Francis Marion University Catalog 2009-2010

SCHOOL OF EDUCATION

Dean: Dr. J. Ron Faulkenberry
Associate Dean: Dr. Jackson F. Lee Jr.
Faculty: Askins, Bausmith, Brandis, Coughenour, Dye, Faulkenberry, Harris, Haselden, Kaur, Lane, Lee, McClain, McWayne, Meetze, Nixon, Pawloski, Pruitt, Sanders, Shamlin, S. Taylor, B. Thayer

MISSION STATEMENT

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 Francis Marion University's School of Education prepares competent and caring teachers.

ADMISSION TO THE PROFESSIONAL EDUCATION PROGRAM (CHECK POINT I)

A special note concerning licensure in South Carolina: South Carolina law states that students with prior criminal records may be prevented from receiving a teaching certificate. Students who feel that this may be a problem are encouraged to make appropriate inquiries in the School of Education as early as possible.

Admission to the professional education program is a prerequisite for enrollment in any education course (ECE, Elem, MLE, Educ) beyond Educ 305.

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REQUIREMENTS FOR ADMISSION TO THE PROFESSIONAL EDUCATION PROGRAM (CHECK POINT I)
  1. Completion of Education 290/299 and Education 305 with a grade of C or better.
  2. A cumulative GPA of at least 2.5 on all undergraduate courses taken at Francis Marion University.
  3. A passing score, as determined by South Carolina, on the selected state-approved tests in mathematics, writing, and reading. A passing score on these examinations is a requirement for admission to Education 305 and the Professional Education Program. Applications may be secured from: (1) EDUC 299 instructor or (2) the Office of Student Services from the School of Education (CEMC 212).
  4. Positive recommendations from the field (public school personnel).
  5. Completion of at least 45 semester hours.
  6. Recommendation from the appropriate program committee.

ADMISSION TO STUDENT TEACHING (CHECK POINT II)

  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 a cumulative GPA of at least 2.50 at the end of the semester prior to student teaching.
  3. Student must have a C or better in all Education courses.
  4. Student must have positive recommendations from public school personnel
  5. Student must have acceptable disposition ratings from instructors
  6. 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).
  7. Student must have the recommendation of the appropriate program committee.
  8. Student must complete the South Carolina Department of Education Application for Educator Certificate (including background check and finger printing) and receive approval by the state of the same.

COMPLETION OF STUDENT TEACHING AND LICENSURE (CHECK POINT III)

  1. Successful completion of the FMU Teacher Work Sample, ADEPT and other livetext assignments required for student teaching.
  2. Positive evaluations by School of Education supervisors.
  3. Student must have acceptable disposition ratings from Education 490 instructors.
  4. Completion of appropriate paperwork for South Carolina licensure and School of Education completion.
  5. Positive recommendations from publick school personnel.
  6. Overall GPA of 2.0 or higher.

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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.

General Education 51 hours
  Communications 12 hours
     ENG 112 3
     ENG 200 3
     SPCO 101 3
Computer Science 150 (special section) 3
Social Sciences 9 hours
     ANTH 200 or GEOG 101 3
     POL 101 or 103 3
   One course to be chosen from anthropology, economics,
   geography, political science, or sociology
3
Humanities 12 hours
     Literature (in any language) 3
     History 3
     ART 101, MU 101, THEA 101 6
Mathematics and/or Logic 6 hours
     Credit toward graduation may not be earned in both MATH 137 and 105
     or 111 or 132. Early childhood majors and elementary majors are required
     to take MATH 170 and 270 to satisfy General Education Requirements.
 
Natural Sciences 12 hours
     Biology 4
     Chemistry, Physics, or Physical Science 4
     Astronomy, Biology, Chemistry, Physics, or Physical Science* 4
   *Credit toward graduation may not be earned in both Physical Science 101
    and 102 and any Chemistry course or Physics course. Psychology does
    not count as science for teacher certification except for Secondary
    Education programs and some Middle Level Specialty areas.
 

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ART EDUCATION (SEE PROGRAM UNDER DEPARTMENT OF FINE ARTS.)

EARLY CHILDHOOD EDUCATION

Coordinator: Dr. Dorothy M. Harris

Grades: Pre-Kindergarten – Third

A Bachelor of Science degree in Early Childhood Education requires the following:

General Education 51 hours
  Communications 12 hours
     ENG 112 3
     ENG 200 3
     SPCO 101 3
     CS 150 (special section) 3
  Social Sciences 9 hours
     GEOG 101 3
     POL 101 OR 103 3
     Additional 3 hours chosen from economics, geography,
     political science, or sociology
3
  Humanities 12 hours
     Literature (elective) 3
     History (elective) 3
     Art, Music, or Theatre 101 6
  Mathematics 6 hours
     MATH 170 3
     MATH 270 3
  Natural Sciences 12 hours
    a.  Biology 4
    b.  Chemistry, Physics, or Physical Science* 4
     c. Astronomy, Biology, Chemistry, Physics, or Physical Science* 4
      (To satisfy the Natural Sciences Requirement, students must take
      at least one course from a , at least once course from b, and at
      least once course from c above.)
 
     *Credit toward graduation may not be earned in both Physical
      Science 101 and 102 and any Chemistry course or Physics course.
      Psychology does NOT count as science for Early Childhood
      Education teacher certification. Students should not take both
      Biology 104 and 105.
 
Pre-Professional Education 7 hours
      EDUC 290 2
      EDUC 299
            (EDUC 290 and EDUC 299 are corequisites)
2
      EDUC 305 3
Professional Education (Requires Admission to the Program) 31 hours
     EDUC 311 3
     EDUC 313 1
     ECE 302 3
          (Prerequisite to Block A and B courses)  
     Block A*  
     ECE 313 – Block A 3
     ECE 314 – Block A 3
     ECE 319 – Block A 2
     ECE 321 – Block A 3
     Block B*  
     EDUC 380 – Block B 2
     EDUC 391 – Block B 2
     ECE 315 – Block B 3
     ECE 320 – Block B 3
     ECE 420 – Block B 3
  Student Teaching Block* 15 hours
     EDUC 487 2
     EDUC 489 1
     EDUC 490 12
  Supporting Courses 18 hours
     ART 217 3
     ENG 220 3
     ENG 313 – Block A 3
     HLTH 312 3
     MATH 370 3
     PSY 315 3
   Elective 3 hours
     *All Block A courses must be taken together.
      All Block B courses must be taken together.
      All Student Teaching Block courses must be taken together.
 
Minimum hours required for graduation 125 hours

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COURSE SEQUENCE FOR EARLY CHILDHOOD EDUCATION MAJORS

Freshman Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
Eng 112 3 Eng 200 3
Speech Communication 101 3 MATH 170 3
ART or THEATRE 101 3 Science with lab 4
POL Science 101 or 103 3 MUSIC or THEATRE 101 3
Elective 3 EDUC 290 2
    EDUC 299 2
Total Credits 15 Total Credits 17
Sophomore Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
ENG 220 3 Science and lab 4
MATH 270 3 Computer Science 150 (special section) 3
Science and lab 4 EDUC 311 3
EDUC 305 3 MATH 370 3
PSY 315 3 HIST 3
    EDUC 313 1
Total Credits 16 Total Credits 17
Junior Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
ECE 302 3 ECE 313 3
GEOG 101 3 ECE 314 3
ART 217 3 ECE 319 2
Social Science 3 ECE 321 3
Literature 3 ENG 313 3
    HLTH 312 3
Total Credits 15 Total Credits 17
Senior Year
Course Block B (14-day practicum) Fall Sem. Hrs. Student Teaching (12-week block) Spring Sem. Hrs.
ECE 315 3 EDUC 487 2
ECE 320 3 EDUC 489 1
ECE 420 3 EDUC 490 6
EDUC 380 2 EDUC 490B 6
EDUC 391 2    
Total Credits 13 Total Credits 15
Total Hours Required for Degree 125

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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 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.

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ELEMENTARY EDUCATION

Coordinator: Dr. Carol M. McClain
Grades: Two – Six 

A Bachelor of Science degree in Elementary Education requires the following:

General Education 51 hours
  Communications 12 hours
     ENG 112 3
     ENG 200 3
     SPCO 101 3
 CS 150 (special section) 3
  Social Sciences 9 hours
     GEOG 101 3
     POL 101 OR 103 3
     Additional 3 hours to be chosen from anthropology,
     economics, geography, political science, or sociology
3
  Humanities 12 hours
     Literature (elective) 3
     History (elective) 3
     Art, Music, or Theatre 101 6
  Mathematics 6 hours
     MATH 170 3
     MATH 270 3
  Natural Sciences 12 hours
    a.  Biology 4
     b. Chemistry, Physics, or Physical Science* 4
     c. Astronomy, Biology, Chemistry, Physics, or Physical Science* 4
   (To satisfy the Natural Sciences Requirement, students must take at least
   one course from a, at least one course from b, and at least once course
   from c above.)
 
  *Credit toward graduation may not be earned in both Physical Science 101
   and 102 and any Chemistry or Physics course. Psychology does not count
   as science for Elementary Education teacher certification. Students should
   not take both Biology 104 and 105.
 
Pre-Professional Education 7 hours
     EDUC 290 2
     EDUC 299
           (EDUC 290 and EDUC 299 are corequisites)
2
      EDUC 305 3
Professional Education (Requires Admission to the Program) 23 hours
     EDUC 311 3
     EDUC 312 3
     EDUC 313 1
     Block 1*  
     EDUC 314 – Block I 3
     EDUC 316 – Block I 3
     EDUC 380 - Block I 2
     Block II*  
     EDUC 392 – Block II 2
     ELEM 315 – Block II 3
     ELEM 317 – Block II 3
  Student Teaching Block* 15 hours
     EDUC 487 2
     EDUC 489 1
     EDUC 490 12
  Supporting Courses 18 hours
     ART 217 3
     ENG 220 3
     ENG 315 3
     HLTH 315 3
     MATH 370 3
     PSY 315 3
   Electives 0-6
Concentration (Approved by academic adviser) 8-9 hours
This concentration requires 8 (2 four hour courses) or 9
(3 three hour courses) hours of additional coursework beyond
general education requirements and support courses) in one
of the following areas of concentration:
a. Science (2 courses) - Select from the physical sciences and or biological science.)
b. Social Studies (3 courses) - Select from history, political science, geography and/or economics.)
c. Math (3 courses) - Select from above Mathematics 130 with at least one course above the 200 level.
    Mathematics 170, 270, and 370 will not count as part of this concentration.
d. English (3 courses) - Select from above English 200 literature and/or writing courses.
e. Foreign language (3 courses)
    Electives              0-6
 
     *All Block 1 courses must be taken together.
     All Block II courses should be taken together.
     All Student Teaching Block courses must be taken together.
     Minimum hours required for graduation.
 
Minimum hours required for graduation 126 hours

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COURSE SEQUENCE FOR ELEMENTARY EDUCATION MAJORS

Freshman Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
Eng 112 3 Eng 200 3
MATH 170 3 MATH 270 3
Art, Music or Theatre 101 3 Science and lab 4
Pol Sci 101 or 103 3 EDUC 290 2
Geography 101 3 EDUC 299 2
    Social Science 3
Total Credits 15 Total Credits 17
Sophomore Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
Literature 3 CS 150 (special section) 3
MATH 370 3 Science and lab 4
Science and lab 4 ENG 220 3
SPCO 101 3 EDUC 312 3
EDUC 300 4 EDUC 311 3
Total Credits 17 Total Credits 17
Junior Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
Block I: ELEM 314 3 Block II: EDUC 392 2
Block I: ELEM 316 3 Block II: ELEM 315 3
Block I: EDUC 380 2 Block II: ELEM 317 3
ART 217 3 PSY 315 3
HLTH 315 3 History 3
ENG 315 3
Total Credits 17 Total Credits 14
Senior Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
ART, MU, THEATRE 101 3 Student Teaching  
Concentration or Elective 3 or 4 EDUC 487 2
Concentration or Elective 3 or 4 EDUC 489 1
Concentration or Elective 3 or 4 EDUC 490 12
Total Credits 12 - 15 Total Credits 15

Minimum Hours Required for Degree 126

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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.

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MIDDLE LEVEL EDUCATION

Coordinator: Dr. Jackson F. Lee Jr.
Grades: Five – Eight

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:

General Education 51 hours
  Communications 12 hours
     ENG 112 3
     ENG 200 3
     SPCO 101 3
CS 150 (special section) 3
Mathematics 6 hours
     MATH 132 or higher 3
     MATH 134 3
  Social Sciences 9 hours
     GEOG 101 3
     POL 101 OR 103 3
      An additional 3 hours chosen from anthropology, economics,
      geography, political science, or sociology.
3
  Humanities 12 hours
     HIST Elective 3
     LIT Elective 3
     Art 101, Music 101, or Theatre 101 3
     Art, History, Literature, Music, Philosophy and Religious Studies, or Theatre 3
Sciences (Should include both biological and physical sciences) 12 hours
     BIOL 103, 104 or 105 4
     Physical Science 101 4
     BIOL or Physical Science Elec or PSY 206/216 4
     PSY 206/216 will not count for science concentration but
     is required for the social studies concentration.
 
Pre-Professional Education Courses 7 hours
     EDUC 290, 299
      EDUC 290 and EDUC 299 are corequisites
4
      EDUC 305 3
Supporting Courses 6 hours
      HLTH 315 3
      PSY 316 3
Professional Education Courses (Requires Admission to the Program) * 27 hours
     EDUC 311 3
     EDUC 313 1
     EDUC 380 2
     EDUC 410 3
     MLE 422 3
Student Teaching Block  
     EDUC 487 2
     EDUC 489: Student Teaching Seminar 1
     EDUC 490: Directed Teaching 12
Specialty Area Requirements (All candidates must specialize in two areas.
Note that the choice of specialty may affect choices in general education)
38-43 hours
Middle Level English/Language Arts 19 hours
     ENG 300  
     ENG 220 3
     ENG 340 3
     ENG 310 3
     ENG 315 3
     MLE 321 4
Middle Level Mathematics 19 hours
     MATH 201 3
     MATH 230 3
     MATH 235 3
     MATH 345 3
     MATH Elec – 200 or higher 3
     MLE 318: Teaching Middle Level Mathematics 4
Middle Level Science 24 hours
     Relevant General Education Choices
     Biology 105 (or Biology 103 and 104)
     Chemistry 101
     Astronomy 201
 
Specialty Courses  
     Biology 106 4
     Physics 215 4
     Physics 216 4
    Physical Science 103 4
     Option: Chem 102 or any Biology above 200 4
     MLE 319 4
Middle Level Social Studies 19 hours
     Relevant General Education choices
     GEOG 101
     POL SCI 101
     POL SCI 205
     HIST 202, United States Since 1865
     PSY 206/216
 
Specialty Courses  
     ECON 203 3
     ECON 204 3
     HIST 203 3
     HIST 204 3
     HIST 316 3
     HIST 300/400 level elective (optional to earn a minor in history)  
     MLE 320 4
Minimum hours required for graduation 129 hours

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COURSE SEQUENCE FOR MIDDLE LEVEL EDUCATION

Freshman Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
ENG 112 3 MATH 134 3
MATH 132 or higher 3 BIOL 103, 104 or 105 BIOL 105 (Science) 4
Art 101, Music 101 or Theatre 101 3 EDUC 290 2
Political Science 101 or 103 3 EDUC 299 2
Geography 101 3 Social Science elective
Pol Sci 205 (SS)
3
Total Credits 15 Total Credits 14
Sophomore Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
ENG 200 3 3 CS 150 (special section) 3
HIST elective
History 202 (SS)
3 EDUC 311 (Planning & Assessment) 3
Science – Chem, Physics, Phy Science
Physics 215 (Science)
4 Science (ELA & Math) Physics 216
(Science) PSY 206/216 (SS)
4
PSY 316 3 Humanities Elective 3
EDUC 305 3 Specialty course 3
    EDUC 313 1
Total Credits 16 Total Credits 17
Junior Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
HLTH 315 3 MLE 319 (Sci) and MLE 321 (ELA) 4-8
Speech Communication 101 3 Literature elective 3
MLE 422 (Curriculum & Organization) 3 EDUC 410 3
Specialty course
Astronomy 201 (Science)
3-4 Specialty course
Chemistry 101 (Science)
3-4
Specialty course 3 Specialty course 3-4
Total Credits 15-16 Total Credits 16-22
Senior Year
Course Fall Sem. Hrs. Course Spring Sem. Hrs.
EDUC 380 2 Student Teaching  
MLE 318 (Math) and MLE 320 (SS) 4-8 EDUC 487 2
Specialty course 3-4 EDUC 489 1
Specialty course 3 EDUC 490 12
Specialty course 3    
Total Credits 12-18 Total Credits 15

Possible Specialty Hours Remaining - 10

Minimum Hours Required for Degree 126

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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.

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SECONDARY EDUCATION

Coordinator: Vacant
Grades: Nine –Twelve

Majors in economics, English and mathematics, 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.

General Education B.S. B.A.
  Communications 12 hours 24 hours
     ENG 112 3 3
     ENG 200 3 3
SPCO 101 3 3
CS 150 (special section)    
Foreign Languages 0 12
Social Science (No more than 6 hours may be taken in any one discipline) 9 hours 9 hours
     a. Political Science 101 OR 103 3 3
     b. Geography 101 3 3
     c. Anthropology, Economics, Geography, Political Science or Anthropology 3 3
Humanities 12 hours 12 hours
     a. Literature (any language) 3 3
     b. History 3 3
     c. Art, Music, Theatre 101 3 3
     d. Art, History, Literature (any language), Music
Philosophy and Religious Studies, or Theatre
3 3
Mathematics 6 6
Natural Sciences (Laboratories are required for all courses) 12 hours 8 hours
     a. Biology 103 or 104 4 4
     b. Chemistry, Physics, or Physical Science* 4 4
     c. Astronomy, Biology, Chemistry, Physics, Physical Science, or Psychology 206/216* 4 0
(To satisfy the Natural Sciences Requirement, students must take at least one course from a, at least one course from b, and at least one course from c above.)    
*Credit toward graduation may not be earned in both Physical Science 101-102
and any Chemistry course or any Physics course.
   
Pre-Professional Education 7 hours 7 hours
     EDUC 290, 299
EDUC 290 and EDUC 299 are corequisites
4 4
EDUC 305 3 3
Professional Education 11 hours 11 hours
     EDUC 311 3 3
     EDUC 313 1 1
     EDUC 380 2 2
     EDUC 393 and three hours taken
simultaneously with EDUC 434, 435, or 436
   
Student Teaching Block** 15 hours 15 hours
     EDUC 487 2 2
     EDUC 489 1 1
     EDUC 490 12 12
     **EDUC 487, 489 and 490 to be taken concurrently    
Supporting Course 3 hours 3 hours
     HLTH 301 3 3
Major, minor, or collateral courses (See specific courses below) 40-70 40-70
Minimum Required for Graduation   126 hours

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Specific courses required in each teaching field are listed in the English and mathematics sections of this catalog.

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EDUCATION COURSES (EDUC)

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.

305 Foundations of Curriculum and Instruction (3) 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, community and socioeconomic status. Education 305 is prerequisite to EDUC, ECE and ELEM courses above EDUC 305 and also prerequisite for ECE 302.

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.

313 Field Experiences in Instructional Planning and Assessment (1) (prerequisite: Admission to Professional Education Program; Prerequisite/Corequisite: EDUC 311) F, S. This field experience in the Professional Education Program requires students to spend extensive time during the semester in the public schools observing and gathering data related to instructional planning and assessment, teaching strategies, diversity, and classroom management. In addition, bimonthly seminars will be held on campus for reflection and discussion.

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.

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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.

411 Reading in the Content Areas (3) (Prerequisite: Admission to the professional education program or permission from the School of Education) This course is designed to prepare pre-service teachers to teach reading and writing skills related to content subjects (i.e., Math, Science, Social Studies, English Language Arts) in an integrated manner. Methods and materials needed to promote reading achievement in content subjects will be examined by pre-service middle and secondary classroom teachers. This course will discuss the basic components of the reading and the writing processes and aid in the development of techniques to help students construct meaning from both expository and literature texts across the various disciplines.

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.

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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

EDUC 555 Teaching Children of Poverty (3) (Prerequisites: EDUC 311 or permission of the School) This course and its required clinical experiences are designed to provide teacher candidates with in-depth study of issues related to teaching children of poverty. It includes collaborative research activities and the use of existing research evidence in the areas of the culture of poverty; the classroom community; family and community partnerships; curriculum design, instructional strategies and assessment; relationship-driven classroom management; and teachers as learners, leaders and advocates to improve curriculum, instruction, and assessment in schools serving large numbers of children of poverty. This course is required for all Center of Excellence Scholars. Designation of credit as undergraduate or graduate must be made at registration. Freshmen, sophomores, and juniors may not take 500-level courses.

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HEALTH

Coordinator: Dr. Janis McWayne

MAJOR

No major in health is offered.

MINOR

No minor in health is offered.

COLLATERAL

No collateral in health is offered.

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HEALTH COURSES (HLTH)

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.

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PHYSICAL EDUCATION

Coordinator: Murray G. Hartzler

MAJOR

No major in physical education is offered.

MINOR

No minor in physical education is offered.

COLLATERAL

No collateral in physical education is offered.

OTHER INFORMATION

No more than two semester hours of activity courses can be credited toward a degree.

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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) 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 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.

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301 Advanced Lifesaving and Senior Lifesaving (1:2) 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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