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Christian Studies |
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CHR 665 - Leadership Development 3 Cr. Hrs.
Students will examine the most effective leadership practices for developing and training future leaders within the church and ministry setting. The seminar will explore multiple layers of leadership training: corporate, small group, and individual. Students will explore helpful strategies for mentoring and coaching.
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CHR 669 - Communication and Team Dynamics 3 Cr. Hrs.
Students will explore team/group dynamics theories and their application to organizational leadership. Issues of team leadership and team effectiveness are explored. Examines theory and practice of professional communication in organizations and its impact on the team process.
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CHR 671 - Annual Lectures on Preaching 3 Cr. Hrs.
CHR 671-CHR 673 will be three event seminars required for completion of the DMin degree. Each event seminar is worth three credit hours. CHR 671-CHR 673 will be linked to a major preaching-related event sponsored by the College of Christian Studies and Anderson University: the National Conference on Preaching or the Annual Lectures on Preaching. The student will participate in the event as well as seminar interaction either before or after the event. The interaction will be facilitated by an instructor. The interaction will concentrate on the theme of the event.
Repeatable: Students in DMin BP can take this course up to two times.
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CHR 672 - National Conference on Preaching 3 Cr. Hrs.
CHR 671 -CHR 673 will be three event seminars required for completion of the DMin degree. Each event seminar is worth three credit hours. CHR 671 -CHR 673 will be linked to a major preaching-related event sponsored by the College of Christian Studies and Anderson University: the National Conference on Preaching (in May each year) or the annual John A. Broadus Lectures on Preaching. The student will participate in the event as well as seminar interaction either before or after the event. The interaction will be facilitated by an instructor. The interaction will concentrate on the theme of the event.
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CHR 673 - Event Seminars 3 Cr. Hrs.
CHR 671 -673 will be three event seminars required for completion of the DMin degree. Each event seminar is worth three credit hours. CHR 671 -673 will be linked to a major preaching-related event sponsored by the College of Christian Studies and Anderson University: the National Conference on Preaching (in May each year) or the annual John A. Broadus Lectures on Preaching. The student will participate in the event as well as seminar interaction either before or after the event. The interaction will be facilitated by an instructor. The interaction will concentrate on the theme of the event.
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CHR 677 - Digital Communication in Ministry 3 Cr. Hrs.
This seminar will explore digital means in communication including presentation design, correspondence, website design, and social media. This seminar will also address factors that impact the communicator’s creativity. The seminar will direct students to consider how digital communication can play a role in strengthening one’s ministry.
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CHR 682 - Spiritual Formation for Leadership in a Digital Age 3 Cr. Hrs.
In this seminar students explore the role of spiritual formation in effective Christian leadership through an examination of foundational theological understandings that rightly undergird a genuine and faithful expression of biblical spirituality, done within the context of some major historical mnodels of Christian spirituality.
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CHR 685 - Church Revitalization for the 21st Century 3 Cr. Hrs.
This seminar equips ministry leaders to understand the need for church revitalization. This seminar is designed to assist the student develop a contextual plan for church revitalization. This course of study focuses on issues relating to Church Revitalization and Renewal. Special attention will be given to helping participants develop a viable personal church revitalization strategy.
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CHR 690 - Project Methodology Workshop 2 Cr. Hrs.
CHR 690 will be a two-day workshop designed to prepare students for the Ministry Project. CHR 690 will provide students with 2 credit hours. The goal of the seminar will be to communicate expectations for the Ministry Project and provide insight in research and writing.
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CHR 695 - Ministry Project for 21st Century Ministry 9 Cr. Hrs.
CHR 695 will require students to implement (in action) and evaluate (in writing) a significant ministry project in the field of preaching designed to enhance the student’s understanding and practice of ministry. This project will be done in consultation with the student’s Project Committee and their Field Supervisor. The goal of the Ministry Project is to encourage the student to become a self-directed, self-motivated ministry leader. In addition, the written version of the Ministry Project should be useful to other churches and ministers.
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CHR 696 - Ministry Project for Biblical Preaching 7 Cr. Hrs.
CHR 696 will require students to implement (in action) and evaluate (in writing) a significant ministry project in the field of preaching designed to enhance the student’s understanding and practice of ministry. This project will be done in consultation with the student’s Project Committee and their Field Supervisor. The goal of the Ministry Project is to encourage the student to become a self-directed, self-motivated ministry leader. In addition, the written version of the Ministry Project should be useful to other churches and ministers.
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CHR 699* - Special Topics 3 Cr. Hrs.
Special Topics in Ministry and Leadership will explore pressing topics in the field.
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CHR 701 - Hermeneutics for Preaching 3 Cr. Hrs.
This seminar will analyze the intersection of hermeneutics and homiletics. Historical approaches to homiletics will provide a foundation for understanding contemporary methods of interpretation as they impact the field of preaching.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 702 - Preaching and Biblical Genres 3 Cr. Hrs.
This seminar will provide insight in the impact of genre on sermon development and delivery.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 709 - Topics on Preaching and Scripture 3 Cr. Hrs.
This seminar will address topics associated with preaching and scripture. Specific topics will be identified in advance of the seminar.
Grading Basis: Graded Repeatable: Yes Typical Periods Offered: Fall, Spring, Summer
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CHR 711 - Colloquium 1 3 Cr. Hrs.
The colloquium courses include reading and discussion targeted at improving sermon development. Students will submit sermons from their local context for evaluation and analysis.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall
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CHR 712 - Colloquium 2 3 Cr. Hrs.
The colloquium courses include reading and discussion targeted at improving sermon development. Students will submit sermons from their local context for evaluation and analysis.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Spring
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CHR 713 - Directed Reading Seminar 1 3 Cr. Hrs.
Students work with a faculty mentor to identify and analyze resources related to their dissertation question.
Prerequisite(s): CHR 891
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall
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CHR 714 - Directed Reading Seminar 2 3 Cr. Hrs.
Students work with a faculty mentor to identify and analyze resources related to their dissertation question.
Prerequisite(s): CHR 813
Grading Basis: Graded Repeatable: No Typical Periods Offered: Spring
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CHR 715 - Directed Reading Seminar 3 3 Cr. Hrs.
Students work with a faculty mentor to identify and analyze resources related to their dissertation question.
Prerequisite(s): CHR 814
Grading Basis: Graded Repeatable: No Typical Periods Offered: Summer
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CHR 724 - Pastoral Preaching 3 Cr. Hrs.
Students will analyze the connection between preaching and pastoral ministry.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 725 - Preaching in Ethnic and Cultural Contexts 3 Cr. Hrs.
Students will analyze approaches to preaching in distinct cultural environments, identifying unique factors that impact preaching across cultures.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 739 - Topics in Pastoral Preaching 3 Cr. Hrs.
This seminar will address topics associated with preaching in a pastoral context. Specific topic will be identified in advance of the seminar.
Grading Basis: Graded Repeatable: Yes Typical Periods Offered: Fall, Spring, Summer
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CHR 741 - The Preaching Tradition 3 Cr. Hrs.
This seminar will explore the history of preaching. Students will discover an overview of the preaching tradition and analyze specific contributors to the tradition.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 742 - Building a Theology of Preaching 3 Cr. Hrs.
This seminar will analyze theological contributions to the field of homiletics.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 743 - Forms, Influence, and Legacy of African American Preaching in America 3 Cr. Hrs.
This seminar will identify the unique characteristics of African-American preaching and explore the methodology and impact of African American Preaching in America.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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CHR 759 - Topics in the History and Theology of Preaching 3 Cr. Hrs.
This seminar will address topics associated with the history and/or theology of preaching. Specific topic will be identified in advance of the seminar.
Grading Basis: Graded Repeatable: Yes Typical Periods Offered: Fall, Spring, Summer
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CHR 891 - Methodology Seminar 3 Cr. Hrs.
This seminar will guide students in discovering a research question and developing procedures to answer the research question.
Prerequisite(s): CHR 812
Grading Basis: Graded Repeatable: No Typical Periods Offered: Summer
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CHR 894 - Dissertation 6 Cr. Hrs.
Students will identify an area of need in the field of homiletics and develop a research-based dissertation that addresses that need and provides a significant contribution to the field.
Prerequisite(s): CHR 891
Grading Basis: Graded Repeatable: No Typical Periods Offered: Fall, Spring, Summer
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Criminal Justice |
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CRJ 501 - The Role of the Chief Executive 4 Cr. Hrs.
This introductory course is designed to provide an overview of management principles along with a practical view of the environment surrounding the role of the chief executive in criminal justice today. Specifically, topics such as organizational theory and structure, and leadership will be reviewed along with an examination of the political, legal and social environment encircling the chief executive.
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CRJ 510 - The Dynamics of Administration 4 Cr. Hrs.
This course provides an introduction to human resources management functions in criminal justice. The dynamics of hiring, retaining and evaluating personnel will be covered along with the competing demands, ethical dilemmas, and policy issues related to human resources.
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CRJ 550 - Crime, Law & the Legal System 4 Cr. Hrs.
In this course a broad outline of the fundamentals of criminology and a review of the legal system designed to deal with criminal behavior is provided. In addition to an overview of crime causation, an examination of how the American system of justice operates is presented. Included is a survey of the foundations of jurisprudence and an appraisal of how the legal system responds to crime in America.
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CRJ 560 - The Media & Political Survival 4 Cr. Hrs.
An examination of the role of the media in modern society along with the relationship between media outlets and criminal justice executives is offered in this course. In addition, various strategies to cope with public exposure are explored and the role of positive leadership in this area is examined.
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CRJ 601 - Applied Research Methods 4 Cr. Hrs.
This overview of research methods is designed to create a more intelligent consumer of scientific research in the field of criminal justice who is able to identify the strengths and weaknesses of work in the field. The course focuses on quantitative research methods and covers observational and experimental research designs, along with an overview of qualitative research methodology.
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CRJ 605 - Criminal Justice Policy Analysis 4 Cr. Hrs.
In this capstone course, participants will review and critique the most recent and significant research in the field. A major research project will also be a part of this course.
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CRJ 615 - Managing a Multicultural & Ethical Department 4 Cr. Hrs.
An examination of current issues relating to the administration of justice in a culturally diverse society is provided in this course. Special emphasis will be placed on the impact of changing ethnicity on social and institutional public policy and managing these changes legally and ethically.
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CRJ 640 - Strategic & Tactical Planning 4 Cr. Hrs.
This course focuses on learning the importance and practice of strategic, tactical and operational planning in criminal justice. Emphasis will be placed on forecasting likely, as well as plausible, future conditions and influencing those conditions through effective leadership so that the desired outcome can be achieved. In addition, an overview of budgeting principles will be covered and the basics of grantsmanship will be reviewed.
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CRJ 655 - Executive Liability 4 Cr. Hrs.
A review of major liability issues facing the chief executive in criminal justice is the focus of this course. Civil liability, torts, negligence and employment law will be covered.
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Education |
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EDU 501 - Current Issues in Public School Education 3 Cr. Hrs.
Policies, programs, and trends that directly or indirectly impact public schools are examined and evaluated using research, analysis, and assessment in order to determine their relevance to teaching and learning in diverse public school settings.
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EDU 502 - The Constructivist Teacher 3 Cr. Hrs.
This course provides a foundation in constructivist theories of education and their applications to the practice of designing and modifying standards-based curriculum to effectively meet the needs of all students. Topics explored include the integration of cognitive and social constructivist theory of effective pedagogical practice in the contest of project-based learning. Candidates practice standards-based, curriculum-aligned lesson planning and implementation, with reflective, evidence-based assessment of strengths and weaknesses of various lessons.
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EDU 503 - Addressing Diversity in the Educational Setting 3 Cr. Hrs.
An inquiry into the multicultural dimensions of American educators by comparison to ethnic, racial, religious, and social issues with regard to cultural and socioeconomic differences including a philosophical analysis of the concepts of cultural pluralism and its broad implications. This course requires an embedded field experience in administration and supervision.
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EDU 504 - Education of Students with Exceptionalities 3 Cr. Hrs.
This course is a study of ethical and legal aspects of classrooms with , characteristics and needs of the exceptional students, and research into program development and assessment for teachers who may work with exceptional students or those preparing to develop classes for such students.
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EDU 505 - Principles of Curriculum Development 3 Cr. Hrs.
A study of the school curriculum including objectives, current issues, experimentation as well as perspective and methodology to equip one to participate effectively in curriculum development.
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EDU 506 - School and Community Relations 3 Cr. Hrs.
Using inquiry, research, and evaluation strategies regarding school and community relations the interdependence of school andcommunity is identified and defined in terms of societal expectations of America’s schools and the effects of these expectationson educational political, economic, and demographic changes on educational policy. This course requires an embedded fieldexperience in administration and supervision.
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EDU 507 - School Law 3 Cr. Hrs.
This course focuses on legal principles involved in school administration and in court actions. Students will investigate the impact of school law on the rights of students and educators as guaranteed by the Constitution and its amendments. This investigation will include state and federal statutory and regulatory provisions as well as tort and contract liability as they influence education. Students will learn to be leaders who have the knowledge and ability to promote the success of all students by evaluating and synthesizing our legal system as it pertains to education.
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EDU 508 - School Finance 3 Cr. Hrs.
This course involves school finances relative to public school programs, revenues and experience. It explains why education andschool finance are important and why current practices exist. The course examines how school leaders prepare and administerstrategic financial plans. A strategic financial plan, strategic vision, resources stewardship, accounting and budgeting systems,and financial frameworks will be studied and discussed. This course requires an embedded field experience in administrationand supervision.
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EDU 509 - Public School Administration 3 Cr. Hrs.
This course focuses in the theoretical bases of school administration; organizational principles, patterns and practices in public schools; decision making; administration of programs and services. Designed to assist in preparing aspiring school administrators with the program management and instructional leadership skills necessary to facilitate and/or direct the planning, programming and related activities necessary to raise standards and improve student achievement in public schools. This course offers future school leaders the opportunity to examine theory, practice, and skills in the area of human resources administration. Ways to effectively attract, train, motivate, and assign personnel in order to accomplish the goals and mission of the school district will be topics of discussion throughout the course.
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EDU 512 - The Principal as Instructional Leader 3 Cr. Hrs.
Instructional leadership addresses the critical aspects of the teaching - learning process: curriculum development, studentdifferences, learning, student motivation, teaching, classroom management, assessing student learning, and assessing andchanging school climate and culture. A special emphasis is given to promoting a positive school culture, providing an effectiveinstructional program and applying best practice to student learning. This course requires an embedded field experience inadministration and supervision.
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EDU 513 - Nature and Needs of Gifted and Talented Students 3 Cr. Hrs.
This course is designed to be an introduction to the field of gifted education, including a history of gifted education, theories of intelligence, definitions of giftedness, methods of identification, and a variety of programming options for the conventional classroom/school setting as well as in classrooms for the gifted and talented. Practical aspects of the course will include the development of IEPs, learning preference assessments, interest assessments, and management plans. Some attention will be devoted to teaching strategies and curriculum materials that teachers will find useful in designing program options for gifted and talented learners.
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EDU 514 - Nature of the Exceptional Child 3 Cr. Hrs.
This course explores diversity in the preK-12 classroom. In addition to all categories of special education, the teacher candidate will examine the nature, cause and programming needs of gifted/talented (G/T) and culturally/linguistically diverse (CLD) students. The specific learning characteristics and instructional strategies as well as legal and educational implications for meeting the needs of these students in general and special education classrooms environments will be addressed.
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EDU 516 - Best Practices for the Elementary Classroom/Field Experience I 3 Cr. Hrs.
This course is designed to familiarize students with the national and state curriculum standards, the South Carolina teacher assessment instrument SCTS (NIET), the curriculum of the elementary school, lesson planning, and development and use of multiple teaching strategies. The course will also include two Content Modules that are completed online: Foundations in Education and Educational Technology. The field experience provides opportunities for observation, reflection, actual teaching, and assessment in an elementary classroom.
Prerequisite(s): PRAXIS Core
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EDU 517 - 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 during the semester.
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EDU 518 - 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 South Carolina standards-based Long Range Plans and a Unit Work Sample. Teacher candidates will plan, implement, and reflect on lessons which address student needs and demonstrate best pedagogical practices. The course will also include two Content Modules that are completed online: Music and Visual Arts and Health/PE.
Prerequisite(s): EDU 516
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EDU 519 - Emerging Trends and Practices in Educational Technology 3 Cr. Hrs.
This course explores current topics, trends, and practices in educational technology research and their applications. Students will review literature and practices to examine merging trends in the field. Students will also develop lessons that integrate those technologies through the use of sound instructional design principles.
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EDU 520 - Research Analysis for School Improvement 3 Cr. Hrs.
This course is designed to familiarize the future elementary or high school administrator with basic research and statistical concepts for the purpose of interpreting and applying research results to make sound educational decisions for school improvement.
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EDU 521 - Assessment Data to Inform Instruction 3 Cr. Hrs.
This course is a study of how to use assessment results to improve student learning. The course considers test validity and reliability so that test results can be interpreted to indicate students’ achievement and teacher effectiveness.
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EDU 522 - The Principal as Educational Leader 3 Cr. Hrs.
A study of administrative theory leadership principles, including the conceptual and structural organization of public education as well as educational governance at the federal, state, and local levels. It is also a study of administrative theory, leadership principles, the conceptual and structural organization of the environment, and the processes involved in educational leadership. The course is to provide an initial understanding of the nature and specific characteristics of educational leaders, the varied roles of educational leaders and the relevant theories and practices of effective educational leaders to improve student learning.
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EDU 523 - Literacy 3 Cr. Hrs.
This course focuses on the development of 21st century literacy skills in K-12 school settings. Emphasis is placed on current models and best practices for teaching and learning literacy skills and strategies using a wide variety of print and non-print materials with a global perspective. Students will relate national and state policies and standards to classroom practices designed to meet the literacy needs of all students.
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EDU 524 - Theories of Learning 3 Cr. Hrs.
This course provides an analysis of contemporary and historically important learning theories and their applications to k-12 settings. Emphasis is placed on developing the knowledge and ability to apply learning theory to instruction and assessment designed to make learning accessible to all learners.
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EDU 525 - Classroom Management 3 Cr. Hrs.
Classroom management encompasses all of the teacher’s interactions with the students, classroom environment, rules and procedures, instructional strategies, and the development of engaging work. The course is designed to assist teachers in developing the practical application of effective management techniques based upon current research of best practices. Distinctions will be made through comparison and assessment and between a “well managed” class and a class engaged in learning.
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EDU 526 - Educational Psychology 3 Cr. Hrs.
This course is based on a psychological foundation for teaching. Developmental theories, diversity, approaches to instruction, differentiation, exceptional students, and assessment are studied and practiced. Emphasis is placed on the implications of the developmental process for the design of appropriate curriculum and instruction based on national and South Carolina Standards.
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EDU 529 - Data Analysis to Inform Instruction 3 Cr. Hrs.
This course is a study of strategic planning and thinking for a learner-focused educational system which integrates curriculum, instruction, assessment, facilities, human resources, finance, and educational technology.
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EDU 531 - Social Studies for the Elementary Learner 3 Cr. Hrs.
The focus of this course is on the various content areas, Culture, Economics, Geography, Government and Civics, and Individuals and Groups, and their historical and current influences on our world/society. Students will select content to be taught using South Carolina Academic Standards.
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EDU 545 - Methods and Materials for Teaching Elem 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): Prerequisite: EDU 516 .
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EDU 546 - Methods and Materials for Teaching Elem Science 3 Cr. Hrs.
This course focuses on the theories and practices of teaching standards-based science to K-6 students based on best practices in research. Teacher candidates 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): Prerequisite: EDU 516 .
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EDU 550 - 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.
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EDU 551 - 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.
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EDU 552 - 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.
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EDU 553 - 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.
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EDU 561 - Education in the 21st Century 3 Cr. Hrs.
An examination of issues and policies that directly and indirectly influence schools and communities with analyses of their relevance to the learning process. This includes understanding the pressures facing schools in our diverse culture, reviewing current questions in education, and considering curriculum content and systemic issues that impact teaching and learning. An emphasis is also placed on the challenges in education in the 21st century.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Spring
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EDU 566 - School, Family, and Community Engagement 3 Cr. Hrs.
A study of issues and responsibilities connecting schools, communities, and families at the school level. The course includes instructional support for the preparation of serving students and families while developing dynamic relationships among school stakeholders.
Grading Basis: Graded Repeatable: No Typical Periods Offered: Spring
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EDU 590 - Internship in Elementary School Administration I 3 Cr. Hrs.
The purpose of this field placement is to provide the administration candidate with professional experiences in an administrative role by working with a mentor elementary principal. The goal is to provide candidates an opportunity to accept authentic responsibility for leading, facilitating, and making decisions typical of those made by school principals for a full semester.
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EDU 591 - Internship in Elementary School Administration II 3 Cr. Hrs.
Continuation of EDU 590 .
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EDU 593 - Pre-Clinical Experience 3 Cr. Hrs.
Implementation of a wide array of developmentally effective approaches to teaching and learning, and the effective use of assessment strategies to positively impact students’ development and learning for elementary majors; supervision by university and public school partners in a general education setting. Fifty (50) hours of field placement required. This course must be taken the semester prior to Clinical Experience.
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EDU 594 - Clinical Experience 12 Cr. Hrs.
Placement in the Clinical Experience provides opportunities for teacher candidates to become collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work; make informed decisions drawing on a variety of sources; and integrate theory and practice. Teacher candidates work under the guidance of Cooperating Teachers and University Supervisors in a public school setting. Sixty-five (65) days of service in a public school cooperating classroom is required.
Prerequisite(s): Prerequisites: 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. Strand I: Knowledge
Repeatable: May be repeated only by permission of the Coordinator of Teacher Certification.
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EDU 594-2 - Clinical Experience II 3 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. A lab fee of $305 for EDU 594-2 is required.
Prerequisite(s): Prerequisite: EDU 594 .
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EDU 595 - Internship in Secondary School Administration I 3 Cr. Hrs.
The purpose of this field placement is to provide the administration candidate with professional experiences in an administrative role by working with a mentor secondary principal. The goal is to provide candidates an opportunity to accept authentic responsibility for leading, facilitating, and making decisions typical of those made by school principals for a full semester.
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EDU 596 - Internship in Secondary School Administration II 3 Cr. Hrs.
Continuation of EDU 595 .
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EDU 597 - Educational Research 3 Cr. Hrs.
This course is designed to deliver skills necessary to critically analyze a segment of a published, peer-reviewed body ofknowledge based on a clear experimental question. The skills of summary, classification, and comparison will be applied to aspecific topic of interest which will provide educationally significant information for the educator.
Prerequisite(s): Prerequisite: Completion of Strands I, II, and III.
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Education Leadership |
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EDLL 701 - Educational Policy Analysis 3 Cr. Hrs.
This course provides the opportunity for students to develop a clear understanding of how policy works in education, how to analyze and formulate educational policies, and who the key interest groups and players are in the making of policy. This course provides an in depth investigation of the political dynamics and policy challenges in American education, including emphasis on ethnicity, class, and socio-economic factors. Students will explore federal, state, and local political institutions and the broad range of education policy reforms they have implemented in an effort to improve our national education goals.
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EDLL 702 - Organizational Development and Change in Education 3 Cr. Hrs.
This course studies organizational decision-making, organizational change including resistance to change, and organizational culture as it relates to decision-making and change for both individuals and teams.
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EDLL 703 - Advanced Leadership and Ethics 3 Cr. Hrs.
This course focuses on how the values and ethics of an organization are established, managed and influenced by leaders. This course will explore the nature of ethical leadership through a consideration of the ethical foundation of leadership principles. The curriculum will consider a variety of moral dilemmas that exist in societies and organizations. Attention will be given to how the leader’s values and beliefs affect decision-making along with the key factors involved in ethical decision-making. Students will develop an understanding of the complexity of the moral dilemmas through a crucial analysis and application of ethical principles and will develop an individual leadership development plan.
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EDLL 704 - Leadership and Diversity: Creating Cultures of Inclusion 3 Cr. Hrs.
This course is designed to engage students in exploring issues of diversity and inequality as well as their personal and social responsibility for building a more just learning organization and society from a leadership perspective. Students will study the interrelatedness and necessity of vision, mission and planning for organizational leadership and strategic planning as it impacts the nature and scope of organizational leadership, including the application of strategic models and tools to lead effectively within diverse organizations.
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EDLL 705 - Theories of Educational Leadership 3 Cr. Hrs.
This course provides a survey of the most current research on leadership theory, concepts, defining characteristics, and models of leadership that have been developed from both a theoretical and practical perspective within educational organizations.
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EDLL 707 - Leadership Challenges and Issues of the 21st Century 3 Cr. Hrs.
This course discusses power and politics in organizations and current topics affecting leadership decision-making. Students will conduct high-level research on topics such as social and cultural changes, leading during crises, and the critical importance of communication. This course provides applied approaches to develop interpersonal and written communication skills necessary for leadership in an education setting, including developing and enhancing competencies for professional conversations, collaborating in teams, writing effective messages, developing influential reports, and speaking and presenting in workplace settings.
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EDLL 710 - Principles of Instructional Leadership 3 Cr. Hrs.
This course examines innovative models and strategies for instruction and evaluation in education. Students will enhance the skills and resources necessary for effective insttruction, evaluation, supervision and coaching teachers and other professional staff in educational organizations. Focus areas include the teaching environment, the adult learning process, instructional methodology, research-based professional development practices, the value of various media, and teaching and learning in educational organizations.
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EDLL 721 - Evaluation and Human Resources Management for Education 3 Cr. Hrs.
This course is designed to provide students with relevant employment laws, effective communications strategies, and other topics and trends currently evolving in Human Resource Management
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EDLL 722 - The Superintendency 3 Cr. Hrs.
The purpose of this course is to provide an understanding of power and politics in organizations, particularly for senior-level leaders in education. This course will emphasize the development of one’s credibility and influence, particularly within the context of working with a school board. Students will examine conflict resolution strategies, learn to navigate state and federal policy, and develop strategies for building strong partnerships both within and outside of the school district.
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EDLL 723 - Internship: Superintendency in Practice 3 Cr. Hrs.
This internship course is designed to immerse students in the daily responsibilities of superintendency leadership, under the supervision and direction of an established leader in this field. The purpose of this course is to provide candidates with assignments and on-the-job experiences relating to the breadth of responsibilities within superintendency leadership.
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EDLL 724 - The Superintendent in Practice II 3 Cr. Hrs.
This course is the second internship required for candidates seeking certification in the superintendency. This internship course provides guided clinical experiences relating to the role of the superintendent under the supervision and direction of a superintendent or senior-level district leader. The purpose of this course is to provide candidates with assignments and the reality of on-the-job experiences relating to the breadth of responsibilities within district-level leadership.
Prerequisite(s): EDLL 723: Superintendent in Practice I
Grading Basis: Graded Repeatable: No Typical Periods Offered: Summer
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EDLL 725 - Advanced Finance for Education Leaders 3 Cr. Hrs.
This course presents organizational tools of how education leaders must understand, manage, and utilize financial principles and tools to enable the efficient running of organizations. Students will analyze concepts of South Carolina’s Education Finance Act, budgeting, financial instruments, key accounting principles, and leading growth by ensuring financial accountability in educational settings.
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EDLL 726 - Educational Facilities and Operations Planning 3 Cr. Hrs.
This course is designed to prepare students to evaluate the appropriateness of school facilities and to ensure that facilities support the teaching/learning process. Educational specifications, survey techniques, and information necessary to oversee construction projects will also be addressed. Specific attention will be given to the importance of facilities to student health issues, safety, and academic performance.
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EDLL 731 - Critical Issues in Curriculum and Instruction 3 Cr. Hrs.
This course examines issues related to promoting equity in learning opportunities including effective approaches to encouraging collaboration among colleagues, staff, parents, and students who are culturally, ethnically and socio-economically diverse. Interpersonal communication skills - to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversities.
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EDLL 732 - Leadership for Experiential Learning 3 Cr. Hrs.
This course provides a foundation of the theory and practices used in leading and promoting experiential learning. Students will investigate the experiential approaches of project-based learning, problem-based learning, place-based education, service learning, active learning, and other approaches. Students will be involved in curriculum design and development of performance-based assessment tools in alignment with one or more teaching approaches.
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EDLL 733 - Internship: The Curriculum and Instructional Leader in Practice 3 Cr. Hrs.
This internship course is designed to immerse students in the daily responsibilities of curriculum and instructional leadership, under the supervision and direction of an established leader in this field. The purpose of this course is to provide candidates with assignments and on-the-job experiences relating to the breadth of responsibilities within curriculum and instructional leadership.
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EDLL 735 - Principles of Curriculum Development 3 Cr. Hrs.
In this course, students will participate in an in-depth investigation of the principles of curriculum development, including planning, design, developmental processes and approaches, implementation, evaluation, and improvement/change. Development of curriculum will systemically address technology integration, evidenced-based practices, innovative and collaborative learning experiences, and the impact of social, political, psychological, and economic factors.
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