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GRADUATE ACADEMIC PROGRAMS
Dr. Travis W. Knowles Dr. Ben L. Kyer Dr. Shirley Carr Bausmith Dr. Tracy E. Meetze Dr. Farrah M. Hughes Dr. Samuel F. Broughton Founded in 1970, Francis Marion University is one of South Carolina's 13 state supported universities. Classified by the Carnegie Foundation for Education as a comprehensive university, FMU takes pride in providing a strong liberal arts education in a broad range of undergraduate majors. The University also offers two professional schools in education and business. The University has been offering graduate coursework since 1974, and today about 15 percent of the total student body is enrolled in graduate programs. Graduate degree programs are offered in business, education and psychology. More than 50 percent of the general faculty teach at the graduate level. The University is accredited by the Southern Association of Colleges and Schools (SACS), and a number of its departments or programs are accredited by specialized accrediting agencies. The Graduate Council oversees all graduate programs at the University. Responsibilities of the council are to (1) approve applicants for admission to graduate study and review candidates for graduate degrees, (2) consider appeals for readmission from graduate students who have been dismissed from the University, and (3) advise the Faculty Senate on all graduate curriculum matters, including proposed courses, course changes, or new academic programs. All full-time and part-time faculty teaching graduate courses (other than Educational Professional Development, EDPD 525 courses) will (a) hold the terminal degree in their disciplines or in unusual cases have demonstrated exceptional scholarly or creative activity or professional experience and do not hold the terminal degree, (b) demonstrate scholarship appropriate for graduate instruction, and (c) show evidence of professional characteristics appropriate for graduate instruction. The graduate courses which they teach must be in the field of their respective expertise. Credentials of both annual and continuing graduate faculty are evaluated annually by their respective department chairs. Deans make appropriate recommendations regarding graduate faculty status to the Provost. Faculty teaching Education 525 courses, which are workshop courses designed to meet specific needs in a school system, do not necessarily require that the faculty member hold the terminal degree, depending on the nature and purpose of the specific 525 course. Continuing Membership – The Graduate Continuing Faculty is comprised of the President, the Provost, the Deans of all Schools, the chairpersons of all academic departments, and all who hold at the University the rank of full professor. It also is comprised of all with academic rank who both regularly teach courses carrying graduate credit and have been recommended by their respective department chairperson or school dean and by the Graduate Council to the Provost and approved by the President. Each department or school has the right to establish additional membership criteria which, once approved by the President upon the recommendation of the Graduate Council and the Provost, must be met by the Graduate Continuing Faculty in the respective department or school. Annual Memberships – Faculty members at any academic rank who have not been designated as continuing members of the Graduate Faculty are members of the Graduate Faculty during any academic year including the preceding summer session in which they teach at least one course numbered 500 or above. Such members may participate fully in Graduate Faculty meetings. The extent of their participation in department/school graduate affairs is determined by the department/school concerned. Functions – Graduate Faculty meetings may be called at the recommendation of the Graduate Council, a department/school, the Provost, or the President. The Provost shall serve as the regular presiding officer. The Graduate faculty reviews graduate regulations and related academic matters brought to it. The graduate academic programs at Francis Marion University are offered through the following departments and school: School of Business General Business Administration (Master of Business Administration [M.B.A.] ) School of Education Learning Disabilities (Master of Arts in Teaching [M.A.T.] and
Master of Education [M.Ed.] ) Department of Psychology Psychology (Master of Science in Applied Psychology [M.S.]) For University courses, the following information is indicated: Course number When two courses are listed under a single title, a hyphen (-) between the course numbers indicates that the first is prerequisite to the second. A comma (,) between the course numbers indicates that the first is not prerequisite to the second. Courses are classified by numbers, which indicate the class level at which they are most often taken. Class levels and number sequences are as follows:
With written departmental/school approval, seniors may take courses numbered 500-599 for either undergraduate or graduate credit. Designation of credit as undergraduate or graduate must be made at registration. With written departmental/school approval and with an overall grade point average of 3.0 or better, seniors may take courses numbered 600-799 for graduate credit. All seniors taking courses for graduate credit must submit a graduate application for admission. Some programs require formal admission before enrolling in any course numbered 600 or above. Work taken for graduate credit may not be used to meet undergraduate requirements. Any senior permitted to enroll for graduate credit will be classified as a non-degree student until the student has attained regular admission to a graduate degree program. No more than 12 hours of graduate work may be completed prior to the completion of baccalaureate degree requirements and admission to the graduate program as a graduate degree student. The figures enclosed in parentheses immediately following the title of a course are, in order of appearance, indications of the following:
If there is one figure only, there are as many class meeting hours per week as there are semester hours credit for the course. A two-number sequence, such as (3:4), means that the course carries three semester hours credit but meets four class hours each week. A three-number sequence, such as (3:2-3), means that the course carries three semester hours credit but meets two lecture hours and three laboratory hours each week. Terms Offered Key: F = Fall The University reserves the right to withdraw any course for insufficient enrollment. In certain cases and with the approval of the Provost, classes may be offered with fewer than the required number of students in order to meet specific needs. Students interested in applying for admission to graduate programs at FMU should write or call the Graduate Office for information and an application packet, which contains necessary forms and instructions for applicants. The University encourages all qualified students to apply. Equal educational opportunities are offered to students regardless of race, religion, color, national origin, sex, physical disability, sexual orientation or age. For information on specific admission requirements, please consult the information provided with each graduate program in this section of the catalog. LEGAL RESIDENT DEFINEDCharges for tuition and fees depend upon the student's status as a resident or non-resident of South Carolina. A non-resident pays a higher rate of tuition and fees than a legal resident of South Carolina. For fee purposes, the state's Code of Laws defines South Carolina residents as independent persons who reside in and have been domiciled in South Carolina for a period of no less than 12 months with the intention of making a permanent home therein, and their dependents. Those who meet these criteria may be considered eligible to pay general university fees at state-supported higher education institutions at in-state rates. Eligibility begins with the next academic semester after expiration of the required 12 months. Exceptions to the 12-month requirement may be made for independent persons and their dependents who locate in South Carolina for full-time employment and for military personnel and their dependents. A student who believes he/she meets the state criteria should contact the Graduate Admissions Office at least two weeks prior to registration. INTERNATIONAL STUDENTSInternational graduate students must have a proficiency in the English language that will enable them to succeed at FMU. The following steps must be completed in order for international students to be considered for admission to the graduate program:
Information about the TOEFL can be found at many schools or at U.S. embassies, consulates, or offices of the United States Information Service. If information is not available in the applicant's country, it can be obtained by writing to TOEFL, Box 6161, Princeton, New Jersey 08541-6161, U.S.A. TRANSIENT STUDENTSDegree-seeking students enrolled in graduate studies at institutions other than FMU who wish to take graduate courses at FMU must complete the following requirements:
Professional Development Courses (EDPD courses), whether taken at FMU or at another institution, cannot be applied toward the M.Ed. or M.A.T. programs (see pages 203). Applicants 60 years or older wanting to take graduate courses for credit or personal enrichment (audit status) need to contact the Office of Financial Assistance for the requirements for being classified as a senior citizen. Although general University fees are waived for eligible senior citizens, all other fees must be paid.
All fees and other expenses, housing and meal plan costs, payment deadlines and refunds applicable to graduate students are explained in the chapter on Financial Information of this catalog. Details about financial assistance are explained in the chapter on Financial Information of this catalog. For more information, contact the Office of Financial Assistance at FMU. Graduate students are eligible to participate in all student activities and organizations that are described in the chapter on Student Life of this catalog. A (Distinction) - indicates achievement of distinction and carries
four quality points per semester hour. B+ - carries three and a half quality points per semester hour. B (Acceptable) - indicates acceptable achievement and carries three
quality points per semester hour. C+ - carries two and a half quality points per semester hour. C (Marginal) - indicates marginal achievement and carries two quality
points per semester hour. F (No Credit) - indicates unsatisfactory achievement or withdrawal
with unsatisfactory standing from the course after completion of
one-third of the course. Semester hours are included as work taken
in computation of grade point average. No quality points or credits
are earned. W (Withdrawal) - indicates withdrawal during the term without academic
penalty. Semester hours are not included as work taken in computation
of grade point average. No quality points or credits are earned. Grade points for a course are computed by multiplying the number of semester hour credits per course by the quality points associated with the grade earned. The grade point average (GPA) is computed by dividing the total number of grade points by the total number of net hours taken. For effects of course repetition on calculation of GPA, see Course Repetition in the business, education, or psychology section. (Other institutions, however, may recalculate a student's grade point average and include all grades in that calculation.) All grades will appear on the student's Francis Marion University transcript. GRADE CHANGESIf a mistake was made in calculating or recording a term grade, the instructor of the course may change the grade. A change of grade may occur only within one calendar year from the receipt of the grade.
MEMBERSHIP: The Grade Appeals Committee will consist of five faculty members to be elected by the faculty at large. The committee will elect the chair. FUNCTION: The committee will hear final course grade appeals not resolved at the level of the academic unit. GROUNDS FOR APPEAL: Unless the faculty member has acted in an arbitrary or capricious manner in the assignment of the final course grade in question, or unless the instructor's grading policy is in violation of the guidelines established by the University or his/her own policies as noted in the syllabus or other written documents, it is the right of the instructor to determine whether or not the final course grade should be changed. PROCEDURES: The committee will meet as necessary, and is called by the Committee Chair. Appeals for grade changes may not be made after 60 days from the date the grade was given. The following procedures will be followed:
For information, see Course Repetition in the business, education, or psychology section. Once a student has completed, either successfully or unsuccessfully, a course at FMU, he/she may not repeat that course at another institution for transfer credit to FMU. When a student repeats a course, all grades appear on the transcript. A grade of W is not used in the calculation of grade point average and is not counted in the repeat regulations. Eligibility to Continue – Graduate degree students who have been accepted into a degree program must maintain a 3.0 cumulative grade point average for all graduate courses (see exceptions under Course Repetition in the business, education, or psychology section and under Time Limit below). Should a graduate degree student's cumulative grade point average fall below 3.0, that student will be placed on academic probation. During the next semester that the student is enrolled and during each subsequent semester while the student is on academic probation, a 3.0 grade point semester average must be achieved, or that student will be dismissed at the end of the semester. Furthermore, if a student does not achieve a 3.0 cumulative grade point average by the end of 12 hours of coursework taken after being placed on probation, that student will be dismissed from the program. Readmission After Dismissal – A graduate student may not continue taking courses after being dismissed from the program. By petition to the School of Business or the School of Education or the Department of Psychology and on recommendation of the Graduate Council, a student may be readmitted for further graduate study, or a student may be denied readmission. All requirements for a master's degree must be completed within one continuous six-year period. Work over six years old is no longer applicable to the degree program and cannot be reinstated except through appeal which begins with the department chairperson or school dean. Graduate students are expected to understand and conform to the ethical standards of the profession they are preparing to enter. CHANGES IN GRADUATION REQUIREMENTS In addressing the needs of an ever-changing society, the curriculum offered by FMU continues to evolve. Continuously enrolled students may elect to meet the graduation requirements stated either in the University Catalog of the year in which they first entered FMU or in the University Catalog of the year in which they are graduated from the University. Students returning to FMU after an absence of one year or more will be expected to meet the graduation requirements stated either in the University Catalog of the year in which they returned to FMU or in the University Catalog of the year in which they are graduated. To receive a master's degree from FMU, a student must fulfill the following requirements:
The Application for Degree is available for graduate students to pick up in the School of Education and in the School of Business. Graduate psychology students will be mailed the Application for Degree. The applicable fee should be paid when student is notified. The final deadline for filing each semester and summer session is published in the FMU Catalog. Failure to meet the stated deadline will result in a delay in time of graduation. All students are expected to attend the ceremony. Those students desiring to graduate in absentia should complete the appropriate information on the degree application. Upon recommendation of the adviser and with permission of the department/school, a maximum of six semester hours may be transferred from a regionally accredited institution. Only courses completed at an NCATE-accredited institution will be considered for transfer credit by the School of Educationl. All transfer credits must be verified by an official transcript from the institution at which the graduate study was undertaken. No graduate course work may be transferred to FMU for which grades lower than B are achieved, and grades transferred from other institutions will not be included in the student's grade point average at FMU. No credit will be transferred for correspondence courses or courses taught on a pass/fail or satisfactory/unsatisfactory grading scale. Grades of S, U, P, or F will NOT be accepted. Professional Development Courses (EDPD courses), whether taken at FMU or at another institution, cannot be applied toward the M.Ed. or M.A.T. programs (see pages 203). An FMU student desiring to take courses at some other institution either during the summer session or the regular session and wishing to have courses transferred back to FMU to apply toward a degree must have in advance the approval of his/her adviser or department chairperson or school dean, and the Registrar before registering for the courses. All transient credit must be from a regionally accredited institution and must be verified by an official transcript from the institution at which the graduate study was undertaken. A maximum of six semester hours may be transferred from a regionally accredited institution upon recommendation of the adviser and with permission of the department/school. No graduate coursework may be transferred to FMU for which grades lower than B are achieved. Grades of S, U, P, or F will NOT be accepted. The grades earned in courses at other institutions will not be included in the student's grade point average at FMU. Only those students who are in good academic standing (that is, those with cumulative grade point averages of 3.0 or above) can be approved to take courses at other institutions. No credit will be transferred for correspondence courses or courses taught on a pass/fail or satisfactory/unsatisfactory grading scale. Forms are available in the Office of the Registrar. It is the student's responsibility to have an official transcript sent to the Office of the Registrar upon completion of the course(s) but no later than one month prior to the date he/she is scheduled to complete degree requirements. A graduate student admitted to FMU as either a graduate degree student or a graduate non-degree student may elect to audit one or more graduate courses. Audited courses do not carry credit, but any courses audited are noted on the student's official University record. Audited courses are considered part of the course load of graduate students in determining overload approval but may not be used to satisfy any prerequisite for a graduate course or any requirement for financial assistance (for instance, the determination of full-time status). Students who audit a course should adhere to the class policies including attendance. Students who do not adhere to the stated policies may be dropped from the course for not attending. No credit may be established for an audited course by an examination subsequent to the auditing of the course. Audited courses are charged at the same rate as courses taken for credit. Changes from audit to credit are not permitted after the regular change of schedule period has ended. Change from credit to audit is permitted after change of schedule period has ended only if the student is doing passing work in the course and only upon the approval of the Provost. It is the responsibility of the student to attend all scheduled meetings in the courses in which he/she is enrolled. If a student is absent more than twice the number of required class or laboratory sessions per week during regular semesters or more than 15 percent of required sessions during accelerated semesters, a grade of F or W will normally be assigned, unless absences have been excused for cause by the instructor. Individual instructors may choose alternative requirements for attendance. It is the responsibility of the instructor to inform students, at the beginning of each course, of all attendance policies. The instructor, at his/her discretion, may utilize a warning of excessive absences or compulsory attendance. Attendance policies will be outlined on the class syllabus. If a student violates the stated attendance policy, the instructor will notify the Office of the Registrar to drop the student from the class with the appropriate grade. It is the responsibility of a student to make up work missed because of absence from announced tests and laboratory sessions. However, announced tests and laboratory sessions may be made up only at the discretion of the instructor. Graduate students may drop courses through the last day of classes for any term (students may not drop classes on Reading Day or during examinations). A student who drops a course(s) after completion of one-third of the semester receives in each course a grade of W or F based on his/her academic average at the time of withdrawal. WITHDRAWING FROM THE UNIVERSITY Complete withdrawals must be initiated by the student at the Registrar's Office. A Complete Withdrawal Grade Report will be completed. Failure to file the Complete Withdrawal Grade Report Form with the Registrar's Office may result in the grade(s) of F for the course(s). A student who withdraws from the University after completion of one-third of the semester receives in each course a grade of W or F based on his/her academic average at the time of withdrawal. The effective date of a student's complete withdrawal from the University will be the date that the student initiates the withdrawal and a Complete Withdrawal Grade Report Form is filed. A full-time course load for graduate students is six or more semester hours during a regular semester and six semester hours during any summer term. Off-campus courses (transient or correspondence) and any resulting overload must be approved prior to enrolling in the course(s). The maximum load for a graduate student during a regular fall or spring semester is 12 hours. At the end of each semester and each summer term, grade reports are made available to students. Study of reports is encouraged, and inquiry concerning them is invited. Faculty members must give students an opportunity to make an informed decision on their academic performance prior to the last date to withdraw without academic penalty. Faculty will receive a class roll prior to the last date for withdrawal to verify those enrolled in and attending the class. Official transcripts, those bearing the University seal, will only be issued with the written consent of the student. A transcript will not be released if the student is indebted to the University. Forms for requesting transcripts may be obtained from the Office of the Registrar or through the University's website. A fee of $5.00 must accompany each individual transcript request. The request must be returned to the Office of the Registrar after fee payment is made. STUDENTS' EVALUATION OF COURSE AND INSTRUCTOR Every semester students are provided the opportunity to evaluate each course and its instructor so that educational quality may be maintained and enhanced. All students are encouraged to respond to the evaluation with honesty, sincerity, and a sense of confidentiality. The evaluation is administered during class with the instructor leaving the room while a designated student hands out forms, collects forms, and then delivers the completed forms to the appropriate faculty secretary. These evaluations are completely anonymous, and faculty members do not receive any feedback until grades have been turned into the Registrar. Upon noting that these procedures of evaluation have not been followed, a student may contact the Office of the Provost in order to confidentially inform the administration of such failure to follow procedures. MASTER OF BUSINESS ADMINISTRATION Director: Dr. Ben L. Kyer The Master of Business Administration degree program is designed to prepare students for management positions in business, government, industry, and non-profit institutions and to provide continuing educational opportunities for those persons already so employed in the Pee Dee Region of South Carolina. All required courses are offered during the evening hours. In 1998, the School of Business received approval from the South Carolina Commission on Higher Education to offer the Master of Business Administration degree with Concentration in Health Management. This program has the same admissions requirements as the regular Master of Business Administration program and requires 36 hours of graduate level courses. The 18 hours required in business subjects are taught by graduate faculty of the FMU School of Business. The 15 hours of health management courses are taught by the graduate faculty of the Medical University of South Carolina (MUSC) over a state-of-the-art distance learning network. The remaining three hours are electives and can be taken from other FMU courses or from other MUSC courses. Graduates of this program receive the M.B.A. degree from FMU along with the Certificate in Health Management from MUSC. The Master of Business Administration degree with concentration in Health Management program is designed both for individuals who currently work in the health care field and for those who would like the background enabling them to enter the field. ADMISSION REQUIREMENTSStudents are accepted for graduate study in business as degree students. To be considered for admission as a graduate degree student, the applicant should fulfill the following requirements: 1. Submit the graduate application for admission and pay the non-refundable application fee. 2. Submit official transcript(s) of all undergraduate and graduate work from accredited institutions. Have earned an undergraduate degree from an accredited institution as evidenced by the official transcript(s). 3. Submit the official Graduate Management Admissions Test (GMAT) score. 4. Submit two letters of recommendation from professional associates or former professors who can attest to the academic potential of the applicant. 5. Have an acceptable admission score as determined by combining the undergraduate grade point average (GPA) and a recent score of not less than 400 on the GMAT. Either of the following formulas may be used: (GPA X 200) + GMAT ≥ 950 or (GPA [in upper-level courses] X 200) + GMAT ≥ 1000 NOTE: Upper-level courses include all hours taken after the first 60 semester hours at the undergraduate level. 6. Have successfully completed the business foundation material. This material may be satisfied by either of the following options. a) The Undergraduate Foundation Option: Complete the three undergraduate foundation courses (9 hours) listed below (or their equivalents as approved by the coordinator of the M.B.A.). Successful completion must be evidenced by the official transcript(s). Only those courses with grades of C or higher will be acceptable.
b) The Graduate Foundation Option: Complete the three graduate
foundation courses (6 hours) listed below (or their equivalent
as approved by the director of the M.B.A.). Successful completion
must be evidenced by the official transcript(s). Only those
courses with grades of C or higher will be acceptable.
Back to Table of Contents Students may enroll in courses under either foundation option before taking the GMAT provided the student has earned an undergraduate degree from an accredited institution as evidenced by the official transcript(s). 7. Submit personal statement indicating your work experience and why the Master of Business Administration degree would be useful in your career. All of the above materials must be submitted in one packet to: Graduate Office To be guaranteed timely consideration for acceptance into the M.B.A. program, all of the above materials should be submitted by: Fall Admission: March 15 It is the applicant's responsibility to gather all materials to complete his/her application. Only those completed (with all materials) will be reviewed by the Graduate Council for Admission. To receive an application or for any questions, please call the Graduate Office at (843) 661-1284. REQUIREMENTS FOR MASTER OF BUSINESS ADMINISTRATION DEGREE Each student seeking the M.B.A. degree must complete the following requirements and adhere to the stated policies:
b. Master of Business Administration degree with Concentration in Health Management:
Health Management Courses:
An M.B.A. student is allowed to repeat a maximum of one course for the purpose of improving the grade. Only a grade lower than B can be raised by repetition of a course; a re-examination is not permitted. Any course that is repeated must be retaken at FMU. A course may be repeated only once. Written approval of the Dean of the School of Business is required for course repetition. Only the higher grade of the repeated course will be counted in the calculation of the grade point average. If a student fails a course (i.e., receives a grade of F), the student must retake that course in the next semester the course is offered. If the student fails the course again, the student will be dismissed from the program. Since this retake process can be applied to only one course, the student will be dismissed from the M.B.A. program if she/he fails more than one course. UNDERGRADUATE FOUNDATION COURSES Finance Courses (FIN) 201 Financial Accounting (3) F, S, SU. Study of the conceptual approach to financial accounting. The income statement, retained earnings statement, balance sheet, and cash flow statement are studied with emphasis placed on an understanding of the underlying assumptions, theories, and concepts, as well as a thorough understanding of the basic accounting equation. 202 Managerial Accounting (3) (Prerequisite: 201) F, S, SU. Introduce the planning and control aspects of internal accounting. Topics include cost systems, cost behavior, direct costing, capital budgeting, decentralized operations, relevant costs, budgets, differential cost, and variance analysis. 205 Statistical Methods for Economics and Business (3) (Prerequisite: Mathematics 140) F, S, SU, Covers basic statistical concepts and methodology including probability theory with emphasis on the normal and binomial distributions, confidence intervals, tests of hypotheses, and simple linear regression analysis. Use of computer software to solve problems. 206 Legal and Social Environment of Business (3) F, S, SU. Study of the legal environment of business in general with emphasis on ethics, creditor's rights and bankruptcy, business organizations, government regulations, and the protection of property and other interests. 150 Microcomputers and Software Applications (3) F, S, SU. Introduction to microcomputer hardware and software. Topics include computer fundamentals, word processing, electronic spreadsheets, data bases, and other microcomputer application areas. Solutions for several problems using microcomputers and commercial software will be required. Not required for graduate students who can demonstrate proficiency in the use of a personal computer. 203 Introduction to Microeconomics (3) F, S, SU. Introduction to the role of individuals in economic decision-making, the determination of relative prices and output, and problems associated with resource allocation, monopoly, government regulation, and international trade. Economics 203 and 204 are prerequisite to all 300- and 400-level economics courses 204 Introduction to Macroeconomics (3) (Prerequisite or corequisite: 203) F, S, SU. Introduction to the theory of a free enterprise economy, income determination, employment, price level, and the role of monetary and fiscal policy. Other topics covered are banking, economic development, and governmental finance. Economics 203 and 204 are prerequisite to all 300- and 400-level economics courses 341 Financial Management (3) F, S, SU. Covers the financial functions of economic entities including financial analysis, financial planning, current assets management, capital budgeting, obtaining funds from the capital markets, and international finance. Computer applications. 351 Management and Organizational Behavior (3) F, S, SU. Overview of general management principles. Topics include the evolution of management thought as well as the current emphasis on productivity. Traditional management functions of planning, decision-making, organizing, and controlling are studied. In addition, behavioral concepts are applied to motivation, leadership, work groups, and communication. MANAGEMENT INFORMATION SYSTEMS COURSES (MIS) 327 Information Systems Fundamentals (3) (Prerequisite: Computer Science 150) F, S, SU. Study of basic systems issues that concern the introduction of technology into the firm and the management of technology-based systems in business organizations. 331 Principles of Marketing (3) F, S, SU. Basic principles of marketing. Emphasis is placed on consumer's role in marketing and on marketing environment. The basic product, place, price, and promotion decisions are examined. GRADUATE COURSES FOR THE SCHOOL OF BUSINESS 720 Financial Accounting Concepts and Problems (3) S. Covers objectives of accounting and the concepts and principles designed to deal with these objectives. Balance sheet and income statement accounts as well as statement of changes in financial position are studied. Covers discussion and solution of more complex accounting problems in international as well as domestic accounting. 721 Accounting for Management Control (3) F. Emphasis on the planning and evaluation aspects of accounting for management. Study of decision analysis, budgeting, variance analysis, and application of quantitative methods of decision-making and evaluation. 505 Principles of Financial Management (2) (Prerequisite: Admission to the M.B.A. Program or approval of the Dean of the School of Business) SU. An introduction to the basic financial tools and techniques used in corporate financial management, including planning, assets management, capital budgeting, capital markets, and international finance. 506 Principles of Information Systems (2) (Prerequisite: Admission to the M.B.A. Program or approval of the Dean of the School of Business) SU. Study of the organizational and management issues related to the application of information systems technology into the firm and the management of information systems technology in business organizations. 508 Special Topics in Business (1, 2, or 3) As Needed. An introduction and treatment of the current research finding and management practices in a specific area of business administration. Topics include developments in the business-related disciplines and in the practice of business administration. 509 Principles of Marketing (2) (Prerequisite: Admission to the M.B.A. Program or approval of the Dean of the School of Business) SU. An introduction to the core concepts of marketing and its key role in the development and implementation of business strategy and tactics. 505 Special Topics in Economics (3) (Prerequisite: Eligibility for teacher certification in social studies and a bachelor's degree or permission of school) As Needed. Study of current economic problems. Topics will vary. Emphasis on applying economic concepts to problems in the social sciences. Economics 505 and 600 are not part of the M.B.A. curriculum. 600 Survey of Contemporary Economics (3) (Prerequisite: Eligibility for certification in social studies and bachelor's degree or permission of school) As Needed. Study of microeconomic and macroeconomic concepts. Topics include market function; price determination; income distribution; and the roles of individuals, firms, and government in market economy. Also included are concepts dealing with economic growth, inflation, unemployment, and banking with the impact of governmental policy on the overall economy. Current issues are discussed in terms of these concepts. Economics 505 and 600 are not part of the M.B.A. curriculum. 710 Managerial Economics (3) S. Practical application of supply, demand, costs, capital, and profit analysis to decision-making in a business enterprise. Covers such topics as price policies, investment decisions, location analysis, and forecasting. 720 The International Business Environment (3) SU. Covers major economic policy issues as they pertain to business decision-making. Includes such topics as monetary and fiscal policy, price-wage controls, economic growth, governmental regulations and taxation, and multinational corporations. 740 Financial Theory and Applications (3) F. Financial theory and application by case study. Policies and problems in working capital, capital budgeting, operating and financial leverage, investment in assets, obtaining funds from capital markets, and the cost of capital and international financing are studied. HEALTH ADMINISTRATION AND POLICY COURSES (HAP) 704 Health Policy (3) S. This course is designed to provide students with a conceptual and analytical understanding of health policymaking and politics. Political and policymaking institutions and processes that affect the structure and functioning of the U.S. health care system will be examined. Fundamental concepts and issues associated with political decision making and the delivery of health services will be explored, including the impact of constitutional and other legal provisions, the activities of political parties and interest groups, the involvement of health professional associations and client organizations, and the relationships between economic factors and evolving health policymaking patterns. 705 Health Economics (3) F. This course is designed to provide students with a conceptual and analytical understanding of health economics. Health care systems in the United States will be examined from the perspective of supply, cost and demand determination. Fundamental concepts and issues associated with economic decision-making and selected economic issues will be explored through the application of various socioeconomic concepts and behavioral models. 721 Health Care Delivery Systems (3) SU. This course is a systematic approach to understanding the origin and evolution of the U.S. health care delivery system. Topics include the history of medical care in the U.S., description of the variety of health personnel and facilities that comprise the system, including an investigation of selected contemporary health policy issues, public health, mental health and alternative systems. Should be taken first semester. 729 Financial Management for Health Care Organizations (3) Prerequisite: HAP 726. F. This course introduces the student to selected financial management and corporate financial topics. Specific topics include financial statement analysis, working capital management, risk and rate of return, capital structure and leverage, capital budgeting, stock and bond valuations. 735 Health Law and Risk Management (3) S. This course introduces the student to legal concepts and issues related to health care management. Special topics include liability, risk management, patient-provider relationships, fraud and abuse, antitrust, and health legislation. This course will also examine selected business law topics including agency and partnership, business corporations, and joint ventures. 750 Management Theory and Applications (3) SU. Covers the development of critical thinking related to planning, implementing, and evaluating programs to utilize human and material resources of the firm. Emphasis on application of ideas through case studies, research papers, in-class exercises, and field projects. International management strategies are reviewed. 755 Production Management (3) (Prerequisite: 773) S. Covers applications of systems analysis, statistics, and management science techniques to the production/operations function of businesses. Topics include forecasting, capacity planning and location, aggregate planning, product design, inventory management, scheduling of tasks and projects, quality assurance, and simulation of productive systems. The course uses a combination of exercise solving, term papers, and field projects. 758 Business Initiation and Entrepreneurship (3) F. Identifying economic needs and markets, establishing enterprises to meet these needs, and strategies and tactics for competing in both domestic and foreign markets. 759 Strategic Management (3) F. Applying concepts learned in accounting, economics, marketing, finance, management, management science, and statistics through case analysis. Focus on increasing analytical, synthesizing, communicative, and evaluative skills in both individual and group problem-solving contexts. Several cases on multinational firms introduce the international dimension. 773 Management Science and Statistics for Business (3) F. Theoretical foundations and applications of hypothesis testing, simple linear regression, and multiple regression. Application of models and techniques of management science, with emphasis on linear programming and related topics. Use of computer software to solve problems. MANAGEMENT INFORMATION SYSTEMS COURSES (MIS) 777 Information Systems Management (3) F. Study of problems and issues encountered in managing information systems technology within the firm. Uses a variety of cases including some on multinational organizations to emphasize the analysis and decision-making required to plan and control the information resources in a modern business. 730 Marketing Theory and Applications (3) S. The development of critical thinking related to identifying target markets and creating marketing mixes to exploit those markets. The increasing importance of marketing in today's global economy is also emphasized. Focus is on the application of ideas through case studies, problem-solving activities, research papers, and field projects. 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 professional skills, and professional dispositions.. School of Education Conceptual Framework The School of Education offers the following degree programs:
DEGREE AND NON-GRADUATE DEGREE STATUS
ADMISSION REQUIREMENTS FOR ALL SCHOOL OF EDUCATION GRADUATE PROGRAMS To be considered for admission as a Master of Education (M.Ed.) or a Master of Arts in Teaching (M.A.T.) degree student, an applicant must complete the following steps:
To be considered for admission as a graduate non-degree student, an applicant must complete the following steps:
GRADUATE CHECK POINTS: M.Ed. ADMISSION TO M.Ed. PROGRAMS (Check Point I)
COMPLETION OF 18 SEMESTER HOURS (Check Point II)
PROGRAM COMPLETION (Check Point III)
GRADUATE CHECK POINTS -M.A.T.-LD ADMISSION TO M.A.T.-LD PROGRAMS (Check Point I)
ADMISSION TO STUDENT TEACHING (Check Point II)
PROGRAM COMPLETION (Check Point III)
Each graduate program has a program coordinator who will provide specific information regarding that area of study to interested persons. The program coordinator will guide the enrolled students studying in that major. Only one course repetition within a graduate student's program is permitted. With the approval of the Dean of the School of Education, a course in which a grade of C or F has been attained may be repeated once. The course must be repeated at FMU, and only the higher grade for the repeated course will be calculated in the student's grade point average. REQUIREMENTS FOR MASTER OF EDUCATION DEGREE AND MASTER OF ARTS IN TEACHING DEGREE To receive the Master of Education or Master of Arts in Teaching degree from FMU, a student must fulfill the following requirements:
SOUTH CAROLINA CERTIFICATION REQUIREMENTS
PROGRAM FOR MASTER OF EDUCATION DEGREE WITH MAJOR IN INSTRUCTIONAL ACCOMMODATION Coordinator: Tracy Meetze Students must complete 36 graduate hours. Education Foundation Core 15 hours Instructional Accommodation Education Specialty Core 15 hours Education Practicum Seminars 6 hours PROGRAM FOR MASTER OF EDUCATION DEGREE WITH MAJOR IN LEARNING DISABILITIES Coordinator: Dr. Shirley Carr Bausmith Students must complete 36 graduate hours. Education Foundation Core
15 Hours Learning Disabilities Professional Preparation
21 Hours PROGRAM FOR MASTER OF ARTS IN TEACHING WITH MAJOR IN LEARNING DISABILITIES Coordinator: Dr. Shirley Carr Bausmith Students must complete 51 graduate hours. Education Foundation Core
15 Hours Learning Disabilities Professional Preparation
30 hours Electives 6 hours Candidates may select from among the following courses a combination totaling six graduate hours. Course selection must be made after consultation with program coordinator. EDUC 620 Foundations of Education (3) GRADUATE COURSES FOR THE SCHOOL OF EDUCATION 501 The School Art Program (3:2-2) (Prerequisite: 315) S. Preparation for teaching school art; partially meets art teacher certification requirements through studio, discussion, and lecture in art. 600 Special Topics in Art (3:1-4) (Prerequisite: Bachelor's degree or certification in art) As Needed. Content will be specifically designed for the particular topic to be taught, such as ceramics, batik, collage, or other media as used in the classroom. 501 Ornithology (4:3-3) (Prerequisite: 106 and 116 or permission of school) AS. Anatomy, physiology, taxonomy, evolution, ecology, behavior, and identification of birds. 515 Special Topics in Biology for Elementary Teachers (4), (3), (2), or (1) (Prerequisite: Bachelor's degree) As Needed. Designed to give elementary teachers an opportunity to learn information and laboratory techniques to help them teach biology. 602 Aquatic and Terrestrial Ecology (4:3-3) (Prerequisite: eligibility for certification in science and bachelor's degree or permission of department) SU. Structure and function of marine and terrestrial ecosystems with emphasis on southeastern United States. Lecture, laboratory, and field trips. 615 Special Topics in Biology for High School Teachers (4), (3), (2), or (1) (Prerequisite: Teacher's certificate to teach high school biology) SU. Designed to give high school teachers the opportunity to learn new information and laboratory techniques which will help them in their teaching. 503 Teaching of Reading in the Secondary School (3) F. Prepares preservice and inservice secondary and middle school teachers for the most effective use of printed content materials. Implications of current theory and the results of research in reading will be discussed. 555 Teaching Children of Poverty (3) (Prerequisites: Permission of the Graduate School of Education) This course and its required clinical experiences are designed to provide graduate students 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. 610 Collaboration and Management Solutions for Education (3) F, S. This course will examine the conflicts in school settings from a variety of perspectives, examining these situations at both the individual and systemic levels. The goal is to enable participants to objectively identify the nature of the problem and the relevant interests of various parties, to explore alternatives with firm foundations in research, and to formulate possible strategies for resolving the situation constructively. 611 Solving Instructional Problems Using Technology (3) F, S, SU. This course will enable students to develop skills in using technology in instructional settings, and to determine appropriate technological tools for enhancing and extending learning. Competencies developed in this course will be utilized in other courses in the program, and in particular, the practicum and capstone seminars. 616 Public School Curriculum and Organization K-12 (3)F, SU. This course is designed to supply the skills necessary to allow curricular development and to give the student a broad understanding of the scope and sequence of public school curriculum. 620 Foundations of Education (3) F, S, SU. The course introduces the student to contemporary and emerging societal problems and issues as they relate to and impact upon education. These problems and issues will be viewed from a national, state, and local perspective. This course will focus on the dynamics of educational change. The student will be expected to focus on a particular educational or societal problem/issue and assess and evaluate its instructional implications. 621 Understanding Learning Differences (3) F, S, SU. This course will present the student with contemporary approaches to topics including cognition, cognitive learning, brain functionality, language development, divergent learners, developmental milestones, social development, developmental prerequisites, and educational methodologies required of a contemporary educator. Emphasis will be placed on how, why, and when children learn and develop naturally, and will include those children with exceptionalities. 622 Assessment of Learning and Behavior (3) (Prerequisite/corequisite: EDUC 621 or permission of the school) F, S, SU. This course addresses techniques and procedures for systematically observing and evaluating students' behavior and achievement. It examines the construction and validation of conventional measures (e.g., tests and rating scales), as well as alternative approaches to assessment, such as performance measures, rubrics, and portfolios, and how their validity and reliability can be assessed. 623 Quantitative Research Methods in Education (3) (Prerequisite/corequisite: EDUC 621 or permission of the school) F, S, SU. This course will emphasize current research techniques/methodologies appropriate for the contemporary teacher. Skills in understanding and critically analyzing professional literature and in applying the findings of current research in educational settings will be emphasized. Basics of statistical analysis will be introduced. Models and designs of various types of studies will be covered, including Historical, Descriptive, and Experimental. The student will be exposed to Pre-experimental, Quasi-experimental, and True-experimental designs and the benefits of each in contemporary classroom environments. The student will also learn to use appropriate software for analyzing research data in education settings. It is recommended that students complete EDUC 623 within the first 12 hours of their academic program. It is required that students complete EDUC 623 within the first 18 hours. 624 Behavior Management of Students with Disabilities (3) F, S, SU. This course examines research-supported techniques that teachers can use in working with learners who have exceptional learning needs and whose behavior interferes with their success. These students include children and adolescents with problems related to sustaining attention, hyperactivity, pragmatic language skills, aggression, and oppositional defiance. Participants will learn to: (1) differentiate problem behaviors through understanding potentially contributory factors; (2) develop age-appropriate interventions suitable for use in classroom and small-group settings; (3) develop and apply Positive Behavior Intervention Plans and other data-driven decision-making techniques for evaluating the effectiveness of interventions; (4) collaborate with classroom teachers, counselors, school psychologists and parents in developing and implementing improvement plans. An understanding of professional ethical guidelines, relevant state and federal laws and regulations, and the importance of developing students' self-management skills will also be emphasized. 720 Educational Methods for Mental Disabilities (3) (Prerequisite: PSY 599 or permission of school) S, SU. Review of the background information that will enable the teacher involved in the education of the child with mental disabilities to recognize the child's needs and to employ effective methods for meeting those needs. 721 Family, Community, and Early Childhood Education (3) S, SU. A primary goal of this course is to provide opportunities for collaboration among teachers, other professionals, and members of a larger and diverse community. One of the outcomes of the course collaboration is a plan to address a concern, such as school-age child care. Course content encompasses topics that include family and community concerns and issues, such as anti-bias practices in schools; strategies to connect families to appropriate community services; and initiatives to assist family and community, such as mentoring school volunteers. 722 Curriculum Design for Early Childhood Programs (3) SU. One of the goals of this course is to have students design and use curriculum that is based on the most current research concerning children's development in all domains. A product of this course is a research paper including the implications of a proposed curriculum for a school or child care center. Course topics relate to innovative, pragmatic programs that are appropriate for children from birth through age eight and who reflect diverse demographics. Instructional methods for integrating the curriculum in language, math, science, social studies, health, and the arts are studied. 723 Early Intervention: Strategies for the Special Needs Child (3) SU. A goal of early intervention is to prepare students to effectively provide, at the earliest juncture possible, appropriate treatments and accommodations for children presenting special needs. This course addresses theory, practice, and federal and state legislative support for programs for special needs children during the pre-school and primary years. Emphasis is directed toward support services to families as well as the affected children. Attention is given to children who exhibit risk factors for or characteristics of mild to moderate developmental delays, high incidence disabilities (educable mental disability, learning disability, speech disorders), and low incidence disabilities (sensory losses, orthopedic disabilities). The needs of children who exhibit cognitive and other developmental traits above the normal range are also considered. Students analyze, interpret, and identify critical configurations of scores within psychoeducational and informal evaluations; consequent interventions are formulated. 724 Leadership of Early Childhood Programs (3) SU. The major goal of this course is to have students analyze leadership responsibilities in establishing, managing, and improving appropriate programs for children from birth to age eight. Students collaborate with individuals who currently serve in leadership roles in Early Childhood programs. Topics such as diversity of staff and families, environmental assessment, professional ethics, mentoring to develop the potential of individual staff (life span development), and regulations for quality programs are studied. Information is also provided about prospective entrepreneurs' interests in owning a home or center child care business. 725 Practicum in Instruction for the Exceptional Child (Mental Disabilities) (3) (Prerequisite: PSY 599 or permission of school; Prerequisite/corequisite: 720) S, SU. Laboratory situation designed to provide the student with clinical experience with exceptional children (i.e., children with mental disabilities) in various educational settings. 731 Literacy Development (3) F, S, SU. The course covers primary through middle-school reading curriculum. It develops the best of past and current literacy practice, and the best of past and current literacy research. Critical thinking is emphasized throughout, as are considerations of individual and cultural diversity. The best current available literacy technology is explained, demonstrated, and, when feasible, employed directly by students. All elements of the course are integrated, strengthened, and focused by the program principles of knowledge, reflections, and collaboration. 732 Quantitative Learning: Pre-School Through Middle School (3) F, S, SU. The course will consider a wide spectrum of methods and styles for quantitative learning in very young children, children, and early adolescents. The course will focus on these techniques as they apply to the South Carolina Mathematics Standards. 733 Concepts and Methods in Elementary Science (3) F, S, SU. This course will prepare students to teach science in the elementary school. This course emphasizes a constructivist hands-on approach that focuses on learning science through discovery. 734 Concepts and Methods in Elementary Social Studies (3) F, S, SU. Course content focuses on selected content from the social studies scope and sequence. The mastery of these concepts via inquiry, guided discovery, and other “best practice” strategies will serve as a basis to explore effective methods for social studies instruction. Course will supply the student with the latest concepts and teaching strategies in the field. 741 Cognitive and Behavioral Aspects of the Divergent Learner (3) F, S, SU. The course introduces students to the developmental principles underlying divergent cognition, value systems, and behavior. Attributes of learner types are employed as a framework for comprehending the positive and negative interface among teachers, students, and persons generally. Broad principles determining environmental and instructional accommodations are central in this phase of study. 742 Procedures for the Divergent Learner (3) F, S, SU. The purpose of this course is to study the instructional strategies and educational procedures necessary to accommodate the needs of divergent learners. Emphasis will be placed on current research and practice. 743 Verbal Processing and the Divergent Learner (3) F, S, SU. The course explores the divergent learner's needs for specialized techniques in reading and language related instruction. This segment of study focuses centrally upon materials and methods which will enhance the probability of motivation toward reading/writing and effectiveness of the reading/writing process regarding comprehension, retention, analysis, formulation, and connectivity to other subjects. Skills which can be taught to improve verbal test scores are emphasized. 744 Quantitative Processing and the Divergent Learner (3) F, S, SU. The course will consider a wide spectrum of learning divergencies with appropriate and effective diagnostic, prescriptive, and treatment techniques. The course will focus on these divergencies and techniques as they apply to South Carolina Mathematics Standards. 745 Teaching Reading and Written Language to Divergent and Exceptional Learners (3) F, S, SU. Participants will learn to apply research-supported techniques for assisting students with divergent and exceptional needs who experience substantial difficulty in reading and written language. Building on understandings of the cognition, memory, and language characteristics of divergent and exceptional learners, the course will examine the development of the following: foundational skills in decoding and comprehension; comprehension techniques for a variety of types of text; content area reading and study skills. The course also covers the relationship between spoken and written language, and reading and writing, effective early intervention approaches, strategies for improving students' written fluency and sentence structure, along with ways to use technology to support and monitor their progress. 746 Practicum: Teaching Reading and Written Language to Exceptional Learners (1) (Prerequisite/corequisite: EDUC 745 or permission of the school) F, S, SU. Participants in this practicum experience will apply techniques and strategies for teaching reading and written language skills to students with exceptional needs. In addition to the correct application of specific methods, participants are expected to demonstrate practical skill in planning and managing instruction well-suited to exceptional learners and to a variety of school environments. 748 Qualitative Research for Educators (3) F,S,SU. (Prerequisite: Admission to the School of Education Graduate Program; or permission of the school). This course is designed to provide students an introduction to qualitative research methods for education. Through this course the students will be introduced to critical issues and strategies for conducting qualitative inquiries. 760 Exceptionalities: Characteristics and Legal Foundations (3) F, S, SU. This course introduces the graduate student to the etiologies, theoretical foundations, and characteristics of the spectrum of exceptionalities ranging from giftedness to high incidence disabilities (learning disabilities, mental disabilities, emotional/behavioral disorders) to low-incidence disabilities (orthopedic, sensorimotor deficits). Among the topics addressed are: options for delivery of appropriate services, federal and state legislation and accompanying regulations governing service delivery, roles played by members of multidisciplinary teams, and rights and procedural safeguards to insure that parents and individuals with disabilities participate in the decision-making process. 761 Learning Disabilities: Characteristics, Identification, and Placement (3) (Prerequisites: Full acceptance to graduate program; EDUC 621 and 622; Prerequisites/corequisite: EDUC 760; or permission of the school). F, S, SU. This course focuses on classical and contemporary approaches to identifying students with learning disabilities, including issues related to definitions, disproportionate representation, and approaches to assessment and program planning. Problems with perception, memory, language, schematic/organizational learning, haptic learning, self-governance, and the impact of those problems on academic and non-academic learning will be examined. Topic coverage will relate to and extend those examined in EDUC 621, Understanding Learning Differences, including recent research related to neurological development and strategy use. In addition, the special educator's role as collaborative consultant in placement and treatment is emphasized. 763 Methods for Teaching Students with Learning Disabilities (3) (Prerequisites/corequisites: EDUC 761 and PSY 663, or permission of the school) F, S. This course examines a range of age-appropriate techniques for teaching children and adolescents with learning disabilities in a variety of settings, including both school and the community. Participants will apply and critically assess whether a specific technique is suitable to the content area and student, collect and analyze data on performance, and adjust instruction accordingly. Strategies for increasing learner independence and for using technology appropriately to improve student learning will also be addressed. 764 Practicum: Methods for Teaching Students with Learning Disabilities (1) (Prerequisites/corequisites: EDUC 761, EDUC 763 and PSY 663, or permission of the school) F, S. This course provides practical experience with application of age-appropriate teaching methods and strategies for students with learning disabilities. In collaboration with a cooperating teacher, participants will have opportunities to demonstrate proficiency in modifying activities, materials, and assessments to support the learning and independence of students with learning disabilities. Participants will also plan the incorporation of technological supports to enhance students' achievement and complete classroom tasks. 765 Learning Disabilities: Intervention for Elementary and Middle School (3) (Prerequisites: EDUC 611, EDUC 761 and PSY 663, or permission of the school) S. This course will focus on intervention techniques and strategies, validated by research and based on sound theory, appropriate for elementary and middle school students who have learning disabilities in the following areas: reading, spoken and written language, math, interpersonal and organizational skills. Techniques for supporting students in regular classrooms and appropriate use of technology to optimize students' learning and independence will also be addressed. 766 Practicum: Intervention for Elementary and Middle School (1) (Prerequisites: EDUC 611, EDUC 761 and PSY 663; or permission of the school. Prerequisite/corequisite: EDUC 765) S. This course provides practical experience with application of age-appropriate teaching methods and strategies for elementary and middle school students with learning disabilities. In collaboration with a cooperating teacher, participants will have opportunities to demonstrate proficiency in modifying activities, materials, and assessments to support the learning and independence of students with learning disabilities. Participants will also plan the incorporation of technological supports to enhance students' achievement and complete classroom tasks. 767 Learning Disabilities: Intervention for Adolescents and Young Adults (3) (Prerequisites: EDUC 611, EDUC 761 and PSY 663; or permission of the school) F. This course will focus on intervention techniques and strategies appropriate for secondary students who have learning disabilities. Models of service delivery and strategies to assist students with organization, study skills, test-taking, and handling content information will be addressed. Appropriate use of technology to support learners and optimize independence and planning for transitions to other settings will also be examined. 768 Practicum: Interventions for Adolescents and Young Adults (1) (Prerequisites: EDUC 611 EDUC 761 and PSY 663; or permission of the school. Prerequisite/corequisite: EDUC 767) F. This course provides practical experience with application of age-appropriate teaching methods and strategies for students with learning disabilities at the secondary level. In collaboration with a cooperating teacher, participants will have opportunities to demonstrate proficiency in modifying assessments, and adapting assignments and materials to enable adolescents with learning disabilities to cope with classroom demands. Participants will also plan for the incorporation of appropriate technological supports to enhance students' achievement. 769 Case Study, Small-Group, and Action Research in Education (3) (Prerequisites: EDUC 611, EDUC 623 and EDUC 761; and PSY 663; or permission of the school) F, S. This course will address research paradigms for studying individuals and small groups, and for investigating the nature and extent of change in educational systems. The emphases of this course will include designing and implementing single-subject and small group studies, as well as critically evaluating the contributions and limitations of published research that use these investigative approaches. Students will also become proficient with appropriate electronic tools for gathering and analyzing data, including qualitative information. 770 Learning Disabilities: Supervised Internship (9) (Prerequisites: all required courses for the M.A.T. in Learning Disabilities, except EDUC 769 and program electives) F, S. This course is a supervised field-based experience in which participants will demonstrate both knowledge and skills expected of educators who work with students who have learning disabilities. The experience provides multiple opportunities to accommodate the needs of individual learners, structuring both learning environments and activities to optimize performance and independence. Participants assess students' learning needs, then plan, develop, and deliver appropriate instruction, while monitoring progress through an integral assessment strategy. Structuring and using supportive learning environments includes making effective use of appropriate technologies, grouping and collaborative arrangements, and available resources, such as paraprofessionals. 794 Capstone I: Identification and Analysis of Research Topic (3) (Prerequisites: Admission to the School of Education Graduate Program, EDUC 623, either EDUC 748 or EDUC 797; or permission of the school). F,S. This course is designed to provide students an introduction to a bariety of school related problems. Students will identify a topic or issue, which will lead to their final education research project. FMU has an Institutional Review Board (IRB) and all research projects that invbolve human subjects are required to have approval from the FMU IRB committee. Application of appropriate research methods will be chosen to complete this project. 795 Capstone II: Completion and Presentation of Research Topic (3) (Prerequisites: Admission to the School of Education Graduate Program, EDUC 623, either EDUC 748 or EDUC 797, and either EDUC 794 or EDUC 798; or permission of the school). S,SU. Students will complete and present the results of their research projects. The student will present the completed work, near the conclusion of Education 795, to a group of his/her colleagues (typically students enrolled in the course), the course instructor, and interested members of the School of Education faculty. 797 Practicum - Seminar I: Problem Identification (3) F, S, SU. A practicum that focuses upon a public school/district setting. The student will be introduced to a variety of school related problems. The student will begin identifying a topic or issue which might lead to action research. Some students may choose to select projects based on the requirements for national board certification. The student will be expected to attend seminars on or off campus related to the issue(s)/topic(s). 798 Practicum - Seminar II: Problem Analysis (3) F, S, SU. A practicum that takes place in a public school/district setting. The student will focus on one project option identified in Practicum - Seminar I. The student will be expected to attend seminars related to the topic(s), including the application of appropriate research strategies and related teaching methods. Each student must submit a proposal detailing the portfolio or action research project for approval by the 798 instructor. 799 Capstone Seminar III: Problem Resolution (3) F, S, SU. The centerpiece of the Capstone courses will be the completion and presentation of either a professional portfolio or the results of action research. The student will present the completed work, near the closure of Education 799, to a group of his/her colleagues (typically students enrolled in the course), the course instructor, and selected members of the School of Education faculty. EDUCATION PROFESSIONAL DEVELOPMENT COURSES (EDPD) 525 Professional Development (3, 2, or 1) F, S, SU. Professional development in various strategies and techniques to enhance Grades K-12 classroom instruction for a variety of disciplines and content areas. Courses are scheduled at the request of local school districts, educational agencies, or consortia, subject to the approval of the school. Graduate institutional credit (institutional credit means that the hours earned and the grade points are included only in the semester totals, which reflect total hours and credits earned. Neither the grade points nor the hours earned are reflected in the cumulative totals, which reflect total hours and credits toward degrees) may be earned, but EDPD 525 cannot be applied toward the M.Ed. or M.A.T. programs at FMU. Undergraduate institutional credit (see parenthetical explanation above) may also be earned. 516 English: Applied Composition Theory (3) SU. Survey of theories of rhetoric and discourse appropriate for writing teachers. Includes workshop activities and practice making and evaluating assignments, and diagnosing writing problems. Includes modeling of appropriate pedagogy. 517 English: Advanced Approaches to British Literature (3) SU. Explores works of British literature with emphasis on works appropriate for high school teachers, including Empire and post colonial perspectives. Includes discussion of various theoretical frameworks, age-appropriate secondary sources and the application of effective writing assignments. Includes modeling of appropriate pedagogy. 518 English: Advanced Approaches to American Literature (3) SU. Explores works of American literature with emphasis on works appropriate for high school teachers, including multicultural perspectives. Includes discussion on various theoretical frameworks, age-appropriate secondary sources and the application of effective writing assignments. Includes modeling of appropriate pedagogy. 519 English: Advanced Approaches to World Literature (3) SU. Explores wide variety of world and multicultural literature with emphasis on works appropriate for high school teachers. Includes discussion of various theoretical frameworks, age-appropriate secondary sources and the application of effective writing assignments. Includes modeling of appropriate pedagogy. 799 English: Capstone Practicum (3) (Prerequisite: 12 hours in specialty core; corequisite: EDUC 798) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification of and completion of one or more projects involving the specialty and education core, and/or exploration of a related topic. The project(s) should be designed so they can be used in an appropriate professional setting. 516 Mathematics: Calculus for Teachers (3) (Prerequisite: bachelor's degree plus eligibility for certification in mathematics or science, or senior status as a mathematics major, or permission of school) F, S, SU. Full development of limits, derivatives, and integrals. Concentration is on concepts and applications. 517 Mathematics: Abstract Algebra and Linear Algebra for Teachers (3) (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics, or senior status as a mathematics major, or permission of school) SU. This course will examine the basic concepts and results of abstract algebra and linear algebra. The course will address such topics as the division algorithm, greatest common divisor, least common multiple, prime factorization, modular arithmetic, simultaneous equations, matrices, binary operations, groups, examples of groups, group properties, subgroups, finite groups, permutation groups, LaGrange's Theorem, linear spaces, the span and independence of a set of vectors, and basis. Applications will be given throughout. 518 Mathematics: Probability and Statistics for Teachers (3) (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics or science, or senior status as a mathematics major, or permission of school) SU. Survey of areas of probability theory to include selected topics from sample spaces; combinatorial theory; random variables and their distribution; conditional probability; joint and marginal distributions; expected values and variances; and the Central Limit Theorem. Survey of descriptive inferential statistics to include selected topics from the use of tables, graphs, and formulas; sampling techniques; estimation and confidence intervals; hypothesis testing; decision making; and correlation and regression. 519 Mathematics: Logic and Geometry for Teachers (3) (Prerequisite: Bachelor's degree plus eligibility for certification in mathematics or science, or senior status as a mathematics major, or permission of school) SU. This course will include a discussion of mathematical language, logic, and sets; an introduction to Euclid and the Elements: axiomatic systems, modern geometry; the postulates of Hilbert, Birkhoff, and School Mathematics Study Group (SMSG); neutral geometry, i.e. geometry based on Euclid's first four postulates; the basics for non-Euclidean geometry including models for hyperbolic geometry and elliptic geometry. 799 Mathematics: Seminar Practicum Capstone (3) (Prerequisite: 12 hours in specialty core; corequisite: Education 798) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification and completion of one or more projects involving the specialty and education core and/or exploration of a related topic. The project(s) should be designed so that they can be used in an appropriate professional setting. 515 Science: Physical Science (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of school) SU. This course will examine the physical principles that govern natural phenomena. Topics may include mechanics, heat, electricity and magnetism, waves, and light. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized. 516 Science: Chemistry in the World (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of school) SU. This course will examine the role of chemistry in the world. The nature, interactions, and transformations of matter and energy will be addressed. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized. 517 Science: Earth and Space Science (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of school) SU. This course will examine the processes, interactions, and changes of earth and space systems. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized. 518 Science: Human Biology (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of school) SU. This course will examine the processes of life: characteristics and functions of organ systems, and the impact of human activity on the environment. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized. 519 Science: Environmental Science (3) (Prerequisite: Eligibility for certification in science and bachelor's degree or permission of school) SU. This course will examine natural resources, interactions of organisms with environment, interactions between organisms with each other and their environments; and genetic diversity and continuity. Applications of science and technology, critical thinking and problem-solving skills, and experimental design will be emphasized. 799 Science: Seminar Practicum Capstone (3) (Prerequisite: 12 hours in specialty core; corequisite: EDUC 798) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification and completion of one or more projects involving the specialty and education core, and/or exploration of a related topic. The project(s) should be designed so that they can be used in an appropriate professional setting. 516 Social Studies: History and American Government (3) SU. A study of the historical development of American society including such topics as tradition and change, the changing American family, the changing ethnic composition of the United States, the growing role of government in American society, critical developments in education, rural and urban trends, and the role of religion in shaping American society. 517 Social Studies: American Economy and Politics (3) SU. An examination of the principles and operation of the American economics and political systems. 518 Social Studies: The United States in Comparison/Contrast With The Rest of the World (3) SU. Topics to be considered include: culture, standards of living, rights and freedoms, environmental concerns, types of political systems, levels of economic development, historical experiences, religions, ethnic groups, and social classes. 519 Social Studies: Special Study of World Regions (3) SU. The study in terms of commonalities and differences among countries in the regions of Europe, Asia, Africa, Latin America, covering for each region society, history, economy, and politics. 799 Social Studies: Seminar Practicum Capstone (3) (Prerequisite: 12 hours in specialty core) SU. This course is designed to integrate and extend the subject matter covered in the preceding four specialty area courses. A special focus will involve the identification and completion of one or more projects involving the specialty and education core, and/or exploration of a related topic. The project(s) should be designed so they can be used in an appropriate professional setting MASTER OF SCIENCE IN APPLIED PSYCHOLOGY SPECIALIST IN SCHOOL PSYCHOLOGY Coordinator of Clinical/Counseling Psychology: Dr. Farrah M. Hughes Coordinator of School Psychology: Dr. Samuel F. Broughton FMU is responsive to the needs of the region by offering the Master of Science Degree in Applied Psychology (MSAP) and the Specialist Degree in School Psychology (SSP), and by proposing program modifications to these professional degrees as indicated. Graduates of the MSAP and SSP programs will develop the knowledge and skills necessary to work as professionals in clinical, school, health, and other community settings as scientist practitioners. The MSAP program adheres to the standards of training of the Council of Applied Master's Programs in Psychology (CAMPP), and is accredited by the Masters in Psychology Accreditation Council (MPAC). The combined MSAP (School Psychology Option) and Specialist in School Psychology is approved as a specialist-level training program by the National Association of School Psychologists (NASP) and is recognized by the National Council for Accreditation of Teacher Education (NCATE). Students and graduates of the MSAP and SSP programs bring scholarship and reflection to their work, and an understanding of diversity in clientele, methodology, and application. Students and graduates of the MSAP and SSP programs report that their training occurred in a positive learning environment that recognized and nurtured diversity while emphasizing academic excellence. MSAP and SSP faculty produce scholarship that enhances teaching, involves students, and contributes to the profession of psychology. MSAP and SSP faculty consult with and render academic and practical assistance to local human service agencies, hospitals, and regional schools. Enrollment in the program is limited. Students must be accepted as a graduate degree student or graduate non-degree student in order to register for courses. Students develop an organized plan of study in consultation with an adviser. Courses are offered during evening hours. Practicum and other clinical experiences generally occur during normal business/school hours, but may require evening or weekend commitments. Courses offer a blend of classroom activities and experiential training designed to acquaint the student with both the theory and the practical applications of psychological knowledge. While classes are taught in the afternoon and evening, school psychology students should be mindful that practicum experiences must occur during the morning and early afternoon. Additionally, the internship must be a full-time experience as a school psychologist in a public school setting during the fall and spring semesters. Clinical/counseling students should be aware that their internship also requires a full-time, six-month commitment that may require them to take a leave of absence from other employment. After being admitted to the program and prior to enrolling in classes, students must meet with the Graduate Coordinator of the Clinical/Counseling Psychology, or the Graduate Coordinator of School Psychology (as appropriate) in the Department of Psychology for advising. Students at the graduate level are accepted to graduate study in psychology as either graduate degree students or as graduate non-degree students. Graduate degree students in psychology are accepted into either the Clinical/Counseling Psychology Option or the School Psychology Option. Students accepted into the Clinical/Counseling Psychology Option are accepted into the Master of Science in Applied Psychology (MSAP), Clinical Counseling Psychology Option. Students accepted into the School Psychology Option are accepted into the Master of Science in Applied Psychology, School Psychology Option, with the expectation that they will complete the Specialist in School Psychology (SSP) degree program. However, MSAP, School Psychology Option students will only be admitted to the Specialist degree program upon approval by school psychology faculty. Approval will be based upon performance in the MSAP program. Applicants who previously have obtained a master's degree in school psychology or a closely related field from another university and wish to improve their training to the specialist level may be accepted into the SSP degree program. NOTE: Applicants with a master's degree from another institution's program must submit all materials required of students applying for graduate degree status, outlined below. Additionally, applicants with a master's degree from another institution who are accepted into the SSP program may have additional coursework or practica to be completed. Students who completed the school psychology option of the MSAP at FMU and received South Carolina certification at the level of School Psychologist II or who have obtained NASP NCSP status may not apply for the SSP. Graduate non-degree students in psychology do not seek a graduate degree at FMU but typically already possess a graduate degree and wish to take a specific course or courses only for professional growth, certification upgrade, or recertification/license renewal. To be considered for admission as a graduate degree student, an applicant must complete the following steps:
All of the above materials must be submitted in one packet to: Completed applications are reviewed for merit by the Psychology Department faculty. Determination of merit is based upon consideration of all components of the application packet. In the admissions decision process, consideration is given to both the merit of each application received and to the number of slots available in the program at the time of application. Favorably reviewed applications are submitted to the FMU Graduate Council for review. Offers for admission are given to those applicants who show the most promise of success in graduate studies. To be guaranteed timely consideration for acceptance into the Master of Science in Applied Psychology program, all of the above materials must be submitted by: Fall Admission: March 15* *NOTE: Applicants for the School Psychology Option are only accepted for fall admission. Students applying for admission into the School Psychology Option must plan on beginning their studies during the Summer II session, which begins in July. Application materials received after the application deadlines may still be considered for admission contingent upon the availability of positions within the program. It is the applicant's responsibility to gather all materials to complete his/her application. Only completed applications (with all required materials) will be reviewed for possible admission. To receive an application or for any questions, please call the FMU Graduate Office at 843-661-1284. For more information about the program and to view admissions data for recent incoming MSAP classes, please visit the Psychology Department webpage at http://www.fmarion.edu/academics/Psychology. As stated above, graduate non-degree students typically already possess a graduate degree and wish to take a specific course or courses only for professional growth, certification upgrade, or recertification/license renewal. To be considered for admission as a graduate non-degree student, one must complete the following steps:
A graduate non-degree student who wishes to become a graduate degree student may apply toward the degree program only 12 hours of graduate work taken as a graduate non-degree student. The written recommendation of the student's adviser and the department chairperson that these hours conform to an approved sequence in the student's designated program must be obtained. Only a grade lower than B can be raised by repetition of the course; a re-examination is not permitted. Any course that is repeated must be retaken at FMU. A course may be repeated only once. Psychology graduate students may repeat only one course. That one course may be repeated only with written approval from the department chairperson. Only the higher grade of the repeated course will be counted in the calculation of the grade point average. REQUIREMENTS FOR MASTER OF SCIENCE DEGREE IN APPLIED PSYCHOLOGY To receive a Master's Degree in Applied Psychology (Clinical/Counseling and School Psychology Options) from FMU, a student must fulfill the following requirements: 1. Complete a minimum of 51 graduate hours for the clinical/counseling option or40 graduate hours for the school option, including the courses listed below: a) Basic Core Courses (Both options) 15 Hours b) Applied Core Courses PSY 600 Practicum (minimum of 6 hours) Specific practica (e.g., A, B, or C) are required concurrently with certain courses as indicated in the course descriptions. PSY 620 Psychopathology PSY 630 Psychological Assessment: Intelligence and Achievement Testing in Clinical/Counseling Psychology PSY 631 Psychological Assessment: Personality and Psychopathology PSY 699-A Internship: Clinical Psychology SCHOOL PSYCHOLOGY PSY 600 Practicum (minimum of four hours) Specific practica (e.g., A, B, or C) are required concurrently with certain courses as indicated in the course descriptions. PSY 600A is a stand alone practicum for first year students in the school psychology option. PSY 606 Psychoeducational Assessment: Intelligence, Ability, and Achievement Testing in School Psychology PSY 615 Child/Adolescent Psychopathology PSY 616 Psychoeducational Assessment: Diagnosis of Learning and Behavior Disorders c) Applied Specialty Courses Clinical/Counseling Option 18 Hours School Psychology Option 12 Hours CLINICAL/COUNSELING PSY 610 Interviewing, Observation, and Case Formulation PSY 633 Group Counseling and Psychotherapy PSY 636 Individual Counseling and Psychotherapy PSY 643 Couple and Family Therapy PSY 651 Professional/Ethical Issues in Counseling Psychology Elective three hours (Practica may NOT be counted as electives) SCHOOL PSYCHOLOGY PSY 601 Psychology of Intellectual and Neurodevelopmental Disabilities PSY 604 Behavioral Assessment and Intervention PSY 650 Professional and Ethical Issues in School Psychology EDUC 616 Curriculum and Organization of Public Schools, K-12 2. Achieve a 3.0 cumulative grade point average
on all graduate studies applicable to the student's particular program
and a 3.0 overall grade point average for all graduate courses.
(See exceptions under Time Limit and Repeating Courses). Students in the School Psychology Option will receive the MSAP upon satisfactory completion of all requirements outlined above. Only students who continue in the program to complete the SSP will be endorsed by the University or qualify for state or national certification in school psychology. South Carolina Certification as a School Psychologist and Licensure as a Psychoeducational specialist require completion of the SSP degree. Any student who leaves the program after completion of the MSAP but prior to completion of the SSP degree will not be eligible for certification or licensure. REQUIREMENTS FOR SPECIALIST DEGREE IN SCHOOL PSYCHOLOGY To receive a Specialist's Degree in School Psychology from FMU, a student must fulfill the following requirements:
Specialist Degree courses, practica, and internship (minimum) 32 hours PSY 700 Practicum (minimum of five hours). Specific practica (e.g.,
B,C,D, and E) are required concurrently with certain courses as
indicated in the course descriptions. PSY 700E is a stand alone
practicum required of students during the spring semester of the
year preceding the specialist internship in the school psychology
option. Plus one course from the following: EDUC 742 Procedures for the Divergent Learner EDUC 744 Quantitative Processing and the Divergent Learner EDUC 745 Teaching Reading and Written Language to Divergent and Exceptional Learners GRADUATE COURSES FOR PSYCHOLOGY 600A Professional Psychology Practicum (1) F, S, SU. This practicum serves two purposes: 1) All school psychology students must complete an Introduction to the Schools Practicum during the fall semester of their first year of study. This practicum involves shadowing a practicing school psychologist and participating in various activities related to school psychology, school organization and operation. 2) Any master's degree student in psychology may work with a psychology faculty member to develop a field experience involving research or practice which is relevant to their program of study. 600B Psychological Assessment Practicum (1) F, S, SU. Students enrolled in PSY 606, PSY 616, PSY 630, PSY 631, and PSY 639 must be enrolled concurrently in this practicum. This practicum involves administration, scoring, interpretation, and reporting of results of psychological testing instruments and other assessment procedures relevant to the specific course to which the practicum is attached. Students may be assigned to psychoeducational, counseling and/or mental health centers for this experience. A minimum of 50 clock hours is required per practicum. 600C Psychological Intervention Practicum (1) F, S, SU. Students enrolled in PSY 604, PSY 610, PSY 633, PSY 636, PSY 643, and PSY 644 must be enrolled concurrently in this practicum. This practicum involves interviewing, observation, clinical problem-solving, treatment planning and intervention development, individual therapy, group therapy, direct intervention, and indirect intervention/consultation experiences relevant to the specific course to which the practicum is attached. Students may be assigned to psychoeducational, counseling and/or mental health centers for this experience. A minimum of 50 clock hours is required per practicum. 601 Psychology of Intellectual and Neurodevelopmental Disabilities (3) SU. Critical analysis of the current literature in assessment, diagnosis, learning characteristics, and social and emotional adjustment of individuals with mental retardation and related developmental disabilities. Review of education and training, school and community programs, current legislation and regulations. 602 Biological Basis of Behavior (3) F. Survey of basic neuroanatomy and physiology of the nervous system. Emphasis on ways in which the environment affects behavior via the nervous system. Current research relevant to biological basis of behavior is reviewed. 604 Behavioral Assessment and Intervention (3) S. Review of functional behavioral assessment procedures and behavioral intervention strategies, especially manipulation of antecedent conditions and contingency management; program evaluation using single case research designs; computerized expert systems and data analysis; statute, case law and ethical issues involved with behavioral intervention. Special emphasis on behavioral intervention with children and adolescents in the school setting. Coverage of direct intervention and indirect intervention through consultation with parents, teachers, and paraprofessionals. Students must be concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 605 Personality and Social Psychology (3) F. Survey of the basic areas of personality and social psychology with coverage of contemporary research issues in social psychology as well as the classic theories of personality. 606 Psychoeducational Assessment: Intelligence, Ability, and Achievement Testing in School Psychology (3) F. Review of measurement statistics, psychometric theory and examination of intelligence, ability, and achievement tests frequently used in School Psychology practice. Skill development in test administration, scoring and interpretation of test results, use of computer-based scoring and analysis systems, psychological report writing, diagnostic and data-based decision-making. Examination of cultural diversity, ethical issues, and emerging technology in psychological assessment. Students must be concurrently enrolled in Psychology 600B, Psychological Assessment Practicum. 610 Interviewing, Observation, and Case Formulation (3). F. Introduction to fundamental skills used in clinical/counseling interviews, including interview and observation techniques used for clinical data gathering. Particular emphasis is on case conceptualization to inform treatment planning, case report writing, and basic counseling techniques. Particular attention is also given to ethical and professional issues in counseling. Students must be concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 615 Child/Adolescent Psychopathology (3) (Prerequisite/Corequisite: 606 and 600B or 630 and 600B) F. Concentration on child/adolescent disorders as they relate to the school setting. Examination of current DSM and educational diagnostic criteria. Emphasis will be placed on linking assessment data to psychoeducational diagnosis and treatment. 616 Psychoeducational Assessment: Diagnosis of Learning and Behavior Disorders (3) (Prerequisites: 606 and 615) S. Examination of traditional, behavioral and curriculum-based assessment techniques for classification and treatment planning in the areas of school-related learning and behavioral or social-emotional disabilities, developmental, attention deficits, and health-related problems. Must be concurrently enrolled in Psychology 600B, Psychological Assessment Practicum. 620 Psychopathology (3) S. Survey of the history and classification of mental disorders with emphasis on models of psychopathology. Includes a review of contemporary diagnostic practices, and development of diagnostic skills using the DSM Classification System. 624 Prevention of Substance Abuse (3) F. An overview of the prevention field emphasizing current models and community strategies. Included would be environmental, regulatory approaches as well as discussion of public policy issues. 630 Psychological Assessment: Intelligence and Achievement Testing in Clinical/Counseling Psychology (3) (Prerequisite: PSY 610) S. Review of measurement statistics and psychometric theory, and examination of the most frequently used intelligence, adaptive behavior, and achievement tests in clinical/counseling psychology. Skill development in test administration, scoring, and interpretation of test results, as well as psychological report writing and diagnostic skills. Skill development in giving assessment results and feedback to clients. Examination of cultural diversity, ethical issues, and technology as they pertain to assessment. Students must be concurrently enrolled in Psychology 600B, Psychological Assessment Practicum. 631 Psychological Assessment: Personality and Psychopathology (3) (Prerequisite 610, 630) S. Examination of psychometric techniques applied to the assessment of personality and psychopathology. Includes skill development in the diagnostics of psychopathology. Students must be concurrently enrolled in Psychology 600B, Psychological Assessment Practicum. 632 Quantitative Psychology (3) (Prerequisite: 302 or equivalent) S. Basic course in data presentation and analysis. Includes descriptive statistics, correlation, and regression, as well as inferential statistics. Emphasis on matching appropriate statistics to experimental design and psychometric theory. 633 Group Counseling and Psychotherapy (3) (Prerequisite: 610) F. Explores the theory, process, and practice of group therapy/counseling. Includes the stages of group therapy, various group techniques, and how to deal with problem situations that can arise in group therapy. May also include how to conduct special groups such as pain management, stress management, and assertiveness groups. Must be concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 634 Developmental Psychology (3) SU. Survey of current topics and research methods in life span developmental psychology. Implications of research results to community-based interventions with children, adolescents, and the aged. 635 Learning and Cognition (3) SU. Review of traditional topics in learning as well as topics of current interest in cognition. Selection of topics from perception, attention, memory, thinking, and language. Functional disorders of memory and language. 636 Individual Counseling and Psychotherapy (3) (Prerequisite: 610; corequisite: 630) S. Survey of theoretical foundations and techniques of individual counseling and psychotherapy with an emphasis on empirically supported models of psychotherapy, including cognitive-behavioral therapy. The course will provide the student with the opportunity to develop skills in the techniques covered. Attention also will be given to ethical and professional issues in the practice of therapy, as well as issues pertaining to social and cultural diversity. Must be concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 639 Career and Lifestyle Counseling: Theory and Practice (Prerequisite: 610, 630) (3) SU. An introduction to career development theory, psychological assessment for career planning and sources and uses of career and lifestyle information in counseling. Must be concurrently enrolled in Psychology 600B, Psychology Assessment Practicum. 640 Special Topics (3) F, SU. Selected areas in psychology, and related fields. Recent topics have included anxiety disorders and neuropsychology. 643 Couple and Family Therapy (3) (Prerequisite: 610) S. Overview of theoretical assumptions and concomitant assessment and treatment strategies associated with the major models of couple and family therapy including cognitive-behavioral Bowenian/family systems, object relations/psychodynamic, structural, and strategic. Examination of cultural diversity and ethical/professional issues in clinical work with couples and families. Must be concurrently enrolled in Psychology 600-C, Psychological Intervention Practicum. 644 Substance Abuse Counseling (3) S. A seminar course that covers major content areas relevant to substance abuse counseling. These include the diagnostics and psychopathology of substance abuse and the clinical assessment of drug and alcohol dependency. The course also covers major models of substance abuse treatment, as well as specific counseling skills for this clinical population. Additional coverage includes the needs of special populations (e.g., women, adolescents, dual-diagnosed). Students must be concurrently enrolled in Psychology 600C, Psychological Intervention Practicum. 650 Professional and Ethical Issues in School Psychology (3) SU. Survey of the history of school psychology with emphasis on the development of the profession, the changing roles and alternative service delivery models of the field. In-depth review and analysis of current professional roles, the impact of state and federal legislation/regulation and professional standards, school organization and inter-professional relationships, best practices and ethical issues, educational reform issues, professional issues such as level of training, licensure, and the influence of technologies on practice. 651 Professional/Ethical Issues in Counseling Psychology (3) SU. This course might begin with a review of models or influences affecting the practice of counseling psychology along with professional organizations. Issues and ethical conflicts addressed would include client rights and confidentiality, dual relationships, proper use of assessment, ethical concerns that arise in various forms of counseling or with special populations, and professional competence and continuing education. Other professional topics to be addressed include supervision and professional relationships in the community, malpractice and legal issues, multicultural concerns, and personal values and awareness including the issue of distress and impairment. In addition to reading and discussion, students will analyze case dilemmas and research areas of professional interest. 660 Continuing Professional Development in School Psychology (1) F, S, SU. This course is designed for the practicing school psychologists. It may not be taken by degree seeking graduate students for credit toward the degree. The course is topical in nature and provides instruction on a specific, limited topic of clinical or professional importance to practicing school psychologists. This course may be offered during any term. PSY 663 Learning Disabilities: Formal and Informal Assessment (3) (Prerequisites: Full acceptance to graduate program; EDUC 611 or permission of the instructor; EDUC 621 and 622; Prerequisites/corequisites: EDUC 760 and 761). This course examines both formal (published, norm-referenced) and informal (criterion referenced, curriculum-based, observational) measures used to: 1) screen, identify, and classify students by disability category, 2) identify students' strengths and impediments to learning, 3) design and plan appropriate interventions, 4) continuously monitor students' progress, and 5) adapt instructional programs appropriately. The benefits and limitations of each type of measure for these purposes will be examined, along with techniques and procedures for developing, validating, and interpreting informal measures in conjunction with information provided from formal tests. PSY 664 Practicum: Formal and Informal Assessment (1) (Prerequisite: EDUC 611 or permission of the instructor; prerequisites/corequisites: EDUC 761 and PSY 663). This practicum provides practical experience in the process of identifying and serving children with learning problems. Students will observe and participate in intervention team meetings and discussions regarding decision-making and service delivery for such children. Students will administer, interpret, and report the results of formal screening instruments normally administered by teachers. Students will develop, administer, and interpret results from classroom observations, criterion-referenced measures, and curriculum-based assessments. Assessment results will be used to develop intervention plans, monitor student progress, alter intervention plans through data-based decision-making, and evaluate plan success. 670 Graduate Research (1) F, S, SU. Directed psychological research under the supervision of a faculty member. Research content will vary depending upon faculty and student's research interests. NOTE: This course cannot be used towards fulfilling degree requirements nor can it be used as a substitute for any required course. 699-A Internship: Clinical/Counseling Psychology (3) (Prerequisite: Permission of department) F, S, SU. A practical experience utilizing applied skills with a diversity of problems in a clinical/counseling setting. The many roles of a psychologist are performed in accordance with accepted legal and ethical standards of the profession. 700B Advanced Psychological Assessment Practicum (1) F. Students enrolled in PSY 706 must be concurrently in this practicum. This practicum involves conducting developmental, neuropsychological and psychoeducational evaluations.This includes gathering developmental, medical, educational and other relevant background information, assessing a child’s environment, interviewing the parent(s), care givers, educators and other relevant individuals, and using this information to select an appropriate assessment battery.The student will demonstrate the ability to properly administer, score and interpret the information from the instruments administered within the context of the other information gathered. The student will be able to provide a written and oral report of his/her findings in a concise and respectful manner. To gain these experiences the student may be assigned to a psychoeducational, mental health or developmental clinic or a school system. A minimum of 50 clock hours is required per practicum. 700C Advanced Psychological Intervention Practicum (1) S, SU. Students enrolled in PSY704, and PSY714 must be enrolled concurrently in this practicum.This practicum involves advanced knowledge and skills in interviewing, observation, clinical problem-solving, treatment planning and intervention development, individual therapy, group therapy, direct intervention, and indirect intervention/consultation experiences relevant to the specific course to which the practicum is attached. Students may be assigned to psychoeducational, counseling and/or mental health centers for this experience. A minimum of 50 clock hours is required per practicum. 700D Advanced Psychological Consultation Practicum (1) S. Students enrolled in PSY 749 must be enrolled concurrently in this practicum.This practicum builds on consultation experiences obtained during intervention courses and involves advanced experience in assessment, intervention development, intervention implementation, and intervention evaluation when the intervention is implemented through others such as parents, teachers, paraprofessionals, administrators, agencies, and systems; implementation of the stages of consultation within the context of various consultation models.Organization development and evaluation activities also are emphasized. A minimum of 50 clock hours is required per practicum. 700E Advanced Pre-internship Practicum (1) (Prerequisite: This course must be taken during the spring prior to beginning internship in the fall.) S. This practicum will allow the student to integrate the consultation, assessment, intervention and counseling skills they have learned while working with a practicing school psychologist. The student will also be able to interact with other professionals in the various settings and roles in which a school psychologist practices. Among other activities, the student will follow a case from the initial concerns of the teacher through the intervention team,the referral to special education, the psychoeducational evaluation (including the parts completed by other professionals), the eligibility meeting and the IEP meeting where the educational plan and placement is determined. A minimum of 50 clock hours is required per practicum. 704 Academic Assessment and Intervention (3) (Prerequisite: a grade of B or higher in 604) SU. Linking of direct classroom behavioral and curriculum-based assessment results to academic interventions with exceptional learners and general education students. Designing and implementing academic interventions for use by the psychologist or by teachers or paraprofessionals within a consultation framework. Evaluation of student progress and data-based educational decision-making emphasized. Curriculum standards and frameworks, inclusion, and educational reform discussed. Must be concurrently enrolled in Psychology 700C, Advanced Psychological Intervention Practicum. 706 Advanced Topics in Child and Adolescent Assessment and Diagnosis (3) (Prerequisite: 616) F. Developmental neuropsychology; issues and best practices in infant, preschool and family assessment; cultural influences in preschool and family assessment; assessment of low incidence handicapping conditions and syndromes, traumatic brain injury. Must be concurrently enrolled in Psychology 700B, Psychological Assessment Practicum. 714 Child/Adolescent Counseling and Therapy (3) S. Child, parent and teacher interview techniques; cognitive-behavioral case formulation and individual and group therapy strategies for common child and adolescent problems and disorders; crisis and suicide intervention and prevention strategies at the individual and systems level. Ethical and legal issues involved in counseling and therapy with children and adolescents. Must be concurrently enrolled in Psychology 700C, Psychological Intervention Practicum. 749 Psychological Consultation in Schools and Agencies (3) (Prerequisite/corequisite: 636 or 714) S. Major theoretical approaches to consultation, goals of consultation, the consultant-consultee relationship, stages of consultation, and best practices and ethical consideration in the use of consultation. Consideration is given to how consultation can be implemented in different service delivery models employed in schools and agencies. Role changes in school or agency psychological services required for the implementation of a consultation model. Must be concurrently enrolled in Psychology 700D, Psychological Consultation Practicum. 759 School-Wide Prevention, Intervention, and Crisis Programs (3) (Prerequisites: PSY 704, PSY 706, PSY 749). This course culminates both the assessment and intervention/consultation course sequences. It is designed to integrate assessment, intervention, and consultation skills with knowledge of the educational system, community characteristics, and societal issues to facilitate development of systems-level prevention, intervention, and crisis intervention skills. 799-F Internship: School Psychology (3) (Prerequisites: Permission of department and PSY 700-E) F. A practical experience utilizing applied skills with a diversity of problems in a school setting. The many roles of a psychologist are performed in accordance with accepted legal and ethical standards of the profession. Internship: School Psychology may only be begun in the fall semester. 799-S Internship: School Psychology (3) (Prerequisites:
Permission of department and PSY 700-E) S. A practical experience
utilizing applied skills with a diversity of problems in a local
school district or clinical setting.The many roles of a psychologist
are performed in accordance with accepted legal and ethical standards
of the profession.
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