| |
Criminal Justice |
| |
-
CRJ 251 - Criminal Investigation 3 Cr. Hrs.
This course examines the origins of criminal investigation and traces the development to its present state. The course also provides an overview of the criminal investigation process from inception to culmination, including interviewing and investigation techniques and the use of forensic science to solve crimes.
|
| |
-
CRJ 275 - Correctional Systems 3 Cr. Hrs.
This survey course will examine both the traditional and evolving aspects of contemporary corrections. Students will review probation as well as the operations of various jails, prisons and will assess classification, security, safety, and programming issues facing contemporary American corrections.
|
| |
-
CRJ 301 - Research Methods in Criminal Justice 3 Cr. Hrs.
Principles and methods of research in criminal justice.
|
| |
-
CRJ 310 - Psychology and the Law 3 Cr. Hrs.
Study of psychological principles and techniques applied to the criminal justice field; topics include repressed memories, eyewitness testimony, scientific jury selection, insanity defense, and death-qualified juries.
Prerequisite(s): PSY 101 .
|
| |
-
CRJ 325 - Incident Management & Planning for Emergencies 3 Cr. Hrs.
This course focuses on the philosophical and theoretical underpinnings of the emergency management and the principles that define effective practice including pre-plan requirements, hazards and resource assessments, vulnerability analysis, methodology of planning, and public policy considerations.
|
| |
-
CRJ 340 - Victim Services 3 Cr. Hrs.
This course is designed to enlighten students in the area of crime victim services; the areas that will be examined in this course include: victims’ rights laws in the United States, the impact of crime on victims, communication with victims and survivors, direct services for victims of crime, ethics in victim services, assisting crime victims with navigating the criminal justice system, and resources for crime victims.
Prerequisite(s): Junior or Senior Standing.
|
| |
-
CRJ 350 - Judicial Systems and Practices 3 Cr. Hrs.
Critical analysis of the legal system with an emphasis in letting the student develop a practical understanding of the entire criminal justice system. This is a required CRJ course.
Prerequisite(s): PS 101 & Junior standing.
|
| |
-
CRJ 400 - Special Topics 3 Cr. Hrs.
Examines timely issues and developments in the field of criminal justice. It may be repeated for credit for different topics. This is a specified elective.
Prerequisite(s): Junior standing.
|
| |
-
CRJ 405 - Vulnerability & Risk Assessment 3 Cr. Hrs.
This course explores the qualitative and quantitative methods for evaluating risks and developing practices to use such information to improve decision-making processes in the context of emergency management.
|
| |
-
CRJ 410 - Terrorism 3 Cr. Hrs.
This course is designed to provide students with the opportunity to explore the phenomenon of terrorism. Here, the political nature and theoretical underpinnings of terror will be examined along with responses to terroristic violence.
|
| |
-
CRJ 420 - Executive Criminal Justice 3 Cr. Hrs.
This course is designed to examine elected sheriffs, police chiefs, and top assistants and to provide an introduction into personnel matters, budgeting, media relations, and general justice administration. This is a specified elective.
Prerequisite(s): Junior standing.
|
| |
-
CRJ 430 - Government Budgeting and Finance 3 Cr. Hrs.
This course informs and educates the student of the methods of, and philosophy for, providing the financial resources to carry out government programs; levels of spending, budgeting, and fiscal policy; public expenditure and public revenue; decision-making with emphasis on program budgeting, cost benefit analysis, and zero based budgeting; the effects of evolving tax policies on resource allocation, economic growth and tax issues.
|
| |
-
CRJ 435 - Strategic Planning: Homeland Security & Emergency Preparedness 3 Cr. Hrs.
This course provides an in-depth examination of selected homeland security and emergency preparedness planning issues policies, strategies, and strategic operations. The course will cover various approaches used to determine and execute their homeland security policies and actions.
|
| |
-
CRJ 450 - Ethics in Criminal Justice 3 Cr. Hrs.
This course provides an examination of the critical ethical dilemmas encountered in the criminal justice system. The course will focus on an exploration of professionalism and decision making in criminal justice through the lens of ethics, professional codes of conduct and leadership by identifying and analyzing various moral dilemmas confronting criminal justice professionals and determining responses to those complex and controversial dilemmas.
Prerequisite(s): Junior Standing.
|
| |
-
CRJ 460 - Readings and Contemporary Issues in Criminal Justice 3 Cr. Hrs.
Readings and Contemporary Issues in Criminal Justice.
Prerequisite(s): Prerequisite: Consent of instructor. Requires a 2.0 AU GPA. This course permits selected qualified students to pursue an approved topic through independent study under the direction of a faculty member.
|
| |
-
CRJ 475 - Constitutional Law 3 Cr. Hrs.
This course explores the development of the U.S. constitutional system and fundamental principles of constitutional interpretation. Emphasis is on the authority and restraints imposed on law enforcement by the federal Constitution and Supreme Court decisions, and the rights and responsibilities afforded to individuals.
|
| |
-
CRJ 490 - Senior Seminar in Criminal Justice 3 Cr. Hrs.
This is a capstone course integrating knowledge and skills to address major issues in the criminal justice field. It requires a research project and the application of skills and knowledge in actual work (internship) or research environments under the supervision of faculty and professionals.
Prerequisite(s): Senior standing & CRJ major.
|
Cybersecurity |
| |
-
CYB 101 - Cybersecurity Foundations & Ethics 3 Cr. Hrs.
An introduction to the principles of the cybersecurity field. The course covers how to protect the confidentiality, integrity and availability of information systems. The domains examined include networks, access control, risk management, cryptography, cybercrime and legal issues. We address ethical issues that arise from our interconnected world involving topics such as cyberwar, surveillance, privacy, censorship and hacking. Special consideration is given to promoting personal security best practices.
Course Rotation: fall, spring
|
| |
-
CYB 110 - Security with Linux 3 Cr. Hrs.
This course covers the fundamentals of a computer operating system (OS) and contrasts the common systems used today. Then, we focus on the Linux OS covering topics such as the command line interface, file systems, networking, scripting basics, logging, controlling file permissions and the Linux kernel. We highlight how Linux is used in security and pen-testing.
Course Rotation: Spring
|
| |
-
CYB 210 - Cryptography 3 Cr. Hrs.
Covers the principles and technologies used in the computerized encoding and decoding of information. Topics include cryptography basics, encryption & decryption methods, symmetric versus asymmetric systems, hashing, public-key infrastructures, cryptanalysis and attack types. A focus is given to solutions such as blockchain, tokenization, hardware security modules, format-preserving encryption and cloud-based cryptographic technologies. Concepts are reinforced with hands-on exercises.
Prerequisite(s): CYB 101 . CYB 101 can be either a pre or co-requisite. Corequisite(s): CYB 101 . CYB 101 can be either a pre or co-requisite. Course Rotation: Fall
|
| |
-
CYB 220 - Programming for Security 3 Cr. Hrs.
An introduction to programming principles using a modern language. Students create simple computer scripts and programs to automate operations and solve problems. The course emphasizes important practices in developing secure and quality code. Applications and exercises that are relevant to the cybersecurity industry are explored.
Prerequisite(s): CYB 101 . CYB 101 can be either a pre or co-requisite. Corequisite(s): CYB 101 . CYB 101 can be either a pre or co-requisite.
|
| |
|
| |
|
| |
-
CYB 320 - Cyber Threat Intelligence 3 Cr. Hrs.
An exploration of the concepts, methods and tools used to gather and analyze cyber threat data. Threat intelligence is the knowledge that allows organizations to prevent or mitigate cyberattacks. In this course we investigate cyber threats and describe different types of attacks and their characteristics. To detect malicious activity, we examine system logs, intelligence data, and indicators of compromise. We utilize both internal and external data sources, including open source intelligence.
Prerequisite(s): CYB 230 , Network Security. Course Rotation: Fall
|
| |
-
CYB 330 - Digital Forensics 3 Cr. Hrs.
An introduction to the practice of digital forensics. The course surveys the knowledge needed to forensically analyze computer hosts and networks and how to properly collect, analyze, report and present such evidence. Students learn to examine computer memory, storage, file systems and cloud-based systems. Legal topics are covered to include chain of custody, e-discovery and authentication of evidence.
Prerequisite(s): CYB 230 , Network Security. Course Rotation: Spring
|
| |
-
CYB 340 - Risk Management & Compliance 3 Cr. Hrs.
This course covers the management of information security programs in organizations. Students are introduced to various standards that define best practices for creating and maintaining security policies and performing an enterprise risk assessment. Students are exposed to the legal, regulatory and compliance requirements of cybersecurity. The course requires students to solve real-world security problems using a risk management approach through group project work and writing assignments.
Prerequisite(s): CYB 230 , Network Security. CYB 230 can be a prereq or co-req. Corequisite(s): CYB 230 , Network Security. CYB 230 can be a prereq or co-req. Course Rotation: Spring
|
| |
-
CYB 410 - Cybersecurity Contingency Planning 3 Cr. Hrs.
This course covers incident response, disaster planning and business continuity as it relates to cybersecurity. Students learn the different organizational roles of key personnel in the planning process as well as develop organization specific contingency strategies. Contingency planning for critical infrastructures is addressed. Additionally, the course covers contingency planning from within a broader homeland security and emergency services framework.
Prerequisite(s): CYB 310 : Cloud Security. CYB 310 can be either a prereq or co-requisite. Corequisite(s): CYB 310 : Cloud Security. CYB 310 can be either a prereq or co-requisite. Course Rotation: Fall
|
| |
-
CYB 420 - Ethical Hacking 4 Cr. Hrs.
The course covers the hacking methodologies used to plan, organize and perform penetration testing on a target computer system. Emphasis is placed on understanding attack types and using security tools to find and exploit system vulnerabilities. Hacking ethics and legal issues are emphasized. Penetration testing in a cloud environment is addressed. The stages of organized cyber operations and pen testing are practiced with hands-on labs.
Prerequisite(s): CYB 310 : Cloud Security. Course Rotation: Spring
|
| |
-
CYB 450 - Certification Preparation 3 Cr. Hrs.
In the Cybersecurity field, employment prospects are significantly improved if the job seeker holds a professional certification(s). This course provides a comprehensive and intense preparation for an entry-level cybersecurity certification. Students sharpen test taking skills with practice questions and exams. At the end of the course, students are encouraged to take an actual certification exam. Contact the instructor to inquire what exam is being covered during a particular semester.
Prerequisite(s): Any one CYB 300-level course. Repeatable: It may be repeated only once if a different professional certification exam is covered. For example, one CYB 450 may cover the CISSP exam and another the Security+ exam. Course Rotation: Spring
Students are encouraged, but not required, to take the covered certification exam to pass the course.
|
| |
-
CYB 495 - Special Topics in Cybersecurity 1-4 Cr. Hrs.
A course offered at the discretion of Cybersecurity faculty. The topic would examine a current and emergent subject in the field of cybersecurity. The specific topic will be announced at the time of the offering.
Prerequisite(s): To be specified at time of offering. Corequisite(s): To be specified at time of offering. Repeatable: It may be repeated for credit for different topics.
|
| |
-
CYB 499 - Independent Study in Cybersecurity 1-4 Cr. Hrs.
A readings or independent study course taken under cybersecurity faculty guidance for variable credit.
Prerequisite(s): Minimum 3.25 GPA; senior standing; consent of Director or equivilant.
|
Dance |
| |
|
| |
-
DAN 145(1-8) - Jazz 1 1 Cr. Hrs.
Jazz 1 focuses on the fundamental characteristics of Musical Theatre, Jazz vocabulary and performance. This course is designed to explore Musical Theatre Jazz and its expressive qualities through warm-up, center floor, and traveling combinations as well as the longer center floor combinations. Students are required to have flat jazz shoes.
Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 3 credits in Jazz from the following DAN 145, 245, 345, 445. Dance Majors may use DAN 145, 245, 345 as electives.
|
| |
-
DAN 155(1-8) - Tap 1 1 Cr. Hrs.
This class will introduce students to the principles of tap dance. The class will focus on the basic technical skills of Tap and will build overall awareness of musicality and performance skills. This course will explore expressive qualities through warm-up, center floor, and traveling combinations as well as the longer center floor combinations. Students are required to have flat tap shoes.
Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 3 credits in Tap from the following DAN 155, 255, 355, 455. Dance Majors may use DAN 155, 255, 355 as electives.
|
| |
-
DAN 160(1-8) - Modern 1 1 Cr. Hrs.
This class will introduce students to the principles of modern dance. The class will focus on the basic technical skills of Modern dance. Students will develop greater technical skills and artistic qualities and learn to execute them in various spatial planes and pathways with clarity and artistic ownership.
Repeatable: Dance classes levels 1-3 may be repeated twice.
Students in Musical Theatre must complete 2 credits in modern from the following DAN 160, 260, 360, 460. Dance Majors may use DAN 160, 260, 360 as electives.
|
| |
-
DAN 170(1-8) - Ballet 1 1 Cr. Hrs.
Ballet is the basis for all styles of movement and will provide the actor/dancer a foundation for all other types of movement. The class will focus on vocabulary basic ballet skills and performance. This course is designed to explore Ballet and its expressive qualities through warm-up, center floor, and traveling combinations as well as the longer center floor combinations. Course may be repeated twice. Students are required to have flat ballet shoes pink for women and black for men.
Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 2 credits in Ballet from the following DAN 170, 270, 370, 470. Dance Majors may use DAN 170, 270, 370 as electives.
|
| |
-
DAN 180(1-8) - Dance Ensemble 1 Cr. Hrs.
This dance course is designed to function as the dance performing ensemble for the SC School of the Arts. The students will audition and participate in the learning and performing of repertory for events such as Concerts, Showcases, First Night, President’s Gala.
Repeatable: This course may be taken for credit 16 times- 8 required credits and 8 elective credits.
|
| |
-
DAN 245(1-8) - Jazz 2 1 Cr. Hrs.
Intermediate Jazz is designed for students who have a basic knowledge of jazz dance and desire to improve their jazz dance capabilities. Jazz focuses on the fundamental characteristics of Musical Theatre Jazz vocabulary and performance. This course is designed to further explore Musical Theatre Jazz and its expressive qualities through warmup, center floor, and traveling combinations as well as the combination of these elements.
Prerequisite(s): Completion of Level 1 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 3 credits in Jazz from the following DAN 145, 245, 345, 445. Dance Majors may use DAN 145, 245, 345 as electives.
|
| |
-
DAN 255(1-8) - Tap 2 1 Cr. Hrs.
This class is an intermediate course on the principles of tap dance. The class will focus on the intermediate technical skills of Tap and will build an overall awareness of musicality.
Prerequisite(s): Completion of Level 1 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 3 credits in Jazz from the following DAN 145, 245, 345, 445. Dance Majors may use DAN 145, 245, 345 as electives.
|
| |
-
DAN 260(1-8) - Modern 2 1 Cr. Hrs.
This class is an intermediate level of modern dance. The class will focus on the intermediate technical skills of Modern dance. Students will develop greater technical skills and artistic qualities and learn to execute them in various spatial planes and pathways with clarity and artistic ownership.
Prerequisite(s): Completion of Level 1 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 2 credits in Jazz from the following DAN 160, 260, 360, 460. Dance Majors may use DAN 160, 260, 360 as electives.
|
| |
-
DAN 270(1-8) - Ballet 2 1 Cr. Hrs.
Intermediate level technique in classical Ballet continues to build upon the foundation established in Ballet 1.
Prerequisite(s): Completion of Level 1 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 2 credits in Jazz from the following DAN 170, 270, 370, 470. Dance Majors may use DAN 170, 270, 370 as electives.
|
| |
-
DAN 275(1-8) - Body Conditioning for the Actor/Dancer 1 Cr. Hrs.
Actors/dancers use their body as the means of expressing themselves on stage. This course is designed to help train the actor/dancer in the area of body conditioning. It will give the actor/dancer techniques for keeping their performance instrument fit, healthy, and working correctly. Students will study correct dance anatomy and injury prevention.
Repeatable: Dance classes may be repeated twice. Course Rotation: Fall
|
| |
-
DAN 280 - Choreography and Composition 1 Cr. Hrs.
This course will introduce the students to the basic elements of dance composition and choreography. Actors/ Dancers will develop tools for creating dance and musical theatre staging.
|
| |
-
DAN 325(1-8) - Dance Improvisation 1 Cr. Hrs.
Dance Improvisation is the exploration of movement. The course work is designed to help dancers develop physicality, spontaneity, and choreographically through the use of guided improvisation.
Prerequisite(s): Level 3 dancer or approval of dance faculty Repeatable: 4 times Course Rotation: Fall
|
| |
-
DAN 345(1-8) - Jazz 3 1 Cr. Hrs.
This dance technique course is designed as a progressive development of intermediate movement concepts, skills, vocabulary, and artistic expression specific to jazz dance.
Prerequisite(s): Completion of level 1-2 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 3 credits in Jazz from the following DAN 145, 245, 345, 445. Dance Majors may use DAN 145, 245, 345 as electives.
|
| |
-
DAN 355(1-8) - Tap 3 1 Cr. Hrs.
This dance technique course is designed as a progressive development of intermediate movement concepts, skills, vocabulary, and artistic expression specific to tap dance.
Prerequisite(s): Completion of Levels 1-2 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 3 credits in Jazz from the following DAN 155, 255, 355, 455. Dance Majors may use DAN 155, 255, 355 as electives.
|
| |
-
DAN 360(1-8) - Modern 3 1 Cr. Hrs.
This dance technique course is designed as a progressive development of intermediate movement concepts, skills, vocabulary, and artistic expression specific to Modern dance.
Prerequisite(s): Completion of Levels 1-2 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 2 credits in Jazz from the following DAN 160, 260, 360, 460. Dance Majors may use DAN 160, 260, 360 as electives.
|
| |
-
DAN 370(1-8) - Ballet 3 1 Cr. Hrs.
This dance technique course is designed as a progressive development of intermediate movement concepts, skills, vocabulary, and artistic expression specific to Ballet dance.
Prerequisite(s): Completion of Levels 1-2 and/or faculty approval. Repeatable: Dance classes level 1-3 may be repeated twice.
Students in Musical Theatre must complete 2 credits in Ballet from the following DAN 170, 270, 370, 470. Dance Majors may use DAN 170, 270, 370 as electives.
|
| |
-
DAN 380 - Advanced Choreography 1 Cr. Hrs.
The advanced choreography course is designed as an advanced continuation of basic choreography leading students to explore, create, and give a critique of concert length dances.
Prerequisite(s): DAN 280 or DAN 325(1-8)
|
| |
-
DAN 395(1-8) - Dance Internship 1-3 Cr. Hrs.
The Dance Internship will provide students with the opportunities to utilize their Dance skills in a professional or community-based setting while learning valuable information in their area of study.
Prerequisite(s): Junior or Senior Repeatable: 2 times Course Rotation: every semester
|
| |
-
DAN 420 - Dance History 3 Cr. Hrs.
This course is a broad survey of the historical development of dance with reference to social contexts, periods, and culture. Engaging with these foundational contexts, students will read, write, watch, research, and present regarding dance figures, works, eras and their social and cultural reverberations.
|
| |
-
DAN 445(1-8) - Jazz 4 2 Cr. Hrs.
This dance technique course is designed as a progressive development of advanced movement concepts, skills, vocabulary, and artistic expression specific to Jazz Dance.
Prerequisite(s): Completion of Levels 1-3 and/or faculty approval. Repeatable: Level 4 dance classes may be repeated as many times as offered.
Students in Musical Theatre must complete 3 credits in Jazz from the following DAN 145, 245, 345, 445.
|
| |
-
DAN 455(1-8) - Tap 4 2 Cr. Hrs.
This dance technique course is designed as a progressive development of advanced movement concepts, skills, vocabulary, and artistic expression specific to Tap Dance.
Prerequisite(s): Completion of Level 1-3 and/or faculty approval. Repeatable: Level 4 dance classes may be repeated as many times as offered.
Students in Musical Theatre must complete 3 credits in Tap from the following DAN 155, 255, 355, 455.
|
| |
-
DAN 460(1-8) - Modern 4 2 Cr. Hrs.
This dance technique course is designed as a progressive development of advanced movement concepts, skills, vocabulary, and artistic expression specific to Modern Dance.
Prerequisite(s): Completion of Levels 1-3 and/or faculty approval. Repeatable: Level 4 dance classes may be repeated as many times as offered.
Students in Musical Theatre must complete 2 credits in Modern from the following DAN 160, 260, 360, 460.
|
| |
-
DAN 470(1-8) - Ballet 4 2 Cr. Hrs.
This dance technique course is designed as a progressive development of advanced movement concepts, skills, vocabulary, and artistic expression specific to Classical Ballet.
Prerequisite(s): Completion of Levels 1-3 and/or faculty approval. Repeatable: Level 4 dance classes may be repeated as many times as offered.
Students in Musical Theatre must complete 3 credits in Ballet from the following DAN 170, 270, 370, 470.
|
| |
-
DAN 475(1-8) - Master Class for Dance 3 Cr. Hrs.
Master class is designed to give dance majors advanced training in various areas of dance that will enhance their area of study. Professionals will give lectures/classes in many areas of study.
Prerequisite(s): Must be a level 3 or higher dancer. Repeatable: Dance classes may be repeated twice. Course Rotation: Odd Falls
|
| |
-
DAN 480 - Dance Pedagogy 3 Cr. Hrs.
Dance Pedagogy is intended to expand students’ development of teaching pedagogy and philosophy appropriate for multiple dance education and dance training settings. Practice teaching and teacher evaluations are designed to develop an enhanced understanding of teaching dance in settings including community, private studios, and higher education sectors.
Prerequisite(s): Level 3 Dancer or permission of the Dance Faculty Course Rotation: Fall
|
| |
-
DAN 490 - Senior Dance Project 3 Cr. Hrs.
All dance majors are required to have a capstone experience for their senior project. Students are given the choice to create a performance project, choreograph a project, or write an intensive paper. The course will be broken down into 3 sections: planning or process, presentation, reflection.
Prerequisite(s): Must be a 2nd semester Junior Course Rotation: Every Semester
|
Data Analytics |
| |
-
DA 301 - Introduction to Data Analytics 4 Cr. Hrs.
Common Learning Outcomes
07. [DL] Technological and digital literacy
The course is intended to introduce students to the techniques, tools and processes used in the discovery and analysis of data sets. Course topics include data analytics programming, data science processes and data analytics tools.
Prerequisite(s): BUS 230 and CIS 202 ; Course Rotation: Spring
|
| |
-
DA 401 - Intermediate Data Analytics 4 Cr. Hrs.
Common Learning Outcomes
07. [DL] Technological and digital literacy
The course introduces students to foundational components of data science and analytics. Topics include data acquisition, wrangling, cleaning, visualization, dataset organization and management, and algorithms for data analytics.
Prerequisite(s): DA 301 and CIS 310 (May also be taken as a corequisite); Corequisite(s): CIS 310 (May also be taken as a prerequisite); Course Rotation: Fall
|
Early Childhood Education |
| |
-
EDC 201 - Early Childhood Discipline: Growth and Development 3 Cr. Hrs.
A study of the growth and development of the young child from birth through eight years from cognitive, language and literacy, social/emotional, physical, and psychosocial perspectives. Topics include risk factors, cultural diversity, inclusion, inequity, developmental variations, and patterns of specific disabilities.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201, EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 214 - Best Practices in the Early Childhood Setting/Field Experience I 3 Cr. Hrs.
FOR EARLY CHILDHOOD EDUCATION MAJORS: This course is designed to introduce early childhood teacher candidates to Developmentally Appropriate Practices, methods and materials. Students will become familiar with the National Association for the Education of Young Children (NAEYC) Professional Teaching Standards. Early Childhood majors will learn how to plan and implement instruction, use assessment to guide instruction, and work with families to create a positive learning environment for young children. A field experience of 25 hours is required in a public or private early childhood setting. Early childhood majors will apply for admission to the Teacher Education Program, Benchmark I, during this course.
Prerequisite(s): EDU 110 , EDU 111 , and successful completion of all sections of PRAXIS Core or comparable scores on ACT or SAT.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 215 - Best Practices in the Early Childhood Setting 3 Cr. Hrs.
FOR ELEMENTARY EDUCATION MAJORS WITH ADD-ON IN EARLY CHILDHOOD EDUCATION: This course is designed to introduce the teacher candidate to methods and materials appropriate for Early Childhood Education. Students will become familiar with the National Association for the Education of Young Children (NAEYC) Professional Teaching Standards. Students will learn developmentally appropriate methods for planning, instructing and assessing young children. The course content intentionally focuses on students with exceptionalities/inclusion. The field experience provides opportunities for observation, reflection and application of methods and materials that are developmentally appropriate for young children. Field experience of 15 hours in an early childhood cooperative setting is required of students seeking add-on certification.
Prerequisite(s): Admission to the TEP for students seeking an elementary education degree with add-on early childhood certification.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 225 - Play and Early Learning 3 Cr. Hrs.
This course is designed to assist the teacher candidate as s/he develops an understanding of the value of play in the cognitive, social/emotional, and psycho-motor development of young children and be able to articulate the benefits of play in the development of young children. The teacher candidate will demonstrate their knowledge of creating a healthy environment within and outside of classroom that supports student learning and teaches healthy lifestyle choices to children and their families.
Prerequisite(s): Completion of Benchmark I. Course Rotation: (Fall Only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 315 - Best Practices for the Early Childhood Setting/Field Experience II 3 Cr. Hrs.
The teacher candidate continues the study of developmentally appropriate practices for children from birth to eight years of age. Topics include promoting child development and learning; building family and community relationships; observing, documenting, and assessing to support young children and families; using content knowledge to build meaningful curriculum; becoming an early childhood professional; and the utilization of technology to enhance learning. In addition, the teacher candidate will engage in the study and practice of instruction and both formal and informal assessment strategies that are culturally responsive and developmentally appropriate. The teacher candidates will gain knowledge in long-range planning and the composition of a unit work sample. The curriculum intentionally focuses on students who are English language learners. Field experience of 15 hours in a public school cooperating setting required of students seeking add-on certification. Students whose major program is Early Childhood Education must complete 40 hours in a public school cooperating setting.
Prerequisite(s): EDC 214 or EDC 215 , Admission to TEP, and Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 323 - Language and Literacy 3 Cr. Hrs.
This course is designed to provide knowledge of the development of language and literacy in children from birth to age eight. Teacher candidates will understand the process of becoming literate and the interdependency of oral and written language. Teacher candidates will develop an understanding of the value of interactions between children and with adults and create a learning environment that supports and encourages each child’s language and literacy development. Candidates will understand the value of incorporating language and literature from diverse cultures.
Prerequisite(s): Completion of Benchmark I. Course Rotation: (Fall Only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 338 - Teaching Mathematics in Early Childhood 3 Cr. Hrs.
This course is designed to provide theory and pedagogical knowledge of mathematics concepts as they apply to the young child. The teacher candidate will demonstrate knowledge and understanding of mathematical processes as a framework for teaching, learning, and assessment in mathematics; include developing a basic knowledge of number and operations, algebra, geometry, measurement, data analysis and probability.
Prerequisite(s): MAT 136 and MAT 137 and completion of Benchmark I. Course Rotation: (Spring Only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 350 - The Young Child: Curriculum 3 Cr. Hrs.
This course examines educational programs for young children with an emphasis on the history of early childhood education, current trends, and issues. Topics include an analysis of classroom design, selection of culturally diverse age-appropriate materials, instructional planning, developmentally appropriate assessment, referral sources, modifications for children with disabilities, technology in the classroom, and parent/home relations and communication. Only those students seeking add-on certification in Early Childhood Education may enroll in this course.
Prerequisite(s): EDC 214 or EDC 215 , Admission to TEP, and Completion of Benchmark I. Course Rotation: (Fall and Summer Session I only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 356 - The Child’s Place in Society: Families, Schools, and Communities 3 Cr. Hrs.
This course is designed to provide theory and pedagogical content knowledge related to developing appropriate curriculum for the early learner considering the child’s cultural background and other diverse cultures within the community. The teacher candidate will develop an understanding of the child’s place in the family, school, and community and how those systems work together. Candidates will develop plans for working with families to build understanding and appreciation of the diverse cultures.
Prerequisite(s): HIS 161 or HIS 162 , and HIS 270 , and Completion of Benchmark I. Course Rotation: (Fall Only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350
|
| |
-
EDC 387 - Planning and Utilizing Assessment in Early Childhood 3 Cr. Hrs.
This course is designed to provide knowledge of appropriate assessment strategies for the early childhood teacher candidate. Candidates will recognize and understand the value of developmentally appropriate assessment in the development of goals, curriculum and teaching strategies for young children. Candidates will learn the benefits and appropriate uses of a variety of assessments and will conduct observation narrative assessments and other appropriate assessments in the early childhood setting, document the assessment, and plan instruction based upon the individual assessments. Teacher candidates will also learn to practice responsible assessment based upon the needs of individual children, including those with special needs. Candidates will learn effective strategies for developing partnerships with families to share and utilize assessment outcomes. .
Prerequisite(s): Completion of Benchmark I. Course Rotation: (Spring Only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 422 - Scientific Inquiry and Young Children 3 Cr. Hrs.
This course is designed to prepare early childhood teacher candidates as professionals as they gain knowledge and understanding of the essential concepts, inquiry tools, and structure of the scientific disciplines. Teacher candidates will continue their understanding of constructivism and apply their knowledge to create a learning environment that supports the young child’s natural curiosity and challenges each child to discover the world around them. Teacher candidates will use the SC Early Learning Standards and other resources to plan, implement and evaluate developmental appropriate experiences for the young child.
Prerequisite(s): BIO 150 or BIO 170 and SCI 107 and completion of Benchmark I. Course Rotation: (Spring Only)
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
| |
-
EDC 438 - Guidance Techniques in Early Childhood 3 Cr. Hrs.
This course is designed to assists teacher candidates as they prepare to create a community of learners in the early childhood setting. Candidates will understand the importance of relationships and intentional, high-quality interaction in early education. Strategies for developmentally appropriate guidance techniques will be thoroughly examined. Teacher candidates will observe guidance techniques in early childhood settings and create a plan based upon research-based best practices for guiding young children. The guidance plan will include plans for informing and involving parents in the process of guiding each child toward self-confidence, self-efficacy, and self-regulation. Must be taken concurrently with EDU 443 : Early Childhood Preclinical Experience.
Prerequisite(s): Completion of Benchmark I.
The teacher candidate who completes twelve (12) hours in early childhood courses qualifies for add-on certification in Early Childhood Education. The courses required for add-on certification in Early Childhood Education are EDC 201 , EDC 215 , EDC 315 , and EDC 350 .
|
Economics |
| |
-
ECO 200 - Economic Concepts 3 Cr. Hrs.
Common Learning Outcomes
[HB] 2. Knowledge of human behaviors and structures
[CT] 5. Critical thinking skills: inquiry, analysis and creative problem-solving
Comprehensive study of micro- and macro-economic topics for non-business majors. Cannot be taken if the student has previously completed ECO 211 or ECO 212 .
Course Rotation: (Fall)
|
| |
-
ECO 211 - Principles of Microeconomics 3 Cr. Hrs.
Common Learning Outcomes
05. [CT] Critical thinking skills: inquiry, analysis and creative problem-solving
Study of the economic decision making by individuals and firms in a market setting; topics include basic economic models, trade and market dynamics, the role of government, a study of the firm operating in different market structures, consumer choice, and the market for factors of production.
Course Rotation: Fall
|
| |
-
ECO 212 - Principles of Macroeconomics 3 Cr. Hrs.
Study of output, employment, income, and price in the economy; topics include basic economic concepts, macroeconomic issues, and international economics.
Course Rotation: (Spring)
|
| |
-
ECO 301 - Money and Banking 3 Cr. Hrs.
Study of the relation of money to prices, employment and business activity; topics include analysis of money and capital markets, interest rate determination, the Federal Reserve structure and monetary control, current policies and their impact on the future.
Prerequisite(s): C or better in ECO 212 . Course Rotation: (Fall)
|
| |
-
ECO 310 - International Economics 3 Cr. Hrs.
Study of the functioning of the international economy; topics include theoretical principles that govern international trade, empirical evidence of world trade patterns and policies in industrialized and developing nations, balance of payments, trade deficits and surpluses, and exchange rates.
Prerequisite(s): C or better ECO 212
|
| |
-
ECO 315 - Mathematics for Economics and Finance 3 Cr. Hrs.
Study and development of the mathematical and statistical tools needed to interpret and forecast economics and financial data: functional analysis, optimization, model construction, linear programming, and regression analysis.
Prerequisite(s): C or better in BUS 230 , ECO 212 , MAT 113 .
|
| |
-
ECO 325 - History of Economic Thought 3 Cr. Hrs.
Covers the origins of economics, its founders, the relationships with other social sciences, like Greek philosophy, theology, sociology, as well as psychology, and tracks these relationships to the present.
Prerequisite(s): C or better in ECO 200 , ECO 211 or ECO 212
|
| |
-
ECO 340 - Intermediate Microeconomics 3 Cr. Hrs.
Analytical study of the basic concepts of value and distribution under alternative market conditions (free markets, monopoly, oligopoly and monopolistic competition).
Prerequisite(s): C or better in BUS 230 , or MAT 108 ECO 211 , and MAT 113 or MAT 140 . Course Rotation: (Fall)
|
| |
-
ECO 350 - Intermediate Macroeconomics 3 Cr. Hrs.
Analytical study of a society’s aggregate production and the resulting problems of inflation and unemployment produced by business cycles. Statistics (GDP and the CPI) and theory will be included.
Prerequisite(s): C or better in BUS 230 , ECO 212 , and MAT 113 or MAT 140 .
|
| |
-
ECO 410 - Econometrics 3 Cr. Hrs.
Common Learning Outcomes
11. [SA] Synthesis & advanced accomplishment across the core curriculum & specialized major studies
Introduction to single equation least squares estimation and some elements of time series analysis; topics include ANOVA, autocorrelation, dummy variables, heteroscedasticity, and multicolliniearity.
Prerequisite(s): MAT 113 , BUS 230 ; Course Rotation: Spring
|
| |
-
ECO 492 - Current Topics in Economics 1-3 Cr. Hrs.
Examination of various topics related to current research and issues regarding economics.
Prerequisite(s): ECO 212
|
Education |
| |
-
EDU 101 - Teacher Cadet 3 Cr. Hrs.
This course is open to high school students at their respective high school who meet the admission criteria established by the Center for Educator Recruitment, Retention, and Advancement (CERRA). The course is designed to acquaint high school students with the role of the teacher and the teaching profession.
|
| |
-
EDU 110 - Essentials of Teacher Candidacy 1 Cr. Hrs.
This course provides the pre-teacher candidate with an overview of the requirements for the successful completion of the Teacher Education Program. Topics include the conceptual framework of the College of Education, code of ethics, Praxis tests, unit assessment system, field experiences, Clinical Experience, ADEPT, InTASC, NCATE, and SPAs. This course meets one full Saturday at the beginning of the semester.
|
| |
-
EDU 111 - Foundations of Education 3 Cr. Hrs.
This course is designed to introduce the teacher candidate to the teaching profession, including the following topics: the history of education; the philosophies of education, with emphasis on social constructivism; the influence, funding, and authority of local, state, and federal governments; ethical and legal issues; the Education and Economic Development Act, and the diversity of learners.
|
| |
-
EDU 206 - The Nature of the Exceptional Child 3 Cr. Hrs.
This course intentionally focuses on students with exceptionalities by introducing the teacher candidate to individuals with exceptional learning needs who require specialized instructional practices that promote positive learning results in general and special education curricula. Topics include identification and characteristics of various exceptionalities; relevant laws and policies; classroom and behavior management; eligibility and placement, including inclusion; as well as strategies for collaboration and sensitivity.
|
| |
-
EDU 210 - Classroom Management 3 Cr. Hrs.
This course is a study of strategies and techniques for effectively managing group and individual behavior in the PK-6 classroom. The course examines students’ individual characteristics and needs; the multiple interacting influences that affect students’ development and learning; the importance and complex characteristics of students’ families and communities; the importance of positive and supportive interactions between the home, school, and student; and the importance of positive behavioral intervention/support. The course also considers bullying, conflict resolution, and behavior management.
|
| |
-
EDU 211 - Educational Psychology 3 Cr. Hrs.
This course is a study of the interrelationship of theory and research to improve instruction with an emphasis on student diversity, teacher effectiveness, and optimal student learning. Topics include theories of physical/cognitive/psychosocial development, learning theories, assessment, educating exceptional learners, intentionality, motivation, classroom management, social constructivism, and accountability.
|
| |
-
EDU 216 - Best Practices for the Elementary Classroom/Field Experience I 3 Cr. Hrs.
This course introduces the pre-teacher candidate to the elementary classroom environment and developmental considerations in planning instruction for all elementary learners. Pre-teachers acquire the knowledge and skills necessary to write lesson plans based on the South Carolina Academic Standards, ADEPT, and the elementary school curriculum. Field Experience I provides the opportunity to plan and implement lessons applying learned educational theory and demonstrating best pedagogical practices and professional behavior. Further, the curriculum intentionally focuses on students who are English language learners. The pre-teacher candidate will apply for Benchmark I during this course. Field experience of 25 hours in a public school cooperating classroom required.
Prerequisite(s): Successful completion of Praxis Core.
|
| |
-
EDU 217 - Best Practices for the Secondary Classroom/Field Experience I 3 Cr. Hrs.
This course provides the initial field-based experiences for the secondary pre-teacher candidate. It is designed to provide a bridge between academic work in the secondary content areas and the pedagogy and dispositions required of a teaching professional. The course emphasizes teaching behaviors and processes required of a classroom teacher; field observations; and the application of teaching behaviors and processes based on best practices. The course is designed to promote the teacher candidate’s application of content knowledge through lesson planning, demonstration of teaching, and the use of technology in the field setting. Additionally, the curriculum intentionally accentuates students who are English language learners. The pre-teacher candidate will apply for Benchmark I during this course. Field experience of 25 hours in a public school cooperating classroom required.
Prerequisite(s): Successful completion of Praxis Core.
|
| |
-
EDU 220 - Technology for the 21st Century Classroom 3 Cr. Hrs.
Based on the National Educational Technology Standards (NETS) of the International Society for Technology in Education (ISTE), this course focuses on the fundamental concepts, skills, and strategies for applying technology in an educational setting. This course provides opportunities for the teacher candidate to show competency in the ISTENETS standards. The teacher candidate will learn the latest pedagogical strategies that incorporate technology, including Interactive Whiteboards, Web 2.0 tools, iPods, and cell phones.
Prerequisite(s): EDU 111
|
| |
-
EDU 260 - Health and Physical Education for the Classroom Teacher 3 Cr. Hrs.
This course is designed so that the teacher candidate knows and understands the subject matter related to health education in order to create opportunities for student development and practice of skills that contribute to good health. Topics include mental and emotional well-being, nutrition, personal fitness, diseases, substance use/abuse, liability/safety issues, movement concepts, games and classroom activities, and integration. The teacher candidate will explore human movement and physical activity as central elements to foster an active, healthy lifestyle and enhanced quality of life for learners. Emphasis is placed on the teacher candidate understanding the South Carolina Student Health and Fitness Act and how this legislation impacts the classroom.
Prerequisite(s): Prerequisite: Completion of Benchmark I.
|
| |
-
EDU 275 - Teaching Fellows 0.5 Cr. Hrs.
This course is designed to provide Teaching Fellows with advanced information related to leadership styles, diversity in the schools, and pedagogy practices that use technology. Students are afforded opportunities to collaborate with public school partners in surrounding school districts.
|
| |
-
EDU 316 - Best Practices for the Elementary Classroom/Field Experience II 3 Cr. Hrs.
This course explores all phases of planning instruction for all elementary learners. During Field Experience II, the teacher candidate will be familiarized with the concepts, skills, and processes necessary to write a South Carolina standards-based Long Range Plan and Unit Work Sample. The teacher candidate will plan, implement, and reflect on lessons which address student needs and demonstrate best pedagogical practices. The curriculum intentionally focuses on students from diverse ethnic/racial cultural and linguistic groups. Field experience of 40 hours in a public school cooperating classroom required.
Prerequisite(s): Completion of Benchmark I.
|
| |
-
EDU 317 - Best Practices for the Secondary Classroom/Field Experience II 3 Cr. Hrs.
The secondary education teacher candidate continues the exploration of the secondary classroom environment and developmental considerations in all phases of planning and implementing instruction for secondary learners in a field-based setting. The teacher candidate will understand the concepts, skills, and processes necessary to write a South Carolina standards-based Long-Range Plan and Unit Work Sample. The teacher candidate will also apply content area knowledge to create and implement lessons which demonstrate best pedagogical practices, integrate technology, and assess the impact of the teacher candidate’s instruction on student learning. This course also provides opportunities for observation and reflection related to the various levels of the cognitive, social, and personality development of students, as well as teaching strategies used to meet students’ needs. The curriculum intentionally focuses on students from diverse ethnic/racial cultural and linguistic groups.
Prerequisite(s): Completion of Benchmark I. Field Lab: Field experience of 40 hours in a public school cooperating classroom required.
|
| |
-
EDU 321 - Teaching Language Arts 3 Cr. Hrs.
Diverse abilities and literacy experiences of children in today’s K-5 classrooms.
|
| |
-
EDU 322 - Literature for Children 3 Cr. Hrs.
This course is designed to prepare the teacher candidate to integrate quality children’s literature throughout the curriculum. The teacher candidate will examine a wide variety of literature for children from birth through 12 years of age. A thorough understanding of the elements of literature and genres will provide the teacher candidate with a sound foundation for utilizing quality literature in the classroom. The teacher candidate is required to prepare and teach lessons based upon children’s literature in the classroom and school settings. The teacher candidate is expected to employ best practices in instruction that exhibit the appreciation of the diversity of learners and families, as well as recognize literature that celebrates different cultures.
Prerequisite(s): ENG 101 and ENG 102 and completion of Benchmark I.
|
| |
-
EDU 324 - Literature for Young Adults 3 Cr. Hrs.
This course provides a study of literature for middle and secondary students, including analysis, evaluation, and review of print and non-print selections from American, European and non-western cultures. The course addresses the use of literature to support the development of 21st century literacy skills with an emphasis on national and state standards, current models, and best practice research.
Prerequisite(s): ENG 101 and ENG 102 and completion of Benchmark I.
|
| |
-
EDU 330 - Visual and Performing Arts for the Classroom Teacher 3 Cr. Hrs.
The integrated study of art, music, drama, and dance with best practices for implementing these content areas in the early childhood setting and elementary classroom.
Prerequisite(s): Completion of Benchmark I.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 12 |
Print this Page