching. 437 Teaching Science in the Secondary School (3) (Prerequisite: Admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken concurrently 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 concurrently in the semester prior to student teaching. 438 Teaching Foreign Language in the Secondary School (3) (Prerequisite: Admission to the Professional Education Program; corequisites EDUC 380 and 393 to be taken concurrently 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 concurrently in the semester prior to student teaching. 487 Classroom Management (2) (Corequisites: EDUC 489, EDUC 490) F, S Designed to develop the necessary knowledge and skills for teacher candidates to be effective teachers. Emphasis is on preparation in the following areas: classroom rules and procedures, disciplinary interventions, teacher-student relationships, and the student's responsibility for management. 489 Student Teaching Seminar (1) (Corequisites: 487, 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: 487, 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: 487, 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 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. 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. 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. This course introduces the student to knowledge and competencies necessary for health promotion and disease prevention. Emphasis is placed on the physical, social, spiritual, emotional, environmental, and intellectual domains of health. Health disparities will be examined with particular attention to the intersections of gender, race, class, and sexuality. Subtopics will focus on the most prevalent risk factors and diseases in our diverse, global society and will include obesity, cardiovascular disease, cancers, and sexually transmitted diseases among others. 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: Murray G. Hartzler 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 non-swimmers. 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 Tennis (1:2) F, S. Fundamental strokes, court strategy (singles and doubles), and basic rules. 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. 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. 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.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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.