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)
- Completion of Education 290/299 and Education 305 with a grade
of C or better.
- A cumulative GPA of at least 2.5 on all undergraduate courses
taken at Francis Marion University.
- 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).
- Positive recommendations from the field (public school personnel).
- Completion of at least 45 semester hours.
- Recommendation from the appropriate program committee.
ADMISSION TO STUDENT TEACHING (CHECK
POINT II)
- Student must be officially admitted to Professional Education
Program at least one full semester prior to the student teaching
semester.
- Student must have a cumulative GPA of at least 2.50 at the end
of the semester prior to student teaching.
- Student must have a C or better in all Education courses.
- Student must have positive recommendations from public school
personnel
- Student must have acceptable disposition ratings from instructors
- 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).
- Student must have the recommendation of the appropriate program
committee.
- 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)
- Successful completion of the FMU Teacher Work Sample, ADEPT
and other livetext assignments required for student teaching.
- Positive evaluations by School of Education supervisors.
- Student must have acceptable disposition ratings from Education
490 instructors.
- Completion of appropriate paperwork for South Carolina licensure
and School of Education completion.
- Positive recommendations from publick school personnel.
- 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 |
Back to Table of Contents
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 |
Back to Table of Contents
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 |
Back to Table of Contents
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 |
|
Back to Table of Contents
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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