Education

Courses

EDU 500A: Clinical I: Reading

Class Program
Education
Credits 1
This supervised clinical is the first of two sequential, incremental clinical experiences for special education and elementary (40 hours required), and early childhood (50 hours required) majors. Students work with an individual child or small group, assess and plan instruction in the area of reading, assist in building the child’s self-esteem and confidence, aid in the development of thinking skills, and gain experience, practice, and training in the application of theory and skills when working with students. The candidates will give at least three pre- and post-assessments to determine the impact of student learning from the beginning of the clinical experience to the end. They will also teach a minimum of five lessons to an individual student and/or small group of students. Pass/Fail Grading. Offered Fall and Spring.
Prerequisites
PRAXIS CORE: Passing scores in reading, writing, and math; Must be taken concurrently with EDU 501 or EDU 507.
Notes
Major Credit. Students must sign up for the clinical using www.tinyurl.com/clinicals

EDU 500B: Clinical II: Early Childhood Education

Class Program
Education
Credits 3
This supervised practicum graded on a pass/fail basis is the second of two sequential, incremental clinical experiences required of early childhood majors. Students work in a public school setting and observe, plan, and instruct young children. Knowledge of discipline and management and instructional theory acquired in core courses is applied in this early childhood placement. This practicum builds on the experiences obtained in Education 500a. Grading is on a pass/fail basis.
Prerequisites
EDU 500a.
Notes
Sign-up deadlines are involved. Check with your adviser.

EDU 500C: Clinical II: Elementary Education

Class Program
Education
Credits 3
This supervised 50-hour practicum graded on a pass/fail basis is the second of two sequential, incremental clinical experiences required of elementary majors. Students work in a public school setting and observe, manage, plan for, and instruct a large group, as opposed to an individual child. The practicum gives students the experience, practice, and training in the application of theory and skills in the classroom acquired in core courses in elementary education. Grading is on a pass/fail basis. This practicum builds on the experiences in EDU 500a.
Prerequisites
EDU 500a.
Notes
Sign-up deadlines are involved. Check with your adviser.

EDU 500D: Clinical I: Secondary

Class Program
Education
Credits 3
A course designed for prospective secondary school teachers in all academic areas. Students observe and participate in the instructional program of a secondary school under the supervision of a classroom teacher and University supervisor. Requirements include, but are not limited to, teaching whole class lessons with feedback from the University supervisor and cooperating teacher, journaling, and assigned readings.
Corequisites
EDU 531, 546, 547, or 552. Required of all prospective secondary teachers.
Notes
Grading is on a pass/fail basis. Fall/Spring term. Sign-up deadlines are involved. Check with your adviser.

EDU 500E: Clinical II: Content Reading

Class Program
Education
Credits 0
This supervised practicum is the second of two sequential, incremental clinical experiences required of secondary education majors. Classroom settings are appropriate to the student’s major. Students enhance reading and writing by focusing on such topics as self-esteem, thinking skills, and vocabulary development.
Corequisites
EDU 525
Notes
Grading is on a pass/fail basis. Fall or January term. Sign-up deadlines are involved. Check with your adviser.

EDU 500F: M.Ed. Clinical: Teacher Work Sample

Class Program
Education
Credits 3
This supervised practicum graded on a pass/fail basis is a clinical experience required of students working toward the M.Ed. in Elementary, Secondary, Special or Gifted Education. Students take this course, in which they create a teacher work sample, during the first 18 hours in the degree program. Teacher work samples (TWS) are exhibits of teaching performance that provide direct evidence of a candidate’s ability to design and implement standards-based instruction, assess student learning and reflect on the teaching and learning process. Also teacher work samples are teaching exhibits that can provide credible evidence of a candidate’s ability to facilitate learning of all students.
Notes
Grading is on a pass/fail basis.

EDU 500G: M.Ed. Clinical: National Board for Professional Teaching Standards Portfolio

Class Program
Education
Credits 0
This capstone experience is a requirement for students working toward the M.Ed. in Elementary, Secondary, Special, Art or Gifted Education. Students take this course, in which they create a portfolio representing their abilities with the Five Core Propositions of the National Board for Professional Teaching Standards.
Prerequisites
EDU 500f-MEd Clinical: Teacher Work Sample.
Notes
Grading is on a pass/fail basis.

EDU 500H: Clinical I: Middle Level

Class Program
Education
Credits 3
This course is designed for middle level teacher candidates in Math, Science, Social Studies, and Language Arts. Students observe and participate in the instructional program of a middle school under the supervision of a middle level classroom teacher and a University supervisor. Requirements include, but are not limited to, teaching whole class lessons with feedback from the University supervisor and cooperating teacher, journaling, and assigned readings.
Corequisites
EDU 556, 557, 558, or 559. Required of all teacher candidates for middle level.
Notes
Grading is on a pass/fail basis. Fall or Spring Term. Sign up deadlines are involved. Check with your advisor.

EDU 500I: Clinical II: Middle Level

Class Program
Education
Credits 0
This supervised practicum is the second of two sequential clinical experiences required of middle level teacher candidates. Classroom settings are in a middle school appropriate to the students’ major. Students enhance reading and writing by focusing on such topics as characteristics of an underachiever in content area reading, vocabulary acquisition, and comprehension skills.
Corequisites
EDU 562
Notes
Grading is on a pass/fail basis. Fall and January Term. Sign-up dates are involved. Check with your advisor.

EDU 501: Reading/language Arts in the Elementary Classroom

Class Program
Education
Credits 3
This course will equip the elementary candidate with the tools necessary to diagnose and remediate the struggling readers in the general education classroom. Along with analysis of various assessment data, the candidate will be involved with the study of the language arts; theoretical models for literacy development and learning; and the foundations of reading behaviors and stages of reading development.
Prerequisites
EDU 560; PRAXIS CORE: Passing scores in reading, writing, and math; EDU 533 (except for special education majors).
Corequisites
EDU 500A
Notes
Major credit.

EDU 502: Classroom Management

Class Program
Education
Credits 3
A course for teachers in the regular elementary, middle, or high school setting. Emphasis is on theories of school discipline and behavior management and the development of teacher strategies to implement best practices in classroom management.

EDU 503: Mathematics for the Elementary Child

Class Program
Education
Credits 3
Content includes systems of numeration and place value, fundamental operations of arithmetic, measurement, informal geometry, basic algebra, methods, and materials of elementary math. Students analyze Tactics for Thinking, curriculum frameworks, and school-to-work transition.
Notes
This course is a prerequisite to EDU 512. Offered during fall, January and spring terms.

EDU 504: Technology for the Classroom

Class Program
Education
Credits 3
This elective course is recommended for both undergraduate and MAT students seeking initial teacher certification during the semester prior to their student teaching experience. The course is intended to familiarize candidates with instructional applications for commonly used types of current technologies and facilitate their immediate and successful classroom use.

EDU 505: First-Year Teacher

Class Program
Education
Credits 3
This course will enable beginning teachers to form a network of district professionals who can support and assist them in applying effective classroom practices in concert with district policies and procedures. Teachers will also be able to develop a commitment to continuous learning and professional growth.

EDU 506: K-6 Classroom Management, Discipline, and Law

Class Program
Education
Credits 3
This course offers effective ideas, strategies and tools for classroom management and discipline in the classroom that are within the guidelines of school law. Using literature from today’s educational leaders, students will examine and evaluate developmentally appropriate best practices of effective classroom management and discipline for grades K-6 with emphasis on behavioral norms and differences, physical space and organization, safety, and time and work management. Techniques will be explored as a means to minimizing behavior problems and establishing a productive and responsible classroom. Candidate will also be introduced to common policies and procedures for student conduct based on the law. Role play and participation in class will be a part of the course grade.
Prerequisites
Acceptance into Teacher Education; EDU 572.
Notes
Elective course. Offered January Term/Summer 1A Term.

EDU 507: Reading/language Arts in the pK-6 Classroom

Class Program
Education
Credits 3
This course will equip the candidate seeking certification pK-6 with the tools necessary to diagnose and remediate the struggling readers in the general education classroom. Along with analysis of various assessment data, the candidate will be involved with the study of the language arts; theoretical models for literacy development learning; and the foundations of reading behaviors and stages of reading development.
Corequisites
EDU 500A
Notes
Major credit.

EDU 512a: Directed Student Teaching: Elementary

Class Program
Education
Credits 6

Students normally take this course, which integrates theory and practice, during the senior year. The 60-day experience includes observation, participation, and directed teaching experience in a local—normally public—school. There are required conferences with the University supervisor and the cooperating teachers, demonstration of computer-assisted instruction, and attendance at such required seminars as training sessions, orientation sessions, and workshops. The University supervisor will visit the student teacher during the semester. Students must stay in touch with their advisers.

Directed Student Teaching Elementary Education (6 hours) [Praxis II & PLT exams are prerequisite to licensure- must take before or during this term]

Notes

Grading is on a pass/fail basis. Offered during spring term and occasionally in fall term. Course fee.

EDU 512b: Directed Student Teaching: Early Childhood

Class Program
Education
Credits 6

This course, which integrates theory and practice, is offered as a culminating experience of the initial certification program. The 60-day experience includes observation, participation, and directed teaching experience in a local -normally public - school. Conferences with the University supervisor and the cooperating teachers and attendance at such seminars as the ADEPT-training session are requirements. The supervisor evaluates the student teacher using the ADEPT. In addition, the student must demonstrate skill in computer-assisted instruction. Students must stay in touch with their advisers.

Directed Student Teaching Early Childhood Education (6 hours) [Praxis II & PLT exams are prerequisite to licensure- must take before or during this term]

Notes

Grading is on a pass/fail basis. Offered during spring term and occasionally in fall term. Course fee.

EDU 512d: Directed Student Teaching: Middle Level

Class Program
Education
Credits 6

Middle level teacher candidates normally take this course, which integrates theory and practice during the last semester of course work. During the semester, middle level teacher candidates must show they have an understanding of the NMSA Standards. A special evaluation form used by the cooperating teacher does this. The middle level teacher candidates complete a 60-day experience that includes, but not limited to, observations, participation, and directed teaching experience in a local middle school. There are required conferences with the University supervisor and the cooperating teachers, demonstration of computer-assisted instruction, and attendance at such required seminars as training sessions, orientation sessions, and workshops. The University supervisor will visit the student teacher all during the semester. Middle level teacher candidates must stay in touch with their advisor and University supervisor.

Directed Student Teaching Middle Level (6 hours) [Praxis II & PLT exams are prerequisite to licensure- must take before or during this term]

Notes

Grading is on a pass/fail basis. Offered during spring term and occasionally in fall term. Course fee.

EDU 512h: Directed Student Teaching: Art Education

Class Program
Education
Credits 9
The 60-day course includes observation, participation, and directed teaching experience in a local - normally public school. The experience requires conferences with the University supervisor and the cooperating teachers, demonstration of the integration of technology into instruction, and attendance at such required seminars as training sessions, orientation sessions, and other workshops. The University supervisor visits the student teacher periodically during the semester. Students must stay in touch with their advisor.
Notes
Grading is on a pass/fail basis. Offered during spring term and occasionally in fall term. Course fee.

EDU 514: Contemporary Educational Isssues

Class Program
Education
Credits 3
The course will focus on three central issues relevant today to educational theory and practice: constructivism, systems thinking, and results-driven education. Students will acquire an understanding of the theories and concepts involved and will consider the realities of those theories in educational practices. Current journal articles will be included to assure a current perspective in the course.

EDU 516: Coaching for Literacy Education

Class Program
Education
Credits 3
Coaching principles and strategies related to improvements and innovations in classroom teaching and literacy instruction. Emphasis is on ways to work with teachers in classrooms and professional development to bring about educational reform and improvements in teaching and literacy instruction.

EDU 517: Advanced Seminar in Literacy Instruction

Class Program
Education
Credits 3
This course provides a research-based foundation in literacy development for elementary-age students. Study includes investigation of: Cognitive, socio-cultural, linguistic, developmental and motivational influences on literacy and language development; and Instructional strategies that facilitate learning for this age range. Comprehension development, fluency development, phonemic awareness, phonics instruction, word recognition, vocabulary development, writing, spelling, family literacy, emergent and beginning literacy, oral communications, and the needs of diverse learners are included.

EDU 519: Elementary School Curriculum

Class Program
Education
Credits 3
Special topics include microcomputer literacy/usage; classroom discipline and management; principles of tests and measurements; use of audio-visual equipment; multicultural education; affective education; self-esteem; thinking skills (e.g., problem-solving, critical thinking skills, etc.); parent involvement; awareness of differing economic, social, racial and religious groups; development and analysis of teacher-made tests; varying organizational sizes (individualized, small, and large);
Notes
This course is a prerequisite to student teaching (early childhood and elementary).

EDU 520: Institute in Curriculum Development

Class Program
Education
Credits 3
These graduate level workshops focus on the preparation of curriculum materials and the development of appropriate teaching strategies. These courses are classified as Professional Development (PD) graduate offerings.
Notes
May be offered pass/fail or letter grade based on approval.

EDU 521: Institute in Curriculum Development

Class Program
Education
Credits 3
These graduate level workshops focus on the preparation of curriculum materials and the development of appropriate teaching strategies. These courses are classified as Professional Development (PD) graduate offerings.
Notes
May be offered pass/fail or letter grade based on approval.

EDU 523: Behavior and Development of the Young Child

Class Program
Education
Credits 3
This course combines elements of learning theory and child growth and development with actual observation of children. Special topics include self-esteem and confidence, multi-ethnic and pluralistic preschool settings, and principles of tests and measurements. The course covers the social, physical, emotional, and intellectual development of the child from birth to preadolescence and gives special emphasis to language acquisition and preoperational thought.
Notes
Fall term.

EDU 524: Science for the Elementary Child

Class Program
Education
Credits 3
This course familiarizes graduate students with science content appropriate for the elementary child (grades 2-6), develops pedagogical skills in science, and builds positive attitudes toward science and science instruction.

EDU 525a: R2S Content Reading and Writing for Middle School and High School Teacher

Class Program
Education
Credits 3
This course assists teachers in the teaching of reading and writing in a variety of content areas at the secondary level. Teachers will learn to administer formal reading tests, determine reading rates, develop comprehension questions and assess the readability of text materials. Teachers will learn to design content specific writing assignments, grading rubrics, and develop lessons to support content writing.
Corequisites
EDU 500e (Art and Music Education do not have co-requisite)
Notes
For initial certification, a related clinical (EDU 500e) is required. Fall/January Term.

EDU 525b: Teaching Reading and Writing in the Content Areas/elementary

Class Program
Education
Credits 3
This course assists teachers in the teaching of reading in a variety of content areas at the elementary level. Teachers will develop study guides, utilize study plans, introduce content area texts, determine reading expectancy and levels, develop comprehension questions at various levels, use measurement and evaluation, and assess readability of text materials.

EDU 527: Teaching Through the Arts

Class Program
Education
Credits 3
Designed for those without previous art training, the course guides teachers in the exploration of the use of the visual arts, music, dance, drama, and literature to teach academic skills. Class members will examine the theory, philosophy, and research that support the integration of the arts into the basic curriculum for increased academic achievement. Study will include the effects on the affective, behavioral, cognitive, and social development of the learner. In addition to highlighting school and community resources, instruction will enable students to create lessons for integrating the arts into any content area on any grade level. Arts specialists who work in the school system will be invited from each area.

EDU 530: Applied Research in Gifted Education

Class Program
Education
Credits 3
The course introduces candidates for the masters in gifted to research techniques, emphasizing qualitative methods, which they can apply in their classroom to promote program and instructional improvement. Participants will complete one major applied research project in which they will select and implement appropriate techniques, interpret the results, and develop a conclusion and plan of action based upon the results. In addition, they will use their knowledge of research techniques to critique published research studies in gifted education.
Prerequisites
EDU 591 and EDU 592.

EDU 532: Directed Student Teaching: Secondary

Class Program
Education
Credits 6

Required of all prospective secondary teachers. This course, which integrates theory and practice, is a culminating experience of the initial teacher certification program. The 60-day course includes observation, participation, and directed teaching experience in a local—normally public—school. The course requires conferences with the University supervisor and the cooperating teacher and such required seminars as the ADEPT-training session. The University supervisor will evaluate the student during the semester using ADEPT. Students must stay in touch with their advisers and check the Education Department website (education.converse.edu) for important deadlines.

Directed Student Teaching Secondary (6 hours) [Praxis II & PLT exams are prerequisite to licensure- must take before or during this term]

Notes

Grading is on a pass/fail basis. Offered during spring term and occasionally in fall term. Course fee.

EDU 533: Literature for the Child

Class Program
Education
Credits 3
This course acquaints the student with traditional and modern literature for children, interests of children of different age levels, criteria for evaluating children’s books, and methods of correlating children’s literature with the curriculum.
Notes
This course is a prerequisite to EDU 512a and 512b.

EDU 535: Curriculum for Early Childhood and Elementary

Class Program
Education
Credits 3
This course is a study of the curricular needs of children from preschool through elementary, a review of programs/settings, and an exploration of teaching/learning theory to the pK-6 setting. Special topics include working with parents, classroom management techniques/strategies, and curricula in math, language arts, science, social studies, art, physical education, and music. Students make on-site visits to a variety of service delivery options and school settings.

EDU 536: Language Arts: Integrating Intermediate Reading and Writing

Class Program
Education
Credits 3
This course focuses upon methodology for scaffolding reading and writing development of the Intermediate grades student. Teaching candidates will focus on the transition from beginning reading and writing to reading and writing in the content areas. Effective strategies and materials for teaching the fluent reader and writer will be emphasized. A 15-hour clinical is required for the course.
Prerequisites
EDU 500A; EDU 501; EDU 572.
Notes
Students must sign up for the clinical using www.tinyurl.com/clinicals

EDU 537: Methods and Materials for Early Childhood/Elementary

Class Program
Education
Credits 3
This experiential course is designed to guide students in the use and preparation of teacher-made instructional materials for pK-6 grades. Taken along with the second major clinical, this course imbeds the creation and design of lesson planning while also focusing on the role of the teacher and importance of play for physical, social emotional, and cognitive development in grades pK-6. This course is a co-requisite to EDU 102.

EDU 541: Social Studies for the Child

Class Program
Education
Credits 3
A course designed to teach future elementary teachers the theory and practice of social studies methodology for the contemporary public school. Emphasis is given to pedagogical strategies and lesson planning for the various social studies concepts and skills in the elementary curriculum.

EDU 545: Arts Integration

Class Program
Education
Credits 3
Designed for those without previous art training, this course provides an opportunity for elementary education teachers to use the visual arts, music, dance, drama, and literature to teach academic skills to students attending the Converse All-Stars Camp. This summer session II course is taught concurrently with SED 582b: Clinical II: Practicum in Learning Disabilities.

EDU 547: Secondary English/Language Arts Methods

Class Program
Education
Credits 3
English/Language Arts Methods course is designed for aspiring English teachers. The course will include best practices in teaching English and language arts, strategies and methods that emphasize active student engagement, and development of units of study that are based on South Carolina Standards and integrate technology.
Corequisites
500d

EDU 552: Curriculum Principals and Methods for Secondary Science Education

Class Program
Education
Credits 3
This course is designed primarily as preparation for students who desire to become secondary school science teachers. The course takes a pragmatic approach to the application of research and accepted theories of effective science teaching technique. Success in this class will require that students actively participate in class and that students act independently and in a mature manner in out-of-class instructional activities.
Corequisites
500d

EDU 555: Diversity in the Classroom

Class Program
Education
Credits 3
This course is designed to help educators gain strategies to understand how our diverse society influences student learning in the classroom. Participants will explore issues of culture, gender, and individuals with exceptionalities, and how these affect a student’s learning and behavior in the classroom. Through class discussions, readings, and personal reflection, our goal is to exemplify the challenges and benefits of diversity and strengthen the possibilities of working and living in a diverse society as engaged and active participants.

EDU 556: Methods in Teaching Middle Level Math

Class Program
Education
Credits 3
This course is designed primarily as preparation for students who desire to become middle school math teachers. Students will use their depth and breadth of content knowledge in ways that maximize student learning, they will be able to teach in ways that help all young adolescents understand the integrated nature of mathematics, and use effective content specific teaching and assessment strategies. This course is designed to support the teaching of South Carolina Curriculum Standards.
Corequisites
500h

EDU 557: Methods in Teaching Middle Level Science

Class Program
Education
Credits 3
This course is designed primarily as preparation for students who desire to become middle school science teachers. The course takes a pragmatic approach to the application of research and accepted theories of effective science teaching technique for grades 5-8. This course is designed to support the teaching of South Carolina Curriculum Standards.
Corequisites
500h

EDU 558: Methods in Teaching Middle Level Social Studies

Class Program
Education
Credits 3
The course will include best practices in teaching social studies for grades 5-8, strategies, and methods that emphasize active student engagement, and development of units of study that are based on South Carolina standards and integrate technology.
Corequisites
500h

EDU 559: Methods in Teaching Middle Level Language Arts

Class Program
Education
Credits 3
This course is designed to provide an intensive examination of methods utilized in the teaching of English language arts for grades 5 – 8. The course structures the opportunity for pre-service teachers to review and focus content knowledge of English language arts studies with an eye toward teaching. This course is designed to support the teaching of South Carolina Curriculum Standards.
Corequisites
500h

EDU 560: Introduction to Education

Class Program
Education
Credits 3
This course is the first course a student should take and is a prerequisite to student teaching. This course is an introductory study of the historical, philosophical, and sociological foundations of the American educational system. It concentrates on current issues, such as multicultural, handicapped, affective, cognitive, and vocational education programs. The study reviews current impacts on curriculum, students, and teachers and examines career opportunities in education.
Notes
Offered every term.

EDU 561: Curriculum Design and Assessment

Class Program
Education
Credits 3
The relationships among classroom diversity, management, assessment, short and long term planning, and instruction are explored. Students will develop knowledge and skills in the interaction of these classroom elements.
Prerequisites
EDU 560

EDU 562: Teaching Reading and Writing in the Middle Level Content Area

Class Program
Education
Credits 3
This course is designed to prepare aspiring middle school teachers for integrating literacy into the entire school day, including organizational structures that support meaningful relationships and learning. Emphasis will be placed on the value of collegial planning and teacher cooperation to provide a literacy curriculum that is relevant, challenging, integrative, and exploratory. The course will include best practices in teaching reading and writing, strategies and methods that emphasize active student engagement, as well as the development of classroom structures and practices that are designed to support the teaching of South Carolina Curriculum Standards.
Corequisites
500i

EDU 563: Information Super Highway

Class Program
Education
Credits 3
This course provides a hands-on approach to searching the Internet and other computerized databases. The course includes some basic theory—such as Boolean Logic, but the emphasis is on practical application. Appropriate for both media/AV specialists and teachers who want to develop end-user searching skills.

EDU 564: Introduction to Project Based Learning

Class Program
Education
Credits 3
This course is designed to introduce students to the theory behind PBL and the basics of designing, delivering and assessing PBL that supports student attainment of core academic content and such 21st century skills as personal agency, critical and analytical thinking, collaboration, communication and technological proficiency.

EDU 565: Best Practices in Literacy Education

Class Program
Education
Credits 3
This course provides classroom teachers a solid foundation in current theory and best practices in literacy instruction. The acquired knowledge will help teachers become more reflective decision-makers. Participants will examine their literacy history, beliefs about teaching literacy and how those beliefs relate to current practice.

EDU 566: Teacher As Counselor

Class Program
Education
Credits 3
This course builds the educator’s basic communication skills, promotes the integration of personal and professional helping philosophies, explores the helper’s values, and helps the educator learn the necessary skills in building an effective helping relationship. The course focuses on the acquisition of counseling skills that prove beneficial for teachers in a variety of educational settings.

EDU 567: Educational Psychology

Class Program
Education
Credits 3
A study of the principles of psychology as applied to educational theory and practice. Particular emphasis is on the theories of learning and human behavior in an educational setting.

EDU 569: Gender and Education

Class Program
Education
Credits 3
In the course, individual teachers will develop an understanding of the role that gender can play within the classroom and how teachers can use this information to better meet the needs of students in any teaching environment. This professional development course is designed for public or private school faculty members. Graduate students may also take the course with prior approval from their advisor.

EDU 570: Workshop in Methods and Materials

Class Program
Education
Credits 3
Workshops focus on methods and materials of instruction in various academic fields in the public school curriculum. Because selected topics may vary from year to year, a student may take this course once or twice, with permission of instructor and/or adviser. These courses are classified as Professional Development (PD) graduate offerings. May be offered pass/fail or letter grade based on approval.

EDU 571: Workshop in Methods and Materials

Class Program
Education
Credits 3
Workshops focus on methods and materials of instruction in various academic fields in the public school curriculum. Because selected topics may vary from year to year, a student may take this course once or twice, with permission of instructor and/or adviser. These courses are classified as Professional Development (PD) graduate offerings. May be offered pass/fail or letter grade based on approval.

EDU 572: Diagnostics and Methods in the pK-6 Classroom

Class Program
Education
Credits 3
This course is designed to provide the teaching of reading methods, and to build upon foundations laid in the Reading Clinical I course. Candidates will be immersed in literacy and reading instruction as they develop oral and communication skills with a focus on theory, literacy development, and the methods of teaching various literacy skills. They will employ planning and strategy instruction using diagnostic analysis to teach according to the five components of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) and the writing process. A 15-hour clinical will be required for candidates to practice their craft by teaching two literacy lessons and observing the teaching of literacy in the elementary classroom.
Prerequisites
EDU 500A, EDU 501/507.
Notes
Major credit. Students must sign up for the clinical using www.tinyurl.com/clinicals

EDU 574: Middle Level Adolescents

Class Program
Education
Credits 3
This course will examine of the developmental characteristics of early adolescents in contemporary society using interdisciplinary themes, young adult books, and other media.

EDU 576: Middle Level Pedagogy and Assessment

Class Program
Education
Credits 3
A study of research-based methodologies for effective middle school teaching and assessment. Empirically verified methods of pedagogical content selection, planning, delivery, and assessment appropriate to middle school teaching are emphasized.

EDU 578: Reading and Learning Strategies

Class Program
Education
Credits 3
This course is primarily for students in special education. It treats particular methods and materials for dealing with a wide number of reading problems of exceptional children. Emphasis is on diagnosing reading difficulties and on techniques of remediation.
Prerequisites
Education 501.

EDU 579: Advanced Middle Level Philosophy and School Organization

Class Program
Education
Credits 3
This is the second course based on Standard 2 of the National Middle School Association Middle Level Teacher Preparation Standards. That standard reads as follows: Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components.

EDU 580: Advanced Middle Level Curriculum and Assessment

Class Program
Education
Credits 3
A study of research-based methodologies for effective middle school teaching and assessment. Empirically verified methods of pedagogical content selection, planning, delivery, and assessment appropriate to middle school teaching are emphasized.

EDU 581: Foundations of Literacy Assessment

Class Program
Education
Credits 3
Designed for practicing teachers, this course will focus on formal and informal assessment of literacy learning used by the elementary classroom teacher. Assessments will include traditional approaches as well as more recent innovations such as authentic assessment and curriculum-based assessment.

EDU 585: Advanced Methods in Elementary Energy Education and Climate Change

Class Program
Education
Credits 3
The main purpose of this course is to develop the students’ understanding of basic energy and climate change concepts. These will include the carbon cycle, the thermohaline circulation of ocean currents, states of matter, carbon chemistry, nuclear fission, photovoltaic cells, kinetic energy, thermal energy, greenhouse effect, renewable energy, etc. Another major goal of this course is for students to develop their own beliefs about current energy resources, the facts about climate change and global warming, and possible solutions to the energy puzzle. The students should develop a clearer understanding about “going green,” political positions vs. scientific data and observations, and the use of technology to find new sources of energy and new ways to avoid global warming and contamination of the planet and its atmosphere.

EDU 586: Advanced Methods in Elementary Social Studies

Class Program
Education
Credits 3
This course will focus on the content and methodology of social studies in the elementary classroom. The course will focus on meaningful learning of social studies content, skills, and values to promote democratic behavior in and among citizens.

EDU 587: Administration and Supervision in Arts Education

Class Program
Education
Credits 3
This course provides an introduction to Fine Arts Education Administration and Supervision and is for advance certification candidates except by permission of the instructor. Topics include program evaluation, teacher evaluation, reading and interpreting research journal articles, grant writing, and applicable school personnel and school finance principles.
Notes
Crosslisted with Art517 and MUE 617.

EDU 588: Practicum in Project Based Learning

Class Program
Education
Credits 3
The field-based practicum is designed to provide teacher/practitioners with experience and opportunities to demonstrate their knowledge, skills, and dispositions for implementing PBL into the regular classroom setting. This knowledge is demonstrated through planning for, implementing, and managing standards-based PBL and content instruction using a wide range of resources and technology effectively. The instruction is based on the use and interpretation of performance-based assessment tools and PBL techniques. The teachers will also have an opportunity to provide professional development and build partnership with colleagues.

EDU 591: Nature and Needs of the Gifted

Class Program
Education
Credits 3
This is the basic survey course in the education of gifted and talented students. It provides the historical and philosophical background, as well as, rationales for gifted education. The course focuses on characteristics, needs problems, developmental patterns and accommodations for gifted and talented students including special groups within the population. This should be your first course in gifted education.

EDU 592: Curriculum and Instruction for Gifted and Talented Students

Class Program
Education
Credits 3
This course is designed to prepare the teacher to organize and deliver appropriate curriculum for gifted and talented students. Teachers will explore curriculum models, instructional strategies, and assessment to meet the needs and abilities of gifted and talented students. Current technology will be employed in researching, and writing units and lesson plans. The South Carolina Best Practices Manual will provide the foundation for this course.
Prerequisites
EDU 591 or permission of the instructor.

EDU 593: Advanced Curriculum Practices for Gifted and Talented Students

Class Program
Education
Credits 3
This course is designed to provide a continuation of topics addressed and introduced in Introduction to Curriculum and Instruction for the Gifted and Talented Students and will include the development of teacher competencies in creating challenging curriculum, planning independent study, creating appropriate learning environments, assessing student performance, and employing research-based instructional strategies.
Prerequisites
EDU 591 and EDU 592, or permission of the instructor.

EDU 594: Special Topics in Gifted Education

Class Program
Education
Credits 3
A graduate level course in specific areas of gifted education. Previous selections have included: Affective Development, Current Issues in Gifted Education, Underachievement and Restructuring. A visiting specialist in gifted education may conduct an in-depth look at some facet of this field.
Notes
May be taken more than once.

EDU 600: General School Administration

Class Program
Education
Credits 3
This course is designed to provide school administrators with an overview of principles of educational administration. Attention is given to the roles of the principal, supervisor, superintendent, and other educational leaders in public school systems. Such topics as problem solving, decision-making, school-community relations, plant management, staff evaluation, student services, and instructional leadership will be examined.

EDU 602: Principles and Practices of School Supervision

Class Program
Education
Credits 3
This course is designed for graduate students to provide the opportunity to develop both a knowledge of the concepts of supervision and the skill to apply this knowledge in the school setting. Attention is given to the nature and scope of instructional supervision, supervisory roles and behaviors, improvement of instruction, curriculum change, and teaching methods. Emphasis is given to the skills of clinical supervision.

EDU 604: School-Community Relations

Class Program
Education
Credits 3
The purpose of this course is to enhance competencies in communication between the schools and the public which they serve. The objective of this enhanced communication is to increase involvement and support for the affairs of the schools. Emphasis of the course will be an understanding of the basic principles of communication and limited skill development in writing press releases, public service announcements, and other promotional materials, as well as critiquing school and district websites.

EDU 605: School Personnel Administration: Evaluation

Class Program
Education
Credits 3
A course designed to help prospective administrators and supervisors evaluate personnel in the school system. Attention is given to a variety of instruments, processes, and policies that come to bear on the assessment responsibilities of school managers.

EDU 606: Seminar in Instructional Leadership

Class Program
Education
Credits 3
This course is an advanced seminar for graduate students in educational administration and supervision. Designed primarily for students nearing the completion of the Ed.S. program and/or for practicing school administrators, the seminar will focus on selected topics of current interest to school leaders. Emphasis will be on contemporary theory, research, and practice. Topics will include school/teacher effectiveness, the “excellence movement,” changes in school law, emerging theories of supervision, implications of instructional research for administration and supervision, teacher evaluation, and issues in curriculum.
Prerequisites
EDU 600, 601 or 605, 602, 610, 611, 621.
Notes
Enrollment limited to 12.

EDU 610: Seminar in School Law

Class Program
Education
Credits 3
A study of the legal aspects of education with an emphasis on the Federal and State constitutional provisions regulating education, case law, and the legal and ethical rights and responsibilities of teachers and students. Attention will be given to current developments to include such topics as disabilities, religion in the schools, academic freedom, corporal punishment, negligence (and other torts), and dress codes. Students will make seminar presentation.

EDU 611: School Finance

Class Program
Education
Credits 3
This course is designed to develop an understanding and a working knowledge of theories and practices of school finance. Emphasis is given to the practical aspects of budgeting and of laws and policies that govern how schools are financed.

EDU 612: R2S Foundations of Reading

Class Program
Education
Credits 3
An overview of reading and its curricular implications. Emphasis is placed on current trends and related methodologies as well as methods for observing analyzing and evaluating current reading practices in place in schools. The overall goal of this course is to equip individuals with the knowledge that will help them make intelligent curriculum/instructional decisions and to lead educators in effective change efforts.

EDU 614: R2S Assessment of Reading

Class Program
Education
Credits 3
A survey of formative and summative tools for assessing students’ literacy needs at the school, classroom and individual level for the purpose of planning effective instruction. Special emphasis will be placed on the struggling reader and how to address individual needs.

EDU 617: Curriculum and Instruction: Trends and Issues

Class Program
Education
Credits 3
This course is designed to acquaint students with the relevant trends and Issues in curriculum and instruction. Attention will be given to educational theory as it relates to trends and Issues. The emphasis will be on examination of specific educational theory and It’s application In the public school setting. Students will also explore the change process in detail as it applies to curriculum work. The overall goal of this course Is to equip Individuals with the knowledge that will help them make intelligent curriculum instructional decisions and to lead educators in effective change efforts.
Prerequisites
EDU 620

EDU 618: R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers

Class Program
Education
Credits 3
This course is designed to provide the content literacy knowledge and skills for PreK-12th grade teachers and focuses on the literacy and learning skills that form the foundation for present and future academic success of students. All children require many opportunities to read, write and think if they are to become strategic readers, proficient writers, and critical and creative thinkers. In this course, teachers will closely examine the nature and significance of literacy learning and the critical aspects of literacy development. They will learn ways to integrate literacy skills and strategies in the content areas.

EDU 619A: MED: Theories and Designs in Action Research

Class Program
Education
Credits 3
Candidates gain an understanding of theories and practice in action research. Subsequently, candidates identify a question about their own teaching/coaching/educational practice, review the current research literature, develop a plan to collect data, and submit a research proposal.
Notes
This course needs to be taken in the Fall term, with EDU 619B taken in the Spring term of the same academic year.

EDU 619A: EDS: Theories and Designs in Action Research

Class Program
Education
Credits 3
Candidates gain an understanding of theories and practice in action research. Subsequently, candidates identify a question about their own teaching/coaching/educational practice, review the current research literature, develop a plan to collect data, and submit a research proposal.
Notes
This course needs to be taken in the Fall term, with EDU 619B taken in the Spring term of the same academic year.

EDU 619B: MED: Action Research Implementation

Class Program
Education
Credits 3
Candidates implement their proposed study, collect and analyze data, identify emergent themes, and determine plans of action based upon their findings. Candidates write a research paper and present their project and their findings to the class. At each stage of candidates’ inquiry, the course instructor and peer research groups provide feedback. Undertaking an action research inquiry into one’s own teaching requires courage because the subject of scrutiny is oneself and the fallibility of one’s current practices. Therefore, it is essential that candidates have the support of the learning community while facing the challenge of improving their own pedagogy, and, in turn, the learning and achievement of their students. Because candidates greatly benefit from having a trusted, safe community through which to explore the improvement of their teaching and practice, this course will not only evaluate the candidate’s performance on the basis of the successful completion of the action research project, but candidate will also be evaluated on their contributions to class discussions, and, in particular, to their research groups. The instructor will organize candidates into research groups after the first several weeks of the semester.
Prerequisites
EDU 619A
Notes
This course needs to be taken in the Spring term, with EDU 619A taken in the Fall term of the same academic year.

EDU 619B: EDS: Action Research Implementation

Class Program
Education
Credits 3
Candidates implement their proposed study, collect and analyze data, identify emergent themes, and determine plans of action based upon their findings. Candidates write a research paper and present their project and their findings to the class. At each stage of candidates’ inquiry, the course instructor and peer research groups provide feedback. Undertaking an action research inquiry into one’s own teaching requires courage because the subject of scrutiny is oneself and the fallibility of one’s current practices. Therefore, it is essential that candidates have the support of the learning community while facing the challenge of improving their own pedagogy, and, in turn, the learning and achievement of their students. Because candidates greatly benefit from having a trusted, safe community through which to explore the improvement of their teaching and practice, this course will not only evaluate the candidate’s performance on the basis of the successful completion of the action research project, but candidate will also be evaluated on their contributions to class discussions, and, in particular, to their research groups. The instructor will organize candidates into research groups after the first several weeks of the semester.
Prerequisites
EDU 619A
Notes
This course needs to be taken in the Spring term, with EDU 619A taken in the Fall term of the same academic year.

EDU 620: Curriculum Development

Class Program
Education
Credits 3
A course that examines the underlying principles of curriculum building as they contribute to the process of making complete and appropriate curriculum design. An historical perspective, evaluation strategies, and management and implementation of curriculum will be included.

EDU 621: Educational Research and Evaluation of Instruction

Class Program
Education
Credits 3
This course is designed to help teachers and administrators understand research design and evaluation procedures in education. Attention is given to theory building, the research process and types of research, tests and test scores, measurement and evaluation of teaching effectiveness, and contemporary issues in research and evaluation.

EDU 623: Instructional Design

Class Program
Education
Credits 3
This course will examine the research on effective instruction. It will explore various models of instruction. The goal is to give future instructional leaders a knowledge base of instructional models in order to design and implement district staff development and also to work with teachers individually. Students must have had at least one introductory course in elementary or secondary curriculum in either their undergraduate or master’s program.

EDU 626A: Internship for School Leaders I

Class Program
Education
Credits 3

PK-12 is the first semester of the culminating internship for Med and EdS candidates of the Administration & Supervision program at Converse. This internship will require students to spend ½ of their time on task in a PreK-6 setting, and the other ½ of their time on task in a 7-12 setting. Upon completion of EDU 626A, successful candidates will register for the second semester of the Internship for School Leaders, EDU 626B.

EDU 626B: Internship for School Leaders II

Class Program
Education
Credits 3

PK-12 is the second semester of the culminating internship for MEd and EdS candidates of the Administration and Supervision program at Converse. This internship will require students to spend ½ of their time on task in a PreK-6 setting, and the other ½ of their time on task in a 7-12 setting. This is the final semester of the yearlong internship.

Prerequisite Courses
EDU 626A: Internship for School Leaders I

EDU 699: Internship in Curriculum and Instruction Administration

Class Program
Education
Credits 6
This internship is designed to help practicing and prospective curriculum/instruction coordinators apply their knowledge of administering curriculum changes and staff development at the district office or school level. The intern works under the tutelage of a building or district administrator and the instructor on assigned projects in each of six areas dealing with curriculum and instruction. Interns will spend 60 hours in a public school setting working on various aspects of curriculum and instruction. Interns will attend five seminars to discuss their work with the instructor.