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Criminal Justice |
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CRIM 362 - Criminal Procedure
(3 hours) Prerequisites: CRIM 210. An examination of procedural steps from investigation through arrest, conviction, and appeal, with special emphasis on the constitutional guarantees protecting citizens and the accused and how those constitutional guarantees affect law enforcement practices and the judicial process. May be used for major/minor credit for Criminal Justice. Cross-listed under Political Science. (Criminal Justice = Parent)
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CRIM 365 - Police Administration
(3 hours) Prerequisite: CRIM 210. A study of policymaking and administration within law enforcement agencies in the United States, including an examination of organizational structure and behavior, personnel management, budgeting, and the role of police agencies within the greater governmental bureaucracy.
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CRIM 374 - Police Systems and Practices
(3 hours) Prerequisite: CRIM 210. A study of the origins, goals, methods, and effectiveness of police systems at the national, state and local levels in the United States, coupled with a comparison of these systems with those in place in other nations.
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CRIM 376 - Judicial Systems and Practices
(3 hours) Prerequisite: CRIM 210. A study of the structure, organization, and policies of the federal and state court systems. The application of both criminal and civil law will be discussed.
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CRIM 378 - Prison Systems and Practices
(3 hours) Prerequisite: CRIM 210. A study of correctional systems and their relationships with other components of the criminal justice system from a management and administration perspective. Also analyzed, within the context of local, state, and federal correctional systems, are policies relating to sentencing, classification, custody, prison demographics, programs, and services.
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CRIM 385 - Introduction to Probation and Parole
(3 hours) Prerequisite: CRIM 210 This course will provide students interested in the correctional system and its practices with a better understanding of how it functions before and after an offender is convicted of a crime. It explores the importance of the Probation and Parole system and how agents work with offenders and the communities into which they are reintroduced after release. The course will include an overview of the historical development of Probation and Parole, as well as the discussion and explanation of legal concepts and social aspects which are an integral part of the probation and parole processes. This course cannot be challenged. Note: Counts for ELI credit.
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CRIM 400 - Criminology
(3 hours) Prerequisites: SOCI 101 or CRIM 210. A study of crime, delinquency, and the mechanisms of social control. Cross-listed under Sociology. (Sociology = Parent)
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CRIM 401 - Theories of Crime and Justice
(3 hours) Prerequisite: CRIM 210. A study of the historical development of the criminal justice system and a critical examination of contemporary theories and practices utilized to achieve justice.
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CRIM 402 - Research Methods in Criminal Justice
(3 hours) Prerequisite: CRIM 210 and 227. A study of research methods used in the discipline of criminal justice. Topics of study include; scientific method, causation and validity, research designs, measurement, operationalization, data collection, sampling, ethics and research, survey research, field research, secondary data analysis, evaluation research, policy analysis and data management using SPSS.
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CRIM 403 - Ethical Issues in Criminal Justice
(3 hours) Prerequisites: CRIM 210 and 227. An examination of ethical and moral philosophies and various ethical dilemmas faced by law enforcement, judicial, and correctional personnel. The class serves as the capstone course for the Criminal Justice Department.
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CRIM 405 - Principles of Cybersecurity
(3 hours) Prerequisites: CRIM 210. This course provides an introductory examination into the founding principles and practices of Cybersecurity. It provides the student with a solid foundation in which to approach and prosper in this ever-changing field. Computer networks all throughout the world come under attack each day. Students will be prepared to address these attacks and effectively protect their networks against future ones. Ethical, legal and privacy issues will also be examined along with business continuity and contingency planning. This course is intended for individuals who desire to work in the fields of Information Assurance, Computer Security, Cyber Forensics and Network Administration. Note: This course is cross listed with CSCI 405. (Parent = CRIM)
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CRIM 421 - Constitutional Law I
(3 hours) Prerequisite: POLI 201 or CRIM 210. Examination of the establishment of the Supreme Court’s power of judicial review, the scope and limits of the powers of the Legislative, Executive, and Judicial branches of the national government, and the relationship of the national government to the states. Will count as a major or minor elective in Criminal Justice. Cross-listed under Political Science. (Political Science = Parent)
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CRIM 422 - Constitutional Law II
(3 hours) Prerequisite: POLI 201 or CRIM 210. Analysis of the judicial interpretation of the Bill of Rights emphasizing the First Amendment: the establishment and free exercise of religion, the freedom of speech, press, and assembly; and the Equal Protection Clause of the Fourteenth Amendment: equal protection of racial, sexual, political and economic groups. Cross-listed under Political Science. (Political Science = Parent)
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CRIM 423 - Drugs And The Criminal Justice System
(3 hours) Prerequisites: CRIM 210 and 227. This is an introductory course that provides basic information about the problems of alcohol and other drug abuse in society. We will explore the symptoms and effects of abuse and dependency on individuals, families, organizations and institutions within the Criminal Justice System.
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CRIM 431 - Juvenile Justice System
(3 hours) Prerequisite: CRIM 210. A study of cultural and governmental philosophy relating to society’s response to juvenile crime and behavior, including an analysis of typical juvenile justice systems in the United States.
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CRIM 433 - Juvenile Deliquency
(3 hours) Prerequisites: CRIM 210 or SOCI 101. This course offers an overview of sociological theory and research on juvenile delinquency in society. The course will immerse the students in the theoretical trends, empirical debate, policy discussion, and justice issues surrounding juvenile delinquency. Cross-listed with SOCI 433. SOCI= Parent.
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CRIM 435 - Forensic Psychology
(3 hours) Prerequisites: PSYC 110, CRIM 210 plus 9 additional PSYC hours OR by permission of the instructor. This course is designed to introduce students to the application of psychology within the legal and criminal justice systems. Students will be introduced to the roles and responsibilities of psychologists working within the and in conjunction with these systems. Areas of focus include forensic psychological assessments, expert testimony, correctional psychology, and offender treatment. Students’ knowledge of and ability to think critically about psychology in the legal and criminal justice systems will be increased. Cross listed with Psychology. (Parent= Psychology).
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CRIM 440 - Protection Management
(3 hours) Prerequisites: CRIM 210 and 374.
This course includes an overview of management techniques for establishing and maintaining security and loss prevention programs with the goal of protecting organizations from crimes, fires, and accidents. Emphasis is placed on protection as a “profit center” rather than a “cost center.”
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CRIM 450 - Organized Crime
(3 hours) CRIM 210 or POLI 201. This course is designed to deal with the issues surrounding the phenomenon of organized crime. The students will be exposed to history, theories, concepts and issues related to organized crime. An attempt will be made to improve students’ understanding of the problem of organized crime against the background of contemporary international paradigms. General concepts of organized crime will be explored as will many of the events, groups and persons who have been involved historically. Students will explore the role of organized crime in the 21st century and examine the problems of responding to and controlling organized crime.
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CRIM 455 - Homeland Security
(3 hours) Prerequisites: CRIM 210 and junior/senior status. This course will define the relatively new criminal justice field of Homeland Security as well as identify and explore the definition of terrorism. The course will also visit the aspects of Counter Terrorism and Anti-Terrorism as it applies to the criminal justice discipline.
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CRIM 463 - Community-Based Corrections
(3 hours) Prerequisite: CRIM 210. A study of the governmental philosophy relating to correctional methods centered in and involving the offender’s community, and an examination of the origins, goals, methods, and effectiveness of existing community-based correctional systems and practices.
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CRIM 465 - Police and Community Relations
(3 hours) Prerequisite: CRIM 210. A study of the interaction between law enforcement agencies and the communities which they serve, including an analysis of community perceptions of police, police perceptions of the community, public relations and sensitivity awareness, and techniques and policies best adapted to healthy police/community relations. Cross listed with CRIM 565.
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CRIM 469 - Internship in Criminal Justice
(3 hours) Prerequisites: A minimum cumulative GPA of 2.75, and a minimum GPA of 2.75 in the Criminal Justice major or minor. Applicants must have completed a minimum of 61 semester hours, to include CRIM 210 and 374. All internships must be approved by the department chairperson. This course requires 114 hours of supervised participation in a criminal justice agency. Arrangements for assignments, work hours, and working conditions must meet with the mutual satisfaction of the student, the supervising professor, the department chairperson, and the agency. Grading is on a pass/fail basis. This course may only be taken by students pursuing a Criminal Justice major or minor, unless special permission is granted by the department chairperson. Only three credit hours of internship credit may be applied to a major or minor in Criminal Justice. Any student registering for a second internship will register using course number 470, and the earned credit will count as general elective only. Note: Grading is on a pass/fail basis. Counts for ELR credit.
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CRIM 470 - Internship in Criminal Justice
(3 hours) Prerequisites: A minimum cumulative GPA of 2.75, and a minimum GPA of 2.75 in the Criminal Justice major or minor. Applicants must have completed a minimum of 61 semester hours, to include CRIM 210 and 374. All internships must be approved by the department chairperson. This course requires 114 hours of supervised participation in a criminal justice agency. Arrangements for assignments, work hours, and working conditions must meet with the mutual satisfaction of the student, the supervising professor, the department chairperson, and the agency. Grading is on a pass/fail basis. This course may only be taken by students pursuing a Criminal Justice major or minor, unless special permission is granted by the department chairperson. Only three credit hours of internship credit may be applied to a major or minor in Criminal Justice. Any student registering for a second internship will register using course number 470, and the earned credit will count as general elective only. Note: Grading is on a pass/fail basis. Counts for ELR credit.
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CRIM 499 - Honors Project in Criminal Justice
(3 hours) Prerequisites: Completion of at least 90 semester hours of acceptable credit, at least a 3.5 GPA in Criminal Justice major or minor, at least a 3.0 GPA overall, and permission of the department chairperson. This course presents an opportunity for a superior Criminal Justice student to pursue advanced study. A faculty supervisor will be appointed to work with the student in developing and pursuing a scholarly, individual study of a selected Criminal Justice topic.
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Business for CAPS |
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ECBA 200 - Student Success and Christian Worldview in Online Learning
(3 hours) CAPS students only. Designed to address the questions of many students new to online learning, the Student Success Online course provides numerous self-assessments and inventories to help students evaluate their readiness for online learning. Best practices for interacting online and maximizing the tools provided by the student’s Learning Management System (LMS) are demonstrated using discussions, interactive examples, and simulations. Tips for success with online study skills are provided from a real-world real-student perspective. The principles presented are applied to specific CSU Online standards that are designed for early and continuing student success. An emphasis is placed in the course on the vision of the University to integrate faith in learning, leading and serving through a specific lesson on Christian worldview. This course cannot be challenged.
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ECBA 201 - Legal Environment of Business
(3 hours) An introduction to law and the legal system as it influences business decisions. The course focuses on describing governmental regulation from both state and federal regulatory agencies and the legal issues that affect a variety of business situations.
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ECBA 202 - Accounting Principles for Managers
(3 hours) This course provides an introduction to business accounting. Topics include accounting concepts and principles, cash flow and financial statements, long-term liabilities, managerial accounting, and budgeting.
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ECBA 222 - Business Law I
(3 hours) This course introduces the multiple facets of business law, including online commerce. The course emphasizes the basic concepts of how businesses are organized and operate within a legal environment.
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ECBA 223 - Business Law II
(3 hours) Prerequisite: ECBA 222. This course enables the student to delve into the vital field of Distribution and how it relates to the supply chain. Major areas of study include the evolution, philosophy, concepts, tools, and techniques associated with Distribution. Specific topics to be examined include an introduction to supply chain management; purchasing management; creating and managing supplier relationships; ethical and sustainable sourcing; demand forecasting; resource planning system; inventory management; process management; domestic and global logistics; customer relationship management; global location decisions; service response logistics; supply chain management integration; and performance management. The course combines theory and application to provide an up-to-date, practical learning opportunity that focuses on the needs of modern managers and professionals in an age of global competition and rapid technological change. Character and operational excellence principles related to management activities are also explored and applied. This course cannot be challenged.
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ECBA 301 - Principles of Management
(3 hours) The Principles of Management course introduces students to management philosophies in today’s changing world. It includes globalization, ethics, diversity, customer service, and innovation from a managerial perspective.
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ECBA 303 - Business Finance for Managers
(3 hours) Prerequisite: ECBA 202 This course introduces the foundations of financial management. The course covers financial markets, performance measurement, capital budgeting, and management.
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ECBA 307 - Business Communications
(3 hours) Prerequisites: ENGL 111 and 112. This course provides the foundations of all types of business communication including letters, memos, electronic communication, written reports, oral presentations, micro blogging, and interpersonal communication. The course also includes topics of resumes, application letters, interviewing tips, and employment follow-up documents.
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ECBA 308 - Marketing & Advertising
(3 hours) A study of the processes and procedures used in developing and utilizing a marketing program for companies competing at the regional, national and international levels. The course focuses on addressing the definition of marketing and the role played by marketing and advertising in the economy. The student will learn how to differentiate between the alternative concepts under which organizations conduct marketing activities about why products are the same (or different) across cultures, why people have different marketing practices, understand the concept of target marketing as differentiated from mass marketing and the effect that marketing on the Internet has on business success. The course provides applied and theoretical approaches to explaining how advertising decisions are made.
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ECBA 309 - Entrepreneurship
(3 hours) This course will concentrate on developing all aspects of a small business or entrepreneurship with an emphasis on the entrepreneurial spirit in various businesses and not-for-profit associations.
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ECBA 401 - Business Ethics
(3 hours) This course is designed to provide the student with a basis for making business decisions within the framework of social responsibilities, law, and societal customs, values, and beliefs. An examination of business activities and their community impact will be analyzed in detail.
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ECBA 402 - Human Resources Management
(3 hours) Hiring, training, evaluating, compensating, and maintaining a firm’s human resources.
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ECBA 403 - Organizational Behavior
(3 hours) This course examines organizational theory and its application. It provides a comprehensive review of individual, group, and organizational performance in relation to organizational structures in contemporary business settings.
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ECBA 404 - International Business
(3 hours) A study of the international business environment including the nature of multinational corporations and their management, the assessment of foreign business environments as to regulations, laws, culture, and profit opportunities, and operations of international transactions.
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ECBA 406 - Business Policy
(3 hours) Prerequisites: Senior standing. (Should be taken in the final term of the degree.) May be taken with other major requirements as determined by CAPS advisors. Capstone course designed to integrate and utilize concepts from the core business courses in the solution of practical business problems. This course cannot be challenged.
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Economics for CAPS |
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ECEC 203 - Principles of Microeconomics
(3 hours) This course introduces students to basic economic principles and elements of business from an economic viewpoint. The course emphasizes how events and developments in the economy can affect the market and financial decisions of business. The course directs students to apply economic principles and fundamentals to business practice.
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ECEC 204 - Principles of Macroeconomics
(3 hours) This course is an introductory study of the economy as a whole. National income, employment, pricing, inflation, and output dynamics will be covered as they relate to an economic system. Problems in controlling and forecasting economic fluctuations will also be discussed.
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ECEC 205 - Statistics for Managers
(3 hours) This course is designed to offer students the skills necessary to interpret and critically evaluate statistics commonly used to describe, predict, and evaluate data in an information-driven environment. The focus is on the conceptual understanding of how statistics can be used and on how to evaluate statistical data.
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Economics |
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ECON 211 - Principles of Microeconomics
(3 hours) Prerequisites: MATH 110 (or higher) and ENGL 111. An introductory study of the parts of the economy including consumers, firms, industries, and markets. Firm pricing and resource allocation. This course cannot be challenged.
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ECON 212 - Principles of Macroeconomics
(3 hours) Prerequisites: MATH 110 (or higher) and ENGL 111. An introduction to the economy as a whole. National income, employment, prices and inflation, and output in an economic system. Problems in controlling and forecasting economic fluctuations. This course cannot be challenged.
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ECON 224 - Business and Economics Statistics
(3 hours) Prerequisites: MATH 105 (or higher) and CSCI 209 (or higher). Development of fundamental statistical concepts and their relationship to business and economic analysis. This course cannot be challenged.
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ECON 311 - Money and Banking
(3 hours) Prerequisites: ECON 212 (grade of “C” or better). Operation of U.S. commercial and central banking system, including monetary theory and monetary policy. This course cannot be challenged.
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ECON 314 - International Trade
(3 hours) Prerequisites: ECON 211 and 212 (grades of “C” or better). Principles and practices of international economic relations including basis for specialization and trade, balance of payments, problems of International finance and investments. Implications for multinational firm. This course cannot be challenged.
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ECON 315 - History of Economic Thought
(3 hours) Prerequisites: ECON 211 or 212 (grades of “C” or better). Evolution of the important theories of economics from the era of the Greek philosophers to present. This course cannot be challenged.
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ECON 326 - Public Policy
(3 hours) Prerequisites: ECON 211 or 212, (grades of “C” or better). Activities of the federal and state governments in the promotion and regulation of private enterprise. This course cannot be challenged.
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ECON 414 - Public Finance
(3 hours) Prerequisites: ECON 212 (grade of “C” or better). Public expenditures, various types of government revenues, public credit, and governmental financial administration. This course cannot be challenged.
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ECON 421 - Intermediate Microeconomic Theory
(3 hours) Prerequisites: ECON 211 (grade of “C” or better). Advanced theory of the firm and consumer behavior. This course cannot be challenged.
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ECON 422 - Intermediate Macroeconomic Theory
(3 hours) Prerequisites: ECON 212 (grade of “C” or better). Advanced theory and issues related to the economy as a whole. This course cannot be challenged.
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ECON 451 - Comparative Economics Systems
(3 hours) Prerequisites: ECON 211 and 212 (grades of “C” or better). Comparative and analytical study of the principal economics systems of the modern world including among others, capitalism and socialism. This course cannot be challenged.
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ECON 452 - Managerial Economics
(3 hours) Prerequisites: ECON 211 (grade of “C” or better) and MATH 111. Application of economic principles in making organizational decisions under conditions of uncertainty. This course cannot be challenged.
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ECON 469 - Economics Internship
(3 hours) Prerequisites: 61 semester hours, 2.75 GPA, and permission of the department chairperson. Qualified students may apply to the College of Business Internship Committee for internship positions. Appointments are made on a competitive basis. Only six hours may be earned. Three Business (BUSI) or Economics (ECON) internship hours may be applied in major or minor (but not both) and three hours of general elective credit. An intern must work at least 114 hours to receive credit. This course cannot be challenged. Note: Grading is on a pass/fail basis. Counts for ELR credit.
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ECON 470 - Economics Internship
(3 hours) Prerequisites: 61 semester hours, 2.75 GPA, and permission of the department chairperson. Qualified students may apply to the College of Business Internship Committee for internship positions. Appointments are made on a competitive basis. Only six hours may be earned. Three Business (BUSI) or Economics (ECON) internship hours may be applied in major or minor (but not both) and three hours of general elective credit. An intern must work at least 114 hours to receive credit. This course cannot be challenged. Note: Grading is on a pass/fail basis. Counts for ELR credit.
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ECON 471 - Senior Project in Economics
(1 hours) Prerequisites: Senior status, GPA above 3.0, and permission of the chair. The Senior Project is a substantial independent project and may include various models, ranging from traditional readings and academic writing, to field studies, experiments, or business plans. Senior Projects will involve a substantial amount of research and provide an enhancement to the capstone experience for the student’s curriculum. This course cannot be challenged.
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ECON 472 - Senior Project in Economics
(2 hours) Prerequisites: Senior status, GPA above 3.0, and permission of the chair. The Senior Project is a substantial independent project and may include various models, ranging from traditional readings and academic writing, to field studies, experiments, or business plans. Senior Projects will involve a substantial amount of research and provide an enhancement to the capstone experience for the student’s curriculum. This course cannot be challenged.
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ECON 473 - Senior Project in Economics
(3 hours) Prerequisites: Senior status, GPA above 3.0, and permission of the chair. The Senior Project is a substantial independent project and may include various models, ranging from traditional readings and academic writing, to field studies, experiments, or business plans. Senior Projects will involve a substantial amount of research and provide an enhancement to the capstone experience for the student’s curriculum. This course cannot be challenged.
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Education |
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EDUC 101 - Introduction to Education
(3 hours) An introduction to the field of education focusing on the learner, the teacher and teaching, the school, and current trends in education. Intended for honors level high school students participating in a teacher cadet program. Extended observations and field experiences at various school levels are required. This course cannot be challenged.
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EDUC 191 - Sophomore Teaching Fellows Seminar I
(1 hours) Prerequisites: Must be enrolled in the SC Teaching Fellows Program. This seminar course is designed to prepare pre-service sophomore Teaching Fellows with sufficient differentiated professional development opportunities according to expectations of the Center for Education Recruitment, Retention, and Advancement (CERRA). It builds upon the foundational elements established in the Teaching Fellows section of GNED 101. This seminar course places an emphasis on critical thinking skills necessary for teacher preparation. Exploration, action, and reflection are the key components of this course. This course cannot be challenged. Note: Grading is on a pass/fail basis.
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EDUC 192 - Sophomore Teaching Fellows Seminar II
(0.5 hours) Prerequisites: Must be enrolled in the SC Teaching Fellows Program. This seminar course is designed to prepare pre-service sophomore Teaching Fellows with sufficient differentiated professional development opportunities according to expectations of the Center for Education Recruitment, Retention, and Advancement (CERRA). It builds upon the foundational elements established in the Teaching Fellows section of GNED 101. This seminar course places an emphasis on critical thinking skills necessary for teacher preparation. Exploration, action, and reflection are the key components of this course. This course cannot be challenged. Note: Grading is on a pass/fail basis.
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EDUC 194 - Junior Teaching Fellows Seminar I
(1 hours) Prerequisites: Must be enrolled in the SC Teaching Fellows Program. This seminar course is designed to prepare junior Teaching Fellows with sufficient differentiated professional development opportunities according to expectations of the Center for Education Recruitment, Retention, and Advancement (CERRA). It builds upon the foundational elements established in the sophomore Teaching Fellows Seminar course. This seminar course places an emphasis on critical thinking skills necessary for teacher preparation. Exploration, action, and reflection are the key components of this course. This course cannot be challenged. Note: Grading is on a pass/fail basis.
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EDUC 195 - Junior Teaching Fellows Seminar II
(0.5 hours) Prerequisites: Must be enrolled in the SC Teaching Fellows Program. This seminar course is designed to prepare junior Teaching Fellows with sufficient differentiated professional development opportunities according to expectations of the Center for Education Recruitment, Retention, and Advancement (CERRA). It builds upon the foundational elements established in the sophomore Teaching Fellows Seminar course. This seminar course places an emphasis on critical thinking skills necessary for teacher preparation. Exploration, action, and reflection are the key components of this course. This course cannot be challenged. Note: Grading is on a pass/fail basis.
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EDUC 201 - Principles and Philosophy of Education
(3 hours) A survey of past and current practices, trends, and issues in public education stressing historical and philosophical antecedents to modern education. Includes a study of education organization, finance, law, and administration, as well as current employment outlooks in the field of education. Teaching Fellows and Teacher Cadet students are enrolled in specific section. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring. Counts for ELR credit.
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EDUC 219 - Foundations of Literacy
(3 hours) Specific methods of literacy instruction will be studied and demonstrated with analysis and evaluation of materials/strategies used in comprehensive P-12 literacy education. Major emphasis will be given to the 5 components of a scientifically researched reading program: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Attention will be given to current research findings and their implications to teaching literacy. This course will examine theoretical basis and practical techniques for teaching reading in the classroom to facilitate student’s mastery of reading as a vital component in becoming a lifelong learner. A 5-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring
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EDUC 221 - Technology for Teachers
(3 hours) This course will explore the present and potential use of technology in the world of K-12 education and will employ technology as a primary instructional tool. Students will examine classroom applications of interactive whiteboards, word-processing, spreadsheet, and database programs. Students will utilize technology to create computer-based multimedia instructional and informational presentations. The use of the internet for professional and instructional purposes and software for educational purposes will also be explored. (Laboratory fee required) A 5-hour practicum is required. This course cannot be challenged. Note: Offered: Fall and Spring. Counts for ELR credit.
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EDUC 299 - International Education Experience
(3 hours) Prerequisites: EDUC 201 or permission of instructor. The International Education Experience is intended to help teacher candidates integrate theoretical and research coursework with reflective practice within the context of international education and to consider their own development as educators and professionals. Students will be evaluated on their ability to engage analytically with their international experience, course readings and assignments, and with each other in order to maximize their learning experience. In addition, humanitarian mission work will be integrated into the experience in the designated cultural setting allowing teacher candidates to develop and demonstrate a Christian worldview. Travel fee required. This course cannot be challenged. Note: Counts for ELR credit.
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EDUC 300 - Psychology Applied to Effective Teaching
(3 hours) Prerequisite: EDUC 201 (grade of “C” or better) or approval from the College of Education. A review of the major contributions of psychology as applied in the educational setting. Emphasis on developmental aspects of human learning, with particular focus on stages of development, learning theories, and their practical application, effective instruction and classroom management, development of critical thinking skills, and evaluation of student learning. A component on South Carolina school evaluation procedures is included. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring. Counts for ELR credit.
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EDUC 310 - Early Childhood Content, Curriculum and Assessment
(3 hours) Prerequisite: Admission to the College of Education or Childhood Development major and EDUC 390, 391 and 423. Candidates are given the opportunity to match content, objectives, and teaching behaviors with appropriate curriculum and assessment for early childhood education models and programs (infancy through grade three). Meeting the needs of the child are addressed through the study of the role of ethnicity, physical, social, emotional, and cognitive development in growth and learning style, with emphasis on the individual child. The ADEPT teacher evaluation model is presented in the course and candidates develop an integrated unit work sample. Candidates will also select, interpret, and integrate developmentally appropriate assessment tools which meet the needs of diverse student populations. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR credit.
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EDUC 313 - Human Growth and Child Development
(3 hours) Prerequisites: EDUC 201 (grade of “C” or better). An investigation of various patterns of intellectual, social, emotional, and physical growth of learners from prenatal through adult periods. Theories and content emphasizing current thinking and research are examined, as well as the processes affecting the developing person. Special emphasis is given to the P-12 student and child development. This course cannot be challenged. Note: Offered: Fall and Spring.
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EDUC 324 - Creativity in the Classroom
(3 hours) Prerequisite: EDUC 300 (grade of “C” or better) or approval from the College of Education. Emphasis upon methods, materials, and activities for enhancing creative and critical thinking through the integration of art, music, and drama into the regular classroom curriculum. A 5 hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered:Fall and Spring. Counts for ELR credit.
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EDUC 325 - Teaching Reading/Writing in the Content Areas
(3 hours) Prerequisites for EC/ELEM: EDUC 300 (grade of “C” or better). Prerequisites for Middle/Secondary/P-12: Admission to the Teacher Education Program. Elementary and Early Childhood Education majors must take section 01 and Middle Grades, Secondary and P-12 majors must take section 02. A study of strategies for the improvement of literacy skills in the content areas using development content-specific activities and materials. Emphasis will be given to identifying learner needs and planning instructional delivery with varied pupil groupings, along with the use of assessment, enrichment and remediation ideas and techniques for applying reading and writing skills in the content areas. Some focus will be given to creative/critical thinking skills the utilization of technology for instruction. Each course section will also emphasize the importance of children’s literature or adolescent literature. For EC/ELEM: a 10 hour practicum is required; For Middle/Secondary: a 20 hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: For EC/ELEM: Fall and Spring; For Middle/Secondary & P-12: Spring Only. Counts for ELR credit.
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EDUC 327 - Literature Across the Curriculum
(3 hours) Prerequisite: EDUC 201 (grade of “C” or better), GPA of at least 2.0, or approval from the College of Education. This course provides a survey of children’s literature appropriate for the early childhood, elementary, and middle grades, including: animal books, bibliography, biography, Caldecott Award winners, chapter books, counting and number books, easy readers, juvenile novels, nature and science books, multicultural books, Newberry Award winners, poetry, phonics-driven books, and value and character building books. Students will have the opportunity to develop and present activities for using books in drama, story-telling, and other creative teaching venues. The course will emphasize the importance of children’s literature in critical thinking, building values, and developing a lifelong love of reading. This course cannot be challenged. Note: Offered: Fall and Spring.
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EDUC 332 - Instructional Strategies/Reading
(3 hours) Prerequisites: Admittance to College of Education.
Corequisites: For Early Childhood: EDUC 390, 391, and 423; For Elementary: EDUC 391 and 423. EDUC 332 is a study of instructional methods and strategies for teaching reading and ELA in the early childhood and elementary school classrooms. Major emphasis will be given to the 5 components of a scientifically researched reading program: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Attention will be given to current research findings and their implications on teaching reading and writing. This course will examine theoretical basis and practical techniques for teaching reading and ELA in the primary classroom to facilitate children’s mastery of reading as a vital component in becoming a lifelong learner. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course may not be challenged.
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EDUC 337 - Instructional Reading Strategies & Assessment
(3 hours) Prerequisite: EDUC 201. This course is a study of instructional methods and strategies for teaching reading and ELA in the early childhood and elementary school classrooms. This course is intended for undergraduate child development majors who are seeking a non-licensure degree. Major emphasis will be given to the 5 components of a scientifically researched reading program: phonemic awareness, phonics, fluency, vocabulary, and text comprehension, as well as writing. Additionally, students will assess and address the literacy needs and performance of students in a pre-k classroom, based on performance data, personal background, individual learning styles, and classroom behavior. Candidates demonstrate the ability to assess the progress of individual students as well as that of the class as a whole by collecting data and making data driven decisions for individual and program improvement. Candidates employ multiple assessments for measuring student growth and understanding and can clearly explain student performance to parents (through the use of data collection charts and explanations in layman’s terms). A minimum of a 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged.
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EDUC 338 - Teaching Math in Early Childhood and Elementary Schools
(3 hours) Prerequisites: Admission to the College of Education Program and completion of MATH 201 and MATH 202 with a “C” or better. This course is an introduction to early childhood and elementary mathematics curriculum and instructional strategies. Emphasis is placed on the following: NCTM, South Carolina and local standards, effective planning and instruction for all students, how children learn mathematics, available resources including technology, literature and manipulatives; and acquiring experience in a local school. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring. Counts for ELR credit.
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EDUC 340 - Nature and Needs of the Middle Level Student
(3 hours) Prerequisites: Admission to College of Education. This course is designed to develop an in-depth understanding of the specific nature of early adolescence, the specific needs of young adolescents and the importance of collaborating with families and the entire community. Course content includes the social, emotional, physical and psychosocial development and needs of early adolescent. A 15-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged.
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EDUC 341 - Middle Level Curriculum and Organization
(3 hours) Prerequisite: Admission to the College of Education. A study of middle level organization and curriculum design that is developmentally appropriate for middle level students. Specific topics include interdisciplinary teaching teams, flexible grouping and scheduling, vertical articulation, activity and advisory programs, and community building. Based on the AMLE Standard 2, this course will provide middle level teacher candidates with an understanding and use of the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes. This course cannot be challenged.
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EDUC 342 - Relationship Building and Classroom Management in the Middle Grades
(3 hours) Prerequisite: Admission to College of Education. This course is designed to focus on strategies for building teacher-student relationships and to examine a variety of approaches for effective classroom management in a middle grades classroom. This course prepares candidates to develop systematic strategies and techniques essential for creating and managing positive, productive classroom learning environments for young adolescents in diverse settings. A 15 hour practicum is required for this course. This course cannot be challenged. Note: Note: Course offered Fall only prior to senior clinical practice.
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EDUC 380 - Strategies for Planning Curriculum and Assessment
(3 hours) Prerequisites: Admission to the College of Education Program and completion of EDUC 391, EDUC 332 and EDUC 423 with a “C” or better. Corequisities: EDUC 412, 413 and 421. Should be taken the semester prior to clinical practice. Should be taken the semester prior to clinical practice. Candidates are provided the opportunity to match content, objectives, and teaching behaviors with appropriate curriculum and assessment. The ADEPT instrument for teacher evaluation is presented in the course and candidates develop an integrated unit work sample based on this model. Candidates will also select, interpret, and integrate assessment tools that are developmentally appropriate and which meet the needs of diverse student populations. A 10 hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR credit.
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EDUC 381 - Strategies for Planning Secondary Curriculum and Assessment
(3 hours) Prerequisite: Admission to the College of Education Program and completion of EDUC 325 and 361 with a grade of ‘C’ or better. Corequisite: EDUC 422 and appropriate secondary content area curriculum and methods course. Should be taken the semester prior to clinical practice. This course prepares teachers to analyze, design, and construct developmentally appropriate traditional and authentic assessments for secondary classrooms. The relationship among state academic standards, assessment and ADEPT is discussed. Candidates analyze student data, and modify assessments to meet the needs of diverse learners. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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EDUC 390 - Early Childhood Practicum
(3 hours) Prerequisite: Admission to the College of Education Program unless a Child Development major. Corequisites: EDUC 332, 391 and 423. This course is designed to teach students to apply theory and research related to early childhood learners including preschool with emphasis on the whole child. Candidates enrolled in this course will be trained in the domains of early childhood development using both NAEYC and South Carolina guidelines including emphasis on speech and language development. Candidates will apply this knowledge to guide their observations in early childhood practicum settings. Candidates will become advocates for young children as they reflect upon observations and outside readings. A 20-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Spring. Counts for ELR credit.
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EDUC 391 - Early Childhood/Elementary Social Studies Content
(3 hours) Prerequisites: Admission to the College of Education. Corequisites: For Early Childhood: EDUC 332, 390, and 423; For Elementary: EDUC 332 and 423. This course is designed to provide the teacher candidate with sufficient content knowledge in the core social studies strands needed for teaching in early childhood and elementary school settings. Content mastery in history, geography, economics, behavioral science, and political science is essential in preparing teachers to provide meaningful social studies experiences for early childhood and elementary students. This course cannot be challenged. Note: Note: Offered: Spring
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EDUC 405 - School, Parent, and Community Relations
(3 hours) Prerequisites: Admission to the College of Education or Childhood Development major. Analysis and discussion of the interrelationship of parents, the school, and the community. The involvement of parents and their role in the intellectual, social, emotional, and physical development of children, and how the role of the school and the involvement of the community impact the educational process will be specifically examined. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall and Spring.
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EDUC 412 - Teaching Social Studies in Early Childhood and Elementary Schools
(3 hours) Prerequisites: Admission to the College of Education; for Early Childhood: EDUC 332, 390, 391 and 423; for Elementary: EDUC 332, 391 and 423. Corequisites: For Early Childhood: EDUC 310, 413 and 420; For Elementary: EDUC 380, 413 and 421. This course prepares teachers to select, develop, and instruct curricula in the strands of early childhood/elementary social studies. These curricular areas will be applied so that candidates will be able to use developmentally appropriate practice, technology, multiple resources, integrated instruction and hands-on experiences as they prepare for social studies methods in the classroom. The ADEPT evaluation model, state standards, and national standards for social studies will be used in the course for the purposes of discussion, analysis, and design of lesson plans. A 10-hour practicum is required. Students are responsible for arranging their own transportation to assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR credit.
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EDUC 413 - Teaching Science in Early Childhood and Elementary Schools
(3 hours) Prerequisites: Admission to the College of Education; for Early Childhood: EDUC 332, 390, 391 and 423; for Elementary: EDUC 332, 391 and 423. Corequisites: For Early Childhood: EDUC 310, 412 and 420; For Elementary: EDUC 380, 412 and 421. This course promotes a practical “hands-on” learning approach for teaching science in the early childhood/elementary classroom. Emphasis is on direct and inquiry-oriented instructional methods for encouraging discovery learning, divergent thinking and creative problem-solving among early childhood and elementary students. Specific abilities and strategies are demonstrated by designing and implementing an inquiry based approach to the biological, geological, physical, and environmental sciences in the classroom. A clinical experience is required. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR credit.
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EDUC 417 - Creating a Learning Environment
(3 hours) Prerequisites: Admission to the College of Education Program and completion of Education 325 with a “C” or better. Study and practical application of assessment and classroom management methods and materials focusing on preparing teacher candidates to be reflective decision-makers. The course prepares teachers to analyze, design, and construct developmentally appropriate traditional and authentic assessments. Case studies requiring problem solving are emphasized. The relationship between state academic standards, assessment, classroom management and ADEPT is discussed. Further emphasis is placed on developing positive relationships and communication with parents, peers, and administrators. A 20-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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EDUC 420 - Methods and Materials for Early Childhood Classroom
(3 hours) Prerequisites: Admission to the College of Education or Childhood Development major and completion of EDUC 332, 390, 391 and 423 with a “C” or better. Corequisites: EDUC 310, 412 and 413. This course should be taken the semester prior to clinical practice. Study and practical application of content, methods, and materials for early childhood education, with emphases on diverse teaching strategies, effective instruction, classroom management, accommodations for diverse learners, and effective technology integration. Special emphasis placed on methods and strategies for developing creative and critical thinking skills through interdisciplinary learning center approaches and hands-on programs. The ADEPT teacher evaluation instrument is presented in the course and candidates develop long range plans based on this model. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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EDUC 421 - Methods for Classroom Management and Effective Instruction in the Elementary School
(3 hours) Prerequisites: Admission to the College of Education or Childhood Development major and completion of EDUC 332, 391 and 423 with a “C” or better. Corequisites: EDUC 380, 412 and 413. This should be taken the semester prior to clinical practice. This course should be taken the semester prior to clinical practice. Study and practical application of content, methods, and materials for elementary education, with emphases on diverse teaching strategies, effective instruction, classroom management, accommodations for diverse learners, and effective technology integration. This course offers candidates the opportunity to study and apply educational philosophies and multiple perspectives of a variety of classroom management approaches leading to a classroom management plan and model for classroom discipline. The ADEPT teacher evaluation instrument is presented in the course and candidates develop long range plans based on this model. A 10-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall.
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EDUC 423 - Assessment Strategies/Reading
(3 hours) Prerequisites: Admission to the College of Education Program. Corequisites: For Early Childhood: EDUC 332, 390, and 391; For Elementary: EDUC 332 and 391. This course is a study of assessing and addressing the literacy needs and performance of students in grades P-6, based on performance data, personal background, individual learning styles, and classroom behavior. Candidates demonstrate the ability to assess the progress of individual students as well as that of the class as a whole by collecting data and making data driven decisions for individuals and program improvement. Candidates employ multiple measures for determining student growth and understanding and can clearly explain student performance to parents (through the use of data). Best practices in reading and language arts as well as recommended practices for traditional and authentic assessment will be addressed. A 5-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Spring
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EDUC 425 - Middle Grades and Secondary English Curriculum and Methods
(3 hours) Prerequisite: Admission to the College of Education and EDUC 325 and SPED 361 with a grade of “C” or better. Corequisites: Education 417. Study of secondary English curriculum and methods. Emphasis on planning for instruction, instructional strategies, and integrating listening, speaking, reading, and writing throughout the English curriculum. Examination of the South Carolina curriculum standards for Reading/English/Language Arts as well as research findings regarding effective teaching strategies in the English/Language Arts classroom. National and state standards are emphasized. Using the Expanded ADEPT Evaluation System candidates will construct long - and short - range plans. A 20-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR credit.
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EDUC 426 - Middle Grades and Secondary Mathematics Curriculum and Methods
(3 hours) Prerequisite: Admission to the College of Education and EDUC 325 and SPED 361 with a grade of “C” of better. Corequisites: Education 417. Should be taken the semester prior to clinical practice. Study of secondary mathematics curriculum and methods. Emphasis on planning for instruction and on implementing instructional strategies in the secondary mathematics classroom. Examination of the national and South Carolina frameworks and curriculum standards for mathematics as well as research findings regarding effective teaching strategies in the secondary mathematics classroom. Using the Expanded ADEPT Evaluation System candidates will construct long- and short-range plans. A 20-hour practicum is required. Students are responsible for arranging their own transportation to assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR credit.
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EDUC 428 - Middle Grades and Secondary Life Science Curriculum and Methods
(3 hours) Prerequisites: Admission to the College of Education and EDUC 325 and SPED 361 with a grade of “C” of better. Study of secondary life science curriculum and methods. Emphasis on planning for instruction, instructional strategies, and integrating listening, speaking, reading, and writing throughout the sciences curricula. Examination of the South Carolina curriculum standards for teaching science at the secondary level as well as research findings regarding effective teaching strategies in the secondary sciences classroom were researched to develop strategies for curricular development. National and state standards are emphasized. Using the Expanded ADEPT Evaluation System candidates will construct a long-range plan and unit work sample. A 20-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Counts for ELR credit.
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EDUC 429 - Middle Grades and Secondary Social Studies Curriculum and Methods
(3 hours) Prerequisite: Admission to the College of Education and EDUC 325 and SPED 361 with a grade of “C” or better. Corequisites: EDUC 417. Study of secondary social studies curriculum and methods. Emphasis on instructional strategies in the secondary social studies classroom. Examination of the South Carolina framework and curriculum standards for social studies as well as research findings regarding effective teaching strategies in the secondary social studies classroom. National and state standards are emphasized. Using the Expanded ADEPT Evaluation System candidates will construct long range plan and unit work sample. A 20-hour practicum is required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: Offered: Fall. Counts for ELR Credit.
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EDUC 436 - Clinical Practice in the Elementary School
(12 hours) Prerequisite: Admission to Clinical Practice. An intensive field-based co-teaching experience that includes observation, participation and supervised teaching in an elementary school classroom (grades 2-6) for sixty (60) full days. The clinical practitioner works with an ADEPT certified teacher and university supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The clinical practitioner becomes a member of a teaching team that includes, classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural background. Demonstrated competency as identified by the ADEPT performance evaluation instrument is required. Professional seminars are required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: An incomplete cannot be received. Counts for ELR credit. Directed Teaching fee required.
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EDUC 438 - Clinical Practice in Early Childhood Education
(12 hours) Prerequisite: Admission to Clinical Practice. An intensive field-based co-teaching experience that includes observation, participation and supervised teaching in an early childhood classroom (grades P-3) for sixty (60) full days. The clinical practitioner works with an ADEPT certified teacher and university supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The clinical practitioner becomes a member of a teaching team that includes, classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural background. Demonstrated competency as identified by the ADEPT performance evaluation instrument is required. Professional seminars are required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: An incomplete cannot be received. Counts for ELR credit. Directed Teaching fee required.
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EDUC 440 - Clinical Practice in the Secondary School
(12 hours) Prerequisite: Admission to Clinical Practice. An intensive field-based experience that includes observation, participation, and supervised teaching in a secondary classroom (grades 9-12) for sixty (60) full days. The clinical practitioner works with an Expanded ADEPT certified teacher and university supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The clinical practioner becomes a member of a teaching team that includes classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural backgrounds. Demonstrated proficiency in the four domains of the South Carolina Teacher Standards identified by the state-mandated Expanded ADEPT performance evaluation instrument is required. Professional seminars are required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: An incomplete cannot be received. Counts for ELR credit. Directed Teaching fee required.
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EDUC 441 - Clinical Practice in the Middle Grades
(12 hours) Prerequisites: Admission to Clinical Practice. An intensive field-based experience that includes observation, participation and supervised teaching in a middle grades classroom (grades 5-8) for sixty (60) full days (two placements of six weeks each). The clinical practitioner works with an Expanded ADEPT certified teacher and university supervisor to develop and implement an integrated curriculum that is designed to meet the social, emotional, physical, and cognitive needs of students in the classroom. The clinical practitioner becomes a member of a teaching team that includes classroom teachers, special area teachers, staff, administrators, parents/guardians, community agencies, professional consultants, school volunteers, and students from diverse cultural backgrounds. Demonstrated proficiency in the four domains of the South Carolina Teacher Standards identified by the state-mandated Expanded ADEPT performance evaluation instrument is required. Professional seminars are required. Students are responsible for arranging their own transportation to designated or assigned sites. This course cannot be challenged. Note: An incomplete cannot be received. Counts for ELR credit. Directed Teaching fee required.
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