Education

​​The Teaching and Learning Experience course provides students with an overview of various aspects of classroom management and instructional practices in an educational setting. Students will learn the fundamentals of effective classroom management, lesson planning, and instructional delivery. The course also focuses on developing observation skills to assess teaching methods, identifying SCTS 4.0 indicators, and providing valuable feedback to educators. Additionally, students will gain practical experience by serving as tutors, creating slide shows, reviewing assessments, SLOs, resumes, and participating in grade-level planning.​ 

A survey of (1) the changing scene of education in public schools, (2) the legal and financial aspects of education, (3) the teaching profession, and (4) the effective classroom. Twenty hours are spent assisting and observing public school teachers.

The theory, art, and technology of planning and producing visual and auditory materials for instruction. Analysis of electronic media and its application in instruction for improving or enhancing the learning process.

This course is appropriate for pre-service and in-service educators who want to gain a deeper knowledge of children’s literature and what children need from literacy experiences at different developmental stages. The course will practically equip educators to select appropriate books for a student and to integrate technology and best practices for the classroom.

The first of three sequential, incremental clinical experiences required of elementary education majors. Students gain experience, practice, and training in the classroom as they work with an individual child to help strengthen that child’s learning skills, confidence, and self-esteem. A minimum of 30 hours of field experience is required.

The second of three sequential, incremental clinical experiences required of elementary education majors. The first of two clinical experiences for secondary education majors. Students spend forty (40) hours in a public school classroom [except for elementary education majors who spend a minimum of thirty (30) hours in the class- room]. Students work in public schools to plan, observe and instruct small groups of students. For K-12 certification, students will work in an elementary school.

The third of three sequential, incremental clinical experiences required of all elementary education majors. The second of two clinical experiences for secondary education majors. Students spend forty (40) hours in a public school classroom [except for elementary education majors who spend a minimum thirty (30) hours in the classroom]. Students combine theory and practice by planning and directing activities for large groups of students. For K-12 certification, students will work at the secondary level.

A survey of the methods and materials for teaching reading, listening, speaking, and writing. Traditional and current approaches to teaching reading are examined.

A study of the reading and communication skills and strategies necessary for effective teaching in subject matter areas. This course includes instruction in SCTS 4.0 and various learning styles.

Theories of learning, memory, cognition, and education, with an emphasis on application in the classroom. Designed for the prospective teacher, this course is also appropriate for prospective psychologists and counselors.

A study of the historical, philosophical and sociological foundations of the American educational system. This course includes instruction in professional and ethical behaviors including the study of the Model Code of Ethics for Teachers.

A survey of the sociological, linguistic, and psychological aspects of the reading process and the methods, materials, skills, and instructional strategies essential for success in teaching reading to students of diverse backgrounds and abilities.

This course includes the study of a variety of disabilities that afflict school-age children and youth. Attention will be given to special problems of adjustment and adaptation as it relates to the school setting. Additional emphasis will be placed on techniques and resources for assisting these children to maximize their respective potentialities..

The purpose of this course is to describe the techniques and skills necessary for successfully teaching mathematics at the elementary level. Students will be actively engaged in constructivist-based problem-solving, inquiry learning, and other methods of teaching mathematics. Diagnostic-prescriptive strategies will also be emphasized.

The purpose of this course is to describe the techniques and skills necessary for successfully teaching content in science at the elementary school level. Teacher candidates will be actively engaged in problem-solving, hands-on activities, inquiry-based design, experimentation, and other methods of teaching science. Attention will be given to the use of technology and best practices based on research.

A study of strategies and methods to teach the themes, concepts, and modes of inquiry from the field of social studies.

A study of the objectives, materials, methods, and procedures for teaching the language arts with a focus on writing instruction.

This course includes instruction in creating effective lesson plans based on the South Carolina curriculum standards, and using both traditional and alternative assessments to plan effective instruction.

A study of how to design, use, and interpret the results of the assessment to guide and improve instruction. The theory, development, history, and application of both formal and informal testing will be studied.

A study of the nature and multiple causes of reading difficulties. Emphasis will be placed on assessing reading ability and planning corrective instructional strategies to meet the needs identified by the assessments. The practicum component of the course requires students to participate in public school reading classes and provide assistance for struggling readers.

The final course for elementary majors, this 60-day course of study in public schools allows students to combine theory and practice in the classroom. The SCTS 4.0 process is used to evaluate the student teaching experience. Grading is on a Pass/Fail basis.

Teacher Leaders will research, critique, and employ professional teacher leadership and mentoring practices including advocacy and state-based evaluation systems as they relate to classroom practice.

Teacher Leaders will design curriculum and instruction using advanced strategies and research-based best practices for their local contexts.  This course is required for the Teacher Leadership Endorsement for South Carolina Educators. 

Teacher Leaders will use their local context to critique, design, and implement action research methodology to improve P-12 learning outcomes.  Results of Action Research must be presented or published by the conclusion of ED 506, Clinical Practice in Teacher Leadership.  This course is required for the Teacher Leadership Endorsement for South Carolina Educators.

Teacher Leaders will design instruction and professional development using innovative and emerging instructional technology for face-to-face, virtual synchronous, and asynchronous formats.

Teacher Leaders will identify and design solutions for learning outcome challenges through classroom and school-based assessments and data analysis.

Teacher Leaders will research, critique, and design learning environment community plans for their local contexts. 

Capstone Course

Teacher Leaders will design clinical practice experiences in cooperation with a mentor educator and university supervisor to improve instructional and leadership practices based on professional goals and local context.  Action Research Project results must be presented at a conference or accepted for publication in a refereed journal for successful completion of this course.   (36 clinical hours required)

Teacher Leaders will become immersed in a cultural experience that will allow them to gain valuable exposure to best practices in classroom teacher leadership abroad.  The course will culminate with a global experience abroad which will allow Teacher Leaders to collaborate with international educators. 

The purpose of this course is to describe and apply the techniques and skills necessary for integrating science, technology, engineering, art (including humanities), and math (STEAM) with inquiry learning.  This course emphasizes applying effective STEAM-based instructional design practices, including integrating technology across the curriculum, providing equitable support with universal design, and learning with inquiry-rich, authentic, problem-based tasks

The purpose of this course is to describe and apply STEAM-based instructional methods and strategies, including authentic, problem-based learning and technology integration.  This course emphasizes equitable ways to structure the classroom and student-driven tasks for deep learning.

The purpose of this course is to describe and apply assessment practices that support learning in a real-world context.  This course emphasizes the use of an iterative 3 process to refine instruction by evaluating learning using formative and summative assessment.  Peer review and self-reflection are utilized to deepen ways to make assessment authentic and with ongoing feedback that informs adjustments to teaching practices. 

The purpose of this course is to implement STEAM teaching practices and reflect critically on ways to develop as a leader in STEAM pedagogy.  Peer review and self-reflection are utilized to sharpen STEAM teaching practices for integrating content, facilitating productive collaboration among students, and implementing inquiry-based approaches to solve problems.

The purpose of this course is to describe and apply STEAM-based instructional methods and strategies, including authentic, problem-based learning and technology integration.  This course emphasizes equitable ways to structure the classroom and student-driven tasks for deep learning.  

The purpose of this course is to describe and apply assessment practices that support learning in a real-world context.  This course emphasizes the use of an iterative 3 process to refine instruction by evaluating learning using formative and summative assessment.  Peer review and self-reflection are utilized to deepen ways to make assessment authentic and with ongoing feedback that informs adjustments to teaching practices. 

The purpose of this course is to implement STEAM teaching practices and reflect critically on ways to develop as a leader in STEAM pedagogy.  Peer review and self-reflection are utilized to sharpen STEAM teaching practices for integrating content, facilitating productive collaboration among students, and implementing inquiry-based approaches to solve problems. 

Students will research and critique various frameworks of project-based learning including the basic tenants and theory of each model discussed throughout the course.

Students will critique PBL curriculum and instructional techniques as well as design a unit of PBL instruction.

Students will implement, self-assess, and reflect on PBL in a local context.   Students are also required to provide evidence of mentoring, support, and professional development to other educators seeking to implement PBL methodology.  This course requires 30 hours of field-based practicum designed to demonstrate knowledge, skills, and dispositions for implementing PBL.

Teacher Leaders will research, critique and design guided reading instructional experiences for students in elementary grades. 

Teacher Leaders will research, critique, design and implement diagnostic practices in mathematics for elementary students. 

Teacher Leaders will research, critique, and design writing instructional experiences for elementary students.