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2020-2021 Undergraduate Catalog [ARCHIVED CATALOG]
Academic Courses
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Education |
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EDU 335 - Methods and Materials for Teaching Elementary Social Studies 3 Cr. Hrs.
The focus of this course is on Social Studies and its diverse content areas of culture, economics, geography, government and civics, history, and individuals and groups as they relate to the past and present. Best teaching strategies, research, assessment, and projects will prepare the student to teach the various components/content and meet the South Carolina Social Studies Academic Standards in a classroom setting.
Prerequisite(s): HIS 161 or HIS 162 and HIS 181 or HIS 182
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EDU 336 - Methods and Materials for Teaching Elementary Mathematics 3 Cr. Hrs.
This course focuses on the application, methodology, and assessment of major mathematical concepts and procedures that define numbers and operations, algebra, geometry, measurement, data analysis, and probability in order to engage in problem solving, critical reasoning, communication, connections, and representations.
Prerequisite(s): MAT 136 and MAT 137 and completion of Benchmark I.
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EDU 345 - Literacy Development for All Students 3 Cr. Hrs.
This course develops foundational knowledge and skills within the context of K-6 classrooms. Course content addresses the theoretical and evidence-based foundations of literacy, dimensions of diversity, and considerations for dual-language learners. Candidates examine current issues in literacy education, conduct guided observations in K-6 classrooms, and critique relevant research.
Prerequisite(s): Completion of Benchmark I.
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EDU 346 - Literacy Development: Assessment Guides Instruction 3 Cr. Hrs.
This course focuses on the use of assessment to plan and evaluate literacy instruction in preK-5 classrooms. Course content addresses the purpose, use, and interpretation of a range of formal and informal assessments, and introduces candidates to materials and instructional approaches. Candidates examine diversity and equity issues while interpreting individual assessment data across time and multiple sets of assessment data within a class of students. Current issues in assessment and relevant research are related to guided observations and work in preK-5 classrooms.
Prerequisite(s): Completion of Benchmark I and EDU 345 .
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EDU 347 - Literacy Development: Informed Instructional Decisions 3 Cr. Hrs.
This course focuses on developing decision-making skills in selecting and using instructional practices to support literacy development for all students in preK-5 classrooms. Course content addresses the range and purpose of instructional approaches, the selection and use of materials, and the use of assessment data to inform decisions for individual student, small group, and whole class instruction. Candidates examine diversity and equity issues while instructing individuals and small groups in classroom settings. Current issues in instruction and relevant research are related to guided observations and supervised work in preK-5 classrooms.
Prerequisite(s): Completion of Benchmark I and EDU 346 .
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EDU 360 - Methods of Teaching Secondary Social Studies 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical application for teaching social studies in a secondary education classroom. Not only will students explore some of the theoretical and pedagogical arguments in teaching social studies, but candidates will also learn to employ the use of these pedagogical theories in their teaching practice. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long-range lesson plans, and practice teaching under the mentorship of a public school partner. Thus, students will engage in the preparation for teaching in a secondary social studies classroom for diverse learners.
Prerequisite(s): EDU 217
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EDU 362 - Methods of Teaching Secondary Mathematics 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical applications for teaching mathematics in a secondary education program. The course includes a review of mathematical concepts taught in secondary schools, instructional techniques, and preparation for exit exams and professional licensure tests. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long range lesson plans, and practice teaching under the mentorship of a public school partner.
Prerequisite(s): Completion of Benchmark I.
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EDU 362 - Methods of Teaching Secondary Mathematics 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical applications for teaching mathematics in a secondary education program. The course includes a review of mathematical concepts taught in secondary schools, instructional techniques, and preparation for exit exams and professional licensure tests. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long range lesson plans, and practice teaching under the mentorship of a public school partner.
Prerequisite(s): Prerequisite: Completion of Benchmark I.
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EDU 364 - Methods of Teaching Secondary English 3 Cr. Hrs.
This course is designed to introduce teacher candidates to the practical applications for teaching English in a secondary education program. The course includes professional knowledge and skills needed to be an effective educator. Teacher candidates will be given the opportunity to discuss theoretical research and scholarship, design unit and long range lesson plans, and practice teaching under the mentorship of a public school partner. Prerequisite: Completion of Benchmark I.
Prerequisite(s): Completion of Benchmark I.
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EDU 370 - Literacy Development for All Secondary Students 3 Cr. Hrs.
This course develops foundational knowledge and skills within the context of secondary classrooms. Course content addresses the theoretical and evidence-based foundations of literacy, dimensions of diversity, and considerations for differentiating instruction to meet learner’s needs. Candidates examine the components of literacy across a developmental continuum and consider key factors impacting instructional decisions in the classroom. Current issues in literacy education and relevant research are related to guided observations in secondary classrooms.
Prerequisite(s): Completion of Benchmark I.
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EDU 395 - Music Education Seminar/Pre-Clinical Field Experience 1 Cr. Hrs.
This course addresses a wide array of topics in music education, including philosophy, psychology, advocacy, historical foundations and developmentally effective approaches to music teaching and learning. A 50-hour field experience in a cooperating public school classroom under the supervision of a unit supervisor, music supervisor, and public school partner is required. The teacher candidate will apply for Benchmark II during this course. This course is designed to be taken the semester prior to EDU 490 , Clinical Experience I.
Prerequisite(s): Completion of Benchmark I
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EDU 421 - Methods and Materials for Teaching Science 3 Cr. Hrs.
This course focuses on the theory and practice of teaching standards-based science to K-6 students based on best practice research. The teacher candidate will develop theoretical and practical knowledge and abilities about science, learning, and science teaching. Emphasis will be placed on planning inquiry-based programs, guiding and facilitating learning, and managing learning environments.
Prerequisite(s): SCI 107 and BIO 150 or BIO 170 and completion of Benchmark I.
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EDU 440 - Methods and Materials for Teaching Beginning Reading: Learning to Read 3 Cr. Hrs.
This course establishes research-based foundations of reading acquisition and writing processes; the variations, planning, and implementation of variations of instruction; and assessment tools and practices related to cultural, linguistic, and developmental diversity. In order to develop professional knowledge and dispositions, the teacher candidate will reflect on and evaluate the effect of professional decisions and actions on students, family, and community.
Prerequisite(s): Completion of Benchmark I.
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EDU 442 - Methods and Materials for Teaching Intermediate Reading: Reading to Learn 3 Cr. Hrs.
This course examines the theory and practice of teaching standards-based reading and writing in the upper elementary grades. Emphasis is placed on teaching students to read to learn in the various content areas and dealing with the wide array of literacy needs common in upper elementary classrooms. The course will address the national and state curriculum standards; the South Carolina teacher assessment instrument, ADEPT; and the elementary school curriculum and lesson planning. The course will also focus on developing lifelong reading skills through the design and implementation of comprehensive literacy programs in the upper elementary grades.
Prerequisite(s): Completion of Benchmark I.
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EDU 443 - Pre-Clinical Field Experience 3 Cr. Hrs.
This course examines the implementation of a wide array of developmentally effective use of assessment strategies to positively impact K-12 students’ development and learning. A 50-hour field experience in a cooperating public school classroom under the supervision of a unit supervisor and a public school partner is required. The course intentionally focuses on students with exceptionalities and inclusion; students who are English language learners; and students from diverse ethnic/racial cultural and linguistic groups. The teacher candidate will apply for Benchmark II during this course. This course must be taken the semester prior to EDU 490 .
Prerequisite(s): The teacher candidate must complete the requirements necessary to facilitate an application to the South Carolina Department of Education for teacher certification, including the “Educator Certification Application,” fingerprints for a SLED background check, and a copy of the teacher candidate’s Social Security card. See the Teacher Candidate Handbook for more information.
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EDU 445 - Literacy Development Across the Curriculum and Across Grade Levels 3 Cr. Hrs.
This course examines literacy development horizontally across the curriculum at individual grade levels and vertically across preK-5 grade levels. Course content focuses on the integration of literacy development and instruction in the content areas at individual grade levels and the development of literacy across grade levels. Candidates examine diversity and equity issues while researching the effectiveness of factors impacting literacy development across the curriculum.
Prerequisite(s): Completion of Benchmark I and EDU 347 .
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EDU 452 - Content Reading in Secondary School 3 Cr. Hrs.
This course provides the secondary education teacher candidate with the opportunity to understand theories of reading development, individual differences, the nature of reading difficulties, and principles of assessment. Literacy across the curriculum focuses on the thinking processes that underlie reading, writing, and learning. A major goal of the course is based on the concept that reading and writing are constructive processes that require information to be organized and processed. Thus, the teacher candidate will examine reading as a process of constructing meaning to foster interactions with textual materials in secondary school content areas. The secondary teacher candidate will also instruct reading and writing within the respective content area by teaching vocabulary skills, strategies for comprehension and the construction of meaning, and study strategies. The course will provide a contextualized learning environment in which the teacher candidate can observe and participate in teaching and learning in a secondary public school classroom under the guidance of public school partners in the respective content areas. The integration of theory and practice will be facilitated with a 10-hour field lab at cooperating public schools.
Prerequisite(s): EDU 317
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EDU 470 - Literacy Development Across the Curriculum and Across Secondary Grade Levels 3 Cr. Hrs.
This course examines literacy development horizontally across the curriculum at individual secondary grade levels and vertically across 9-12 grade levels. Course content focuses on the integration of literacy development and instruction in the content areas at individual grade levels and the development of literacy across grade levels. Candidates examine diversity and equity issues while researching the effectiveness of factors impacting literacy development across the curriculum.
Prerequisite(s): Completion of Benchmark I.
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EDU 490 - Clinical Experience 12 Cr. Hrs.
Placement in a public school cooperating classroom provides opportunities for the teacher candidate to become a collaborative learner who demonstrates knowledgeable, reflective, and critical perspectives regarding teaching practice; make informed decisions drawing on a variety of sources; and integrate theory and practice. The teacher candidate works under the guidance of Cooperating Teachers and University Supervisors in a cooperating public school setting. Sixty-five (65) days of service in a public school cooperating classroom is required. The course intentionally focuses on students with exceptionalities and inclusion; students who are English language learners; and students from diverse ethnic/racial cultural and linguistic groups. The teacher candidate applies for Benchmark III during this course. This course may be repeated only once upon recommendation of the faculty of the College of Education.
Prerequisite(s): A minimum grade of “C” in all professional education courses, completion of Benchmark II, and the successful completion of all Praxis II Licensure Area Tests and the appropriate Principles of Learning and Teaching Test.
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EDU 491 - Clinical Experience II 3-12 Cr. Hrs.
This course provides the teacher candidate an extended experience under the guidance of a master teacher. Sixty-five days of service in a public school classroom are required.
Prerequisite(s): Completion of EDU 490 . Repeatable: Can repeat 1 time.
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Emergency Services Management |
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ESM 210 - Community Emergency Response Team (CERT) 3 Cr. Hrs.
Community Emergency Response Team (CERT) is a critical program in the effort to engage everyone in America in making their communities safer, more prepared, and more resilient when incidents occur. Community-based preparedness planning allows us all to prepare for and respond to anticipated disruptions and potential hazards following a disaster. As individuals, we can prepare our homes and families to cope during that critical period. Through pre-event planning, neighborhoods and worksites can also work together to help reduce injuries, loss of lives, and property damage. Neighborhood preparedness will enhance the ability of individuals and neighborhoods to reduce their emergency needs and to manage their existing resources until professional assistance becomes available. Studies of behavior following disasters have shown that groups working together in the disaster period perform more effectively if there has been prior planning and training for disaster response. These studies also show that organized grassroots efforts may be more successful if they are woven into the social and political fabric of the community-neighborhood associations, schools, workplaces, places of worship, and other existing organizations. Effective response therefore requires comprehensive planning and coordination of all who will be involved-government, volunteer groups, private businesses, schools, and community organizations. With training and information, individuals and community groups can be prepared to serve as a crucial resource capable of performing many of the emergency functions needed in the immediate post-disaster period. The CERT Program is designed to train individuals to be assets to help communities prepare for effective disaster response.
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ESM 310 - All Hazards Primer 3 Cr. Hrs.
The primary purpose of this course is to provide the basics of emergency and disaster preparedness through an “All Hazards” approach. This course provides an overview of the historical patterns of disaster science and emergency management policy that culminates in all-hazards emergency management. It provides an introduction to basic principles of preparedness, strategies and tactics, and qualities that characterize effective emergency management. Emergency management roles are summarized for local, state and federal agencies and private-sector organizations for a full range of hazards and disasters within the U.S.A. Key variations among the states, estimated national losses, and examples of natural, technological, and conflict based disaster incidents/events will be examined. Students will analyze types of disaster impacts and some of the problems in measuring disaster losses. And, students will be introduced to terrorism in its various forms, including catastrophic and international terrorism. Distinctions will be made among weapons of mass destruction and potential types of targets. The course will provide assessments of the similarities with and differences between responses to man-caused (intentional), technological (accidental), and natural disasters.
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ESM 315 - Principles of Emergency Services Management 3 Cr. Hrs.
This is a “Bridge” Course designed to familiarize students with the fundamentals of emergency services management, emergency management, and homeland security. Topics covered will include a review of the related terms and definitions commonly used by the emergency response community. Students will also identify key players involved at the national, state, and local levels and their role and responsibilities in preparing for, mitigating, responding to, and recovering from a natural or man-made incident(s). Students will be knowledgeable of appropriate Federal agency mandates, including Department of Homeland Security, Federal Emergency Management Agency, Department of Health and Human Services, Centers for Disease Control and Prevention. The content will cover directives and guidelines included in the National Incident Management System (NIMS), National Response Framework (NRF), National Infrastructure Protection Plan (NIPP), Target Capabilities List (TCL’s), Homeland Security Presidential Directives (HSPD) 5, 7, and 8, Presidential Policy Directive 8, the National Fire Prevention Association (NFPA) 1600 Standard on Disaster/Emergency Management and Business Continuity Programs, and the FEMA Comprehensive Preparedness Guide (CPG) 101.
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ESM 335 - Safety Management 3 Cr. Hrs.
This course provides basic concepts of risk management, occupational health, occupational safety, and force protection and their relationship to emergency services organizations. Some major course topics include classic risk management, pre-incident planning, incident scene safety, post incident analysis, and threat recognition and avoidance. This course will:
Describe the responder’s role in safety;
Discuss safety concepts in emergency and non-emergency situations;
List and explain regulations, codes, laws, standards and procedures related to safety;
Describe the role of both the Health and Safety Officer and the Incident Safety Officer;
Develop students’ ability to assess (or “read”) risks and threats within all phases of incident management operations;
Develop students’ ability to prepare a post incident analysis report; and,
Describe individual and group force protection methods and practices.
Prerequisite(s): ESM 315
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ESM 342 - Social Dimensions of a Disaster 3 Cr. Hrs.
This purpose of this course is for students to increase their abilities to examine, understand, and, where applicable, plan for and respond to disasters from an informed sociological, theoretical perspective. This course provides concepts of disaster and disaster behavior; types of disasters and the phases that comprise the disaster life cycle; social factors that are contributing to the increase in number and severity of disasters; and, basic principles of organizational response to disaster, coordination requirements and difficulties, and strategies for improvement of both coordination and response/recovery effectiveness. This course includes the use of factual information and theoretical concepts, providing a stimulating and thought-provoking experience.
Prerequisite(s): ESM 315
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ESM 360 - Emergency Management Planning and Technical Writing 3 Cr. Hrs.
This course examines terminology, concepts and principles of community risk assessment, planning, and response to fires, natural and man-made disasters, including National Incident Management System (NIMS) Incident Command System (ICS), mutual aid and automatic response, training and preparedness, communications, civil disturbances, terrorist threats/incidents, hazardous materials planning, mass casualty incidents, earthquake preparedness, and disaster mitigation and recovery. Participants will exercise the art of technical writing in developing plans, procedures, and policies in accordance with current emergency management planning guidelines and best practices.
Prerequisite(s): ESM 315
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ESM 375 - Crisis Communications and Leadership in Crisis 3 Cr. Hrs.
This course introduces best practices identified by the Federal Emergency Management Agency (FEMA) and the Centers for Disease Control and Prevention [CDC] for crisis communications; and, leadership before and during crises using the meta-leadership framework. The course provides essential lessons, useful tools, and network building techniques that increase efficacy of communications and ultimately, community resilience. Students will also study media responses to disasters, their impacts, and planning approaches and strategies for emergency services managers and emergency managers. The course also provides an introduction to crisis decision making and the conditions and challenges that characterize it, as well as a review of the functioning, staffing, and organization of emergency operations centers (EOCs).
Prerequisite(s): ESM 315
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ESM 410 - Integrated Response to Disaster 3 Cr. Hrs.
When an entire community is affected by a large-scale incident involving mass casualties such as a natural disaster, a pandemic outbreak, or a terrorist attack, response activities require integration of emergency services, emergency management, healthcare providers, public health officials, school public safety officials, and other agencies operating in a community. Large-scale incidents are likely to overwhelm traditional government-centric systems, and traditional and non-traditional responders, using a whole of community approach to emergency management, must work together to address the needs of an overwhelming number of disaster victims and survivors. This course will provide a perspective of the activities of medium- to high-level decision makers, as well as providing comprehensive planning tools to mitigate impacts on communities during large-scale incidents. This course examines the need for collaboration among responders in a community-wide disaster response.
Prerequisite(s): ESM 315
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ESM 415 - Disaster Management 3 Cr. Hrs.
This course is designed to enable students to understand and think critically about response and recovery operations in the profession of emergency management. Students will learn about the nature of emergencies and disasters, and assess alternative viewpoints about how practitioners should deal with them. While reviewing the disaster research literature, important functions will be mentioned along with various strategies and tools to be utilized for the effective management of disaster response activities. The course will also survey recovery policies and programs, and methods to promote a rapid return to normalcy (or near normalcy) with the mitigation of future disasters in mind. This course uses three approaches to help student learn about this complex set of issues: case studies of past disasters or scenarios of potential ones; examination of risk and social networks; and public policy and response options. Instructional methodologies include: Lecture/discussions, guest speakers, case studies, team activities, and student led discussions and presentations designed to actively involve the students in the learning process. presentations designed to actively involve the students in the learning process.
Prerequisite(s): ESM 315
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ESM 423 - Information and Intelligence Fusions Operations 3 Cr. Hrs.
The need to develop and share information and intelligence across all levels of government has significantly changed in recent years; and, fusion centers address many of the unique information needs of state, local, tribal, and territorial authorities, along with their stakeholders, including the private sector. This course provides students with the concepts and practices involved in the process of collecting, analyzing and evaluating intelligence and in managing intelligence functions. Also covered is the influence of intelligence in shaping homeland security decision-making at the Federal, state and local levels. The course examines the structures, roles, and interactions of the national, state and local intelligence entities, the intelligence gathering and analysis capabilities of criminal justice and private sector entities, and the use of intelligence processes to support homeland security investigations, planning, and policy formulation. Using case studies, students will develop an understanding of the roles and responsibilities of collaborating agencies, as well as an appreciation for the ethical, Constitutional, and civil liberties issues involved. Specific topics considered include the intelligence cycle, the purpose and concept of operations of fusion centers, open source intelligence, assessing the reliability and validity of information, intelligence sharing, Homeland Security managers as both producers and consumers of intelligence, and the future of homeland security intelligence.
Prerequisite(s): ESM 315
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ESM 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.
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ESM 442 - Public Administration in Emergency Services Management 3 Cr. Hrs.
This course is designed to be a progressive primer for students who want more knowledge about emergency services administration. The course demonstrates the importance of the following skills, necessary to manage and lead an emergency services department through the challenges and changes of the 21st century: Persuasion and influence, accountable budgeting, anticipation of challenges and the need for change, and using specific management tools for analyzing and solving problems. A central part of the course focuses on how the leadership of an emergency services department develops internal and external cooperation to create a coordinated approach to achieving the department’s mission.
Prerequisite(s): ESM 315
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ESM 451 - Emergency Services Technology 3 Cr. Hrs.
This course is designed to demonstrate the importance that the effective use of technology has within emergency services management and emergency management operations. Effective emergency management and incident response activities rely on flexible communications and information systems that provide a common operating picture to emergency management/response personnel and their affiliated organizations. Establishing and maintaining a common operating picture and ensuring accessibility and interoperability are the principal goals of the Communications and Information Management component of NIMS. Properly planned, established, and applied communications enable the dissemination of information among command and support elements and, as appropriate, cooperating agencies and organizations. And, a general understanding of the types, capabilities and limitations of emergency response equipment and technologies is essential for developing policies, plans, and procedures. Evaluations and assessments of emergency services and emergency management technology will occur during guided tours of the facilities and technologies within the South Carolina Emergency Management Division (SCEMD) State Emergency Operations Center (Columbia, SC), or the Centers for Disease Control and Prevention (CDC) EOC (Atlanta, GA), and/or a state-of-the-art 911 Communications Center (Anderson, SC), as well as with local Fire Departments, EMS agencies, and Law Enforcement agencies.
Prerequisite(s): ESM 315
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ESM 490 - Senior Seminar 3 Cr. Hrs.
Capstone course integrating knowledge and skills to address major issues in the emergency services management field.
Prerequisite(s): Senior standing & ESM major.
Students must complete ESM 410 , ESM 415 , ESM 423 , ESM 442 , ESM 451 before taking ESM 490, ESM 491 , ESM 492 and ESM 495 .
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ESM 491 - Senior Seminar in Whole Community Emergency Management 3 Cr. Hrs.
Emergency managers and emergency services managers need to have specific skills to conduct community-based planning that engages the whole community by using a planning process that represents the actual population in the community and involves community leaders and the private sector in the planning process. This course explores the entire preparedness cycle, as well as prevention, protection, response, recovery, and mitigation best practices.
Students must complete ESM 410 , ESM 415 , ESM 423 , ESM 442 , ESM 451 before taking ESM 490 , ESM 491, ESM 492 and ESM 495 .
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ESM 492 - Senior Seminar in Homeland Security 3 Cr. Hrs.
This course offers students a more specialized opportunity to explore the intricacies of Homeland Security. The focus is on thoroughly understanding costs, benefits, and challenges of protecting the nation borders from both domestic and foreign threats.
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ESM 495 - Internship 3 Cr. Hrs.
This course will provide the student with the practical experience in an actual work environment. Emphasis is placed on all phases of the industry in the student’s area of specialization (Local or State Emergency Management Office, Local Emergency Services Agency, Public Health, Business Continuity, or Homeland Security Operation). Students are acquainted with occupational responsibilities through realistic work situations and are provided with insights into management applications on the job. Topics include: adaptability to the job setting, use of proper interpersonal skills, application of emergency preparedness skills and techniques, application of emergency management/homeland security technologies and equipment, application of homeland security professional development. In addition to highly substantive and meaningful projects, interns gain in-depth knowledge of the field by completing formal training courses, participating in exercises, providing support to incident and event management, and networking with emergency managers across the nation.
Prerequisite(s): ESM 310 ESM 375
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Engineering |
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EG 101 - Introduction to Engineering Concepts 2 Cr. Hrs.
Basic introduction to Engineering concepts, problem-solving, and projects.
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English |
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ENG 097 - English as a Second Language 1 3 Cr. Hrs.
Designed to help foreign speakers of English develop speaking, writing, and reading skills needed for success at Anderson University; credit does not count for graduation and course does not satisfy any requirement in English.
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ENG 098 - English as a Second Language 2 3 Cr. Hrs.
Continuation of ENG 097 ; credit does not count for graduation and course does not satisfy any requirement in English.
Prerequisite(s): ENG 097 or consent of instructor.
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ENG 101 - Composition and Communication I 3 Cr. Hrs.
Common Learning Outcomes
[WC] 9. Written communication skills
[OC] 10. Oral communication skills
[IL] 6. Information literacy
Entry into academic discourse through topics of cultural and civic importance and introduction to the fundamentals of college composition, including the writing process, argument, critical reading and thinking skills, research methods, conventions of academic writing, use of technology in the writing process, and oral presentation skills.
Prerequisite(s): Score of 450+ on SAT1 Writing, 500+ on SAT2 Read/Write or 19+ on ACT English. Students not meeting these prerequisites must enroll in English Foundations Lab (ENG 120 ) or pass a placement test.
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ENG 102 - Composition and Communication II 3 Cr. Hrs.
Common Learning Outcomes
[WC] 9. Written communication skills
[OC] 10. Oral communication skills
[IL] 6. Information literacy
Continuation of elements of argument-based writing and oral communication taught in ENG 101 , with an emphasis on composing longer essays, engaging in collaborative work, and creating multimodal rhetoric.
Prerequisite(s): ENG 101 or equivalent.
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ENG 120 - Composition Foundations Lab 0 Cr. Hrs.
Students requiring extra support in English 101, Composition & Communication I, enroll in the Composition Foundations Lab as a corequisite course. Participants in the Foundations Lab meet weekly in small groups with an English faculty member, and also attend one session with a peer tutor in the Writing Center each week of the term. Placement in the Foundations Lab is based on new students’ standardized test scores and a writing assessment.
Corequisite(s): ENG 101 .
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ENG 215 - Ethnic Literature: Special Topics 3 Cr. Hrs.
Common Learning Outcomes
[CD] 15. Intercultural and diversity awareness and understanding
[WC] 9. Written communication skills
An exploration of diverse or non-dominant literary and cultural traditions. Course may focus on multi-ethnic American literatures or literatures from around the world, exploring critical models (e.g. identity theory, post-colonialism, globalization, transnationalism) and cultural backgrounds to help students understand the literary texts.
Prerequisite(s): ENG 102 , HON 102 or equivalent.
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ENG 216 - British Literature: Foundations 3 Cr. Hrs.
Students will learn about the British literary tradition, including major periods, writers, genres and aesthetics and historical, social, and cultural contexts using representative works from the Middle Ages though the twenty-first century.
Prerequisite(s): ENG 102 , HON 102 or equivalent.
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ENG 217 - American Literature: Foundations 3 Cr. Hrs.
Students will learn about the American literary tradition, including major periods, writers, genres, and aesthetics as well as historical, social, and cultural contexts using representative works from Pre-Columbian Indigenous cultures through the twenty-first century.
Prerequisite(s): ENG 102 , HON 102 or equivalent.
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ENG 218 - Survey of World Literature 3 Cr. Hrs.
Common Learning Outcomes
[CD] 15. Intercultural and diversity awareness and understanding
[WC] 9. Written communication skills
Survey of major works of Western and non-Western literature.
Prerequisite(s): ENG 102 , HON 102 or equivalent.
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ENG 219 - Creative Inquiry Through Literature 3 Cr. Hrs.
Creative Inquiry through Literature explores the processes that lead to the creation of literature. Specific emphasis on motivation, environment, innovation, and divergent thinking.
Prerequisite(s): ENG 101 Repeatable: We offer multiple topics for review under the English 219 number. A student may take more than one ENG 219 course if the two courses have a different content focus.. Course Rotation: Every semester
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ENG 220 - Introduction to Creative Writing 3 Cr. Hrs.
Students will come away with both an understanding of genre expectations for poetry, fiction, and creative nonfiction or drama as well as generate and revise work in three genres. We will study the work of published writers to discern principles of writing that you can apply in your own work. In poetry, for example, we will examine the writer’s attention to language, tone, line breaks, etc., and for fiction, we will focus on using specific concrete details while avoiding cliche, creating characters and scenes, and understanding how to tag dialogue. In this class, you can expect to be introduced to some of the aspects of the creative process that you might not be familiar with (such as workshop and revision).
Prerequisite(s): ENG 101 Course Rotation: Fall course
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ENG 225 - Introduction to Literary Studies 3 Cr. Hrs.
Introduction to the field of English studies, including critical theory, genres, research techniques, and advanced writing skills. This course emphasizes close reading, purposeful research, and careful critical writing, skills that are essential for producing informed, independent and original literary criticism. Required of all students majoring in English Literature, Creative Writing, and Secondary Education-English. Course may count as a general elective for non-majors, but does not satisfy the General Education ENG 200-level literature requirement.
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ENG 235 - Advanced Grammar 3 Cr. Hrs.
A study of modern English grammar and its teaching with emphasis on its origin, syntax, morphology, usage, punctuation, and style.
Prerequisite(s): ENG 102 , HON 102 or equivalent.
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ENG 250 - Writing Center Practicum 1 Cr. Hrs.
This course is designed to prepare prospective writing center tutors to work in the Writing Center. This course will cover issues related to Writing Center theory and practice, and composition theory to help students gain skills and insight related to responding to student writing.
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ENG 301 - Business Communications 3 Cr. Hrs.
Introduction to business communications with emphasis on business writing and speaking.
Prerequisite(s): ENG 102 or equivalent. Same as BUS 301 .
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ENG 303 - Topics in Literary Criticism and Research 3 Cr. Hrs.
Advanced study and application of literary criticism combined with research materials and methods.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 315 - Creative Writing: Poetry Workshop 1 3 Cr. Hrs.
Study and writing of poetry in a workshop setting; emphasis on traditional and modern poetic forms.
Prerequisite(s): ENG 102 or equivalent.
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ENG 316 - Creative Writing: Fiction Workshop 1 3 Cr. Hrs.
Study and writing of short fiction in a workshop setting; emphasis on revision and the writing process.
Prerequisite(s): ENG 102 or equivalent.
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ENG 332 - Creative Nonfiction 3 Cr. Hrs.
Study of the literary essay as a means of developing expository, informative, and personal writing skills. The class requires writing, analysis, research, and the employment of narrative techniques associated with fiction to tell true stories purposefully and beautifully.
Prerequisite(s): ENG 102 .
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ENG 340 - Multimedia and Visual Design 3 Cr. Hrs.
This course introduces students to theories and practices of multimedia design. This course will emphasize the rhetorical considerations that impact viewing and creating practices. Students will engage theories of looking and design by crafting and reflecting upon visuals across different media.
Prerequisite(s): ENG 102
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ENG 351 - Twentieth Century British/Irish Drama 3 Cr. Hrs.
Study of selected British/Irish plays of the twentieth century.
Prerequisite(s): ENG 102 and a sophomore literature survey.
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ENG 352 - Modern British Fiction 3 Cr. Hrs.
Study of selected prose (novel and short fiction) of the Modern period.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 354 - Topics in Modernism 3 Cr. Hrs.
Students will learn about Modernist literature by studying major works, artists, aesthetics, politics, and the many schools of art of the period covered under the umbrella term “Modernism,” a highly experimental period from roughly 1890 to 1940. Students will examine fundamental aspects of Modernist aesthetics, culture, politics, and psychology exhibited in styles such as Post-Expressionism, Cubism, Dada, Expressionism, Abstraction, and Surrealism. Students will explore prose and/or other global cultures through short stories, novellas, essays, and novels.
Prerequisite(s): ENG 101 and ENG 102
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ENG 355 - Contemporary Literature for Writers 3 Cr. Hrs.
Study of selected contemporary literature (fiction, nonfiction, poetry, or drama) with a focus on techniques, form, and theory. This course is designed to enhance the reading and writing skills of creative writers and presupposes writing experience in Creative Writing courses. Required for Creative Writing majors. May be repeated once.
Prerequisite(s): ENG 315 or ENG 316 Repeatable: May be repeated once for credit.
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ENG 361 - Nineteenth Century American Literature 3 Cr. Hrs.
Study of American authors from 1820 to 1900.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 362 - Twentieth Century American Fiction 3 Cr. Hrs.
Study of the works of important American authors of the twentieth century.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 365 - Film Studies: From Fiction to Film 3 Cr. Hrs.
A study of how fiction is adapted to film. The class focuses on developing clear thinking, organization, and reasoning in response to something about which we rarely analyze extensively: the movies. More importantly, we will examine also just as thoroughly the original sources of these films-short fiction, novels, and plays. As a foundation for analysis, students will develop a vocabulary for discussing film and integrate it into their discussion of how the two genres are related. Some use of library research materials is required.
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ENG 375 - Modern British and American Poetry 3 Cr. Hrs.
Study of modern English and American poetry and the origins, themes, and techniques which shape it.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 391 - Literary Editing and Publishing 2 Cr. Hrs.
Practical experience in publishing through work on Ivy Leaves, the campus literary journal. Focuses on soliciting and evaluating poetry, fiction, and creative nonfiction essays for publication; emphasizes practical experience in editing, producing, publicizing, and promoting the journal.
Prerequisite(s): ENG 315 , ENG 316 . May be repeated four times.
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ENG 401 - History of the English Language 3 Cr. Hrs.
Study of the nature, structure, and varieties of the English language in vocabulary, grammar, pronunciation, and semantics.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 411 - Shakespeare 3 Cr. Hrs.
Study of selected Shakespearean sonnets, tragedies, comedies and history plays.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 415 - Creative Writing: Poetry Workshop 2 3 Cr. Hrs.
Continuation of study and writing of poetry in a workshop setting; emphasis on traditional and modern poetic forms.
Prerequisite(s): ENG 315 . Course may be repeated.
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ENG 416 - Creative Writing: Fiction Workshop 2 3 Cr. Hrs.
Continuation of study and writing of short fiction in a workshop setting; emphasis on revision and the writing process.
Prerequisite(s): ENG 316 . Course may be repeated.
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ENG 431 - Techniques of Persuasive Writing 3 Cr. Hrs.
Study of theories of argument and persuasion; practice in persuasive writing.
Prerequisite(s): ENG 102 or equivalent.
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ENG 452 - Studies in Romanticism 3 Cr. Hrs.
Study of selected poetry and prose of the Romantic Period.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 453 - Victorian Literature 3 Cr. Hrs.
Study of selected poetry, prose, and drama of the Victorian Period.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 455 - Women Writers 3 Cr. Hrs.
Study of various women writers and their navigation of societal and cultural issues through writing. Topics of study may include women’s education, women’s right to vote, and the status of women in literary history.
Prerequisite(s): ENG 102 and a sophomore literature survey.
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ENG 462 - Southern Literature 3 Cr. Hrs.
Survey of major American Southern literature including minority writers.
Prerequisite(s): ENG 102 or equivalent and a sophomore literature survey.
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ENG 481 - Topics in Literary Studies 3 Cr. Hrs.
Detailed study of a movement, period, or writer(s).
Prerequisite(s): ENG 102 or equivalent. Repeatable: May be repeated for credit.
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ENG 490 - Seminar in Writing 3 Cr. Hrs.
Intensive study of creative writing focusing on a well-defined project chosen in conjunction with the professor.
Prerequisite(s): Senior standing and approval of the instructor.
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ENG 495 - Internship 3 Cr. Hrs.
The internship provides 150 hours of hands-on experience for the student who is interested in a career in writing, publishing, business, industry, government, or nonprofit service. Students must apply for the internship during the semester previous to the intended internship experience. Student interns work on average ten hours per week under the supervision of a professional in the Anderson/Greenville area or outside that area during the summer and with special permission.
Prerequisite(s): English major or minor (Literature or Creative Writing), 18 hours of English credit in addition to ENG 102 , approval of internship coordinator or department chair, and junior or senior standing. With special permission, Creative Writing majors may substitute the internship for ENG 490 , Seminar in Writing.
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ENG 498 - Senior Capstone Experience 3 Cr. Hrs.
Includes a senior-level, thesis-driven research project that emphasizes originality and critical analysis. Also includes graduate school or career placement preparation such as resume-building, job searching, and writing cover letters and statements of purpose. Senior standing.
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Finance |
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FIN 310 - Financial Management 3 Cr. Hrs.
Introduction to the management of a firm’s financial resources; topics include financial markets and institutions, financial statement analysis, time value of money, interest rates, bond and stock valuation, risk and return, the cost of capital budgeting, cash flow estimation, leverage, dividends, and working capital management.
Prerequisite(s): C or better in ACC 201 , and BUS 230 or MAT 108 .
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FIN 320 - Investment Analysis 3 Cr. Hrs.
Introduction to the essentials of investing; topics include asset allocation, global investment instruments, organization of securities markets, security market indexes, capital market efficiency, asset pricing models, stock valuation, bond valuation, introduction to derivatives.
Prerequisite(s): C or better in FIN 310
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FIN 340 - Quantitative Financial Analysis 3 Cr. Hrs.
Introduction to the basic mathematical and statistical tools need for the study of applied finance; topics include financial modeling, regression analysis, and forecasting.
Prerequisite(s): C or better in FIN 310
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FIN 410 - Derivatives and Portfolio Management 3 Cr. Hrs.
Hands-on investment course with applications in industry analysis, equity portfolio management, bond portfolio management, forward and futures contracts, option contracts, swaps, alternative investments, and portfolio performance evaluation.
Prerequisite(s): C or better in FIN 310 .
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FIN 440 - Advanced Financial Analysis 3 Cr. Hrs.
Application of analytical techniques to research, evaluate, and forecast the performance of firms, financial assets, and financial markets.
Prerequisite(s): C or better in FIN 310.
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FIN 450 - Financial Statement Analysis 3 Cr. Hrs.
Common Learning Outcomes
11. [SA] Synthesis & advanced accomplishment across the core curriculum & specialized major studies
Introduction to the analysis of detailed financial information contained in financial statements; topics include the role of fundamental analysis in finance, the organization of financial statements, cash flow analysis, ratio and risk analysis, and asset valuation.
Prerequisite(s): FIN 310
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FIN 492 - Current Topics in Finance 1-3 Cr. Hrs.
Examination of various topics related to current research and issues regarding finance.
Prerequisite(s): C or better in FIN 310 .
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Fine Arts |
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FA 200 - Experiencing the Arts 3 Cr. Hrs.
Examination of the products and creative processes of artists and performers in the fields of music, musical theatre, theatre, and visual art; common or similar processes, media, concepts, and terminology across disciplines will be explored, as well as the creative and experiential characteristics unique to each mode of creating.
Prerequisite(s): ENG 102 . Course Rotation: (Fall and Spring)
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French |
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FRE 111 - Elementary French Language and Culture I 3 Cr. Hrs.
Common Learning Outcomes
[CD] 15. Intercultural and diversity awareness and understanding
[WC] 9. Written communication skills
[OC] 10. Oral communication skills
Introduction to pronunciation and structure patterns of simple French sentences, necessary to develop listening, speaking, reading, and writing skills in FRE. An appreciation of French speaking culture underlies the orientation of the course.
Students with two or more high school language credits may take the Foreign Language Placement Test during orientation with the option of being placed at a higher level. Students with prior study in educational institutions in which French is the primary language are not allowed to receive credit for the elementary level of the native language. They should complete the 111-112 sequence of another language.
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FRE 112 - Elementary French Language & Culture II 3 Cr. Hrs.
Common Learning Outcomes
[CD] 15. Intercultural and diversity awareness and understanding
[WC] 9. Written communication skills
[OC] 10. Oral communication skills
Continuation of FRE 111; study of the basic sounds and structures of the French language. An appreciation of French speaking culture underlies the orientation of the course.
Prerequisite(s): FRE 111 or Placement Test
Students with two or more high school language credits may take the Foreign Language Placement Test during orientation with the option of being placed at a higher level. Students with prior study in educational institutions in which French is the primary language are not allowed to receive credit for the elementary level of the native language. They should complete the 111-112 sequence of another language.
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FRE 211 - Intermediate French Language & Culture I 3 Cr. Hrs.
Study of many verb forms and grammatical structures; emphasis on varied, complex sentences. An appreciation of French speaking culture underlies the orientation of the course.
Prerequisite(s): FRE 112 or Superior Score on French Placement Test
Students with two or more high school language credits may take the Foreign Language Placement Test during orientation with the option of being placed at a higher level. Students with prior study in educational institutions in which French is the primary language are not allowed to receive credit for the elementary level of the native language. They should complete the 111-112 sequence of another language.
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FRE 212 - Intermediate French Language & Culture II 3 Cr. Hrs.
Focus on conversation and reading; emphases on varied, complex sentences. A continued appreciation of French speaking culture underlies the orientation of the course.
Prerequisite(s): FRE 211 or Superior Score on French Placement Test
Students with two or more high school language credits may take the Foreign Language Placement Test during orientation with the option of being placed at a higher level. Students with prior study in educational institutions in which French is the primary language are not allowed to receive credit for the elementary level of the native language. They should complete the 111-112 sequence of another language.
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FRE 301 - Survey of French Literature 1 3 Cr. Hrs.
Historical treatment of the main currents of French literature before 1800 with selected readings in each period.
Prerequisite(s): FRE 211 and FRE 212 Course Rotation: (Offered on demand)
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FRE 302 - Survey of French Literature 2 3 Cr. Hrs.
Historical treatment of the main currents of French literature from 1800, with selected readings in each period.
Prerequisite(s): FRE 211 and FRE 212 Course Rotation: (Offered on demand)
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FRE 405 - Advanced French Composition and Conversation 3 Cr. Hrs.
Detailed study of French standards of composition and conversation; including extensive practice in both forms of communication.
Prerequisite(s): FRE 211 and FRE 212 Course Rotation: (Offered on demand)
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FRE 450 - Topics in French Literature/Culture 3 Cr. Hrs.
In-depth study of topics designed to enhance the student’s major discipline.
Prerequisite(s): FRE 211 and FRE 212 Course Rotation: (Offered on demand)
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Geography |
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GEO 102 - World Geography 3 Cr. Hrs.
Study of physical and cultural factors influencing human activity.
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Healthcare Management |
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HCM 110 - The U.S. Health Care System 3 Cr. Hrs.
An introduction to health services, health care organizations, and policy making in the United States. Emphasis will be on the current issues in U.S. health policy, the present organization of the U.S. health care system, and professional and clinical specialties in health service settings.
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