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updated 6/19/2008

Les Sternberg, Dean
Michael A. Seaman, Associate Dean for Administration and Research
Irma Van Scoy, Associate Dean for Academic Affairs
Bruce E. Field, Executive Director, School-University Partnerships and Clinical Experiences
Renee H. Connolly, Director, Accreditation and Quality Assurance

Department of Educational Leadership and Policies
Kenneth R. Stevenson, Chair

Professors
Katherine Chaddock, Ph.D., University of Utah, 1994
Chris P. Plyler, Ph.D., Florida State University, 1978
Kenneth R. Stevenson, Ed.D., University of Florida, 1973

Associate Professors
D. Zachary Kelehear, Ed.D., North Carolina State University, 1993
Michael F. Welsh, Ed.D., University of South Carolina, 1984

Assistant Professors
Christian Anderson, Ph.D., Pennsylvania State University, 2007
Edward P. Cox, Ed.D., Northern Illinois University, 1976
Michelle A. Maher, Ph.D., George Mason University, 2001
Doyle Stevick, Ph.D., Indiana University, 2006

Clinical Professors
Sandra R. Lindsay, Ed.D., University of South Carolina, 1992
James Hudgins, P.D., Bob Jones University, 1963

Clinical Associate Professors
Jennifer Bloom, Ed.D., University of Illinois at Urbana-Champaign, 1995
Joseph C. Flora, Ed.D., Columbia University, 1971
Lynn H. Harrill, Ed.D., University of South Carolina, 1990
Diane H. Harwell, Ph.D., University of South Carolina, 1994

Research Associate Professor
Diane M. Monrad, Ph.D., The Johns Hopkins University, 1978

Department of Educational Studies
Alan Wieder, Chair

Professors
William Brown, Ph.D., Vanderbilt University, 1985
James C. Carper, Ph.D., Kansas State University, 1977
Margaret B. Gredler, Ph.D., Florida State University, 1971
Huynh Huynh, Ph.D., University of Iowa, 1969, E. Smyth Gambrell Professor of Education
Craig Kridel, Ph.D., Ohio State University, 1980
Les Sternberg, Ph.D., University of Connecticut, 1973
Alan Wieder, Ph.D., Ohio State University, 1977
Mitchell Yell, Ph.D., University of Minnesota, 1992

Associate Professors
Erik Drasgow, Ph.D., University of Illinois at Urbana-Champaign, 1996
Kellah Edens, Ph.D., University of South Carolina, 1992
Kathy Evans, Ph.D., Pennsylvania State University, 1989
Joshua Gold, Ph.D., Kent State University, 1991
Louise Jennings, Ph.D., University of California at Santa Barbara, 1996
Robert Johnson, Ph.D., University of North Carolina at Greensboro, 1995
Kathleen J. Marshall, Ph.D., University of Virginia, 1983
Ellen Potter, Ph.D., University of Chicago, 1974
Michael A. Seaman, Ph.D., University of Wisconsin at Madison, 1990
Cheryl Wissick, Ph.D., University of Virginia, 1990

Assistant Professors
Bethany Bell-Ellison, Ph.D., University of Florida, 2008
Kara Brown, Ph.D., Indiana University, 2006
Christine A. Christle, Ed.D., University of Kentucky, 2003
Christine Distefano, Ph.D., University of Georgia, 1998
Donna M. Gibson, Ph.D., University if North Carolina at Greensboro, 2000
Michelle Jay, Ph.D., University of North Carolina at Chapel Hill, 2006
Xiaofeng Liu, Ph.D., Michigan State University, 1999
Insoo Oh, Ph.D., Pennsylvania State University, 2007
Catherine L. Packer, Ph.D., University of Georgia, 2006

Clinical Faculty
Jeanna M. Rathel, M.Ed., University of South Carolina, 1995

Department of Instruction and Teacher Education
Diane Stephens, Chair

Professors
Mac H. Brown, Ed.D., University of Georgia, 1976
Diane E. DeFord, Ed.D, Indiana University, 1978, John E. Swearingen Professor of Literacy Education
Edwin Dickey, Ph.D., University of South Carolina, 1982
Christine Ebert, Ph.D., Purdue University, 1985
Susi S. Long, Ph.D., Ohio State University, 1995
Heidi Mills, Ed.D., Indiana University, 1986, John C. Hungerpiller Professor of Education
Diane Stephens, Ph.D., Indiana University, 1986, John E. Swearingen Professor of Education
Kevin J. Swick, Ph.D., University of Connecticut, 1970

Associate Professors
Gloria Boutte, Ph.D., University of South Carolina, 1992
Nathan Carnes, Ph.D., Miami University of Ohio, 1996
Amy Donnelly, Ph.D., University of South Carolina, 1991
Nancy Freeman, Ph.D., University of South Carolina, 1996
Rhonda B. Jeffries, Ph.D., University of North Carolina-Chapel Hill, 1994
Susan L. Schramm-Pate, Ph.D., Miami University of Ohio, 1997
Irma Van Scoy, Ph.D., Syracuse University, 1987
Mary Styslinger, Ph.D., Kent State University, 2000
Stephen Thompson, Ph.D., Vanderbilt University, 2002

Assistant Professors
Angela Baum, Ph.D., Iowa State University, 2000
Megan Burton, Ph.D., University of Alabama, 2006
Elizabeth Costello, Ph.D. University of North Carolina-Chapel Hill, 2007
Mary Earick, Ph.D., University of New Mexico, 2006
Tambra Jackson, Ph.D., Michigan State University, 2006
Pamela Jewett, Ph.D., Arizona State University, 2004
Amy Johnson, Ph.D., University of Wisconsin-Madison, 2005
Herman T. Knopf, Ph.D., University of Florida, 2004
Tasha T. Laman, Ph.D., Indiana University, 2004
Julia Lopez-Robertson, Ph.D., University of Arizona, 2004
Christine R. Lotter, Ph.D., Indiana University, 2005
Sandra Schmidt, Ph.D., Michigan State University, 2008
Lucy Spence, Ph.D., Arizona State University, 2006
David Virtue, Ph.D., University of Georgia, 2002
Kenneth E. Vogler, Ed.D., University of Massachusetts-Lowell, 2000
Jennifer L. Wilson, Ph.D., University of Missouri, 2004
Jan Yow, Ph.D., University of North Carolina-Chapel Hill, 2007

Clinical Assistant Professor
Victoria Oglan, Ph.D., University of South Carolina, 1999

Clinical Faculty
Elizabeth Johnson, M.Ed., Winthrop University, 1992

Liaison
Marc Turner, M.A.T., University of South Carolina, 1993

Research Associate Professor
Jonathan E. Singer, Ph.D., University of Missouri, 1997

Department of Physical Education
Karen E. French, Chair

Professors
Karen E. French, Ph.D., Louisiana State University, 1985
Judith E. Rink, Ph.D., Ohio State University, 1979

Associate Professors
Murray F. Mitchell, Ph.D., Ohio State University, 1988
Eva Monsma, Ph.D., Michigan State University, 1999
Lynda M. Nilges, Ph.D., Florida State University, 1995

Assistant Professors
Tina J. Hall, Ph.D., University of Georgia, 2003
Toni M. Torres-McGehee, Ph.D., University of Alabama, 2006
Collin A. Webster, Ph.D., University of Georgia, 2006

Overview

The College of Education is a member of the Holmes Partnership and the National Network for Education Renewal. The college is the anchor of the Professional Education Unit (PEU) of USC, which includes five other colleges/schools and carries full accreditation from the National Council for Accreditation of Teacher Education (NCATE). The College of Education, in cooperation with the other colleges and schools of the PEU, prepares educators as leaders, offering degrees for teacher certification, counselor certification, and advanced degrees, as well as a certificate program in higher education leadership.

All students enrolled in graduate courses are subject to the academic regulations of The Graduate School and the College of Education. It is the responsibility of each student to be aware of these rules and regulations. Students are particularly referred to the policies and procedures outlined in the bulletin's section "The Graduate School." In addition to The Graduate School's academic standards for progression, the College of Education stipulates that 12 hours of credit below B on graduate work at the University of South Carolina will disqualify a candidate from a graduate degree in the College of Education. Individual program areas may have more stringent requirements. Although basic requirements for programs in the College of Education are set forth in the following pages, students are strongly encouraged to visit the College of Education Web site, www.ed.sc.edu, and particularly the Office of Student Affairs application page, www.ed.sc.edu/sa/apply.html, for further information and helpful guidelines in relation to specific programs. The Office of Student Affairs is located in Wardlaw 113.

The fields of study and degrees offered are as follows.

Department of Educational Leadership and Policies

Education Administration--M.Ed., Ed.S., Ph.D.
Higher Education Leadership--Certificate
Higher Education and Student Affairs--M.Ed.

Department of Educational Studies

Counselor Education--Ed.S., Ph.D.
Educational Research--M.Ed.
Educational Psychology and Research--Ph.D.
Foundations of Education--Ph.D.
Educational Technology--M.Ed.
Special Education--M.Ed., M.A.T., Ph.D.

Department of Instruction and Teacher Education

Curriculum and Instruction--Ed.D.
Early Childhood Education--M.Ed., Ph.D.
Elementary Education--M.A.T., Ph.D.
Language and Literacy--M.Ed., Ph.D.
Secondary Education--M.A.T., M.T., I.M.A., Ph.D.
Teaching--M.Ed., Ed.S.

Department of Physical Education

I.M.A., M.A.T., M.S., Ph.D.

Admission

Regulations and requirements for admission to graduate study and graduate degree candidacy in the College of Education correspond to those of The Graduate School. In accordance with the general regulations of The Graduate School, any applicant for graduate study is required to hold a baccalaureate degree and must submit scores from either the GRE or Miller Analogies Test as listed for each program/degree. Each applicant must also obtain at least two letters of recommendation (some programs require more) from those who can clearly attest to the applicant's knowledge, skills, and dispositions relevant to the degree sought. Many programs also require a supplemental application, a letter or statement of intent, and/or an interview. Requirements are specified under each program area in this document or may be viewed, in addition to further help information, at www.ed.sc.edu/sa/apply.html.

Admission decisions in the College of Education are based on multiple indicators of an applicant's potential academic success. Indicators include test scores, GPA, letters of recommendation, statement of intent, and other factors such as relevancy of prior degrees, related work experience, leadership roles, and interview performance. The profile of typical students admitted into the College of Education degree programs in fall 2006 on selected items is as follows:

For master's and educational specialist degrees:

  • GRE scores of 467 verbal, 550 quantitative
  • Undergraduate GPA 3.38
  • Two to five years experience in the field.

For doctoral degrees:

  • GRE scores of 516 verbal, 575 quantitative
  • Graduate GPA 3.78
  • Five years or more of experience in the field.

Teacher Preparation Programs

The purpose of the teacher preparation programs is to prepare exemplary collaborative educational leaders with the knowledge and dispositions they need to make positive impacts in and outside the classroom. The following graduate degree programs through The Graduate School lead to teacher certification: the Master of Arts in Teaching degree and the Master of Teaching degree. Certified teachers are not eligible for these degrees.

Certification. In the teacher certification degree programs (M.A.T. and M.T.), the degree requirements and certification requirements are linked. Inasmuch as the certification requirements are the responsibility of the S.C. State Board of Education, if state regulations change, degree requirements are also subject to change. All candidates seeking teacher certification must:

  • successfully complete the requirements of the degree program
  • achieve test scores at or above those established by the state on the program-appropriate exams (Praxis II Series); scores earned on the Praxis must be submitted to the Office of Student Affairs, College of Education, Wardlaw 113, USC, and to the South Carolina Department of Education
  • submit to an FBI and SLED background check for prior felony convictions and be cleared by the FBI and SLED prior to internship/directed teaching
  • pay all certification fees as required
  • successfully complete ADEPT requirements with a positive recommendation for certification.

Professional Program in Education and Internship/Directed Teaching. Candidates are required to obtain formal admission to the professional program in education prior to the internship or directed teaching experience. Candidates seeking teacher certification must also apply for internship or directed teaching in order to successfully complete their program of study. Placement for internship and directed teaching will be made only in the Columbia metropolitan area.

Elementary Education (M.A.T.)

The M.A.T. degree in elementary education (2-6) is designed for career changers--those persons deciding to become teachers after graduation from college in an area other than education. These persons may or may not have taken any education courses as an undergraduate.

Students must complete the following requirements:

Teaching Area Courses: EDTE 771 and 733, EDEL 743, and EDEL 744
Professional Education Courses: EDEL 709, EDPY 705, EDTE 600, and EDFN 749
Internship and Seminar: EDEL 790A, B, C, and EDEL 791
Electives: 9 hours of course work outside of elementary education are required.

Secondary Education (M.T.)

The M.T. degree is designed for initial teacher certification in secondary education (9-12) and incorporates an undergraduate major in a subject area with an undergraduate component in education. Candidates then complete the fifth year of graduate study in teaching. Areas of specialization within the M.T. program currently include English, mathematics, science, and social studies.*

The M.T. degree in secondary education is designed only for USC Columbia students who have completed their baccalaureate degree in an eligible subject area and have completed the 12-18 hour education component. Specific subject area courses within the undergraduate major must be completed. Candidates should consult with the College of Education Office of Student Affairs for a list of required courses by subject area.

All M.T. candidates must have completed EDFN 300, EDTE 400, EDPY 401, EDPY 401P, EDTE 402, and EDTE 402P as undergraduates. Additional undergraduate requirements are required for those students pursuing certification in English.

The requirements for the fifth year of graduate study vary by subject area, but all require a minimum of 39 semester hours of course work including the following:

Content Area Courses: up to 15 semester hours
Professional Education Courses: 15-24 semester hours, including:

  • one of the following: EDSE 727, EDEX 523, EDEX 640, EDPY 706, or EDRM 723
  • one of the following reading courses: EDRD 518, 600, or 730
  • a 700-level methods course
  • a technology course.

Internship and Seminar: 15 semester hours
Comprehensive Examination: Each candidate must complete a comprehensive examination as determined by the appropriate M.T. degree committee.

Secondary Education (M.A.T.)

The M.A.T. degree in secondary education (9-12) is designed for career-changers or those persons deciding to become teachers after graduation from college in an area other than education. These persons may or may not have taken education courses as undergraduates. This degree program in secondary education is offered in conjunction with the College of Hospitality, Retail, and Sport Management and the College of Arts and Sciences.

Majors within the M.A.T. degree currently include business education, English, mathematics, social studies (with options in geography, history, and social studies), and science (with options in biology, chemistry, earth science, natural sciences, and physics).

Specific course requirements vary by program, but all must include a minimum of:

  • Content Area Courses: 15-21 hours
  • Professional Education Courses: EDPY 705 or EDPY 707; EDFN 749; EDRD 518, 600, or 730; at least 6 hours of graduate methods courses, one of which must be a technology course
  • Internship and Seminar: 15 hours.

Each candidate must successfully complete a comprehensive examination as determined by the appropriate M.A.T. degree committee.

Special Education (M.A.T.)

The M.A.T. program in special education (K-12) is designed for career-changers or those persons deciding to become teachers after graduation from college in an area other than education. These persons may or may not have taken education courses as undergraduates but have an interest in working with students with disabilities. The M.A.T. degree requires 60 semester hours of graduate-level course work. The program, which includes 12 hours of student teaching, normally takes two years to complete. Candidates must complete requirements for the S.C. State Department of Education and appropriate accrediting agencies to receive Initial Certification in Special Education. Students take a comprehensive examination in their area of certification. A grade of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree.

Admission

1. To be considered for admission all of The Graduate School application requirements and a letter of intent for proposed study in special education must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208, by the October 1 (spring or summer) or March 1 (summer or fall) deadline.

2. Upon verification of all requirements the applicant will interview with the Programs in Special Education Admissions Committee and participate in an extemporaneous writing sample.

Examinations/Certification

Students take a comprehensive examination in their area of certification. Candidates must also complete requirements for the S.C. State Department of Education and appropriate accrediting agencies to receive initial certification in special education. Students must maintain an average GPA of B or better on all courses taken for graduate credit. A grade of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree.

The degree requirements include:

1. Certification Requirements (18 hours)

Candidates choose one area from the following four.

A. Mental Retardation: EDEX 619, 691, 712, 716, 790, and either 610 or 715
B. Emotional and Behavioral Disorders: EDEX 632, 691, 715, 716, 784, and 790
C. Learning Disabilities: EDEX 531, 616, 691, 715, 790, and either 716 or 791
D. Severe and Multiple Disabilities: EDEX 610, 615, 619, 712, 716, and 785

2. Professional Core Requirements for all certification areas (42 hours): EDEX 523; EDEX 640; EDRM 700; EDPY 705, 706, or 707; EDFN 592, 643, 743, 744, or 749; EDEX 750; EDRD 514, EDRD 730, or EDEX 580; 3 hours of elective special or general education course work, internship, or practicum as approved by advisor; 3 hours of course work outside of special education (EDEX) in methods, curriculum, instruction, technology, or assessment (mental retardation and severe and multiple disabilities may include EDEX); 12 hours in EDEX 796 Directed Teaching in Special Education; and 3 hours in EDEX 726 Seminar in Special Education for Student Teachers.

Physical Education (M.A.T.)

The M.A.T. degree in physical education (K-12) is limited to those students seeking teacher certification.

The M.A.T. degree requires a minimum of 45 hours of graduate course work. In addition, students must take undergraduate course work in order to fulfill teacher certification requirements. The graduate program is normally two years.

Graduate Course Requirements: PEDU 510, 515, 520, 710, 722, 729, 730, 750, 778A, and 778B (36 hours); EDPY (6 hours); and EDFN (3 hours).

Each candidate must successfully complete a comprehensive examination.

Art Education (M.A.T.)

The M.A.T. degree in art education is designed for teacher certification in art education (K-12) and requires a minimum of 30 semester hours of graduate course work, 6 to 15 hours in professional education, and 15 to 24 hours in the teaching content area.

Each candidate must successfully complete a comprehensive examination.

Advanced Programs

The Master of Education and Master of Science degrees are offered. The Interdisciplinary Master of Arts is also offered in cooperation with other colleges. These degree programs provide advanced study for teachers and other professionals in education and related fields. These degrees are not designed for the purpose of initial teacher certification. See specific degree program descriptions for further information.

The Ed.S. degree is offered in three areas: education administration, counselor education, and teaching. These programs require a range of 60 to 69 semester hours beyond the baccalaureate degree. Like the advanced master's degrees, this degree also includes appropriate academic work and strategies that encourage the development of area-specific knowledge, skills, and dispositions.

Both the Ed.D. and the Ph.D. degrees are offered. The Ed.D. degree is offered in curriculum and instruction. The Ph.D. is offered in elementary education, early childhood education, secondary education, education administration, educational psychology and research, foundations of education, counselor education, language and literacy, physical education, and special education. As with the other advanced degrees, these degrees include appropriate academic work and strategies that encourage the development of area-specific knowledge, skills, and dispositions.

Department of Educational Leadership and Policies (EDLP)

Higher Education Leadership (Certificate)

The certificate in higher education leadership is open to faculty, administrators, and staff of technical colleges who hold a baccalaureate or higher degree. The program requires 18 hours of course work in higher education and curriculum.

Students interested in subsequent enrollment in the M.Ed. in Higher Education and Student Affairs should note that all certificate and master's hours must be completed within six years to earn the M.Ed.

Higher Education and Student Affairs (M.Ed.)

The master's degree in higher education and student affairs is designed to prepare individuals for entry-level positions in higher education institutions in such areas as admissions and records, academic administration, alumni affairs, career development and employer relations, international student programs, new student orientation, student activities, student advisement, student financial aid, student housing, and student judicial programs. The Higher Education and Student Affairs Program conforms to the standards of the Council for the Advancement of Standards in Higher Education.

The faculty of the Higher Education and Student Affairs Program make recommendations for admission to The Graduate School based upon five criteria: academic record, GRE or MAT scores, related work and leadership experience, letters of recommendation, and the personal statement. The students who entered the Higher Education and Student Affairs Program in the fall of 2007 had an average GPA of 3.54, an average GRE score (verbal plus quantitative) of 1050.

All master's degree candidates must complete at least 42 hours of course work. The curriculum includes 18 hours of required core courses. Students also select from one of two major program areas of concentration (higher education administration or student affairs administration) and must take 9 hours of required courses plus 9 additional course hours in their area of concentration. Students must also complete 6 hours of elective courses.

1. Required core courses (18 hours) EDHE 730, 732, 737, 837; EDCE 600; and EDRM 700.

2. Area of concentration (18 hours)

  • Higher Education Administration: EDHE 734, 736, and 830 plus 9 additional course hours selected with prior approval of the assigned academic advisor
  • Student Affairs Administration: EDHE 731, 833, and 3 additional credit hours of practicum or internship credit (EDHE 831, 834, or 838) plus 9 additional course hours selected with prior approval of the assigned academic advisor

3. Electives (6 hours)

These courses may be chosen from either area of concentration or from courses offered by other departments with prior approval of the assigned academic advisor. For students electing to complete a thesis, 3 to 6 hours of thesis preparation will replace elective courses.

EDHE 831 is required of all master's degree candidates who do not have a concurrent assistantship in student affairs or higher education or prior, significant professional experience in the field. No more than 12 hours of practicum and internship courses (EDHE 831, 834, 837, and 838) may be used in the degree program.

Students who received the 18-hour Graduate Certificate in Higher Education Leadership must complete the following 24 hours to earn the master's degree: EDHE 730, 732, and 833; EDRM 700; and 12 elective hours selected with the approval of the assigned academic advisor. All 42 hours must be completed within six years.

Each candidate must successfully complete a comprehensive examination.

Education Administration (M.Ed.)

In addition to The Graduate School's application requirements, applicants must complete the EDLP application supplement.

1. Total hours required: 36 hours beyond the baccalaureate degree, which must be completed no more than six years prior to graduation.

2. Certification: The M.Ed. in CD-12 Education Administration incorporates the academic requirements for certification as a principal and supervisor in South Carolina.

3. Courses: Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area A: 27 semester hours in education administration
EDLP 700 Introduction to Education Administration (3)
EDLP 701 School Leadership (3)
EDLP 702 School Personnel Administration (3)
EDLP 703 Supervision of Instruction (3)
EDLP 704 School Finance and Business Management (3)
EDLP 705 Legal Basis of Educational Organization and Administration (3)
EDLP 706 The Principalship (3)
EDLP 707A The Elementary School Principal in Practice I and 707B The Elementary School Principal in Practice II (3 each) OR
EDLP 708A The Middle School Principal in Practice I and 708B The Middle School Principal in Practice II (3 each) OR
EDLP 709A The High School Principal in Practice I and 709B The High School Principal in Practice II (3 each)

Notes:

1. It is recommended that students begin with one of the following courses: EDLP 700, 701, 702, and 703. However, there are no prerequisites to courses in the program other than the principalship block (see no. 3 below).

2. EDLP 707A and 707B or 709A and 709B must be taken concurrently with EDLP 706 over a two-semester period.

3. Students must have completed at least 15 hours of EDLP courses prior to enrolling in EDLP 706, 707A and 707B, 708, or 709A and 709B. Three of these hours may be taken concurrently in the semester in which the principalship course begins.

Area B: 9 semester hours of related courses.
EDCS 725 Principles of Curriculum Construction (3)
A graduate credit course in research/measurement/assessment to be selected with the approval of the advisor (3)
A graduate credit course in exceptionalities (e.g., exceptional children, special education) or in human growth and development to be selected with the approval of the advisor. A course in exceptionalities is strongly recommended for students who completed a course in human growth and development as part of their undergraduate program. (3)

4. Comprehensive Examination: Students must pass a comprehensive examination.

Education Administration (Ed.S.)

The Ed.S. degree is offered for students seeking certification as public school superintendents.

In addition to The Graduate School application requirements, applicants must complete the EDLP application supplement.

1. Total hours required: 33 hours beyond the master's degree, the last 30 of which must be completed no more than six years prior to graduation.

2. Certification: The Ed.S. in Education Administration satisfies the academic requirements for certification as a superintendent in South Carolina.

3. Courses: Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area 1: 21 hours of course work in education administration.
EDLP 753 Advanced Methods of Instructional Supervision (3)
EDLP 754 Educational Finance (3)
EDLP 755 Educational Policy Analysis (3)
EDLP 756 The Superintendency (3)
EDLP 757A The Superintendent in Practice I (3)
EDLP 757B The Superintendent in Practice II (3)
EDLP 758 School Building Planning (3)

Note: Students must enroll in EDLP 756 and EDLP 757A and B concurrently. This will satisfy the residency requirement for the Ed.S. degree program.

Area 2: Nine hours of course work in a cognate area.
A cognate is defined as an academic area outside the Department of Educational Leadership and Policies. All cognate courses must have prior approval of the student's advisor. Students are encouraged to select cognates from the following areas: special services, instruction, behavioral science, social science, and management science. At least 6 hours must be completed in a single academic discipline (e.g., business administration, psychology).
Area 3: Three hours of course work in educational research.
A 3-hour course in research/measurement/assessment to be selected with the approval of the advisor. This course is in addition to the research course taken at the master's level. Students with no research courses at the master's level will be required to take two research-related courses in the Ed.S. degree program.

Note: Courses taken in a master's degree program cannot be used to fulfill Ed.S. requirements.

Education Administration (Ph.D.)

The Ph.D. degree is offered in two program emphases: higher education administration and CD-12 education administration. Each prepares students for a variety of leadership positions in institutions and agencies related to the emphasis of their studies. Those earning the degree serve as university administrators, school superintendents and principals, administrators in school districts and government agencies, college and university faculty, and other related leadership capacities.

In addition to The Graduate School's application requirement, applicants must complete the EDLP application supplement.

Education Administration/CD-12 (Ph.D.)

The application deadlines are Oct. 1 and April 1.

1. Total hours required: 69 hours beyond the master's degree, the last 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: Permission to begin study leading to the Ph.D. degree does not imply admission as a candidate for the degree. Admission to candidacy for the Ph.D. degree is not granted until the student has passed a qualifying examination. The student should discuss this requirement with his or her advisor.

3. Courses: Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area 1: 33 hours of courses leading to superintendency certification or its equivalent.
A. education administration courses (21 hours)
EDLP 753 Advanced Methods of Instructional Supervision (3)
EDLP 754 Educational Finance (3)
EDLP 755 Educational Policy Analysis (3)
EDLP 756 The Superintendency (3)
EDLP 757A The Superintendent in Practice I (3)
EDLP 757B The Superintendent in Practice II (3)
EDLP 758 School Building Planning (3)
B. 9 hours in an identified cognate area outside the Department of Educational Leadership and Policies. These courses are to be determined by the student's program advisory committee.
C. 3 hours of research (beyond master's level/introduction course)
Note 1: Students who have successfully completed a program leading to superintendency certification from another regionally accredited institution may be given credit for up to 33 hours in Area 1, subject to approval of the Program Advisory Committee.
Note 2: Candidates pursuing a Ph.D. in CD-12 Education Administration to attain professional goals not requiring educational administrator certification (i.e., professorate, private school leader) are required to comlpete 69 hours beyond the master's. In these cases, courses that support the candidate's professional goals my be substituted in Area 1, subject to the approval of the Program Advisory Committee.
Area 2: 9 hours of seminar courses including EDLP 807 Seminar in Education Administration (3) and 6 hours chosen from the following:
EDLP 803 Administrative Evaluation and Decision-making (3)
EDLP 804 Advanced Educational Finance (3)
EDLP 805 Advanced Educational Policy Analysis (3)
EDLP 806 Theories of Education Administration (3)
Note 3: The student's Program Advisory Committee may approve one alternative 800-level seminar as an elective.
Area 3: 9 hours of post-master's 700- and 800-level courses (not to include the cognate) within the field of education, but outside the CD-12 education administration program. Must include a research course.
Area 4: 18 hours in courses to prepare the student for the dissertation, to include:
EDLP 899 Dissertation Preparation (12) (Note: EDRM 897 may be used to satisfy 3 of these hours if approved by the student's major professor)
EDLP 808 Field Problems in School Administration (3)
One additional research course as determined by the Program Advisory Committee (3)

4. Foreign Language: To qualify for the Ph.D. degree, a candidate must demonstrate one of the following: a reading knowledge of one foreign language, a knowledge of the use of computers, or competency in statistics. The language selected for the degree program must be approved by the College of Education and The Graduate School. Satisfactory completion of the foreign language option will be verified by a foreign language 315 (intensive readings) course or through an examination administered by the Department of Foreign Languages and Literature. The student's Program Advisory Committee will determine the manner in which the statistics and computer knowledge options will be demonstrated but may include completion of appropriate cognate course work or examinations. The language requirement must be completed at least one academic year prior to graduation.

5. Comprehensive examination: The comprehensive examination for the Ph.D. degree includes a written examination of nine hours usually over two days and an oral examination.

6. Dissertation: Every candidate for a doctoral degree is required to successfully complete and defend a dissertation. Prior to preparing a dissertation, a proposal is required. The dissertation proposal must be approved by the student's Dissertation Committee. The degree candidate must successfully defend the dissertation before his or her Dissertation Oral Examination Committee.

Education Administration/Higher Education (Ph.D.)

1. Total hours required: 81 hours beyond the baccalaureate degree, at least 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: Writing sample

3. Courses: The student's Program Advisory Committee will evaluate previous course work and experiences and recommend appropriate courses to ensure that at the completion of the program that student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Area 1: 24 hours of courses in higher education administration.
Area 2: 9 hours of elective courses related to higher education.
Area 3: 18 hours in a cognate area comprising: A single content area that can prepare the student for teaching at the baccalaureate level in an academic discipline or applied field drawn from: arts and humanities, social and behavioral sciences, natural sciences, mathematics, or professional fields.
Area 4: 9 hours of foundational course work in education comprising: courses at the 700 and 800 levels within the College of Education but outside the Department of Educational Leadership and Policies, excluding cognate courses.
Area 5: 21 hours of course work in educational research:
A. 6 hours of research methods courses that must focus on either quantitative or qualitative methodology.
B. 3 additional hours of research course work.
C. 12 hours of EDHE 899.

4. Comprehensive examination: The comprehensive examination for the Ph.D. degree includes a written examination over two days and an oral examination.

Department of Educational Studies (EDST)

Counselor Education (Ed.S.)

The counselor education program offers two areas of concentration leading to the degree of education specialist: school counseling and marriage and family counseling/therapy. The Ed.S. degree requires 66 hours and is accredited by the Council for the Accreditation of Counseling Related Educational Programs (CACREP).

School Counseling

The Ed.S. in Counselor Education with a specialization in school counseling fulfills the certification requirements for endorsement as a K-12 school counselor in South Carolina. Students are advised to speak to the appropriate staff in the Office of Student Affairs (Wardlaw 113) for information about the certification requirements of other states. Completion of this specialization may also satisfy South Carolina's academic requirements for licensure as a Licensed Professional Counselor (LPC-Intern). After the completion of the required post-degree clinical hours and supervision of these hours, licensure as an LPC is possible. Students are advised to contact the appropriate licensing board.

Marriage and Family Counseling/Therapy

The Ed.S. in Counselor Education with a specialization in marriage and family counseling/therapy may fulfill the academic licensure requirements of states that specify the completion of a two-year program of graduate study for licensure as a marriage and family counselor/therapist. Be advised that completion of this specific course of study does not prepare the graduate for endorsement by the University as a school counselor. The student must also be aware that state licensing boards may have additional academic and/or supervised clinical requirements beyond the qualifying degree in order to obtain a license to practice. Students are advised to contact the appropriate licensing board for application materials and to discuss these requirements with their advisors.

Admission

Applicants are responsible for ensuring that their application is complete and received by The Graduate School by October 1 or February 1 for admission. In addition to The Graduate School's application requirements, applicants must submit a letter of intent stating the student's desire to enter the degree program and outlining long-term professional goals and estimated length of time to complete a program of study, and a current resume.

The Ed.S. degree requires 66 hours composed of:

Core Courses (27 credit hours)
EDCE 510, 600, 601, 700, 702, 706, 707, 710, 720
Specialization Courses: 6 credit hours
K-12 option: EDCE 708 and 712
MFC option: EDCE 503 and 711
Clinical Preparation Courses: 12 credit hours
K-12 option: EDCE 721 and 9 additional hours of professional preparation
MFC option: 9 credit hours of EDCE 716 (taken with a different topic each time), HPEB 501
Human Growth and Development: 3 credit hours
EDPY 705
Research: 3 credit hours
EDRM 700
Psychopathology and Diagnosis: 6 credit hours
NPSY 757 Psychopathology, NPSY 758 Diagnosis
Clinical Courses: 9 credit hours
EDCE 802 (3 credit hours) and EDCE 805 (6 credit hours)

Certification. In the school counseling certification degree program, the degree requirements and certification requirements are linked. Inasmuch as the certification requirements are the responsibility of the S.C. State Board of Education, if state regulations change, degree requirements are also subject to change. All students seeking school counseling certification must:

  • successfully complete the requirements of the degree program
  • achieve test scores at or above those established by the state on the program-appropriate exams (Praxis II Series); scores earned on the Praxis must be submitted to the Office of Student Affairs, College of Education, Wardlaw 113, USC, and to the South Carolina Department of Education
  • submit to an FBI check for prior felony convictions (for initial S.C. certification applicants only)
  • pay all certification fees as required.

Counselor Education (Ph.D.)

Program Description

The University of South Carolina offers the Ph.D. degree with a major in counselor education. It emphasizes the training of professional counselor educators and counselors who will have competence in teaching, counseling, research, and supervision. Program objectives are centered around a primary goal, which is the education of outstanding counselor educators and counselors. Graduates are prepared to assume leadership roles in settings that provide counseling, teaching, and research with and about populations who are experiencing problems in daily functioning. The program is 96 post-bachelor's degree semester hours in length and is accredited by the Council for the Accreditation of Counseling Related Educational Programs (CACREP).

Admission

Applicants are responsible for ensuring that their application is complete and received by The Graduate School by December 1 for fall admission. In addition to The Graduate School's application requirements, applicants must submit:

1. verification of the 30 semester hours of prerequisite work in the CACREP core and clinical areas of instruction.

2. a current resume documenting two years' minimum work experience related to the field of counseling and related achievements, professional affiliations, and activities.

3. a letter of intent, which should include:

A. long-term goals in terms of benefits (to self and society).
B. skills or competencies needed to achieve the goals.
C. a timeline for completion of your degree.
D. barriers to achievement of those goals.
E. a statement clarifying when you expect to meet the residency requirement.

Degree Requirements

1. Total hours required: 96 hours beyond the baccalaureate degree, the last 30 of which must be completed no more than eight years prior to graduation.

2. Qualifying examination: Students must achieve a grade of B or better in the 15 hours of core courses. Once the student has applied for candidacy, the faculty reviews the application and votes whether to recommend the admission of the candidate or not. Admission recommendations are determined by a majority vote.

3. Courses: The student's program advisory committee will evaluate previous course work and experience and recommend appropriate courses to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions typically developed in the following course work:

Area 1: Core Courses (15 semester hours)
EDCE 813 Professional Issues in Counselor Education (3)
EDCE 820 Advanced Transcultural Counseling (3)
EDCE 823 Advanced Counseling Theory (3)
EDCE 830 Systematic Training Models in Counselor Education (3)
EDCE 832 Practicum in Counseling Supervision (3)
Area 2: Clinical Requirements (12 semester hours)
Practicum and Internship
EDCE 822 Counseling Practicum II (3)
EDCE 855 Internship in Counselor Education (9)
Area 3: Measurement and Appraisal (nine semester hours)
Area 4: Research (12 semester hours)
Area 5: Dissertation (15 semester hours)
EDCE 825 Empirical Basis of Counseling (3)
EDCE 899 Dissertation Preparation (12)
Area 6: Cognate Courses (9 semester hours)
Area 7: Counseling Elective Courses (24 semester hours)

4. Foreign Language Requirement: May be satisfied by successful completion of:

1. Foreign Language Reading Competency Students may elect to demonstrate a reading competency in one foreign language, including American Sign Language. The language selected must be approved by the department and the dean of The Graduate School.
2. Statistical Package Computer Competency Students may elect to demonstrate competency in the use of statistical packages in research.
3. Computer Language Competency

5. Comprehensive Examination: 9-hour written examination and 2-hour oral examination.

Educational Research (M.Ed.)

Program Description

The master's program in educational research at the University of South Carolina is designed to provide students with a set of research skills applicable to a variety of areas within education. Specifically, these skills include the critical reading of research, the use of statistical techniques, and the construction, selection, and interpretation of cognitive tests. Course work includes core requirements for students working toward the Ph.D. degree in educational research. Students with a baccalaureate degree who are interested in pursuing doctoral work in educational research are encouraged to enroll in the M.Ed. in Educational Research.

Admission

To be considered for admission, all of The Graduate School's application requirements, curriculum vitae, and a letter of intent that delineates the applicant's professional goals and specific interest in the degree must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208. Review of applications takes place in October and February.

The comprehensive examination for the M.Ed. in Educational Research consists of developing a proposal for a research study for a specific research problem.

Requirements

Research and Measurement Courses (21 hours): EDRM 700, 710, 711, 718, 721, 736, and 740
General Foundations Courses (6 hours): EDFN 743 or another EDFN course and EDPY 751 or another EDPY course
Elective Courses: 9 hours

Educational Psychology and Research (Ph.D.)

Program Description

The doctoral program in educational psychology and research at the University of South Carolina offers two tracks. Students choose either the educational psychology track or the educational research track.

Educational Psychology Track. The focus of the educational psychology track is to develop an understanding of both the psychological factors that influence human learning and their relationship to the educational setting. Included are the applications of principles of learning to classroom situations, human cognition and information-processing models, the relationship of human development to the processes of learning, and methods to critique and analyze research on human learning and cognition. This track is appropriate for qualified individuals who wish to teach and/or conduct research, as well as those who are responsible for classroom learning in other areas of education and industry.

Educational Research Track. Core skills acquired in the educational research track include using measurement and statistics, evaluating programs, designing research, constructing tests, and using computer statistical packages to analyze data. In addition to university faculty positions, graduates in research and measurement serve as directors and coordinators of educational research in school districts, government agencies, and the private sector.

Students may enter the doctoral program with a master's degree in any of a number of fields. Students with only an undergraduate degree may wish to earn a master's degree in educational research before entering the doctoral program.

Admission

To be considered for admission, all of The Graduate School's application requirements, curriculum vitae, a letter of intent that delineates the applicant's professional goals and specific interest in the degree and specifies the track (educational psychology or educational research) applied for, and three letters of recommendation from individuals who can attest to the applicant's professional potential in the chosen area of interest must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208. Review of applications takes place in October and February.

Program of Study

Doctoral students must complete residency requirements, a program of study, a qualifying examination, and a comprehensive (written and oral) examination and, finally, must complete and defend a dissertation. In addition to a required 30 hours in the area of specialization, course work also includes 9 hours outside of the educational psychology and research program area in the College of Education, 12 hours in related electives, and 12 hours in dissertation credit. Full-time students require approximately two to three years to complete course work. Part-time students will take somewhat longer to complete the degree.

Foundations of Education (Ph.D.)

Program Description

The doctoral program in foundations of education at the University of South Carolina offers both breadth and depth in the study of social, philosophical, and historical issues in education. Faculty combine teaching and scholarship with involvement in the local community as well as work at the state and national levels. In addition to course work in foundations in education, doctoral students are offered the opportunity of an expansive social sciences and humanities education based on an individual program of study they can craft with their advisor and doctoral committee.

Admission

To be considered for admission all of The Graduate School's application requirements, a letter of intent that expresses the applicant's professional goals and specific interest in foundations of education, a curriculum vitae listing prior experiences and scholarly activities, and a writing sample (such as a class paper or a published article) must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208, by October 1 (spring) or February 15 (summer or fall).

Program of Study

Doctoral students must complete residency requirements, a program of study, and a qualifying examination and must complete and defend a dissertation. In addition to the required minimum 30 hours in foundations, course work also includes 9 hours outside of the foundations program area in the College of Education, 9 to 12 hours of electives, and 12 hours of dissertation credit. All students enroll in courses in the history, sociology, and philosophy of education. These courses lead to doctoral seminars in the subdisciplines as well as other courses in educational biography, multicultural education, and qualitative research. Full-time students require approximately two to three years to complete course work. Part-time students will take somewhat longer to complete the degree.

Educational Technology (M.Ed.), Joint degree with USC Aiken

Program Description
The Master’s Degree in Educational Technology is designed to provide and advanced professional studies in graduate-level course work to develop capabilities essential to the effective design, evaluation, and delivery of technology-based instruction and training (e.g., software development, multimedia development, assistive technology modifications, Web-based development, and distance learning). The program is intended 1) to prepare educators to assume leadership role in the integration of educational technology into the school curriculum and 2) to provide graduate-level instructional opportunities for several populations (e.g. classroom teachers, corporate trainers, educational software developers) that need to acquire both technological competencies and understanding of sound instructional design principles and techniques. This graduate program is offered jointly by the USC Aiken Schedule of Education and the USC Columbia College of Education. All courses are offered in Web-based format.

Admission
To be considered for admission all of The Graduate School application requirements and a letter of intent detailing your rationale for proposed study in Educational Technology must be submitted to the Graduate School. Completed files are forwarded to the Colleege of Education and reviewed as they are received.

Examinations/Certification
For the comprehensive exam, students complete a Web-based professional portfolio and present to program faculty at the end of their degree program.

Foundational Courses (6 hours)
AERM/EDRM 700 (3)
AEET/EDET 709 (3)

Design Courses (15 hours)
AEET/EDET 603 (3)
AEET/EDET 703 (3)
AEET/EDET 793 (3)
AEET/EDET 755 (3)
AEET/EDET 722 (3)

Technology Courses (12 hours)
AEET/EDET 650 (3)
AEET/EDET 735 (3)
AEET/EDET 746 (3)
AEET/EDET 780 (3)

Electives (3 hours)
(Choose one of the following or other approved by advisor)
AEET/EDET 652 (3)
AETE 731 or EDTE 731 (3)
SLIS 706 (3)
TSTM 790 (3)
MGMT 722 (3)
EDRM 736 (3)

Total hours required (36)

The application deadline is Dec. 1.

Special Education (M.Ed.)

The M.Ed. program in special education is designed for certified teachers who are seeking advanced certification in special education. The program includes 150 hours of practicum experience.

Admission

1. To be considered for admission all of the following materials must be on file in The Graduate School, University of South Carolina, Columbia, SC 29208, by October 1 (spring or summer admission) or March 1 (summer or fall admission).

  • transcripts of all college and university credits
  • two letters of recommendation from former professors or work supervisors in the field of education
  • a completed graduate school application
  • a letter of intent for proposed study in special education
  • Graduate Record Examination (verbal and quantitative sections) or Miller Analogies Test scores, taken within five years of application date
  • evidence of initial certification
  • maintain an average grade of B or better on all courses taken for graduate credit. Grades of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree from the College of Education.
  • pass a comprehensive examination in the area of specialization.

2. Upon verification of the above requirements, the applicant will interview with the Programs in Special Education Committee and participate in an extemporaneous writing sample.

3. Acceptance by The Graduate School and the programs in special education is based on the evaluation of the applicant's total academic profile by two admissions committee members. The committee members evaluate the applicant's letters of recommendation, GPA, test scores, writing sample, and interview and then make an admissions recommendation based on their evaluation.

Examinations and Certification

Students must:

  • maintain an average grade of B or better on all courses taken for graduate credit. Grades of C+ or lower on any 12 hours of graduate work at the University will disqualify a student for a graduate degree from the College of Education.
  • pass a comprehensive examination in the area of specialization.

Note: The M.Ed. program is not designed for initial teacher certification. Students wishing to use the M.Ed. program to add certification in an area of special education to their existing teaching certificates must meet requirements as mandated by the S.C. Department of Education. Further information may be obtained from the S.C. Department of Education or from the College of Education's Office of Students Affairs.

1. Prerequisite Course: EDEX 523

Note: EDEX 523 does not count toward the 39 hours required for the M.Ed. degree.

2. Professional Core Requirements: 18 hours

(Required for all M.Ed. students) EDRM 700, EDEX 640, 716, 750, 790, and 792

3. Specialization Area Requirements: 12-18 hours (choose one area of specialization)

A. Early Childhood Special Education (18 hours): EDEX 530, 630, 714P, 785, 891P, and an approved course

B. Emotional Disabilities (12 hours): EDEX 632, 714B, 784, and 891B
C. Learning Disabilities (12 hours): EDEX 531, 616, 714L, and 891L
D. Mental Retardation (12 hours): EDEX 619, 712, 714M, and 891M
E. Severe and Multiple Disabilities (18 hours): EDEX 610, 615, 619, 701, 714M, and 785

4. Electives (3-9 hours): 3 hours in early childhood special education and severe and multiple disabilities; 9 hours in all other areas. Electives may include but are not limited to EDEX 580, 701, 715, 791, and 785 and are selected by advisement.

Note: When selecting electives, keep in mind that students must take a majority of the 39 hours in the M.Ed. program at or above the 700 level.

Special Education (Ph.D.)