Les Sternberg, Dean
Christine Ebert, Associate Dean for Administration, Research, and Technology
Irma Van Scoy, Associate Dean for Academic Affairs
- Department of Educational Leadership and Policies
Kenneth R. Stevenson, Chair
- Lorin W. Anderson, Ph.D., University of Chicago, 1973
- Carolina Distinguished Professor
- Chris P. Plyler, Ph.D., Florida State University, 1978
James T. Sears, Ph.D., Indiana University, 1984
Kenneth R. Stevenson, Ed.D., University of Florida, 1973
- Associate Professors
- Jacqueline E. Jacobs, Ph.D., Southern Illinois University, 1982
Katherine Reynolds, Ph.D., University of Utah, 1994
Thomas E. Thompson, Ed.D., University of Illinois, 1977
Sandra L. Tonnsen, Ph.D., University of South Carolina, 1982
Michael F. Welsh, Ed.D., University of South Carolina, 1984
Richard Wertz, Ed.D., Columbia University, 1972
- Assistant Professors
- David S. Doty, Ph.D., Brigham Young University, 1999
Rhonda B. Jefferies, Ph.D., University of North Carolina, 1994
John W. Lowery, Ph.D., Bowling Green State University, 2000
Susan L. Schramm, Ph.D., Miami University of Ohio, 1997
E. Michael Sutton, Ph.D., Iowa State University, 1991
Donald R. Tetreault, Ph.D., University of Southern California, 1996
- Clinical Faculty
- Julie A. Rotholz, Ph.D., University of Kansas, 1991
Istifanus J. Sanga, Ph.D., University of South Carolina, 1993
- Department of Educational Psychology
Michael A. Seaman, Chair
- Margaret B. Gredler, Ph.D., Florida State University, 1971
Huynh Huynh, Ph.D., University of Iowa, 1969
Craig Kridel, Ph.D., Ohio State University, 1980
John McFadden, Ph.D., University of South Carolina, 1973
- Benjamin E. Mays Professor of Education
- Joseph C. Rotter, Ed.D., Wayne State University, 1971
Les Sternberg, Ph.D., University of Connecticut, 1973
- Associate Professors
- Timothy J. Bergen Jr., Ph.D., University of Oklahoma, 1974
Mimi Bong, Ph.D., University of Southern California, 1995
William Brown, Ph.D., Vanderbilt University, 1985
Robert P. Bowman, Ph.D., University of Florida, 1982
Margaret Z. Burggraf, Ph.D., Ohio University, 1975
James C. Carper, Ph.D., Kansas State University, 1977
Joan K. Gallini, Ph.D., Florida State University, 1979
Joshua Gold, Ph.D., Kent State University, 1991
Richard E. Hult Jr., Ph.D., University of Illinois, 1975
Kathleen J. Marshall, Ph.D., University of Virginia, 1983
Gary M. Miller, Ph.D., Case Western Reserve University, 1969
Ellen Potter, Ph.D., University of Chicago, 1974
Michael A. Seaman, Ph.D., University of Wisconsin-Madison, 1990
Alan Wieder, Ph.D., Ohio State University, 1977
Cheryl Wissick, Ph.D., University of Virginia, 1990
Mitchell Yell, Ph.D., University of Minnesota, 1992
- Assistant Professors
- Erik Drasgow, Ph.D., University of Illinois, 1996
Kellah Edens, Ph.D., University of South Carolina, 1992
Kathy Evans, Ph.D., The Pennsylvania State University, 1989
Louise Jennings, Ph.D., University of California-Santa Barbara, 1996
Robert Johnson, Ph.D., University of North Carolina-Greensboro, 1995
Xiaofeng Liu, Ph.D., Michigan State University, 1999
James Moore, Ph.D., Virginia Polytechnic Institute and State University, 2000
Vicki Newman, Ph.D., Texas A & M University, 1996
- Department of Instruction and Teacher Education
Therese M. Kuhs, Chair
- Harvey A. Allen, Ph.D., University of North Carolina, 1970
Mac H. Brown, Ed.D., University of Georgia, 1976
Beverly A. Busching, Ed.D., University of Virginia, 1975
- Fred V. and Frances W. Lester Professor
- Christine Ebert, Ph.D., Purdue University, 1985
Carol Flake, Ph.D., University of North Carolina, Greensboro, 1977
- Schuyler and Yvonne Moore Child Advocacy Distinguished Chair
- Heidi Mills, Ed.D., Indiana University, 1986
Diane Stephens, Ph.D., Indiana University, 1986
- John E. Swearingen Professor of Education
- Kevin J. Swick, Ph.D., University of Connecticut, 1970
- Associate Professors
- Edwin Dickey, Ph.D., University of South Carolina, 1982
Therese M. Kuhs, Ph.D., Michigan State University, 1980
W. Jackson Lyday, Ed.D., University of North Carolina, 1975
Michael Rowls, Ed.D., Indiana University, 1974
Irma Van Scoy, Ph.D., Syracuse University, 1987
Jane J. White, Ph.D., University of Pennsylvania, 1980
- Assistant Professors
- Laura Brinker, Ph.D., University of Wisconsin-Madison, 1996
Nathan Carnes, Ph.D., Miami University of Ohio, 1996
Amy Donnelly, Ph.D., University of South Carolina, 1991
Susi S. Long, Ph.D., Ohio State University, 1995
Michelle A. Maher, Ph.D., George Mason University, 2001
Jonathan E. Singer, Ph.D., University of Missouri, 1997
Mary Styslinger, Ph.D., Kent State University, 2000
- Clinical Faculty
- Barbara Evans, M.S., Clemson University, 1959
Nancy Freeman, Ph.D., University of South Carolina, 1996
Janet Mason, Ed.D., University of South Carolina, 1996
Sharon A. Vogel, Librarianship Specialist, University of South Carolina, 1990
Jane Zenger, Ph.D., University of South Carolina, 1996
- Clinical Adjuncts
- Judy Barnes, M.Ed., University of South Carolina, 1992
Sherry Cashwell, M.Ed., University of South Carolina, 1995
Paul Chaplin, M.Ed., University of South Carolina, 1978
Dave Dolin, M.A., University of South Carolina, 1993
Diane Gresham, I.M.A., University of South Carolina, 1997
Francie B. Markham, M.A.T., University of South Carolina, 1979
Kim H. Myers, M.A.T., University of South Carolina, 1979
Cheryl Outlaw, M.Ed., University of South Carolina, 1991
Alice Shawen, B.A., Columbia College, 1982
Dea Wages, M.Ed., University of South Carolina, 1976
- Department of Physical Education
Karen E. French, Chair
- Karen E. French, Ph.D., Louisiana State University, 1985
Judith E. Rink, Ph.D., Ohio State University, 1979
Peter H. Werner, P.E.D., Indiana University, 1971
- Associate Professor
- Murray F. Mitchell, Ph.D., Ohio State University, 1988
- Assistant Professors
- James M. Mensch, Ph.D., University of Maryland, 2000
Lynda M. Nilges, Ph.D., Florida State University, 1995
Eva Vadocz, Ph.D., Michigan State University, 1999
- Clinical Adjunct
- Leah W. Gutenkunst, M.Ed., Colorado State University, 1978
- Distinguished Emeriti Faculty
- Walter R. Bailey, Ph.D., Ohio State University, 1968
Paul C. Berg, Ph.D., Cornell University, 1953
Thomas H. Buxton, Ed.D., University of Nebraska, 1970
R. Eleanor Duff, Ph.D., Southern Illinois University, 1973
Myles I. Friedman, Ph.D., University of Chicago, 1959
Warren K. Giese, Florida State University, 1965
Lawrence E. Giles, Ph.D., University of Minnesota, 1950
Richard E. Ishler, Ed.D., The Pennsylvania State University, 1965
Judith Rebecca Joyner, Ph.D., University of South Carolina, 1969
Garrett Kile Mandeville, Ph.D., University of Minnesota, 1969
Darrel G. Minifie, Ed.D., University of Northern Colorado, 1962
Jack M. Ott, Ph.D., Ohio State University, 1967
James H. Rex, Ph.D., University of Toledo, 1973
John Spurgeon, Ph.D., University of Iowa, 1959
Frederic L. Splittgerber, Ed.D., University of Nebraska, 1966
Thomas A. Surratt, Ph.D., University of South Carolina, 1971
Donald G. Turner, Ph.D., Purdue University, 1967
James Merrett Ward, Ed.D., University of Texas, 1960
Arthur I. Weiss, Ph.D., Purdue University, 1954
H. Larry Winecoff, Ph.D., New York University, 1968
Charles Henry Witten, Ph.D., University of North Carolina, 1978
- Emeriti Faculty
- Keith D. Berkeley, Ed.D., Wayne State University, 1968
W. Gale Breedlove, Ph.D., University of South Carolina, 1972
Betty Bullard, Ed.D., Duke University, 1975
Elizabeth H. Burnett, Ed.D., University of Virginia, 1971
Paul P. Fidler, Ph.D., Florida State University, 1968
Harold J. Franz, Ph.D., Ohio State University, 1970
Ose F. Henderson, Ed.D., University of Mississippi, 1968
Richard C. Hohn, Ed.D., Temple University, 1970
Richard E. Kemper, Ed.D., University of Pittsburgh, 1969
Richard H. Kherlopian, Ed.D., University of North Carolina, 1969
Marva J. Larrabee, Ed.D., Indiana University, 1977
Leonard F. Maiden, Ph.D., University of South Carolina, 1971
Josephine W. Martin, Ph.D., University of South Carolina, 1971
Charles McNeill, Ph.D., University of Texas, 1967
Frances S. OTuel, Ph.D., University of South Carolina, 1971
Gail Raymond, Ph.D., University of South Carolina, 1982
Norbert Stirzaker, Ed.D., University of Mississippi, 1958
Helen Marie Timmermans, M.Ed., University of Missouri, 1964
- The College of Education, in cooperation with other colleges and departments, offers degrees for initial teacher certification.
Teacher Preparation Programs
- Teacher preparation programs are available in the areas of early childhood, elementary, and secondary education and in the K-12 programs of art, music, physical education, health education, and special education.
- Undergraduate programs are offered in the areas of art, music, and physical education. Students who wish to become art teachers pursue an undergraduate degree in art education (College of Liberal Arts); those who wish to become music teachers pursue an undergraduate degree in music education (School of Music); and those wishing to become physical education teachers pursue an undergraduate degree in physical education (College of Education). These programs are designed to offer prospective teachers intensive academic study in the subject area in combination with professional training for teaching grades K-12. To receive a recommendation for professional certification, students must complete the baccalaureate degree and the professional program in education* (College of Education).
- Five-year undergraduate/graduate teacher preparation programs are offered in the areas of early childhood education, elementary education, and the following areas of secondary education: English, French, Latin, mathematics, science, social studies, and Spanish. (See the Graduate Studies Bulletin for information on the five-year program for school library media specialists). To receive a recommendation for teacher certification, students must complete both the baccalaureate degree and the masters degree.*
Early Childhood and Elementary Education
- Students who seek teacher certification in early childhood or elementary education may select any undergraduate degree program at the University as long as they are able to incorporate appropriate course selections and the education minor (see below). Students then complete a fifth-year Master of Arts in Teaching degree. The fifth-year program begins the summer after graduation from the undergraduate degree program.
- Students who seek teacher certification in secondary education must pursue undergraduate degree programs in the subject area they wish to teach. Students should consult an advisor in the appropriate college for information on course work required for teacher certification. This will include subject-area and education courses. Students then complete a fifth-year Master of Teaching degree, which begins the summer after completion of the undergraduate degree.
- *Information regarding the M.A.T. and M.T. programs is available from the Office of Student Affairs, College of Education, Wardlaw 113. The fifth-year M.A.T. and M.T. programs, as well as the M.A.T. programs for non-fifth-year students, are described in the Graduate Studies Bulletin.
Education Cognate and Minor
- Fifth-Year Core Courses. Students who wish to pursue initial teacher preparation through one of the fifth-year programs will complete the following undergraduate core courses (12 credit hours) in education. Some community placements may require FBI and SLED checks and fees for same.
- EDUC 300, 400, 401, 401P, 402, 402P
- K-12 Programs--Core Courses. Students enrolled in K12 undergraudate initial teacher preparation programs will complete core courses as follows:
- Art and Music: EDUC 300, 401, and 402
Physical Education: EDUC 300 and 401
- Specialized Education Minors. In addition to the 12-hour core, students who wish to complete a minor and/or pursue certification in the following areas must complete six hours of specialized course work. Students who wish to obtain a minor must contact their undergraduate deans office for prior approval.
- Early Childhood: EDEC 540 and 610
Elementary: EDEL 505, 505P, 506, and 506P
Secondary French: EDSE 575 and EDRD 518
Secondary Latin: EDSE 577 and EDRD 518
Secondary Spanish: EDSE 576 and EDRD 518
- General Education Minor. Students who wish to include an education minor other than those previously listed may complete the 12 hours of core courses listed above and select six hours from the following:
- ANTH 557; ARTE 520, 530; CLIS 523, 525, 527, 529; CRJU 552; EDCE 300, 310, 320, 510, 600, 601; EDEX 523, 531; EDPY 335; MUED 454, 465, 466; PEDU 575; PSYC 510, 520, 521, 528; SOCY 524; THSP 526
- Students must contact their undergraduate deans office for prior approval.
Professional Program in Education
- Undergraduate and graduate students are required to obtain formal admission to the professional program in education prior to the directed teaching experience.
- Students admitted to teacher preparation programs are not admitted to the professional program in education by reason of their admission to undergraduate or graduate programs. Admissions decisions are competitive. A limited number of students will be accepted each semester.
- Undergraduate and graduate students are also required to obtain formal admission to directed teaching/internship in order to successfully complete their degree program requirements as approved by accrediting agencies, including NCATE.
- Undergraduate students in K-12 programs may be required to meet additional specialized requirements of their academic departments and should consult their departmental advisors.
- Information about the professional program in education, directed teaching/internship, specific deadlines, and applications are available from the Office of Student Affairs, College of Education.
- In the initial teacher certification degree programs, undergraduate and graduate, the degree and certification are linked. Inasmuch as the certification requirements are the responsibility of the State Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking initial teacher certification must meet the following requirements:
- 1. successfully complete the requirements of the degree program
2. achieve scores at or above the criterion established by the state on the program-appropriate exams (Praxis II series). Scores earned on the Praxis must be submitted to the Office of Students Affairs, College of Education, Wardlaw 113, USC, and to the South Carolina State Department of Education
3. submit to an FBI check
4. pay all certification fees as required.
- The Department of Physical Education offers programs leading to the B.S./B.A. degree in physical education. A minor in school athletic coaching is also offered. Courses are offered in two major tracks:
- 1. teacher certification in physical education, and
2. athletic training.
- The teacher certification track prepares people to teach physical education in public and private schools from K-12. The athletic training track prepares the student to qualify as a certified athletic trainer through the National Athletic Trainers Association approved curriculum program. Students who desire admittance to the athletic training track must satisfy the professional requirements as established by the NATA. Enrollment in any athletic training course is limited to students with a GPA greater than 2.50.
- Policies regarding transfer admission into physical education include:
- 1. Students from regionally accredited colleges and universities who have earned up to 40 semester hours of credit must have a minimum grade point average of 2.25 (on a 4.00 scale) to enter preprofessional programs in physical education; students who have earned more than 40 semester hours of credit must have a minimum grade point average of 2.50 to enter preprofessional programs in physical education. (Note: A minimum GPA of 2.50 is required to enter the professional program in education [approximately junior-year status].)
- 2. A grade of C or better must be earned on all courses listed for admission to the professional program in physical education.
- 3. Students may not transfer credit for any course which carries a grade less than C.
- A student in physical education must earn a C or better in all major course work including major and minor emphases, education courses, required sciences, analytical reasoning option, and ENGL 101 and ENGL 102.
- Students may attempt to earn a satisfactory grade in a major course no more than two times. Only if a valid case for taking the course a third time is established will such be allowed. Validity of a case will be determined by departmental review of a formal petition. Completion of remedial course work may be required.
- Standards for general eligibility to continue in the University are described in the bulletin. The Department of Physical Education has additional standards.
- 1. If the semester, yearly, or cumulative grade point average of a student is below 2.50, the student will receive notification in writing from the department of the GPA jeopardy.
2. If a student has two consecutive semesters of grade point averages below 2.50 and a cumulative grade point average below 2.50, the student will be suspended from academic programs in the Department of Physical Education.
3. To be reinstated the student must achieve an overall grade point average of 2.50 and have the endorsement of the Department of Physical Education.
- Requirements for Teacher Certification Track
- (138-142 hours)
1. General Education Requirements
- Language Arts--ENGL 101 and 102 and either ENGL 287, 288, or 289, and THSP 140 (12 hours)
- Natural Sciences--BIOL 110 or 120, PHYS 101, CHEM 101 or PHYS 102 (11-12 hours)
- Liberal Arts--PSYC 101, SOCY 101, history elective plus an additional social science elective (12 hours)
- Numerical and Analytical Reasoning--six credits, to be earned in one of the following ways: MATH 122 or 141, plus an additional course from PHIL 110, 111, mathematics (at the next highest level),* CSCE 101 or 102, or STAT 201; two courses from one of the following fields--PHIL 110 and 111, or CSCE 101 plus a higher level course, or STAT 201 plus a higher level STAT course (6 hours)
- Foreign Languages--students shall demonstrate in one foreign language the ability to comprehend the topic and main ideas in written and, with the exception of Latin and Ancient Greek, spoken texts on familiar subjects. This ability can be demonstrated by achieving a score of two (2) or better on a USC foreign language test. Those failing to do so must satisfactorily complete equivalent study of foreign language at USC.
- HPRE 221 and EXSC 223, 223L, 224, 224L or BIOL 243, 243L, 244, 244L (11 hours)
- ARTE 360 (3 hours)
- *Teacher education students must take a computer science course.
2. Core Requirements
- PEDU 190, 232, 300, 420, 510, 520, 650 (20 hours)
3. Required Track Courses
- EDUC 300, 401; EXSC 303 or PEDU 570; PEDU 446; PEDU 451, EDSE 479; PEDU 226, 340, 341, 360, 361, 440, 462, 515, 545, 553, EDRD 500 (52 hours)
- Psychomotor Skills (11 hours)
- Requirements for Athletic Training Track
- (129-135 hours)
1. General Education Requirements (5965 hours)
2. Core Requirements
- PEDU 105, 190, 232, 420, 520, 570; EXSC 530; HPRE 502 (22 hours)
3. Athletic Training Courses
- PEDU 263, 266, 266L, 366, 366L, 348, 349, 365, 392, 393, 464, 466, 492, 493, 494, 496, 497 (36 hours)
- Professional Electives (3 hours)
- Cognate (9 hours)
Minor in School Athletic Coaching
- Twenty-one hours from the following courses: PEDU 266, 320, 340, 360, 420, 464, 650; one of PEDU 300, PSYC 380, SPTE 110.
Education Course Descriptions
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