Bachelor of Science in Teacher Education, BS (or 5 yr BS/MAT)

This course is an introductory study of the historical, social, philosophical, psychological, and pedagogical "foundations" of education, designed for those preparing to become professional educators. You will develop the tools to articulate a personal philosophy of education, with an emphasis on the social context of urban schools and an understanding of biblical principles relating to education.

Through the use of group discussion, centered on selected educationally-related literature, students will develop familiarity with important historical and contemporary educational issues and the ability to critically interpret and discuss. This course is repeatable.

A survey of instructional methods and curriculum, including learning/thinking processes for elementary and early childhood, personality factors, unit and lesson planning, assessment skills and diagnostic and prescriptive procedures, and the needs of exceptional children.

This course provides the theoretical and practical foundation for the design and management of instruction and for the use of formal and informal assessment strategies including assessment through observation and documentation in early childhood and elementary education. The course provides the prospective teacher with opportunity to plan instructional units and develop assessments appropriate for early childhood and elementary students, assess learning based on knowledge of subject matter, child development, the community, and curricular goals. (3)

In this course, you will develop a philosophy of Bible teaching and learn to follow a preparation procedure that will ensure that the purpose for which Scripture was given will be accomplished in your own teaching. You will focus specifically on how to plan a Bible curriculum with courses of study, units, and daily lessons, following the pattern of biblical revelation and teaching the biblical material with integrity.

In this survey from colonial America to the present, you will examine the enduring issues and themes of American history. While the course is structured around historical events, particular effort is made to understand the paradox of American unity through diverse social, economic, political, and cultural factors.

This is an in-depth study of learning, motivation, and change, and the implications this will have for teaching and counseling methods. You will focus on historical and modern cognitive research and testing, especially within the academic, relational, emotional, and spiritual arenas. You will also give particular attention to the development of biblical perspectives of learning theory.

Introductory course to learning and understanding ASL. Includes receptive and expressive readiness activities; sign vocabulary; grammatical structure; receptive and expressive finger spelling; and deaf culture, values and rules of behavior of the deaf community.

This is a foundational course to train those who work or plan to work with children experiencing trauma. Central to most children's trauma is the loss of security and protection of family and home. This course will teach fundamental issues relating to children who are experiencing parental divorce, HIV/AIDS, refugee resettlement, war casualty, and sexual exploitation and other trauma. The course will also train students in effective intervention principles that promote healing and facilitate closure to childhood traumatic experiences. Emphasis will be placed upon the exploration of holistic ministries.

This course will address the definition, nature, and needs of children in poverty. Essential issues, such as risk indicators, health issues, the hidden rules of poverty, the need for self-efficacy, and learned optimism will be examined. Family and community partnerships necessities will be addressed. This course is in keeping with a growing educational need, but also God's heart for the poor and children.

This course is designed to emphasize observation and multiple forms of assessment: connecting with children and families; implementing curriculum; and strategies, experiences, and tools for teaching and learning that promote quality experiences, appropriate materials and methods, and authentic assessment techniques that promote emergent literacy, mathematical thinking, problem solving, social/personal development, creativity, critical thinking, and learning through play and movement. Age-appropriate content areas, individualization, and integration are also addressed so that students can prepare, implement, and evaluate experiences that encourage constructive development and learning for all children. (3)

Students will study early childhood development and learning; family and community relationships; and early childhood curriculums, including the interdisciplinary, thematic approaches and the standards of the early childhood profession in order to understand the needs of the young child. Students will then be assisted in integrating their understandings to develop programs and partnerships, make informed decisions, use developmentally appropriate curriculum, materials, and methods, and create healthy and supportive environments for all children. (3)

Helping students in the development of emergent literacy skills, which includes pre-reading, writing, and communication is necessary. This course will enable the educator to review developmentally appropriate methods to help students as they begin to use stories, songs, objects in learning to communicate with others through language and the written word. Letter recognition, identifying vocabulary, and exploration of books are a few concepts that will be addressed. (3)

This course will enable you to experience education in a cross-cultural environment. You will observe schools and teachers and interact with other national educational personnel and students. You will teach in schools and receive pre-service orientation, on-site orientation, field supervision and post-field experience, including debriefing and evaluation.

This internship provides opportunity for practical experiences in education. This may occur in an international or cross-cultural setting, or in North America. An internship fee is charged. (1-3) Note: cumulative/repeatable course, $100 internship fee for undergraduate in lieu of tuition.

In this course, you will study cultural anthropology for the purpose of equipping followers of Christ to be competent interpreters of culture in 21st Century global contexts.

A study of the various methods and materials used in the teaching of choral and general music in kindergarten through grade six including curriculum design with national and state music standards; emphasis on effective teaching strategies; classroom management and discipline, instructional clarity, teacher responsibilities inside and outside the classroom, and multicultural and diverse populations. Includes a field experience component as well as selection, evaluation and use of educational software. Students will develop skills in singing, movement, directive listening, writing, and in developing creative assessments.

In this lifespan course, you will examine developmental psychology covering the stages of physiological, psychological, sociological, and spiritual growth of the individual from conception to adulthood. You will analyze significant terms, theories, methods of assessment, and the biblical nature of the developing person. Special attention will be given to the cultural diversity of developing persons in varied learning environments.

This course will help you understand the needs of children, adolescents, and families. This course will give you a framework for utilizing individual and family systems model as well as other theories and practical techniques for counseling.

Surveys assessment principles guiding instructional design across content areas. Emphasis is given to administering, interpreting, reporting, and implementing assessment tools for early childhood and elementary with an emphasis on literacy progress. This course is part of the 12-credit hour South Carolina Read to Succeed requirement. (3)

Focuses on teaching early childhood and elementary social studies, science, and health. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction using methods and materials to promote learning in early childhood and elementary years. (2)

This course is designed to introduce a variety of class management models, with analysis and application emphases. Implications for both early childhood and elementary settings are studied. Classroom environmental arrangements; time management factors; children of diverse backgrounds and needs; mental-, emotional-, social- and/or physical differences; and preventive, supportive, and corrective discipline are addressed. Large and small group management and components of effective physical, social, emotional, and academic learning environments are examined. (2)

Surveys STEM (Science, Technology, Engineering, and Math) principles with a focus on math instruction. Emphasis is placed on designing developmentally appropriate, inquiry-based instruction for early childhood and elementary learners.

This course provides incremental field experience in a variety of diverse early childhood and elementary classroom settings. Observation of best practice models and innovative methodologies allows candidates the opportunity to see theory put into practice. There is particular focus on Expanded ADEPT (Assisting, Developing and Evaluating Professional Teaching) Performance Standards and the South Carolina Teaching Standards (SCTS 4.0) rubric related to classroom teaching. Length of the field experience will vary according to hours needed. A practicum fee is charged. This course is repeatable.

Emphasizes instructional strategies, technology, and curricular support for literacy development in reading and writing. A focus is placed on emergent literacy and addressing the diverse needs of learners. This course is part of the 12-credit hour South Carolina Read to Succeed requirement. (3)

This course introduces the enrichment areas (visual arts, music, drama, and physical education), focusing on enriching learning environments and instructional design through developmentally appropriate practice for early childhood and elementary education. Students actively participate in learning activities involving the arts as they design and evaluate experiences that promote positive development and inter-disciplinary learning. Students learn the biblical basis for encouraging creativity through these enrichment areas.

This course will expose students to various areas of exceptionality including definitions, incidence, and educational needs. Regulations governing the education of the disabled, options of serving special needs, and the modification of regular classrooms to accommodate exceptional children will be studied.