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Sumter Campus    
2015-2016 USC Sumter Bulletin (Archived Copy) 
    
 
  Aug 21, 2018
 
2015-2016 USC Sumter Bulletin (Archived Copy) [Archived Catalog]

Elementary Education, B.A.



Learning Outcomes

Students who graduate with a B.A. in Elementary Education should be able to …

  • know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
  • demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.
  • know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.
  • know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.
  • know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
  • know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.
  • know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.
  • plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.
  • understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
  • understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
  • use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.
  • use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
  • know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
  • reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
  • know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

Degree Requirements (121-127 Hours)

See College of Education  for professional program admissions requirements, certification requirements, and other academic opportunities.

(Total semester hours: 121-127)

  1. Carolina Core Plus Elementary Education General Education (40-52 Hours)
  2. Electives (6 Hours)
  3. Specialized Content Preparation (15 Hours)
  4. Education (63 Hours)

1. Carolina Core Plus Elementary Education General Education (40-52 Hours)


I. Lower Division (37-43 Hours)


CMW: Carolina Core Effective, Engaged and Persuasive Communication: Written Component (6 Hours)


  • Select any two Carolina Core approved courses for CMW - Grade of C or Better Required 

ARP: Analytical Reasoning and Problem-Solving (6 Hours)


  • Select any two Carolina Core approved courses for ARP

SCI: Scientific Literacy (10 Hours)


Complete 10 hours in science as follows (at least one course must include lab):

GFL: Global Citizenship and Multicultural Understanding: Foreign Language (0-6 Hours, depending on placement test)


  • To meet the GFL requirement, students in the BA in Elementary Education complete the Carolina Core approved courses in Foreign Language (GFL) or by achieving a score of 2 or better on a USC foreign language placement test.

GHS: Carolina Core Global Citizenship and Multicultural Understanding: Historical Thinking (3 Hours)


Complete 3 hours (one course) from:

GSS: Global Citizenship and Multicultural Understanding: Social Science (9 Hours)


Complete 9 hours (3 courses) as follows:

Political Science (3 hours)


Select one course from the following:

Geography (3 hours)


Select one course from the following:

AIU: Aesthetic and Interpretive Understanding (3 Hours)


  • Select any Carolina Core approved course for AIU

II. Lower Division: Stand-alone or Overlay-Eligible Courses (3-9 Hours)


Up to two of these three requirements may be met in overlay courses. For up to two instances, a Carolina Core course meeting another core requirement may also meet one of these requirements, provided the course is approved to meet both.

CMS: Effective, Engaged, and Persuasive Communication: Spoken Component (0-3 Hours)


  • Select any Carolina Core approved course for CMS

INF: Information Literacy (0-3 Hours)


  • Select any Carolina Core approved course for INF

VSR: Values, Ethics, and Social Responsibility (0-3 Hours)


  • Select any Carolina Core approved course for VSR

2. Electives (3 Hours)


If the number of hours used to meet the Carolina Core Plus Elementary Education General Education section exceeds 40, those hours above 40 can be used to meet the required elective hours.

If only 40 hours are used to meet the Carolina Core Plus Elementary Education General Education section, then the required elective hours must be in addition to the Carolina Core.

3. Specialized Content Preparation (15 Hours – grade of C or better required)


Must be in addition to courses taken to meet Carolina Core requirements:

Select one course (3 Hours) from the following:


    4. Education (63 Hours)


    Grade of B or better required in EDEL 505 , EDEL 505P , EDEL 441 , and EDRD 430  - grade of C or better required in all other Education courses.

    Education Core (14 Hours)


      Elementary Core and Clinical Experience (27 Hours)


        Practicum and Internship Experiences (22 Hours)


          Minor (Optional)


          A student may choose to complete a minor consisting of 18 credit hours of prescribed courses. The minor is intended to develop a coherent basic preparation in a second area of study. Courses applied toward general education requirements cannot be counted toward the minor. No course may satisfy both major and minor requirements. All minor courses must be passed with a grade of C or better.