Converse

Graduate Catalog

2022-2023

CONVERSE UNIVERSITY

GRADUATE CATALOG

2022-2023

Master of Arts in Teaching

Art Education Middle Level Language Arts Secondary English

Intellectual Disabilities Middle Level Mathematics Secondary Social Studies

Learning Disabilities Middle Level Science

Early Childhood Middle Level Social Studies

Elementary Education

Master of Education

Elementary Education Art Education (Online/Low Residency)

Advanced Study (online) Gifted Education (online)

Special Education Administration & Supervision

Master of Liberal Arts

English

History

Political Science

Master of Marriage and Family Therapy

Master of Fine Arts in Creative Writing

Master of Music

Music Education

Performance

Educational Specialist

Administration and Supervision

Literacy (online)

Master in Management

Professional Leadership

Doctoral Program

Professional Leadership

580 E. Main Street

Spartanburg, SC 29302

Converse University does not discriminate in admissions or employment on the basis of race, color, sex, national or ethnic origin,

age, sexual orientation, religion or disability. Converse admits only women to undergraduate programs and services in accordance

with its historical mission. Women and men are admitted to the graduate programs.

CONVERSE UNIVERSITY

Graduate Catalog

2022-2023

TABLE OF CONTENTS

Converse University Calendar

4-5

Introduction to Graduate Programs

8-9

Policies and Regulations

9-20

Master of Arts in Teaching (MAT)

21-32

Requirements for Admission

Introduction to Initial Certification Programs

22-23

Master of Education Program (MEd)

33-41

Requirements for Admission

Programs of Study

33-41

Master of Liberal Arts Degree (MLA)

43-44

Requirements of Admission

Master of Marriage and Family Therapy (MMFT)

45-47

Requirements for Admission

Master of Fine Arts in Creative Writing (MFA)

48-52

Requirements for Admission

Educational Specialist Degree in Administration and Supervision (EDs)

53-55

Requirements for Admission

Educational Specialist Degree in Literacy (EDs)

55-56

Requirements for Admission

Master in Management – Professional Leadership

Doctoral in Professional Leadership (EdD)

58-59

Requirements for Admission

Courses of Instruction

60-99

SC ETV Courses

100-103

Petrie School of Music

104-115

Master of Music Degree in Performance

108

Master of Music Degree in Music Education & Therapy

110

Master of Music Degree in Music Education

110

With initial certification vocal/choral emphasis

111

Master of Music Degree in Education

110

With initial certification instrumental emphasis

112

Courses of Instruction

113-115

The Board of Trustees

118

University Presidents and Cabinet

119-120

General Administration

121-125

The University Faculty

126-131

The Petrie School of Music Faculty

116-117

Campus Map

132-133

Index

134-135

POLICY ON STUDENT RECORDS

In the handling of student records Converse complies with the provisions of the Family Education Rights and Privacy Act of 1974.

Detailed information about the records maintained and procedures for the exercise of rights will be provided to students each year.

“I certify that this catalog is true and correct in content and policy and states progress requirements for graduation.”

Dr. Lienne Medford

Dean of the School of Education and Graduate Studies

CONVERSE UNIVERSITY CALENDAR

2022-2023

FALL TERM, 2022

Tuition due for Fall 2022 Friday, August 13

All classes begin Monday, August 22

Day classes begin at 9:00 am Monday, August 22

Evening classes begin at 5:45 pm Monday, August 22

Registration for students who did not register early Monday, August 22

Late registration - $50 will be charged Tuesday, August 23

Last day to receive 100% refund Friday, August 26

Drop/Add fee begins-$20 per change Saturday, August 27

Corrected Class Rolls Tuesday, August 30

Last day to receive 80% refund Friday, September 2

Labor Day (NO Classes) Monday, September 5

Last day to receive 30% refund Thursday, September 8

Mid-term grading ends Monday, October 3

Mid-term grades due Wednesday, October 12 by 12:00pm

Fall Break Monday, October 10 & Tuesday, October 11

Advisement for January and Spring ’22 Terms October 17-November 14

Last day to withdraw from a class with a grade of W Thursday, November 17

Thanksgiving & Holiday Break Wednesday, November 23 -Sunday, November 27

Begins at the end of classes on Tuesday

Last Day of Class Thursday, December 1

Deadline to apply for May 2022 Graduation

Reading Days Friday, December 2 - Sunday, December 4

Exams Monday, December 5- Thursday, December 8

Final Grades Due Monday, December 12 by 12:00 pm

JANUARY TERM, 2023

Tuition and Fees for Jan Term due Monday, January 2

All classes begin Tuesday, January 3

Day classes begin at 9:00 am

Evening classes begin at 5:45 pm

Last day to receive 100% refund Tuesday, January 3

Late registration - $50 will be charged Wednesday, January 4

Last day to receive 80% refund Thursday, January 5

Last day to receive 30% refund Monday, January 9

Last day to add a course

Drop/Add - $20 fee per change begins Monday, January 9

Corrected Class Roll Tuesday, January 10

Martin Luther King Day - No Classes - Day of Service Monday, January 16

Last day to withdraw with a grade of W Friday, January 20

January Term classes end Friday, January 27

Final Grades Due Tuesday, January 31

SPRING TERM, 2023

Tuition and Fees for Spring due Friday, January 6

All classes begin Wednesday, February 1

Late registration - $50 will be charged Thursday, February 2

Last day to receive 100% refund Friday, February 3

Last day to add a course

Drop/Add fee, $20 per change begins Wednesday, February 8

Corrected class rolls Thursday, February 9

Last Day to receive 75% refund Friday, February 10

Last Day to receive 50% refund Friday, February 17

Last day to receive 25% refund Friday, February 24

Financial Aid Refund Monday, March 6

Mid-term grading period ends Friday, March 17

Mid-term grades due Friday, March 24 by 12:00pm

Spring Break Monday, April 3 - Friday, April 7

Advisement for Summer and Fall Terms ’23 Monday, April 10 - Monday, April 24

Last day to withdraw from a class with a W grade Thursday, April 27

Spring Term classes end Thursday, May 11

Reading Days Friday, May 12 - Sunday, May 14

Spring Term examinations Monday, May 15 - Thursday, May 18

Final Grades for graduating Graduates Wednesday, May 17 by 12:00pm

Last Day of Spring Term Thursday, May 18

Commencement Weekend

Baccalaureate 5:00 pm, Twichell Auditorium Friday, May 29

Hat’s Off Party, 6:00 pm Friday, May 20

Commencement Saturday, May 20

Final Grades Due Monday, May 22 by 12:00pm

For the MFA Academic Calendar, please see the webpage at www.converse.edu/MFA.

THE UNIVERSITY

OUR MISSION AND CORE VALUES

Converse was founded in 1889 by Dexter Edgar Converse to

provide the liberal education of undergraduate women in a

residential setting. Since our founding, Converse has been a

community of scholars, where students and faculty pursue

scholarly excellence and collaborate in the search for truth

while developing in students personal honor, confidence,

and the curiosity and skills to be life-long learners. The

college draws much of its character from its Christian

heritage and welcomes students of all faiths. Converse

remains committed to building and strengthening our

academic programs to be responsive for the future. In 1964

our co-educational graduate programs launched, providing

innovative programs for adult and professional study. In the

Fall of 2020 we expanded our mission by offering our

distinctive undergraduate education to women and men.

Converse’s undergraduate, graduate, and doctoral

programs advance a culture of belonging and collaboration

that ignites creativity, innovation, and transformation. Our

graduates thrive in roles of leadership, service, and

citizenship in their personal lives, community and belong.

OUR CORE VALUES

Converse prides itself as a culture of belonging and

collaboration that ignites creativity, innovation, and

transformation. Supporting our mission are seven core

values that guide Converse’s commitment to creativity and

the development of wise leaders. These enduring beliefs

serve as the compass for Converse. They transcend time,

extend across the institution and guide our actions and

decisions.

EXCELLENCE drive us to achieve the best in all that we

pursue; to develop competence, confidence and courage to

realize full potential in mind, body and spirit.

INTEGRITY calls us to cultivate and exercise honor,

character and vision in daily decisions and actions; to act

honestly and justly when confronted with ethical dilemmas

and life’s challenges.

EXPLORATION compels us to think critically and creatively

in the acquisition of knowledge and skills; to discover and

enrich scholarship and research, disciplines, methods and

vocations through hands-on learning and leadership and

through discovery, discourse and debate.

DIVERSITY inspires us to embrace the different

perspectives, experiences, cultures, backgrounds, talents

and contributions that comprise a global society; to

enhance and expand inclusivity as we build a stronger

multi-dimensional community.

RESPECT leads us to value self and others, recognizing the

legitimacy of individuality in belief, expression and

perspective; to exercise civility, mindfulness and

responsibility in words and actions.

COMMUNITY motivates us to develop a dynamic network

of relationships through a balance of work and play that

nurtures the abilities of each member in order to establish

a better whole; to mentor, collaborate and communicate as

engage citizens who effect positive changes.

PROGRESS challenges us to think strategically toward the

future by employing creativity, adaptability, ingenuity and

innovation; to advance and transform the world around us.

On July 1, 2021, Converse formally acknowledges its long-

held university status with a name change to Converse

University. Converse University encompasses the School of

Humanities, Sciences and Business; the School of the Arts;

and the School of Education and Graduate Studies. While

Converse is not co-educational across all programs, through

the programming of the Converse College for Women we

reaffirm the founder’s conviction that a small

undergraduate residential liberal art college is a uniquely

powerful environment for developing women’s talents.

OUR MISSION

Converse empowers students to become transformative

leaders who see clearly, decide wisely, and act justly.

OUR VISION

Converse advances a culture of belonging and collaboration

that ignites creativity, innovation, and transformation.

ACCREDITATIONS AND AFFILIATIONS

Since its founding, Converse has become one of the leading

Universities for women in the South. At the time of its

admission in 1912, Converse was the only university in

South Carolina that held membership in the Southern

Association of Colleges and Schools. Admitted to the

Association of American Colleges and Universities in 1915,

Converse is a founding member of that organization.

Converse was also the first South Carolina College with

graduates admitted to membership in the American

Association of University Women, as well as the first to have

a chapter of Mortar Board, the National Honor Society for

seniors.

Converse University is accredited by the Southern

Association of Colleges and Schools Commission on Colleges

(SACSCOC) to award degrees at Level V (Bachelor of Arts,

Bachelor of Fine Arts, Bachelor of Science, Bachelor of

Music, Bachelor of Musical Arts, Master of Music, Master of

Liberal Arts, Master of Arts in Teaching, Master of

Education, Master in Marriage and Family Therapy, Master

of Fine Arts, Masters in Management, Educational

Specialist, and Doctor of Education). Degree-granting

institutions also may offer credentials such as certificates

and diplomas at approved degree levels. Questions about

the accreditation of Converse University may be directed in

writing to the Southern Association of Colleges and Schools

Commission on Colleges at 1866 Southern Lane, Decatur,

GA 30033-4097, by calling (404) 679-4500, or by using

information available on SACSCOC’s website

(www.sacscoc.org).

It is a member of the Southern University Conference and

the Women’s College Coalition. The Converse University

Petrie School of Music is a charter member of the National

Association of Schools of Music (NASM). The Music Therapy

Program is accredited by the American Music Therapy

Association. The University’s education programs are

accredited by the South Carolina Department of Education,

under the guidance and standards of the Council for

Accreditation of Education Preparation (CAEP), in addition

the Converse program for teachers of the deaf and hard of

hearing is accredited by the Council for Exceptional Children

(CEC). The Marriage and Family Therapy program is

accredited by the Commission on Accreditation for

Marriage and Family Therapy Education (COAMFTE). The

Art and Design programs are accredited by the National

Association of Schools of Art and Design (NASAD) while the

interior design program is accredited by the Council for

Interior Design Accreditation (CIDA). The documents

relating to Converse University accreditation are on

permanent reserve in the Mickel Library. Anyone desiring

to review these documents may do so during the

University’s normal operating hours.

THE MISSION OF TEACHER EDUCATION GRADUATE

PROGRAMS

The MAT, MEd and EdS degrees at Converse provide

educators with well-designed graduate curricula organized

to meet the Mission of the University and standards

established by South Carolina State Accreditation. The

Converse Teacher Education Unit has the mission “to

identify, prepare, evaluate, and recommend highly-

qualified educators who are well grounded in liberal

learning, pedagogy, and clinical experiences so that they

can contribute to the educational mission of K-12 public

schools in their communities.” Individual graduate

programs have a more specific set of goals and objectives

outlined in this graduate catalog.

THE VISION FOR TEACHER EDUCATION PROGRAMS

In addition to the University and Unit Missions, Converse

has a “Vision” for the Teacher Education Unit: The

preparation of the Ideal Educator.

THE PHILOSOPHY FOR TEACHER EDUCATION

The Unit Philosophy follows closely from the University and

Unit missions, and it incorporates the Unit Vision. In The

Founder’s Ideal, Dexter Edgar Converse set forth this vision

for the University he helped to found: “I have done what I

could to found a university that would provide for women

thorough and liberal education so that for them the highest

motives may become clear purposes and fixed habits of life;

and I desired that the instruction and influence of Converse

University be always such that the students may be enabled

to see clearly, decide wisely, and to act justly.” This Ideal

forms the cornerstone of the University mission and is the

source of the unit mission to

provide the liberal and professional education necessary to

produce The Ideal Educator. The ultimate fulfillment of the

Unit Vision, Mission, and Philosophy is an educator who will

manifest those essential qualities of The Founder’s Ideal:

“to see clearly, decide wisely, and to act justly.” For the

Unit, the primary goal is to educate teachers,

administrators, and other professional educators who will

“embody the qualities of a Converse education as they

assume roles of leadership, service, and citizenship” in

public and private K-12 schools.

INSTITUTIONAL STANDARDS FOR TEACHER

EDUCATION

The Unit has developed, through a broadly inclusive

involvement of many constituencies and stakeholders, a set

of Unit Standards that embody the imperatives of the

Conceptual Framework—to see clearly, decide wisely, and

act justly—and to establish as well demonstrable

expectations for The Ideal Educator. The Unit Standards are

designed to develop a graduate who:

1. Demonstrates knowledge of and respect for diversity

and individual differences by differentiating

instruction for the needs of all learners, including

a. culturally diverse students,

b. students with exceptionalities, and

c. students with different learning styles.

2. Demonstrates knowledge of and competence in

innovative instructional strategies for

a. planning,

b. motivating, and

c. adaptation.

3. Demonstrates knowledge of the following by

integrating them into planning and instruction:

a. content subject matter,

b. PK-12 standards,

c. philosophical and historical perspectives,

d. theory, and

e. research.

4. Demonstrates knowledge of technology and the value

of its use by integrating it into a variety of areas,

including

a. assessment,

b. instruction,

c. professional development, and

d. management.

5. Demonstrates knowledge of and competence in

assessment and evaluation of students, instruction,

and self through the utilization of informal and formal

methods, including

a. standardized and non-standardized tests

b. questioning techniques,

c. problem solving,

d. decision making, and

e. reflection.

6. Demonstrates knowledge of and skills in management

a. resources,

b. space,

c. time,

d. student records, and

e. student behavior.

7. Demonstrates knowledge of and a positive attitude

toward professionalism through;

a. fulfillment of legal and ethical responsibilities,

b. commitment to both learning and teaching,

c. participation in professional development,

d. evidence of a positive attitude toward self, students,

peers, parents, subject matter, and

e. development of human relation skills including

cooperation, collaboration, communication, and

humor.

INTRODUCTION TO GRADUATE PROGRAMS

MASTER OF ARTS IN TEACHING

The MAT program is available for those holding a

baccalaureate degree in a field other than education. The

purpose of the initial certification program is to prepare

graduate students to become well-qualified teachers by

their completion of one of our state-approved education

programs. Students may elect one of the following initial

certification programs: Early Childhood, Elementary (K-6),

Art Education, Middle Level (Social Studies, Science,

Mathematics, Language Arts), Intellectual Disabilities,

Learning Disabilities, or Secondary Education (English,

Social Studies). The Chair of the Education Department will

consult with students regarding state-approved programs

necessary for South Carolina certification.

MASTER OF EDUCATION

Converse offers a MEd degree for teachers who are already

certified. That program offers broad areas or tracks; art

education (online/low residency), elementary education,

gifted education (online), special education, advanced

studies (online) and administration and supervision.

MASTER OF LIBERAL ARTS

The Master of Liberal Arts Program provides an opportunity

for baccalaureate degree holders to pursue studies in the

liberal arts for both personal and professional growth. The

program requires a total of 36 graduate hours with 18–27

hours of concentration in English, history, or political

science. In addition to a liberal arts concentration, a student

must also take 6-15 hours of electives. Once a

concentration choice has been made, the elective choices

may come from the other areas of concentration or art

history, music history, psychology, sociology, religion, and

philosophy. While providing for individual development,

the program extends the professional qualifications of

those high school teachers who want more content courses

in their particular discipline.

MASTER OF MARRIAGE AND

FAMILY THERAPY

The Master of Marriage and Family Therapy program is

designed to meet the academic and clinical practicum

requirements for Clinical Member with the American

Association for Marriage and Family Therapy and Licensed

Marriage and Family Therapist in South Carolina. This

degree involves 60 graduate semester hours of a core

curriculum and 3 graduate semester hours of electives. It is

fully accredited with the Commission on Accreditation for

Marriage and Family Therapy Education.

The master’s program involves a partnership between

Converse University and EMERGE Therapy Clinic. Converse

University provides the academic portion and EMERGE

provides the clinical practicum.

MASTER OF FINE ARTS IN

CREATIVE WRITING

The MFA in Creative Writing is a two-year low residency

program designed for serious, independent writers seeking

advanced instruction in fiction, young adult fiction, creative

nonfiction, poetry, and environmental writing in fiction,

nonfiction, or poetry through a non-traditional course of

graduate study. The program’s emphasis on the mastery

and understanding of writing skills and contemporary

literature and craft through the master-writer and

apprentice mentoring relationship, offers students a

stimulating and individually tailored curriculum of courses

and projects.

The degree requires 48 hours of graduate credit completed

during four 9-day residencies at Converse University,

offered twice annually (summer and in January), four

mentoring semesters, a fifth graduating residency, the

completion of a substantive analytical project on literature

or craft, and a book-length creative thesis and oral defense.

EDUCATIONAL SPECIALIST DEGREE

ADMINISTRATION & SUPERVISION

The Converse Educational Specialist Degree in

Administration & Supervision is a program of 36 semester

hours in education. The program focuses on the

preparation of administrators/supervisors at the

elementary or secondary level. This degree is for those

individuals who have already earned their MEd.

EDUCATIONAL SPECIALIST DEGREE

LITERACY

The Education Specialist degree in Literacy is for literacy

coaches and classroom teachers who recognize a need to

expand their knowledge of the theories, methods, and

materials of reading, reading instruction, language,

language instruction, reading assessment and diagnosis and

remediation of reading difficulties. By emphasizing

scholarship, practice, and school based collaborations, the

Education Specialist in Literacy degree prepares exemplary

professionals to provide leadership in reading at local and

state levels.

MASTER IN MANAGEMENT-

IN PROFESSIONAL LEADERSHIP

The Master’s in Professional Leadership (MIM) at Converse

University is a 30-hour master’s program which provides a

comprehensive grounding in professional leadership

development with potential for graduates to advance to the

EdD in Professional Leadership program. This degree will

focus on the application of leadership in a variety of

contexts, and is appropriated for individuals in a broad

range of professional roles.

Converse’s Master’s Degree in Professional Leadership

allows you to balance your career and education while still

enjoying a student-focused and professional program of

study.

DOCTORAL IN PROFESSIONAL LEADERSHIP

The EdD in Professional Leadership is a 60-hour program

housed in the Education Department designed to allow

individuals from a variety of professional backgrounds to

enhance their preparation for leadership roles in a wide

range of contexts. The focus is a background in theory and

an application to the professional context of the candidate’s

choosing. Unique characteristics of the program include the

embedding of the traditional 5-chapter dissertation within

the course work. Candidates who begin the program and

continue through without interruption can complete the

degree in three school years and the two summers in

between taking 6 graduate hours per semester/summer

session. Cohorts begin in the fall semester only and proceed

through the program as a group. This program is offered on

the main Spartanburg campus and the University Center of

Greenville.

MASTER OF MUSIC DEGREE

The Petrie School of Music offers a broad curriculum of

graduate studies for the serious student of music.

The graduate program in Music Education offers both a

traditional Master of Music degree for the certified teacher

and a Masters’ plus certification option for those who hold

undergraduate degrees in other areas of music.

The Master of Music in Performance is designed for

accomplished performers who intend to pursue careers as

performers or teachers. Graduates of this program are

qualified to pursue doctoral work in performance.

GRADUATE PERFORMANCE DIPLOMA

This post-baccalaureate non-degree program prepares

advanced students for careers as performers in a highly

specialized program of study. The Graduate Performance

Diploma does not in itself qualify its holders for entrance

into doctoral programs.

For current information about current degree course

requirements, course offerings, frequently asked

questions, program changes, and other news about

graduate programs, visit our web site at

www.converse.edu. Graduate applications should be

submitted online.

POLICIES AND REGULATIONS

Converse University reserves without limitation

the right to deliver any academic course or part

of any academic course in one or more formats

or modalities, or to alter the format or modality

of any academic course or part of a course,

including moving instruction to an online

format or modality, at any point in an

instructional term. While Converse will make

every effort to provide advance notification to

students and faculty regarding any such change,

emergency situations may require format or

modality changes without extensive advance

notice.

STUDENT FINANCIAL AID

Converse University participates in both federal and state

loan programs which are available to graduate students

who are enrolled at least half-time (minimum of six credits;

students enrolling in less than six credits are not eligible for

aid). To apply, a student must complete the Free Application

for Federal Student Aid (FAFSA) every year. The FAFSA

covers the fall semester, Jan term, spring semester, and

subsequent summer semester(s). For MFA’s, the

application covers summer/fall and Jan/spring semesters.

The address for FAFSA on the Web is

https://studentaid.gov/. The student should apply for an

FSA User ID (at the same website) prior to starting FAFSA on

the Web so that the application can be signed electronically

and tax information can be transferred from the IRS.

Converse’s Title IV school code is 003431.

Communication with Students

Communications from the Student Financial Aid Office will

be sent to the email address listed on the FAFSA and/or the

Converse email account. To ensure you receive all

communication from the Student Financial Aid Office,

please remember to let us know of any mailing address or

email address change. The Student Financial Aid Office staff

is here to assist you with any questions you may have. You

may call us at (864) 596-9019 or email

[email protected].

Student Eligibility Requirements

A student must meet the following eligibility requirements

to receive federal assistance:

• Be enrolled or accepted for enrollment in an

eligible program, and

• Be a regular degree-seeking student, and

• Have a high school diploma or GED, and

• Be a U.S. citizen or an eligible non-citizen, and

• Not be a member of a religious community that

directs the program of student or provides

maintenance (except for unsubsidized Direct

Loans), and

• Be registered with the Selective Service (males

only), and

• Not be in default on a federal student loan

borrowed for attendance at any institution, and

• Not have borrowed in excess of federal loan

limits, and

• Not owe a repayment on a federal grant or

scholarship received for attendance at any

institution, and

• Maintain satisfactory academic progress, and

• Not be enrolled concurrently in an elementary or

secondary school, and

• Provide a valid social security number.

Eligible Courses, Enrollment Status and Repeated Courses

Enrollment status can only consist of those courses

required for graduation or as a prerequisite for courses

required in the program. Audited classes will not be

considered in determining a student’s enrollment status.

For federal aid programs only, once a student has

completed a course two times, that course cannot count in

the enrollment status.

The amount in the original award notification is based on

half-time enrollment (minimum of 6 credit hours per

semester). If you enroll during the Jan term, the credit hours

you take will be added to any Spring credit hours to

determine your enrollment status for the Spring semester.

Any anticipated aid you have for the Spring semester can be

used to cover your costs for the Jan term, and any resulting

credit balance will be refunded according to the refund

schedule. All the terms in a summer semester are combined

to determine the enrollment status for the summer

semester.

Summer Aid

Students do not have to complete another FAFSA just for

summer if they have already applied for the previous award

year. If a student begins classes during a summer semester,

he or she must complete the FAFSA for the current award

year and complete the FAFSA for the next award year which

begins with the fall semester. To be considered for aid

during a summer semester, the student must complete a

Summer Application for Financial Aid.

If during the previous fall and spring semesters the student

borrowed the maximum annual loan limit ($20,500), he or

she will not have any Federal Direct Unsubsidized Loan

eligibility. Students who have exhausted the annual

maximum may apply for the Graduate PLUS Loan. This is a

credit-based loan subject to approval by the U.S.

Department of Education. Students must apply online using

their FSA User ID at https://studentaid.gov/

Satisfactory Academic Progress (SAP)

Students receiving financial assistance through a federal

program must be making satisfactory academic progress

toward a degree. The Student Financial Aid Office must

monitor the progress of all students to ensure that they are

making satisfactory progress toward completion of their

program in a reasonable period of time. This policy is in

addition to the academic standards required by the

University. The cumulative review determines the

student’s eligibility for financial assistance based on his or

her academic history. Whether the student has received

financial assistance previously is not a factor in determining

eligibility. A student’s SAP status will be evaluated each year

when the initial Free Application for Federal Student Aid

(FAFSA) is received and then at the end of an academic year

(after spring semester grades are posted) in which the

student attended.

Qualitative Standard (Completion Rate and Grade Point

Average) For graduate students, the minimum completion

rate requires a student to earn at least 80% of the

cumulative credit hours attempted.

• Graduate students must maintain a cumulative

GPA of 3.0 or better at the end of each evaluation

period.

• Courses with grades of F, W and I are not

considered completed courses, but count toward

attempted courses.

• Students are placed on financial aid suspension if

the completion rate and/or the cumulative GPA

fall below the minimum requirements. To

reestablish eligibility, a student must have an

approved appeal and be placed on financial aid

probation. (See Appeals below.)

Quantitative Standard (Length of Eligibility)

• Students may receive financial aid for 150% of the

published length of the program of study.

• Graduate students who have attempted 150% of

the published required hours of their program of

study will be placed on financial aid suspension,

even if they have remaining credits to earn

toward their degree program.

• Transfer hours are added to the total hours

attempted at Converse to assess the length of

eligibility.

• A student may repeat a course, but repetitions

will count toward the length of eligibility.

• A student who completes the academic

requirements for a program but does not yet have

the degree is not eligible for additional financial

aid funds for that program.

• Once the maximum number of hours is

attempted, a student is placed on financial aid

suspension.

• To reestablish eligibility, a student must have an

approved appeal and be placed on financial aid

probation. (See Appeals below.)

Appeals

• Appeals for suspension of financial aid are

reviewed by the Financial Aid Appeals

Committee.

• The number of appeals will be limited to two (2)

per student and forms may be obtained from the

Student Financial Aid Office.

• Appeals must include an academic plan signed by

the Dean of Graduate Studies detailing the

requirements the student must meet to ensure

SAP standards are met by a specific time or to

ensure the student graduates. Appeals for length

of eligibility should include the remaining classes

needed to graduate and an anticipated

graduation date.

• Appeals also must include an explanation from

the student of why satisfactory progress was not

made and what has changed that will make it

possible to meet standards. Examples of

acceptable extenuating circumstances include

prolonged hospitalization during the academic

year, death in the family during the academic

year, change in work hours that conflicted with

the class schedule during the academic year or

other extenuating circumstances directly

affecting academic performance.

• If the Committee determines that justifiable

evidence of extenuating circumstances exists, a

student may receive an extension of financial aid

eligibility and be placed on financial aid

probation.

Financial Aid Probation

• During the probationary period, a student must

take at least 6 credit hours, complete 100% of the

attempted hours, have at least a 3.0 term GPA

and follow the academic plan. If a student does

not meet these stipulations, he or she will be

placed on financial aid suspension. (See

Suspension for Failing to Meet Probationary

Stipulations below.)

• If a student meets the probationary stipulations

but has a minimum cumulative GPA or a

completion rate that does not meet minimum

requirements, he or she will remain on financial

aid probation and must continue to meet

probationary stipulations and follow the

academic plan.

• If a student meets the probationary stipulations,

has a minimum cumulative GPA and a completion

rate that meets minimum requirements and has

not attempted 150% of the hours required to

graduate, he or she will be removed from

financial aid probation and must continue to

meet the SAP policy.

Suspension for Failing to Meet Probationary Stipulations

• To reestablish eligibility a student must submit

and have an approved appeal after completing a

semester at Converse University without financial

assistance. During the semester attended without

financial assistance, a student must take at least

6 credit hours, complete 100% of the attempted

hours and have at least a 3.0 term GPA.

• Exceptions to this policy will only be allowed if the

student encountered some type of extenuating

circumstance during the probationary period that

hindered him or her from meeting the

stipulations.

• Examples of acceptable extenuating

circumstances include: prolonged hospitalization

during the probationary period, death in the

family during the probationary period, change in

work hours that conflicted with the class schedule

during the probationary period or other

extenuating circumstances directly affecting

academic performance. Because a student is

aware prior to the probationary period that he or

she must meet the stipulations, extenuating

circumstances do not include being a single

parent or working full-time while attending

school.

• Students are advised to solve difficulties prior to

registering for a probationary period.

Sources of Financial Aid

(Funding for programs is contingent on federal and state

approval. These guidelines may not be inclusive of all

eligibility criteria and are subject to change. To apply you

must complete the Free Application for Federal Student Aid

(FAFSA)

Federal Direct Unsubsidized Loan

An Unsubsidized Direct Loan is not awarded on the basis of

financial need. The student will be charged interest from

the time the loan is disbursed until it is paid in full. If interest

is allowed to accumulate, it will be capitalized which means

the interest will be added to the principal amount. Then

interest will be charged based on this higher amount.

Capitalization will increase the amount that must be repaid.

If the student chooses to pay the interest as it accumulates,

loan payments will cost less.

A student must be enrolled at least half-time during each

semester of the loan period. Repayment begins six months

after graduating or dropping below half-time enrollment.

This six month period is referred to as a grace period.

The Student Financial Aid Office will counsel students as to

the types of loans for which they are eligible and as to the

amount they may borrow. Before a loan is available, the

student must complete an online entrance loan counseling

session and sign a Master Promissory Note (MPN).

Federal Direct Grad PLUS

To receive a Direct Grad PLUS, you must be enrolled at least

half-time and meet the general eligibility requirements for

federal student aid.

A credit check will be performed during the application

process. If you have an adverse credit history, you may still

receive a Direct PLUS Loan by obtaining an endorser who

does not have an adverse credit history or documenting to

the U.S. Department of Education’s satisfaction extenuating

circumstances relating to your adverse credit history. If you

are interested in a Grad PLUS, you must apply at

www.studentloans.gov.

Teacher Education Assistance for College and Higher

Education Grant Program (TEACH)

The TEACH Grant Program provides grants to students who

intend to teach full-time in high-need subject areas at a

public elementary or secondary school that serves students

from low-income families. In exchange for receiving a

TEACH Grant, the student must agree to serve as a full-time

teacher in a high-need field in a public or private

elementary or secondary school that serves low-income

students. The student must also teach at least four

academic years within eight calendar years of completing

the program of study for which you received a TEACH

Grant. If the student fails to fulfill this obligation, all

amounts of the TEACH Grant received will be converted to

a Federal Direct Unsubsidized Loan. Interest will be charged

from the date the original grant was disbursed, and the

student must repay this loan to the U.S. Department of

Education.

S.C. Teachers Loan Program (SCTL)

This loan is available to South Carolina students who plan to

teach in the public sector in South Carolina upon graduation

from University. Students must meet the academic criteria

of the program, and financial need is not a factor. For

additional information visit www.scstudentloan.org.

COST

Tuition costs and fees are available from the Graduate

Office, Student Billing Office, or on the Converse web site.

Directed Independent Study and Masters of Fine Arts in

Creative Writing (MFA) courses carry a higher tuition

charge. There is a term access fee for each term and a fee is

charged for dropping or adding a course. Graduate students

must have a Converse identification card and a parking

permit available at Campus Safety in the Townhouse.

Tuition and fees must be paid or students registered in a

payment plan by August 7

for Fall, December 15

for

January, and January 15

for Spring, Summer dates will be

posted on the academic calendar. Refer to the academic

calendars for tuition due dates and refund policy dates.

TUITION AND FEES

Graduate Tuition (per credit hour)………………………………$425

Online Tuition (per credit hour)………………………………….$425

Direct Independent Study DIS (per credit hour)………….$450

Masters of Fine Arts in Creative Writing (per credit

hour)………………………………………………………………………….$624

Marriage and Family Therapy (per credit hour)………….$500

Marriage and Family Therapy at UCG (per credit hour)..$500

Marriage and Family Therapy Clinical Fee (each EDU 648A,

B, C, D, and E) ………………………………………………………….$1400

*Graduate Term Access Fee………………………………………..$80

(Fall & Spring each term)

*Graduate Term Access Fee……………………………………….$50

(January & Summer each term)

Graduate Application Fee ………………………………………….$40

Graduate Deposit Fee……………………………………………….$100

Drop/Add Fee …………………………………………………………….$20

Transcript Fee …………………………………………………………...$10

Audit Fee ……………………………………………………………………$75

Late Registration Fee ……………………………………….………..$50

Teacher Education Fee ………………………………………………$45

Graduation Fee…………………………………………………………$150

Art Fee…………………………………………..varies per course

*NOTE: Term Access Fee includes (registration fee,

technology fee and parking fee).

MUSIC LESSON FEES

Fee for students taking one hour lesson per week

Fall Term …………………………………………………………………..$530

January Term …………………………………………………………….$265

Spring Term ………………………………………………….…………..$530

Fee for students taking one half-hour per week lesson

Fall Term ……………………………………………………….………….$265

January Term ………………………………………………………...$87.50

Spring Term ………………………………………………………………$265

TEACHER EDUCATION FEE

Fee is applied to student teaching for degree completion.

Students may use their Financial Aid credit to purchase

textbooks, in the campus bookstore. Students with a credit

will be notified by email when your book voucher is ready

to use. Students may not purchase apparel, and personal

toiletries using your financial aid book voucher. The

bookstore is located in the Montgomery Building.

RETURNED CHECKS

A service fee of $20.00 is assessed each time a check is

presented to the University which is subsequently returned

for insufficient funds or closed accounts.

REFUND OF FEES

1. All students withdrawing through the 1st Friday

following the first day of class Fall and Spring, will

receive 100% of tuition. The student must file the

appropriate paperwork for withdrawal with the

appropriate officials prior to a refund being granted.

2. All students withdrawing through the 2nd Friday

following the first day of Fall and Spring classes will be

refunded 75% of tuition. The student must file the

appropriate paperwork for withdrawal with the

appropriate officials prior to a refund.

3. All students withdrawing through the 3nd Friday

following the first day of Fall and Spring classes will be

refunded 50% of tuition. The student must file the

appropriate paperwork for withdrawal with the

appropriate officials prior to a refund.

4. All students withdrawing through the 4th Friday

following the first day of Fall and Spring classes will be

refunded 25% of tuition. The student must file the

appropriate paperwork for withdrawal with the

appropriate officials prior to a refund.

5. No students withdrawing after the fourth Friday

following the first day of Fall and Spring classes will be

entitled to a refund of tuition fees.

6. Student should see the appropriate calendars for

January and Summer refund dates.

Delinquent Accounts

Until all tuition, fees and other charges are paid in full,

Converse University:

1. Will not provide a diploma or transcript

2. Reserves the right not to allow a student to enroll in a

new term, participate in room selection for future

terms, participate in graduation exercises, or register

the student’s course grade on the transcript.

3. After all reasonable attempts at collecting a past due

balance have failed, accounts will be referred to a

collection agency. In the event of the collection, with

or without suit the student is responsible for all fees of

such collection, which may be up to 29%. The student

is also responsible for any attorney fees and court

costs. In addition, interest at a rate of 18% annum will

be charge on outstanding balances. Students should

understand that their financial obligation to Converse

University constitutes an educational loan to assist in

financing your education and is not dischargeable

under the United States Bankruptcy Court.

4. Will place your account on hold until balance is paid in

full.

5. It is the student’s responsibility to drop a course from

your schedule and if you fail to do so you will be

responsible for all tuition and fees related to the

course. Please refer to the academic calendar for drop

dates.

Veteran Administration Pending Payments

We will not impose any penalties including late fees, denial

of access to classes, libraries or other institutional facilities,

or require that any covered individual borrow additional

funds because of the individual’s inability to meet his or her

financial obligations due to the delayed disbursement of

funding from the VA under Chapter 31 or Chapter 33, Army

Tuition Assistance or ROTC Scholarships, If your tuition

benefit does not fully cover your bill for the term, the

difference must be paid prior to registration in subsequent

semesters, but any amount due from the VA will not

prevent registration.

CAMPUS SAFETY SERVICES

The Converse University Department of Campus Safety is

responsible for law enforcement, security, safety, traffic,

and parking services. The Campus Safety Department is

located at the top of Margaret Law Way behind Pell Hall.

The 24-hour telephone number is 864-596-9026. The email

address is [email protected]

Parking policy can be found at the following link:

https://www.converse.edu/life-at-converse/campus-

services/parking-and-vehicle-info/

MOTOR VEHICLE REGISTRATION

Graduate students must register their vehicle online at

my.converse.edu. Log in with your user name and

password; then look under the Campus Safety section for

the link to vehicle registration. Once you have filled out the

online form, you may stop by the Campus Safety office to

pick up your decal, Monday – Friday, 9am – 5pm.

IDENTIFICATION CARDS

All graduate students must have a Converse University

identification card. The Campus Safety Department makes

ID cards Monday—Thursday, 9:00am–5:00pm & Friday

9:00am-1:00pm. The cost of the ID card is included in the

application fee; replacement cards are $25 each.

MOTORIST ASSISTANCE

For assistance with dead batteries, call the Campus Safety

Office at 864-596-9026.

CRIME PREVENTION

Crime is not a major problem at Converse, but incidents of

theft and other crimes occasionally occur, as in any

community of similar size. Reasonable precautions are a

part of today’s life. Use common sense to protect yourself

and your property. Always lock your vehicle and keep

valuables out of sight. Help eliminate crime by reporting

suspicious persons or activities to Campus Safety

EMERGENCY ALERTS

Graduate students my sign up to receive emergency alerts

by going to my.converse.edu and logging in; then look

under the Home section for Campus Alerts.

STUDENT STORE

The Converse University Student Store is the on-campus

resource for a wide selection of general University and

personal supplies. Personal checks, VISA, MasterCard,

Discover, American Express, financial aid, and cash are

accepted toward purchases; refunds and exchanges require

checks. Text books and general merchandise are available

in the store or online at www.conversecollegeshop.com.

The store is located in the Montgomery Student Center.

THE WRITING CENTER – Director: Dr. Jeff Howard

The Writing Center provides writing assistance to all

students enrolled at Converse. During the 2022-23 school

year, we will provide flexible support, including face-to-face

conferences, live video conferences, and asynchronous

paper review. Undergraduate Peer Consultants and a

Graduate Assistant offer guidance at every stage of the

writing process – from generating a thesis to examining

overall coherence. The Writing Center does not simply

proofread papers; we actively nurture our clients’ learning

process, serve as a thoughtful trial audience, and help

students learn to identify and correct their own errors.

Graduate students enrolled at the Greenville campus

should email [email protected] to make an

appointment. Students taking classes at the main campus

can follow the link on the following website to make an

appointment: https://www.converse.edu/life-at-

converse/student-development-success/academic-

support-tutoring/writing-center/

THE DIVISION FOR STUDENT DEVELOPMENT AND

SUCCESS

The Division for Student Development and Success is

located in the Montgomery Student Center and can be

reached at 864-596-9016. This Division will enhance

community life and student outcomes through increased

collaborations with Academic Affairs. Services include

Residential Life, Academic Support, Accommodations and

Tutoring, Community Inclusion and Diversity, Religious Life,

Service Opportunities and Community celebrations.

THE CENTER FOR CAREER DEVELOPMENT

The Center for Career Development is located in the

Montgomery Student Center and can be reached at 864-

596-9614. The Center serves to advance Converse students

toward success in academic, personal and professional

areas. The staff strives to offer services, programs and

opportunities for students to create networks for

professional learning and growth. The staff of the Center

works to meet the needs of all Converse students wherever

they are in their academic and personal development

journey.

GRADUATE CATALOG/HANDBOOK CHANGES

The Office of Graduate Studies will be responsible for

producing and publishing the Graduate Catalog prior to

August 1 of each academic year. The catalog will be posted

on the university’s website. Updates/changes made during

the academic year will be published via “Revised Catalog”

on the website along with archived Graduate Catalogs.

Students will be notified of changes in the Graduate Catalog

via student email and my.converse. A hard copy of previous

Graduate Catalogs will be kept in the Graduate Studies

Office. Converse University students located at the

University Center in Greenville and students who take on-

line courses as well as students who attend classes on the

Spartanburg Campus will have equal, electronic access to

Undergraduate and Graduate Catalogs.

ACADEMIC POLICIES ON DISABILITIES

Converse University complies with Section 504 of the

Rehabilitation Act of 1973 (as amended), the Americans

with Disabilities Act of 1990, Title IX of the Education

Amendments of 1972, and the non-discrimination

requirements of Section 35.107 of the Department of

Justice regulations. Converse does not discriminate with

regard to race, color, sex, national or ethnic origin, age,

sexual orientation, religion or disability in admission or

access to, or treatment or employment in, its programs and

activities. Admission to Education and Graduate Studies is

available to both men and women. As a recipient of federal

funds Converse recognizes its responsibility to provide

equal access to academically qualified students with

documented disabilities while maintaining standards that

are essential to the academic program. A student with a

disability is someone with either a physical or mental

impairment that substantially limits one or more major life

activities. Temporary impairments of short duration

without permanent impact usually do not qualify as

disabilities under the ADA. Students are responsible for

notifying the University of their need for accommodations,

obtaining and submitting a Request for Accommodations

Form to the case manager for Student Success, providing

supporting documentation in a timely manner, and actively

participating in developing and implementing an

accommodation plan for each term. As legal adults,

students must self-advocate, and parents can be included

in the process only with the student’s permission.

Converse will make reasonable accommodations within its

academic programs for “otherwise qualified” graduate

students with documented disabilities. However, students

should understand that accommodations provided in

elementary and secondary schools under P.L. 94.142 (IDEA)

are not necessarily required by law under the ADA or

Section 504 or provided by Converse. Many of the practices

and procedures of special education (goal-setting, progress

reports, team meetings, program and exam modifications,

related services, and annual reviews) have no parallels in

higher education. Behavior standards are the same for all

students. Converse does not provide transportation for

students. Personal care attendants, orientation/mobility

training and tutors are considered personal services in

higher education and are the student’s responsibility.

Although Converse offers no specialized services for

students with disabilities, equal access to services is offered

to all students. Requests for course substitutions are

evaluated individually, on the basis of documentation

provided, but the University is not required to

fundamentally alter essential course/program

requirements. Testing to determine the need for

accommodations is the student’s responsibility and is not

provided by Converse. IEPs or 504 plans do not

automatically meet the documentation requirements for

receiving accommodations in higher education.

Documentation from an appropriate, licensed professional

or agency is required in order to determine reasonable

accommodations necessary to serve a student with a

disability. Diagnostic evaluations or reports should be

current, in most cases within three years, and should be

sent directly from the qualified professional to Case

Manager for Student Success. The documentation should

indicate diagnosis, describe the manifestations of and the

extent of the disability, and make recommendations for

reasonable accommodations the professional deems

necessary to assist the student with a disability in the

University setting. A current comprehensive psycho-

educational evaluation is required for learning disabilities

and is strongly recommended for attention deficit

hyperactivity disorder (ADHD).

Students should submit a completed Request for

Accommodations Form with supporting documentation to

the Case Manager for Student Success at least thirty days

working days prior to the first day of class in order to allow

time for review and consultation, as needed, with the

student, professors, counselors, psychological consultants,

and the Director of Health Services, to prepare an

appropriate accommodation plan, and to secure available

support services and/or equipment. This deadline is for

administrative purposes only and does not preclude

admission to programs or services. In addition, the student

is responsible for providing the Case Manager for Student

Success with a class schedule each term, so a new

accommodation plan can be generated. All information and

records regarding students with disabilities, including

accommodations for them, are strictly confidential, and the

Student Support Service complies with the Health Insurance

Portability and Accountability Act (HIPAA) and the Family

Educational Rights and Privacy Act (FERPA). Records are

stored in a secure location and reviewed only by authorized

personnel.

Although the student’s adviser and professors will receive a

copy of the accommodation plan, it is the student’s

responsibility to discuss accommodations with each

professor at the beginning of each term. If a student has

concerns about or encounters problems with

accommodations during the term, the student should

contact the Case Manager for Student Success, so

accommodations may be appropriately adjusted. A student

who is not satisfied with accommodations may contact

either the ADA or Section 504 Compliance Officer indicated

above and initiate the student grievance procedure as

outlined in the Graduate Student Handbook.

Any faculty member who receives a request for academic

accommodations on the basis of disability must refer the

request to the Case Manager for Student Success

immediately. No modification of the present program or

promises of modification should be made until the Assistant

Dean has made a recommendation. Questions or concerns

regarding ADA compliance should be addressed to the Vice

President for Finance & Administration at (864) 596-9031.

Information on EEOC or Section 504 compliance issues can

be obtained from the Director of Human Resources at (864)

596-9029.

ACADEMIC REGULATIONS

HONOR CODE

All Converse graduate students are governed by the

Converse Honor Code. For graduate students the primary

area of interest is the principle that “a student does not

cheat.” Instructors do need to require “pledged” work,

which means that the work (e.g., quiz, test, paper, project,

etc.) is the student’s own work. Students need to put the

word “pledged” on assigned work handed in. Stealing, of

course, is a violation of the Honor Code.

If a student commits an honor violation, the student has 24

hours to report it to the appropriate dean or Chair, after

which time the professor or staff person must report the

incident.

The appropriate dean or Chair will report the violation to

the Graduate Standards Committee for a decision and

penalty assessment if there is a violation. The Graduate

Standards Committee consists of the Dean of the School of

Education and Graduate Studies, chair; three members of

Graduate Council (one liberal arts, one education, and one

music faculty member), a graduate student appointed by

the Provost, and a student member of the music advisory

board. If the Graduate Standards Committee assesses a

penalty, the student may appeal the decision to the

Provost, whose decision is final. (See HIPPA - Notice of

Privacy Practices)

REMOVAL POLICY

The Dean of the School of Education and Graduate Studies

may remove a graduate student from class or a program for

“appropriate reasons.” These may include but are not

limited to poor academic performance (cumulate GPA

below a 3.0); a grade of F in a single course; a serious

academic integrity offense; behavior that is considered

dangerous to others or self.

Students removed from a class or program will be notified

in writing. Within three days of receipt of this notice, the

student may request an appeal before the Graduate

Standards Committee comprised of the Dean (Chair of the

committee) three members of the Graduate Council, and a

graduate student from a program other than the student’s,

who is appointed by the Dean.

If the Graduate Standards Committee rules in favor of the

student, the student may continue the class or program. If

the committee supports the decision to remove the

student, the student may appeal in writing to the Provost

within three days of the receipt of the Graduate Standards

Committee’s decision. The Provost’s decision is final and a

finding against the student will result in an Involuntary

Separation from Converse University and its graduate

programs.

See Graduate Handbook for information about Good

Standing, Withdrawing or taking a Leave of Absence.

EARLY COMMENCENCEMENT REQUIREMENTS

Under certain conditions, students who have not

completed the degree requirements are allowed to

participate in graduation exercises. The following

regulations govern this privilege:

1. A student must be present and participate in the

graduation ceremony.

2. Only students who will complete all their course work

before the end of Summer Session 3 and can show that

these classes will be offered, providing a signed

statement from their adviser, are eligible to be early

commencement candidates for May graduation. If a

student participates in early commencement in good

faith but does not complete degree requirements by

the end of Summer Session 3, he or she must reapply

for graduation.

3. To qualify for early commencement, a student must

have achieved a cumulative grade point ration of 3.0

by the end of the Spring Term in which he or she has

applied to early commence and must have no

incomplete grades that have not been made up or

completed.

4. In case of illness or emergency, students may appeal

the requirements stated above to a committee

comprised of the Dean of the School of Education

Graduate Studies, the student’s academic adviser, and

the Associate Provost.

5. In the official commencement program, the early

commencement candidates are identified with an

asterisk. The following statement appears at the end

of the roster of graduates: “Early commencement

participants who will complete their requirements

within the following academic year.”

6. The early commencement participants receive blank

diplomas at the May exercises. They receive their

official diplomas at the end of the summer, contingent

upon the completion of all requirements, with the

appropriate finish date appearing on the diploma.

7. An early commencement student who fails to achieve

the required grade point ratio, or fails to meet the

required number of hours for graduation by the end of

the summer is automatically disqualified from

receiving the official diploma until the academic

deficiencies are removed. Ordinarily this means that

such students are not eligible to receive their official

diplomas until the following May. Diplomas are only

ordered in May and August.

8. Participation in the graduation exercises is regarded by

the University as ceremonial and symbolic. Students

may not consider themselves graduates of the

University in any legal or official sense until the

Registrar of the University has certified that the

students have met all the requirements for graduation

and conferral of degree.

Information is available at my.Converse.edu for the

following categories of graduates: May graduates who plan

to attend the graduation ceremony; May graduates who do

not plan to attend the graduation ceremony; Summer

graduates who plan to attend the May graduation

ceremony (early commencers); Summer graduates who do

not plan to attend the May graduation ceremony. Log onto

my.Converse.edu; go to Student section; go to Student Life;

click on sidebar Commencement; choose Graduate; click on

the appropriate category.

RESOLUTION PROCEDURES FOR STUDENT

COMPLAINTS

Converse provides all members of its academic community

the opportunity to present grievances for resolution. The

University has established procedures for students, as well

as faculty and staff, to register and resolve complaints. The

Graduate Student Handbook outlines for students the

procedures for filing grievances against faculty and staff; for

reporting sexual harassment and sexual misconduct; and

for pursuing Honor Board and alcohol and drug abuse cases.

The Graduate Student Handbook can we found on the web

at my.converse.edu.

REGISTRATION FOR CLASSES

Graduate students may register for classes for future terms

on the date that advisement for the future term begins.

Graduate students should meet with their adviser prior to

registering for classes.

Registration may be accomplished in one of the following

manners:

On-line registration: Graduate students may register on

line via my.converse. Students must have a user name and

password that is provided by Campus Technology in order

to participate in online registration.

Once the student signs into my.converse, they should

follow these steps to register:

1. Click on Student in the purple are at top of the screen

2. Click on Course Registration on the left of the screen;

3. Choose the term you wish to register for classes and

select classes;

4. Click submit.

The course schedule will be available on the student portal

for viewing.

On-site Registration: Registration sheets are available on-

line and in the Office of the Registrar (Carmichael 210).

After completing the registration form, have the form

signed by the Student Billing personnel located in Carnegie

on the lower level. The form may be left with Student

Billing Office who will send it to the Office of the Registrar

or the student may bring the form to the Office of Registrar

once it is signed.

Mail-in registration: Mail-in registration constitutes the

use of the postal service, or email (scan). Registration

sheets are available in the Office of the Registrar or may be

printed from the website. The forms should be completed

with all information and written legibly.

Regardless of the method of registration, all financial

obligations must be resolved by the date set by the

University. (For Fall term – August 7

; for Jan Term –

December 15

; and for Spring Term- January 15

Accounts that are outstanding after these dates will result

in the classes being cancelled.

Students who have any holds on their record may not

Initial Certification students need to take a majority of their

courses at Converse in classes restricted to graduate

students and make sure they take the majority of their

courses with full-time Converse faculty. Advisers are

available to help students meet these two requirements.

Advisers will approve course selections and will attempt to

meet the professional, academic, and certification needs of

each student. It is the responsibility of the student, and not

the adviser, to see that requirements are met. Secondary

and middle level students must maintain a B (3.0) average

in Content Area courses as well as a B (3.0) average in

overall program coursework. For all other programs,

students must maintain an overall B (3.0) average.

Retaking a Course

A student may retake any course in which he/she has

earned a grade of F at Converse, subject to the following

conditions:

1. The student may retake a course no more than one

time;

2. The student must take the course at Converse to

receive any benefits provided by these regulations in

grade average;

3. The student must retake the course before completing

more than two courses for which it is a prerequisite;

4. The student may not take an overload during any term

in which he/she takes such a course;

5. No grade will be removed from the student’s record,

and the grade and quality points (if any) earned in the

retaking of a course will be regularly entered upon the

student’s record;

6. A course which is failed will count against a student

only once; on the other hand, the student will not

receive hours credit for passing a course more than

once, and if retaking a course in which an F was

previously earned, a student will not receive a total of

quality points for that course larger than that allowed

for the highest grade he/she ears in the course.

GRADUATE GRADING SCALE

A 4.00 C+ 2.25

A- 3.75 C 2.00

B+ 3.25 C- 1.75

B 3.00 F 0

B- 2.75

Other Symbols

I Incomplete

W Withdrawn

P or F Pass/Fail (used only in specified courses)

A grade of I automatically becomes an F unless the student

completes the course requirements by the end of the next

long term. To receive an Incomplete, the student must have

the permission of the instructor who is teaching the course.

The Instructor, in consultation with the student, determines

the requirements that the student must complete to

receive a grade. These requirements are listed on an

“Incomplete Contract” form that may be obtained from the

Office of the Registrar. The grade of “I” will continue to

show on the student’s record, along with the grade the

student receives after the course requirements are met.

A grade of W is available in special circumstances and only

with the approval of the Registrar and the appropriate

academic Dean, or Dean of the School of Education and

Graduate Studies.

Courses with pass/fail grades grant no quality points for

passing.

Graduate students must use the University web site to

review grade reports, as paper copies are not mailed to

students. This requires a user ID number, available from CT

in the Kuhn Building. Your user ID number will also permit

graduate students to use campus computer labs.

AUDIT

Students must obtain permission to audit from the

instructor of the graduate course concerned and from their

academic advisers or their major professors. Audited hours

do not count in the student’s course load.

Certain types of courses require an active participation by

the student that would be incompatible with the nature of

auditing; for example, courses in music or a laboratory

science. Ordinarily a student may not audit courses of this

type, and under no circumstances will the student be

exempted from tuition charges and fees for such courses. A

student who wishes to change from credit to audit in a

course may do so only during the drop/add period at the

beginning of the term.

CALENDAR

Converse University operates within the framework of a

three-term calendar, which is arranged in the following

pattern: fourteen weeks (fall term), four weeks (January

term), and fourteen weeks (spring term). The fall term

extends from late August through mid-December; the

January term is one calendar month, and the spring term

from early-February through May. Students may earn up to

15 semester hours of credit in the summer sessions.

Academic work and credits are measured by the standards

of the semester system.

PROGRAM REQUIREMENTS AND ADVISING

Converse University graduate degree requires a minimum

of 30 graduate hours with several programs requiring

additional hours. Specific course requirements for each

graduate curriculum are available on the Converse website

(www.converse.edu.) Degree requirements are subject to

change, partly in response to changes in teacher

certification mandated by accrediting agencies and state

law or policy. Students are responsible for new

requirements that are put into effect during their course

of study. Advisers will make every effort to keep up with

changing requirements and will assist students in meeting

their course obligations. Adviser worksheets are helpful in

this process, especially in detailing specific test

requirements (such as Miller Analogy Test and Praxis II), exit

requirements (such as assessment portfolios), and related

certification requirements for those pursuing teacher

certification.

ADMISSIONS

Students are admitted to Converse University Graduate

Studies on the basis of meeting of the admission

requirements of the specific degree program to which a

student applies. These requirements always include a

review of academic credentials and additional information

submitted to the Graduate Admissions Office. Applicants

are not required to disclose any disability on their

applications for Graduate Admissions. However, once

admitted, a graduate student seeking reasonable academic

or physical accommodations for a disability should

immediately contact the Case Manager of Student Success

to obtain an accommodation form. Converse University

reserves the right in its sole discretion to rescind any

notice of acceptance or admission of any incoming student

at any time prior to matriculation.

REQUIREMENTS FOR DEGREE

The graduate student must:

1. Complete all requirements of the degree program,

including any requirements specific to the program

such as PRAXIS tests, by the end of the spring term;

2. Have all transfer work sent to the Registrar, and

approved by their appropriate dean, and program

advisor, by the deadline to submit the Application for

Degree form;

3. Complete all coursework, including any incomplete

courses, with grades submitted to the Registrar by the

required date for graduates at the end of the spring

term;

4. Request and complete the Application for Degree form

by the deadline for May Commencement;

5. Complete the graduate questionnaire, for which

students will receive a link through their Converse

email; and

6. Fulfill all financial obligations and have cleared any

outstanding business with the University one week

prior to the Commencement exercises.

TRANSFER CREDIT

Students may receive degree credit for previously

completed graduate work with the approval of the

Converse graduate adviser under the following guidelines:

1. The graduate transfer work – a maximum of 9 credits

(6 for the Master of Music degree) – has been deemed

appropriate for the given Converse program of

graduate studies;

2. The prior graduate credits have been completed

within five years of beginning the Converse degree

program and from an accredited institution;

3. All approved transfer courses have received grades of

“B” or better; and,

4. The student has sent official transcripts of the

graduate credits to the appropriate program adviser.

5. Credit did not apply toward degree requirements in

another program.

6. Policies governing transfer hours in the EdD program

are covered by separate regulations.

7. Converse University may award academic credit from

military service only after an official transcript from

ACE (American Council on Education) is sent for

evaluation. Credit is awarded on a case by case basis.

TRANSFER POLICY FOR EdD STUDENTS

All requests for transfer decisions must be made at the time

of orientation prior to the start of the fall semester. After a

student is accepted into the EdD program, if he or she

wishes to apply for transfer or CAEL credit, he or she needs

to meet with the cohort advisor. Some students may have

initiated conversations before admissions, but an official

transfer plan, written into the Plan of Study, must be in

place before August classes start.

Students with a great deal of life experience but little or no

doctoral level course work may apply to receive CAEL

(Council for Adult Experiential Learning) credit for up to 15

credit hours. This is done through interviews and review of

CV. These hours may also include some core exam classes,

but CAEL candidates must still take and pass the

Comprehensive Exam. Only the PLP Department Head or

Dean of the Graduate School may approve CAEL credit.

PROBATIONARY PERIOD

Graduate students are expected to maintain satisfactory

academic progress throughout their program of studies.

Students admitted “provisionally” are required to

demonstrate a “B” average in their first 12 hours of

graduate study and must maintain a 3.0 average

throughout the remainder of the degree program. Failure

to maintain this academic level of performance will result in

a reinstatement of the probationary status. Any graduate

student who fails a graduate course or demonstrates

unacceptable academic progress will be disqualified from

the degree program. Such students may petition for

readmission after a minimum of two semesters.

Readmission is approved on a case-by-case basis.

ADMISSION REQUIREMENTS AND REGULATIONS

FOR INTERNATIONAL STUDENTS

Converse University encourages the enrollment of students

from other countries. Application processes, timeline,

requirements, and materials, including the Declaration and

Certification of Finances, are available on the University

website.

Admission of international students is based on academic

credentials and English proficiency of the candidate as well

as completion of any US Federal or State requirements.

Students must submit proof of financial means to study in

the United States by completing the Declaration and

Certification of Finances Form. Financial verification for

international students is required to issue the immigration

document (I-20). TheI-20 is an immigration document used

for the purpose of visa issuance outside the United States

or for the immigration process “notification transfer” for

students already in the United States.

Eligibility for admission is based on the applicant’s total

academic record, including grades, test results, academic

courses, and overall academic performance. Applicants

who have completed university-level work overseas must

have earned satisfactory grades on all such university-level

work attempted and be in good standing. Converse

University requires that all international academic

documents (secondary or postsecondary transcripts, mark

sheets, certificates, leaving examination results, etc.) be

formally evaluated by the World Education Service (WES) or

Educational Credential Evaluators (ECE). WES can be

contacted at www.wes.org and ECE at www.ece.org.

Students are required to pay a fee to either WES or ECE for

such services. More information on evaluation services can

be found on the University website and by contacting the

Graduate Admissions Office.

International applicants whose first language is not English

are required to take the TOEFL (Test of English as a Foreign

Language). Converse University requires a minimum score

of 550 (paper), 213 (computer), or 79-80 (Internet) for

admission into all Master’s programs. Applicants to the

Graduate Performance Diploma program in music must

show a score of at least 473 on the paper version of the test,

183 on the electronic test, or 68 on the Internet test. SAT I

and ACT results must also be submitted for admission and

scholarship consideration. The TOEFL requirement may be

waived under certain circumstances. In addition to meeting

the regular admission requirements, international

applicants needing a student visa (F-1) must show ability to

meet financial obligations of tuition, fees, and living

expenses before an I-20 can be issued. Current (less than

one year old) letters of financial support must accompany

the Declaration and Certification of Finances Form. Having

sufficient funds for the cost of living and educational

expenses is required by US Immigration regulations. The

Declaration and Certification of Finances form is required

before an I-20 can be issued. Graduate international

students are required to carry a full course load each Term.

For graduate students who are non-music majors shall

maintain fulltime enrollment by enrolling in 9 hours for

both Fall and Spring terms and 3 hours for Jan Term while

an international graduate students majoring in music must

enroll in 7 hours for both Fall and Spring terms and 1 hour

in Jan Term. International students on nonimmigrant visas

are not eligible for state or federally-funded loans or

scholarships in the United States. Limited scholarships may

be available from the university based on athletic ability,

talent, and academic qualifications.

Health and accident insurance are mandatory for all

international students on nonimmigrant visas enrolled at

Converse University. Proof of insurance is required before

the student can be admitted.

SERVICE MEMBERS READMISSION POLICY

Service members who leave for active duty will be

readmitted to Converse University with the same academic

status achieved when last attending our when last

admitted. A leave of absence (LOA) will pertain to service

members if they depart while enrolled in classes. This

applies to any student who cannot attend due to military

service.

Service members whose education is disrupted for more

than 30 consecutive days will be withdrawn from courses.

Graduate service members may re-enroll in classes once

they notify the Dean of the School of Education and

Graduate Studies of their intention to return. Service

members have five years to complete their degrees under

the same catalog.

DIRECTED INDEPENDENT STUDY COURSES

The University offers Directed Independent Study according

to these general principles:

1. When a graduate student needs a DIS course, it may

be provided if the need for the DIS course meets

University guidelines and is approved by the

student’s adviser, the DIS course instructor of

record, the program coordinator, and the Dean of

the School of Education and Graduate Studies. Such

courses require higher than normal fees from

students.

2. DIS courses are not considered a part of a faculty

member’s normal teaching load unless scheduled

and advertised, e.g. some “special topics” courses.

3. While the University cannot guarantee that students

can be offered a DIS in an existing course, under

unusually compelling circumstances a student may

request approval for a DIS. Such a request should be

made from a student only:

a. If a course is required for program completion, but is

not scheduled so that one or more students can enroll.

b. If a student has an unalterable schedule conflict.

c. If a student needs a course to correct an out-of-

sequence program

d. If a student has special circumstances that require a

“special topics” that is not offered as a regularly

scheduled course and can only be taken as DIS.

e. If a student has compelling personal circumstance,

such as a health problem.

1. Conditions and Qualifications for Faculty:

a. If a regular course does not lend itself to DIS, a

faculty member should decline to offer the course in

this format, i.e., courses that depend on classroom

discussion or class interaction or other skill courses.

b. Normally, a faculty member should not carry more

than a total of four (4) DIS students in any term.

Exceptions to this load must be based on

extenuating student circumstances and must be

approved, in advance, by the Dean of the School of

Education and Graduate Studies.

2. Procedures:

a. Directed Independent Study Approval Forms can be

secured by graduate students from the office of the

School of Education and Graduate Studies or from

the Registrar’s Office. The form must be completed

and approved prior to registration. A student is not

enrolled in the DIS until the form is on file with the

Registrar. One copy of the form should be on file

with the instructor and in the office of the School of

Education and Graduate Studies.

1. An initial conference must be held with the

instructor during which all aspects of the DIS course

must be discussed and recorded on the DIS approval

form. If the DIS course is a regularly scheduled

course, a copy of the course syllabus must be

attached to the DIS approval form.

2. A minimum of six (6) contact hours with the

instructor is required.

b. Graduate students, who otherwise qualify for the

DIS and cannot secure the support of a faculty

member, may discuss individual problems with their

advisor first and the Dean of the School and

Education and Graduate Studies second.

3. Fees:

These policies concerning fees are currently in place:

a. Graduate Students and Converse II students pay

current per credit hour costs for a DIS course.

b. Faculty are remunerated for Graduate and Converse

II courses at a specified rate per credit hour.

PROFESSIONAL DEVELOPMENT COURSES

Converse provides graduate credit for approved

professional development (PD) courses sponsored by

school districts for their faculty and staff. For students

admitted to a graduate degree program after January 1,

2005, there is a limit of 6 semester hours of PD course work

that can apply toward meeting Converse MEd degree

requirements.

NOTE: PD courses may not be counted towards EdS, EdD

programs or Special Education Programs.

UNDERGRADUATE COURSES

Graduate students may on occasion need to complete one

or more undergraduate courses for teacher certification.

We restrict all 100- and 200-level courses to our

undergraduate population but can allow graduate students

to take 300- and 400-level undergraduate courses on a

space-available basis. Only courses listed at 500- and 600-

level can count toward a graduate degree.

MASTER OF ARTS

IN TEACHING

INITIAL CERTIFICATION AT THE

GRADUATE LEVEL IN

SOUTH CAROLINA

Early Childhood Education

Elementary Education

Art Education

Middle Level Education

Language Arts

Mathematics

Science

Social Studies

Secondary Education

English

Social Studies

Special Education

Intellectual Disabilities

Learning Disabilities

MASTER OF ARTS IN TEACHING

INITIAL CERTIFICATION

REQUIREMENTS FOR ADMISSION

1. Graduation from an accredited University;

2. Overall GPA of at least 2.75 on a 4.0 scale for full

admission;

3. A major undergraduate program appropriate for

requested teaching area;

4. A completed online application

5. $40.00 application fee;

6. $100 Graduate Deposit Fee;

7. Two letters of recommendation, one of which must be

from an academic source. (Ideally, this will be from a

professor who taught the applicant in one or more

courses);

8. Official transcripts from all University’s attended; and

9. Admissions will require a competitive score on the

Miller Analogies Test.

10. A personal statement. This statement should be a

reflection on how your personal goals as an educator

tie with the Converse concept of the “Ideal” Educator.

This ideal is derived from the Converse University

Founder’s Ideal in which Dexter Edgar Converse said

his desire was that Converse students “may be

enabled to see clearly, decide wisely, and to act justly.”

How do you see your Converse graduate program

helping you “to see clearly, decide wisely, and to act

justly”? Your personal statement should be

approximately one page (250 – 300 words). In keeping

with the Honor Tradition at Converse, your essay must

be entirely your own work. Organize your essay clearly,

proofread, and spell-check your essay carefully. Be as

specific as you can as you reflect on how Converse can

help you become the “Ideal” Educator.

11. MAT Art Education applicants must submit a digital

portfolio of 10-15 works along with a listing of

works/media, an artist statement, and schedule an

interview with the Program Coordinator for Art

Education prior to admission.

All applications will come before the Graduate Admissions

Committee. The Committee will accept applicants fully or

provisionally, defer applicants, or reject applicants based on

its determination of likelihood for success in graduate

studies. Having the minimal credentials does not guarantee

a student’s admission.

Prospective students may wish to schedule an appointment

with the program director in their area of study.

THE CONVERSE ELECTRONIC SYSTEM POWERED BY

LIVETEXT

All MAT candidates are required to purchase LiveText.

Candidates submit a minimum of six to eight lesson plans,

portfolios, projects, or other work samples via the Converse

electronic system powered by LiveText. Professors assess

candidate work through this online system as well. The

Education Department uses LiveText to track candidate

performance and to measure program effectiveness.

LiveText accounts are active for the duration of a

candidate’s degree program plus a year or a total of five

years, whichever is greater.

REQUIREMENTS FOR ADMISSION TO TEACHER

EDUCATION

Teacher candidates should be familiar with the department

website that contains descriptions of majors/minors The

Teacher Education Handbook, the Clinical Experience

Handbook, the Student Teaching Handbook, important

details, policies and announcements.

Apply for admission to the Teacher Education Admission

Program after the completion of EDU560, Introduction to

Education, and passing of Clinical I, and after you have met

all of the following criteria:

1. Accepting score on the Millers Analogy Test

2. Statement of Disclosure-prior felony misdemeanor

convictions

REQUIREMENTS FOR DEGREE

1. To meet requirements for the MAT degree, the graduate

candidate must:

1. Complete an approved program in one of the

designated areas within a five-year period from the

first graduate course counted toward the MAT degree

program. (Program completion depends upon the

number of courses taken each semester. Normally, a

minimum of two years is necessary to complete an

initial certification program);

2. Submit Praxis II scores (Specialty Area) from

designated area of degree;

3. Maintain an overall B (3.0) average. (Secondary and

Middle Level teachers must maintain a B average in

Content Area courses as well as overall program

coursework.);

4. Have all transfer work sent to the Registrar, and

approved by their appropriate dean, and program

advisor, by the deadline to submit the Application for

Degree form;

5. Complete all coursework, including any incomplete

courses, with grades submitted to the Registrar by the

required date for graduates at the end of the spring

term;

6. Request and complete the Application for Degree form

by the deadline for May Commencement;

7. Complete the graduate questionnaire, for which

students will receive a link through their Converse

email; and

8. Fulfill all financial obligations and have cleared any

outstanding business with the University one week

prior to the Commencement exercises.

It is the responsibility of the student, not the adviser,

to ensure the completion of all requirements.

REGISTRATION FOR CLASSES

Students may register online, by mail or on-site prior to the

beginning of classes. See Academic Calendar for specific

dates.

STANDARDIZED TESTS

Prerequisite for admission to the teacher Education

program is an accepting score on the Miller Analogy Test

(MAT). Program completers at the Graduate level are

defined as those students who receive a Master of Arts in

Teaching Degree, complete a graduate Teacher Education

Program that includes student teaching, and demonstrate

mastery of content by obtaining a passing score on the

Praxis II and Principles of Learning and Teaching (PLT).

CLINICAL EXPERIENCES

The teacher education curriculum at Converse University

includes sequential clinical experiences in public school

settings. A candidate must complete at least two of these

clinical experiences prior to student teaching. The state of

South Carolina requires a SLED background check and a

clear TB test report for anyone entering a public school

classroom for a clinical experience. Visit:

http://tinyurl.com/Clinicals

STUDENT TEACHING

Student teaching is the capstone experience for the

candidate who completes a program in any one of the initial

certification areas. Prior to student teaching, candidates

complete course work, examinations, clinical experiences,

and other requirements. During student teaching the

candidates have opportunities to apply the theories and

principles they have studied during their course work in

teacher education. The student teaching experience

includes sixty full days in the classroom during the spring or

fall term and carries nine credit hours. Candidates are

required by the State of South Carolina to complete an

application for student teaching one year in advance of the

student teaching term. Complete instructions are available

in the Graduate Studies office. Placement requests are due

by September 15 for the following Spring term and March 1

for the following Fall term. Placements must be in a public

school located in the upstate of South Carolina. Generally,

this would include Greenville, Spartanburg, Cherokee and

Union counties.

MASTER OF ARTS IN TEACHING

INITIAL CERTIFICATION PROGRAMS

EARLY CHILDHOOD EDUCATION

PROGRAM DESCRIPTION

The early childhood major is a program designed for

students interested in working with children in pre-

kindergarten through sixth grade. This program leads to

pK-6 certification in South Carolina. The early childhood

major combines observations of young children,

instructional methodology, program planning for pK–6

children, and information about the child’s social,

emotional, physical and intellectual development.

In addition to the Teacher Education Program Goals and

Objectives, the early childhood education major is designed

to help the prospective teacher reach the following specific

goals and objectives:

PROGRAM GOALS

The goals of the early childhood education program at

Converse are to:

1. Provide a thorough course of study of human growth

and development;

2. Develop skills in appropriate pedagogy and classroom

management; and

3. Promote a broad knowledge of the history, theory, and

professional practices that are related to early

childhood education.

LEARNING OUTCOMES

1. Candidates will analyze child development and

learning

2. Candidates will examine family and community

relationships.

3. Candidates will observe, document, and assess to

support young children and families.

4. Candidates will employ developmentally effective

approaches.

5. Candidates will use content knowledge to build

meaningful curriculum.

Converse students who complete a major in early childhood

education will be able to:

1. Demonstrate their knowledge of the content in this

field;

2. Plan, implement and assess instruction in simulated

settings and in real classroom settings;

3. Organize and manage effectively a preK–3 grade

placement in the public schools; and

4. Demonstrate computer proficiency in instructional

technology including the knowledge of skills,

strategies, software and hardware to be used in

classroom management and computer-assisted

instruction.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark 1 before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Benchmark I

EDU560 Intro to Education (Must be first course)

(3 hours)

PSY580 Human Growth & Dev. (Must be one of 1

courses) (3 hours)

EDU507 Reading L/A in pK-6 Classroom (3hours) (co-

requisite to EDU500a)

EDU500A Clinical I Reading (50 field hrs.) (1 hour)

(co-requisite to EDU507)

EDU519 Elementary Curriculum (3 hours)

EDU523 Behavior of Young Child (3hours)

EDU533 Literature for the Child (3 hours)

EDU537 Methods & Materials (3 hours) (prerequisite to

EDU535 maybe co-requisite to EDU500b)

EDU621 Ed. Research & Evaluation (3 hours)

*SED500 Intro to Exceptional Learner (3 hours)

(prerequisite to all SED courses)

Choose One

*ART511 Art for the Child (3 hours)

*HPE393 Health/PE Elem. Teacher (3 hours)

*MUE570 Music for the Child (3 hours)

*Approved elective for graduate student

only!

*May be taken in Benchmark II

Benchmark II

EDU500b Clinical II: Early Childhood (50 field hours)

(3 hours) (co-requisite to EDU535 or 537)

EDU503 Math for the Child (3 hours)

EDU535 Curriculum for Early Childhood and

Elementary (3 hours) (prerequisite: EDU523; maybe co-

requisite to EDU500b)

Benchmark III

EDU512B Directed Student Teaching Early Childhood

(9 hours)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING EARLY

CHILDHOOD MAJOR…………….…….49 hours

ELEMENTARY EDUCATION

PROGRAM DESCRIPTION

The program in elementary education not only produces a

well-qualified elementary teacher for grades 2–6 but also

meets the majority of certification requirements in the

states in which most Converse graduates prefer to teach.

Students wishing to pursue this program should meet with

an appropriate advisor as soon as possible.

In addition to the Teacher Education Program Goals and

Objectives, the elementary education major is designed to

help the prospective teacher reach the following specific

goals and objectives:

PROGRAM GOALS

The goals of the elementary education program at Converse

are to:

1. provide a thorough course of study of human growth

and development;

2. develop skills in appropriate pedagogy and classroom

management;

3. promote a broad knowledge of the history, theory, and

professional practices that relate to elementary

education;

4. provide the study and experiences in the disciplines

which develop the content knowledge needed to

teach the elementary subject areas; and

5. prepare prospective teachers to guide their classes in

school-to-work transition and character education.

LEARNING OUTCOMES:

1. Candidates will use teaching strategies that encourage

students’ development of critical thinking and

problem solving

2. Candidates apply concepts from reading, language and

child development, to teach reading, writing, speaking,

viewing, listening, and thinking skills.

3. Candidates use formal and informal assessment

strategies to plan, evaluate and strengthen instruction.

Converse students who complete a major in elementary

education will be able to:

1. Demonstrate their knowledge of the content in this

field;

2. Plan, implement, and assess instruction in simulated

settings and in real classroom settings;

3. Organize and manage effectively a 2–6 grade

placement in the public schools; and

4. Demonstrate computer proficiency in instructional

technology including the knowledge of skills,

strategies, software and hardware to be used in

classroom management and computer-assisted

instruction.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark 1 before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Benchmark I

EDU560 Intro to Education (Must be first course) (3 hours)

(Prerequisite to EDU101a; EDU301)

EDU561 Curriculum Design & Assessment (10 field

hours) (3 hours)

PSY580 Human Growth & Development (Must be one

of the first courses (3 hours)

EDU533 Literature for the Child (3 hours)

EDU501 Reading/LA in Elementary Classroom (3

hours) (prerequisite EDU533, EDU560; Co-Requisite EDU500a)

EDU500A Clinical I Reading (40 field hours) (1 hour)

(co-requisite to EDU501)

NOTE: All background/medical requirements

completed BEFORE admission to EDU501, EDU500a

*EDU572 Diagnostic & Methods in the Elementary

Classroom (15 field hours) (prerequisites EDU501, EDU500a)

(3 hours) (EDU501, EDU500a)

*EDU519 Elementary Curriculum (3 hours)

*SED500 Intro to Exceptional Learner (3 hours)

(prerequisite to all SED courses)

*EDU621 Education Research & Evaluation (3 hours)

OR*EDU567 Educational Psychology (3 hours)

CHOOSE ONE

*ART511 Art for the Child (3 hours)

*HPE393 Health/PE Elementary Teacher (3 hours)

*MUE570 Music for the Child (3 hours)

*May be taken in Benchmark II

Benchmark II

EDU503 Math for the Child (3 hours)

EDU524 Science for the Child (3 hours)

EDU541 Social Studies for the Child (3 hours)(*co-

requisite EDU500c)

EDU500c Clinical II Elementary (50 field hours) (3

hours) (prerequisite EDU500a)

EDU536 Language Arts: Integrating Intermediate

Reading/Writing (3 hours)(15 field hours)(prerequisites

EDU500a, EDU501, EDU572)

EDU506 Classroom Management, Discipline, and Law

(3 hours)(JAN/Summer 1A: prerequisite admission to TED,

EDU372)

Benchmark III

EDU512A Directed Student Teaching Elementary

Education (9 hours)(Praxis II & PLT exams are prerequisite to

licensure-must take before or during this term.)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING

ELEMENTARY MAJOR……………………………36-60 hours

ART EDUCATION

PROGRAM DESCRIPTION

The MAT in Art Education at Converse University is a

minimum of 45 graduate credit hours in art education,

studio art, art history, general education, and psychology

and includes intensive practical clinical and classroom

experiences. The program is designed to prepare the

graduate student who is seeking initial teacher certification

through coursework and experiences pertaining to teaching

Pre-K-12 art students. The program employs the

artist/researcher/teacher model to ensure best practices in

art education are demonstrated.

MISSION STATEMENT

The mission of the MAT in Art Education at Converse

University is to prepare the graduate student for Initial

certification in art and to advance the graduate student's

competencies as an artist. The focus is on developing

curricula and providing appropriate instructional methods

for teaching art in grades Pre-K-12, as well as identifying

and appropriately serving students in special populations

(gifted, underachievers, minorities, special needs, etc.).

Adding to past studio art experiences, and the study of art

history is a facet of the art education program. Intensive

practical classroom experience completes the educational

program for pre-professionals in art education.

LEARNING OUTCOMES:

1. Candidates will demonstrate competencies in art

production and art history.

2. Candidates will demonstrate competencies in art

education by advancing through the education

component benchmarks.

3. Candidates will articulate verbal and written mastery

of an understanding artistic styles and principles.

4. Candidates will model the professional components of

the field of art education.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark 1 before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

*EDU560 Intro to Education (must be one of the first

courses) (3 hours)

*PSY580 Human Growth & Development (must be one of

the first courses) (3 hours)

ART500 or ART516 Elementary Art Methods and

Management or Secondary Art Methods and Management

(3 hours)

ART500L or ART516L Clinical I: Elementary Art Methods and

Management: LAB or Secondary Art Methods and

Management (50 field hours) (1 or 2 hours) (must take with

ART500 or 516 as co-requisite)

**EDU525A Teaching of Reading in Content Area (3)

**Note: Must be taken concurrently with ART516 &

ART516L, whether taken in Benchmark 1 or 2.

*These courses can be taken in Benchmark I.

Benchmark I

ART501 School Art Curriculum & Methods (3 hours)

ART502 Contemporary Problems in Art Education (3 hours)

ART503 History and Philosophy of Art Education (3 hours)

ART510 The Creative Process for Educators (3 hours)

ART560 Research in Art Education (3 hours)

ART588 Multicultural Art Education (3 hours)

ART512 Graduate Book Arts (3 hours)

ART513 Graduate Drawing (3 hours)

ART520 Graduate Printmaking (3 hours)

ART524 Digital Media and Graphic Design (3 hours)

EDU525a Teaching of Reading in the Content Area (3 hours)

must be taken concurrently with 516L

ART530 Graduate Ceramics (3 hours)

ART535 Studio Material Culture (3 hours)

ART540 Graduate Photography (3 hours)

ART571 Graduate Painting (3 hours)

ART572 Graduate Sculpture (3 hours)

ART505 Nineteenth Century Art (3 hours)

ART507 American Art (3 hours)

ART506 Early Twentieth Century Art (3 hours)

ART509 Twentieth Century Art Since 1945 (3 hours)

ART 515 Women in Art (3 hours)

ART 599 Special Topics in Art (3 hours)

Benchmark II

ART 516 or Art 500 Secondary Art Methods and

management or Elementary Art Methods and Management

(3 hours)

ART 516L or ART500L Clinical II: Secondary or Elementary (1

or 2 hours) (Must be taken with ART516 (25 hours/middle

school; 25 hours high school) or with ART500 (50 hrs.

elementary) as co-requisite)

ART 501 School Art Curriculum and Methods (3 hours)

ART 502 Contemporary Problems in Art Education (3 hours)

ART 565 Graduate Exhibition (0 hours)

Benchmark III

EDU512H Directed Student Teaching Art Education (9

hours)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING ART

MAJOR…………………………………………45 hours

SPECIAL EDUCATION:

INTELLECTUAL DISABILITIES

PROGRAM DESCRIPTION

This program provides preparation leading to certification

in the area of Intellectual Disabilities and Elementary

Education. Instruction in special education, elementary

education, and psychology is designed to give the

prospective teacher a strong background for working with

students with intellectual disabilities. Directed student

teaching is arranged in area public schools. Adding multiple

certifications is possible by completing additional courses

and obtaining passing scores on the Praxis II examinations.

In addition to the Teacher Education Program Goals and

Objectives, the Intellectual Disabilities major is designed to

help the prospective teacher reach the following specific

goals and objectives.

PROGRAM GOALS

The goals of the Intellectual Disabilities program at

Converse are to:

1. Provide a thorough course of study in human growth

and development;

2. Develop skills in appropriate pedagogy and classroom

management; and

3. Promote a broad knowledge of the history, theory, and

professional practices that are related to students with

intellectual disabilities.

LEARNING OUTCOMES:

1. Beginning teacher candidates will provide meaningful

and challenging learning experiences.

2. Beginning teacher candidates will use multiple

methods of assessment and data sources in making

educational decisions.

3. Beginning teacher candidates will use knowledge of

general and specialized curricula to individualize

learning and to select, adapt, and use a repertoire of

evidence-based instructional strategies.

4. Beginning teacher candidates will practice

collaboration with families, other educators, related

service providers, individuals with exceptionalities,

and personnel from community agencies.

Converse students who complete a major in Intellectual

Disabilities will be able to:

1. Demonstrate their knowledge of the content in this

field;

2. Plan, implement, and assess instruction in simulated

settings and in real classroom settings;

3. Organize and manage effectively both resource and

self-contained models of classrooms for students with

intellectual disabilities; and

4. Demonstrate computer proficiency in instructional

technology including the knowledge of skills,

strategies, software and hardware to be used in

classroom management and computer-assisted

instruction.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark 1 before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Benchmark I

EDU560 Intro to Education (must be first course) (3 hours)

PSY580 Human Growth and Development (must be one of

the 1st courses) (3 hours)

EDU501 Reading/LA in Elementary Classroom (3 hours)

EDU500a Clinical 1: Reading (40 field hours) (1 hour)

EDU533 Literature for the Child (3 hours)

SED500 Intro to Exceptional Learners (3 hours)

SED561 Language Development and Disabilities (3)

SED580 Intro to Intellectual Disabilities (3 hours)

SED595 Intro to Learning Disabilities (3 hours)

SED597 Intro to Educational Disabilities (3 hours)

Benchmark II

EDU503 Math for the Child (3 hours)

EDU524 Science for the Child (3 hours)

EDU541 Social Studies for the Child (3 hours)

EDU578 Reading & Learning Strategies (15 field hours) (3

hours)

SED505 Behavior & Classroom Management (5 field hours)

(3 hours)

SED576 Assessment of Exceptional Learners (5 field hours)

(3 hours)

SED582a Clinical II: Intellectual Disabilities (40 field hours)

(3 hours)

SED586 Education Procedures for Intellectual Disabilities

(15 field hours) (3 hours)

SED598 Educational Procedures for Emotional Disabilities

(15 field hours) (3 hours)

Benchmark III

SED512G Directed Student Teaching Special Education

Intellectual Disabilities (9 hours)

TOTAL HOURS FOR MASTER OF ARTS IN SPECIAL

EDUCATION INTELLECTUAL DISABILITIES……36 - 61 hours

SPECIAL EDUCATION:

LEARNING DISABILITIES

PROGRAM DESCRIPTION

This program provides preparation leading to certification

in the areas of Learning Disabilities and Elementary

Education. Instruction in special education, elementary

education, and psychology is designed to give the

prospective teacher a strong background for working with

students with learning disabilities in grades K–12. Directed

student teaching is arranged in area public schools. Adding

multiple certifications is possible by completing additional

courses and obtaining passing scores on the PRAXIS II

examinations.

In addition to the Teacher Education Program Goals and

Objectives, the Learning Disabilities major is designed to

help the prospective teacher reach the following specific

goals and objectives.

PROGRAM GOALS

The goals of the learning disabilities program at Converse

are to:

1. Provide a thorough course of study in human growth

and development;

2. Develop skills in appropriate pedagogy and classroom

management; and

3. Promote a broad knowledge of the history, theory, and

professional practices that are related to learning

disabilities.

LEARNING OUTCOMES:

1. Beginning teacher candidates will provide meaningful

and challenging learning experiences.

2. Beginning teacher candidates will use multiple

methods of assessment and data-sources in making

educational decisions.

3. Beginning teacher candidates will use knowledge of

general and specialized curricula to individualize

learning and to select, adapt, and use a repertoire of

evidence-based instructional strategies.

4. Beginning teacher candidates will practice

collaborations with families other educators, related

service providers, individuals with exceptionalities,

and personnel from community agencies.

Converse students who complete a major in learning

disabilities will be able to:

1. Demonstrate their knowledge of the content in this

field;

2. Plan, implement, and assess instruction in simulated

settings and in real classroom settings;

3. Organize and manage effectively both resource and

self-contained models of K–12 classrooms in learning

disabilities; and

4. Demonstrate computer proficiency in instructional

technology including the knowledge of skills,

strategies, software and hardware to be used in

classroom management and computer-assisted

instruction.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark 1 before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Benchmark I

EDU560 Intro to Education (must be first course) (3 hours)

PSY580 Human Growth and Development (must be one of

the 1st courses) (3 hours)

EDU501 Reading/LA in Elementary Classroom (3 hours)

EDU500a Clinical 1: Reading (1 hour) (40 field hours)

EDU533 Literature for the Child (3 hours)

SED500 Intro to Exceptional Learners (3 hours)

SED561 Language Development and Disabilities (3 hours)

SED595 Intro to Learning Disabilities (3 hours)

SED597 Intro to Educational Disabilities (3 hours)

Benchmark II

EDU503 Math for the Child (3 hours)

EDU524 Science for the Child (3 hours)

EDU541 Social Studies for the Child (3 hours)

EDU578 Reading & Learning Strategies (15 field hours) (3

hours)

SED505 Behavior and Classroom Management (5 field

hours) (3 hours)

SED576 Assessment of Exceptional Learners (5 field hours)

(3 hours)

SED582b Clinical II Learning Disabilities (40 field hours) (3

hours)

SED596 Education Procedures for Learning Disabilities (15

field hours) (3 hours)

SED598 Educational Procedures for Emotional Disabilities

(15 field hours) (3 hours)

Benchmark III

SED512f Directed Student Teaching Special Education

Learning Disabilities (9 hours)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING

SPEACIAL EDUCATION LD MAJOR……………36 - 61 hours

MASTER OF ARTS IN TEACHING

INITIAL CERTIFICATION IN MIDDLE LEVEL

PROGRAM

PROGRAM DESCRIPTION

This program is for students who have already earned a

baccalaureate degree in a field other than education. The

purpose of the Converse University Middle Level MAT is to

prepare highly qualified teachers who embody the fourteen

characteristics identified by the NMSA’s This We Believe In

Action: Implementing Successful Middle Level Schools

(2005) to work in successful middle schools. After

completing certification requirements students will be

certified to teach in Grades 5-8 in the subjects in which they

qualify.

Students in the Middle Level Program must take the Praxis

II Subject Assessment for their area, and the Praxis

Principles of Learning and Teaching. Students applying to

the program must have a 2.75 on a 4.0 scale and must have

21 hours in content area course work at the 200 level or

above.

PROGRAM GOALS

Our long-term goal is to develop cultural characteristics and

school practices that reflect the needs of the middle school

students and the middle school philosophy. These 14

characteristics and school practices that are reflected in our

goals are:

1. high expectations;

2. courageous, collaborative leadership;

3. active learning;

4. adult advocates;

5. shared vision;

6. safe environment;

7. knowledgeable educators; and

8. school-initiated partnerships:

9. relevant, challenging, integrative exploratory

curriculum;

10. assessment and evaluation;

11. organizational structures;

12. multiple learning and teaching approaches;

13. health, wellness and safety; and

14. guidance and support.

Preparing candidates in a thorough understanding of

these characteristics and what they look like in a real

school setting will make our candidates uniquely prepared

to teach in a middle level school.

LEARNING OUTCOMES

1. Candidates will analyze adolescent development and

learning

2. Candidates will observe, document, assess, and

support a struggling reader

3. Candidates will employ developmentally appropriate

approaches

4. Candidates will use content knowledge to build

meaningful curriculum.

PROGRAM AREAS

The MAT in Middle Level Education has a minimum of 45

graduate semester hours. The program will consist of 36

hours in Professional Education and 9 to 18 hours in content

area courses. The number of content hours required may

vary depending on student post-secondary academic

background. Those coming from backgrounds other than

these four content areas would naturally have to take more

content area courses to develop expertise in that content

area. Students must maintain a GPA of 3.0 in content area

courses as well as a 3.0 GPA in overall program coursework.

• Middle Level Language Arts

• Middle Level Mathematics

• Middle Level Science

• Middle Level Social Studies

All of the courses in the MAT in Middle Level Education

Program are designed to develop, improve, and continually

upgrade the process in which our candidates seek to

improve on ways they can develop knowledge of their

students and their fields. Further, these courses are

designed to keep their students engaged in learning, to

provide a caring and challenging environment, to use a

variety of texts to promote opportunities to learn

acceptance and appreciation of others, to continue to

develop instructional resources, to set attainable and

worthwhile learning goals for students, and to develop

meaningful learning opportunities for their students. A

component for self- reflection and growth is included in

each of the core courses as well as the content area courses.

Master of Arts in Teaching

Middle Level Language Arts, Mathematics,

Science, & Social Studies

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark I before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Content Courses (9 hours minimum)

15 hours in the content area can come from undergraduate

courses

Content course (may be taken in Benchmark II) (3 hours)

Benchmark I

EDU560 Intro to Education (Must be 1

course) (3

hours)

SED500 Introduction to Exceptional Learners (5 field hours)

(3 hours)

PSY580 Human Growth & Development (3 hours)

EDU575 Middle Level Philosophy & School Organization (3

hours)

EDU574 Middle Level Adolescent Development (3 hours)

EDU576 Middle Level Pedagogy and Assessment (3 hours)

EDU55X Methods

• EDU559 Methods of Teaching ML Language Arts

(3 hours)

• EDU556 Methods of Teaching ML Mathematics (3

hours)

• EDU557 Methods of Teaching ML Science (3

hours)

• *EDU599 Laboratory Management (3 hours)

required

• EDU558 Methods of Teaching ML Social Studies (3

hours)

• Each of these courses pertains to a particular

area of study.

*EDU555 Diversity in the Classroom (3 hours)

EDU500H Clinical I (50 observation hours) (3 hours) co-

requisite to Methods Course

*EDU612 R2S Reading Foundations (3 hours)

* May be taken in Benchmark II

Benchmark II

EDU562 Teaching Reading and Writing in ML Content Area

(3 hours) co-requisite to EDU500I

EDU500I Clinical II Content Reading (25-50 field hours) (0

hours) co-requisite to EDU562

Complete at least 100 Clinical hours

Benchmark III

EDU512d Directed Student Teaching Middle Level (9 hours)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING

MIDDLE LEVEL EDUCATION MAJOR…………36-51 hours

MASTER OF ARTS IN TEACHING

INITIAL CERTIFICATION IN SECONDARY

PROGRAM

MISSION STATEMENT

The purpose of this program is to prepare students to

become effective teachers. The goal is to provide them with

an in-depth knowledge base of their field and appropriate

teaching strategies for the developmental level of their

students.

OBJECTIVES

In addition to the unit standards established for all teacher

education programs, there are certain objectives for the

secondary school teacher. Objectives for the secondary

school teachers in all subject fields are designed so that the

teacher will:

1. Analyze adolescent development and learning

2. Observe, document, assess, and support a struggling

reader

3. Employ developmentally appropriate approaches

4. Use content knowledge to build meaningful

curriculum.

5. Show an appreciation of his/her chosen area of

specialization and convey that appreciation to his/her

students;

6. Describe the relationship of his/her subject to the

secondary school and to the contemporary world; and

7. Demonstrate those skills and teaching methods that

will enable him/her to present and communicate

his/her subject matter effectively to his/her students

at their level of understanding.

LEARNING OUTCOMES:

1. Candidates will analyze adolescent development and

learning.

2. Candidates will observe, document, and assess and

support a struggling reader.

3. Candidates will employ developmentally appropriate

approaches.

4. Candidates will use content knowledge to build

meaningful curriculum.

DESCRIPTION

Secondary education at Converse is designed to prepare

students to become well-qualified teachers and certified

professionals. The graduate student who wishes to teach in

grades 9-12 must meet the admission requirements

specified in this Catalog. All secondary areas require a

minimum of 18 semester hours at the graduate level in the

content subject (English, Social Studies, or Math)

Different states have different requirements; it is

imperative that students are careful in planning their

program, particularly if they plan to teach in a state other

than South Carolina.

Attaining these objectives will necessitate the development

of certain competencies which will be demonstrated by the

student in his/her courses, practicums, and student

teaching.

These competencies include:

1. Diagnosing entry level skills of students;

2. Observing and evaluating pupil progress and

performance;

3. Using media and technology appropriate for the

subject;

4. Varying instructional activities;

5. Employing a wide number of methods and techniques;

6. Demonstrating a thorough knowledge of the content

area;

7. Preparing daily and unit lesson plans;

8. Involving students in the learning process by use of

such techniques as inquiry and discovery;

9. Communicating and presenting his/her understanding

and appreciation of his/her subject; and

10. Relating the academic knowledge to the

methodological skills and to his/her understanding of

the nature of secondary students

MASTER OF ARTS IN TEACHING

INITIAL CERTIFICATION PROGRAMS

SECONDARY ENGLISH & SOCIAL STUDIES

ENGLISH

(Leading to Certification in English)

PROGRAM DESCRIPTION

Candidates in English at the secondary level (grades 9-12)

must complete a major in English which includes a

minimum of 33 semester hours of English above the 100

level. They must also complete certain courses within or in

addition to the major. These courses ensure study of the

language, composition, and literature for future English

teachers. In addition, prospective teachers of English must

complete hours in professional education and psychology.

The candidate must maintain a GPA of 3.0 in content area

courses as well as a 3.0 GPA in overall program coursework.

The candidate takes the PRAXIS II examination before the

completion of student teaching.

In addition to the Teacher Education Program Goals and

Objectives, the secondary education program in English is

designed to help the candidate reach the following specific

goals and objectives.

PROGRAM GOALS

1. Candidates will analyze adolescent development and

learning

2. Candidates will observe, document, assess, and

support a struggling reader

3. Candidates will employ developmentally appropriate

approaches

4. Candidates will use content knowledge to build

meaningful curriculum.

Converse candidates who complete a secondary education

program in English will be able to:

1. Demonstrate their knowledge of the content in this

field;

2. Plan, implement and assess instruction in simulated

settings and in real classroom settings;

3. Organize and manage effectively a 9-12 grade

placement in the public schools; and

4. Demonstrate computer proficiency in instructional

technology including the knowledge of skills,

strategies, software and hardware to be used in

classroom management and computer-assisted

instruction.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark I before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Required Content Course Taken as Undergraduate or

Graduate (9-18 hours required at the Graduate Level)

Content courses may be taken in Benchmark II and must

include the following:

Composition and Rhetoric (3 hours)

Adv. Composition and Rhetoric (3 hours)

ENG595 History of English Language (3 hours)

ENG596 Modern English Grammar (3 hours)

ENG540/560 British Literature (required at graduate level)

ENG520 (Must be Shakespeare if not taken as UG) (3 hours)

ENG550, 561 American Literature (required at graduate

level) (3 hours)

ENG594 Literary Criticism (3 hours)

ENG515 Adolescent Literature (3 hours)

ENG505 World Literature or approved elective (3 hours)

Benchmark I Core Courses: 36 hours

EDU560 Intro to Education (must be 1st course) (3 hours)

PSY580 Human Growth & Development (3 hours)

EDU547 Methods of Teaching Secondary English (3 hours)

co-requisite to EDU500D

EDU500d Clinical I Secondary (50-75 field hours) (3

hours)co-requisite to EDU547

*EDU567 Educational Psychology (3 hours)

*SED500 Intro to Exceptional Learners (3 hours)

*EDU555 Diversity in the Classroom (3 hours)

*EDU612 R2S Reading Foundations (3 hours)

* These courses may be taken in Benchmark II as well as

Benchmark I

Benchmark II Core Courses

EDU525 Teaching of Reading in the Content Area (3 hours)

co-requisite to EDU500e

EDU500e Clinical II Content Reading (25-50 field hours)

(0 hours) co-requisite to EDU525

Complete at least 100 clinical hours

Benchmark III Core Courses

EDU532 Directed Student Teaching Secondary (9 hours)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING

SECONDARY ENGLISH……………………36-57 hour

SOCIAL STUDIES

(Leading to Certification in Social Studies)

PROGRAM DESCRIPTION

The candidate of social studies at the secondary level

(grades 9-12) must complete a major that includes

economics, history, politics, psychology and sociology. Each

of these majors is described in detail in the Catalog. In

addition, candidates in social studies must complete

courses in professional education.

The candidate must maintain a GPA of 3.0 in content area

courses as well as a 3.0 GPA in overall program coursework.

The candidate takes the PRAXIS II examinations before the

completion of student teaching.

In addition to the Teacher Education Program Goals and

Objectives, the secondary education program in social

studies is designed to help the prospective teacher reach

the following specific goals and objectives:

PROGRAM GOALS

The goals of the secondary education program in social

studies at Converse are to:

1. Candidates will analyze adolescent development and

learning

2. Candidates will observe, document, assess, and

support a struggling reader

3. Candidates will employ developmentally appropriate

approaches

4. Candidates will use content knowledge to build

meaningful curriculum.

Converse candidates who complete a secondary education

program in social studies will be able to:

Demonstrate their knowledge of the content in this field;

1. Plan, implement and assess instruction in simulated

settings and in real classroom settings;

2. Organize and manage effectively a 9-12 grade

placement in the public schools; and

3. Demonstrate computer proficiency in instructional

technology including the knowledge of skills,

strategies, software and hardware to be used in

classroom management and computer-assisted

instruction.

PROGRAM COURSEWORK

Required courses: Teacher candidates may only take

courses in Benchmark I before being admitted to the

Teacher Education Program. See the departmental

webpage at converse.edu for a list of Benchmark courses

and other important information.

Benchmark I

United States History (3 hours)

European History (3 hours)

World Studies and/or Non Western World Geography (3

hours)

Non-Western History elective (3 hours)

Courses from economics, government, geography, history,

psychology, and sociology must be covered in your

undergrad or graduate program. A the graduate level, you

must have at least two areas in addition to history.

Secondary Minor: 36 hours

EDU560 Intro to Education (must be 1st course) (3 hours)

PSY580 Human Growth & Development (3 hours)

EDU546 Methods of Teaching Secondary Social Studies (3

hours) co-requisite to EDU500d

EDU500d Clinical I Secondary (50-75 field hours) (3 hours)

co-requisite to EDU546

*EDU567 Educational Psychology (3 hours)

*SED500 Intro to Exceptional Learners (3 hours)

*EDU555 Diversity in the Classroom (3 hours)

*EDU612 R2S Reading Foundations (3 hours)

* These courses may be taken in Benchmark II as well as

Benchmark I

Benchmark II

EDU525 Teaching of Reading in the Content Area (3 hours)

co-requisite to EDU500e

EDU500e Clinical II Content Reading (0 hours) co-requisite

to EDU525

Complete at least 100 Clinical Hours

Benchmark III

EDU532 Directed Student Teaching Secondary (9 hours)

TOTAL HOURS FOR MASTER OF ARTS IN TEACHING

SECONDARY SOCIAL STUDIES…36-57 hours

MASTER OF EDUCATION

FOR

CERTIFIED TEACHERS

Art Education (Online/Low Residency)

Elementary Education

Gifted Education (Online)

Special Education

Advanced Studies (Online)

Administration and Supervision

THE MASTER OF EDUCATION PROGRAM

The MEd program is a 36-hour program of graduate study

in appropriate professional and academic areas approved

by advisers. Its purpose is to expand and refine the teaching

competencies of the graduate student. The Southern

Association of Colleges and Schools fully accredits the

Converse Graduate Program. The University may accept up

to nine semester hours of approved graduate study toward

the degree if the course meets the following criteria:

1. Credit is by a recognized college or university;

2. The work was completed within five years prior to

program admission and prior to the last six hours of

degree work at Converse;

3. The course grade was an A or B (Quality points for

transfer credits do not count in cumulative grade point

ratio.);

4. Courses are applicable for the program of study in the

MEd program; and

5. Credit did not apply toward degree requirements in

another program.

Students must request colleges and universities send

official transcripts of work to:

Graduate Admissions, Converse University

580 East Main Street, Spartanburg, SC 29302

Converse offers graduate credit for selected off-campus

“professional development” courses sponsored by public

school districts. A maximum of 6 semester hours of such

graduate course work may be applied toward the MEd

degree if appropriate for the given program.

PROGRAMS OF STUDY

The MEd programs for teachers who are already certified

are in six broad areas or tracks. There are advisers in each

area to help with the selection of courses. It is the

responsibility of the student, not the adviser, to see that

requirements are met.

REQUIREMENTS FOR ADMISSION

For consideration of admission to the MEd program, the

applicant should have the following credentials:

1. Graduation from an accredited college;

2. Grades indicating likelihood for success in graduate

studies. For full, non-provisional admission, the

applicant must have an overall cumulative 2.75 GPA on

a 4.0 scale of college work. Students must have a 3.0

GPA on a 4.0 scale of college work for MEd in

Administration and Supervision.

3. A major undergraduate program appropriate for given

teaching areas;

4. Certification in some area of teaching (may be waived

in certain cases);

5. Praxis II normally taken in the Specialty Area for

certification in South Carolina;

6. A completed application form online and a $40 non-

refundable application fee,

7. $100 Graduate Deposit Fee;

8. Two letters of recommendation (with at least one from

an academic source), official transcripts from all

colleges attended;

9. A copy of teaching certificate;

10. A personal statement. This statement should be a

reflection on how your personal goals as an educator

tie with the Converse concept of the “Ideal” Educator.

This ideal is derived from the Converse University

Founder’s Ideal in which Dexter Edgar Converse said

his desire was that Converse students “may be

enabled to see clearly, decide wisely, and to act justly.”

How do you see your Converse graduate program

helping you “to see clearly, decide wisely, and to act

justly”? Your personal statement should be

approximately one page (250–300 words). In keeping

with the Honor Tradition at Converse, your essay must

be entirely your own work. Organize your essay clearly,

proofread, and spell-check your essay carefully. Be as

specific as you can as you reflect on how Converse can

help you become the “Ideal” Educator.

All applications will come before the Graduate Admissions

Committee. The Committee will accept applicants fully or

provisionally, defer applicants, or reject applicants based on

its determination of likelihood for success in graduate

studies. Having the minimal credentials does not guarantee

a student’s admission.

Prospective students may wish to schedule an appointment

with the program director in their area of study.

THE CONVERSE ELECTRONIC SYSTEM POWERED BY

LIVETEXT

All MEd candidates are required to purchase LiveText.

Candidates submit a minimum of six to eight lesson plans,

portfolios, projects, or other work samples via the Converse

electronic system powered by LiveText. Professors assess

candidate work through this online system as well. The

Department of Education uses LiveText to track candidate

performance and to measure program effectiveness.

LiveText accounts are active for the duration of a

candidate’s degree program plus a year or a total of five

years, whichever is greater.

REQUIREMENTS FOR DEGREE

To complete requirements for the MEd degree, the

graduate student must:

1. Complete an approved program in one of the

designated areas of the program within a five-year

period from the first Converse graduate course in the

MEd degree program;

2. Maintain an overall B (3.0) average. If after the first 12

hours a student’s average is below 3.0, the Graduate

Admissions Committee will assess his/her ability to

complete the degree and render a decision about

continuation in the program;

3. Complete a Teacher Work Sample (TWS) midway

through the program, typically by the time 18 hours

have been completed;

4. Complete culminating assessment. This is a portfolio

based on the five core principles of the National Board

for Professional Teaching Standards (NBPTS). The

degree requires neither a thesis nor a foreign

language; the MEd student must take the Praxis II

Examination Specialty Area in the appropriate degree

track, if the student has not previously done so;

5. Complete all coursework, including any incomplete

courses, with grades submitted to the Registrar by the

required date for graduates at the end of spring term;

6. Request and complete the Application for Degree form

by the deadline for May Commencement;

7. complete the graduate questionnaire, for which

students will receive a link through their Converse

email; and

8. Fulfill all financial obligations and have cleared any

outstanding business with the University one week

prior to the Commencement exercises.

ADVANCED STUDIES (ONLINE)

The Master of Education program in Advanced Studies at

Converse University prepares exemplary teachers to

advance their professional careers. Earning a master’s

degree in Education opens up a higher salary range and will

prepare you for doctoral studies in Education.

Converse’s M.Ed. in Advanced Studies is offered 100%

online. It is designed to help you achieve your academic and

career goals on your schedule. The online courses mimic the

on-campus atmosphere by providing students with a

learning environment in which they can collaborate and

interact with the professor and their peers.

The M.Ed. in Advanced Studies consist of 36 hours and is

designed to expand and refine the teaching competencies

of certified teachers. Students will choose a concentration

in English, Social Studies, Literacy, Gifted Education, or

Project Based Learning

LEARNING OUTCOMES:

1. Demonstrate an understanding and are able to apply

knowledge and skills specific to their discipline.

2. Use research and evidence to develop school

environments that support and assess P-12 students’

learning and their own professional practice specific to

their discipline.

3. Apply content and discipline-specific knowledge as

reflected in state and/or national discipline-specific

standards where they exist including Specialized

Professional Associations.

M.Ed. in Advanced Studies Courses

RESEARCH (6 hours required)

EDU619A Theories & Design in Action Research (3 hours)

EDU619B Action Research Implementation (3 hours)

CORE (21 hours required)

EDU514 Contemporary Education Issues (3 hours)

EDU555 Diversity in the Classroom (3 hours)

EDU517 Advanced Seminar in Literacy Instruction (3 hours)

EDU610 School Law (3 hours)

EDU567 Educational Psychology (3 hours)

Choose One:

EDU525 R2S Teaching of Reading: Content Areas HS/MS (3

hours)

EDU618 R2S Content Reading and Writing ECE/Elementary

(3 hours)

Choose One:

EDU504 Technology for Teachers (3 hours)

EDU569 Gender and Education (3 hours)

Choose a concentration:

General Electives -- Nine (9) hours concentration in content

area approved by advisor

English - Any 500 level or higher ENG course not in the

Creative Writing MFA

Social Sciences - ECN523, 522, 521 Any 500 level or higher

HST and/or PSY course

Literacy - EDU612, 613, 614

Gifted - EDU591, 592, and 594 or 593

Project Based Learning – EDU564, 573, and 588

PROGRAM BENEFITS

• Convenience: Flexibility is essential for students

who manage busy work schedules and personal

commitments. Therefore, the online program at

Converse University is proud to offer students a

chance to pursue advanced degrees.

• Degree Prestige and Value: Since 1890, Converse

University has provided students with education

rooted in the liberal arts. Converse University

graduates are principled and productive citizens

capable of creative thinking and problem solving.

• Quality Education: Converse University believes

in utilizing highly skilled and experienced faculty,

so students can be confident that their

educational programs are built upon the highest

standards

SPECIAL EDUCATION

MISSION STATEMENT

The mission of the MEd in special education is to broaden

the student’s knowledge base in special education in order

to more effectively meet the needs of special students.

LEARNING OUTCOMES;

1. Beginning teacher candidates will provide meaningful

and challenging learning experiences.

2. Beginning teacher candidates will use multiple

methods of assessment and data-sources in making

educational decisions.

3. Beginning teacher candidates will use knowledge of

general and specialized curricula to individualize

learning and to select, adapt, and use a repertoire of

evidence-based instructional strategies.

4. Beginning teacher candidates will practice

collaboration with families, other educators, related

service providers, individuals with exceptionalities,

and personnel from community agencies.

ASSESSMENTS

1. Teacher Work Sample (midway through program,

developed in a required course of the same name).

2. Portfolio based on the five core principles of the

National Board for Professional Teaching Standards

(as a culminating assessment).

3. Student must take the appropriate Praxis II if not

previously taken.

PROGRAM COURSEWORK

GPA of 3.0 must be maintained in content courses as well

as education courses.

Research (6 hours required)

EDU621 Educational Research & Evaluation (3 hours)

EDU500f Teacher Work Sample (3 hours)

EDU500g National Board Portfolio (0 hours)

Core (12 hours required)

Choose 1: EDU517, EDU578, EDU525, EDU536 (3 hours)

SED534 Trends and Issues in Special Education (3 hours)

EDU 555 Diversity (3 hours)

EDU504 Technology for Teachers (3 hours)

Concentration (18 hours required)

Must complete the add-on requirements for 1

SED area:

D/HH

SED 595

SED580

SED597

SED550

SED596

SED586

SED598

SED555

SED582B

SED582A

SED582C

SED556

SED505 or PSY511 (3 hours)

SED576 (3 hours)

Choose 1: EDU545, EDU527, EDU510, EDU518, EDU568

ELEMENTARY EDUCATION

MISSION STATEMENT

The MEd in elementary education for certified teachers

provides in-service teachers with the opportunity to acquire

new knowledge and skills and to build upon their current

teaching skills.

LEARNING OUTCOMES:

Converse students who complete the MEd in elementary

education (certified teachers) will be able to:

1. Candidates will demonstrate an understanding of and

are able to apply knowledge and skills specific to their

discipline.

2. Candidates will use research and evidence to develop

school environments that support and assess students’

learning and their own professional practice specific to

their discipline.

3. Candidates will apply content and discipline-specific

knowledge as reflected in state and/or national

discipline-specific standards where they exist including

Specialized Professional Associations.

4. Candidates will model and apply technology standards

as they design, implement and assess learning

experiences/environments to engage students and

improve learning; and enrich professional practice.

The MEd in elementary education is a 36-hour degree

program designed for teachers already certified in early

childhood, elementary, special education, secondary

education, and/or certain other teaching areas. The

program offers course selection across three categories of

study:

I. Research

II. Psychological and Sociological Foundations

III. Methodology and Content

Students should build upon their strengths, choose among

add-on certification possibilities, and broaden their area of

expertise.

ASSESSMENTS

1. Teacher Work Sample (midway through program,

developed in a required course of the same name).

2. Portfolio based on the five core principles of the

National Board for Professional Teaching Standards (as

a culminating assessment).

3. Student must take the Praxis II in Elementary if not

previously taken.

PROGRAM COURSEWORK

GPA of 3.0 must be maintained in content courses as well

as education courses.

Research (6 hours required)

EDU621 Educational Research & Evaluation (required) (3

hours)

EDU500f Teacher Work Sample (required) (3 hours)

EDU500g National Board Portfolio (required) (3 hours)

Core (12 hours required)

EDU514 Contemporary Education Issues (required) (3

hours)

EDU555 Diversity (required) (3 hours)

EDU504 Technology for Teachers (required) (3 hours)

EDU502 Classroom Management (required) (3 hours)

Concentration (18 hours required)

EDU517 ADV Methods of Literacy Instruction (required) (3

hours)

15 Content hours to be approved by Adviser (15 hours)

GIFTED EDUCATION (ONLINE)

MISSION STATEMENT

The MEd in gifted education at Converse University

prepares the graduate student/experienced teacher

through rigorous courses dealing with all areas involved in

teaching gifted students. The program of study emphasizes

curriculum development and appropriate instructional

design for gifted students, as well as identifying and

appropriately serving gifted students including special

populations (e.g., underachievers, underserved, twice-

exceptional). Understanding and conducting research

completes the educational program for professionals in

gifted education.

LEARNING OUTCOMES:

The candidate will be able to:

1. Beginning teacher candidates will demonstrate how

exceptionalities may interact with development and

learning by providing meaningful and challenging

learning experiences and safe, inclusive, and culturally

responsive learning environments for gifted and

talented individuals.

2. Beginning teacher candidates will use multiple

methods of assessment and data-sources in making

educational decisions for gifted and talented

individuals.

3. Beginning teacher candidates will use knowledge of

general and specialized curricula to individualize

learning and to select, adapt, and use a repertoire of

evidence-based instructional strategies, including

specialized curricula, t advance learning of gifted and

talented individuals.

4. Beginning teacher candidates will collaborate with

families, other educators, related service providers,

individuals with exceptionalities, and personnel from

community agencies in professional and culturally

responsive ways to address the needs of gifted and

talented individuals.

The MEd in gifted education is a program for experienced,

certified teachers preparing to teach gifted children. The

curriculum is a 36-hour program of graduate study in

appropriate professional and academic areas approved by

the adviser. The purpose is to expand and refine the

teaching competencies of the candidate. With the

proliferation of gifted programs and the increase in the

number of children being served in these programs in our

state, the quality and consistency of professional

preparation must be a priority. Courses in this program are

among those needed for gifted certification in the state of

South Carolina.

ASSESSMENTS

1. Teacher Work Sample (midway through program,

developed in a required course of the same name).

2. Portfolio based on the five core principles of the

National Board for Professional Teaching Standards (as

a culminating assessment).

PROGRAM COURSEWORK

GPA of 3.0 must be maintained in content courses as well

as education courses.

AREA 1 - Gifted Education (27 hours required)

EDU526 Identification & Other Issues in Gifted Education (3

hours)

EDU582f Practicum in Curriculum for the Gifted (3 hours)

EDU582h Practicum in Instruction for the Gifted (3 hours)

EDU591 Nature and Needs of the Gifted (3 hours)

EDU592 Curriculum and Instruction for the Gifted (3 hours)

EDU593 Advanced Curriculum Practices for the Gifted (3

hours)

EDU594 Special Topics for the Gifted Education (3 hours)

EDU619a Theories and Designs in Action Research (3 hours)

EDU619b Action Research Implementation (3 hours)

AREA II – Educational/Liberal Arts (9 hours

required)

EDU500f - M.Ed. Clinical: Teacher Work Sample (required)

(3 hours)

EDU500g – M.Ed. Clinical: National Board for Professional

Teaching Standards Portfolio (required) (3 hours)

To complete Area II you may take any combination of

education, special education, liberal arts, or music courses

at the 500+ level.

ART EDUCATION (Online/Low Residency)

The MEd in Art Education at Converse University is a 36

hour program that prepares the experienced teacher

through coursework, research, and practice pertaining to all

areas included in the teaching of elementary and secondary

art. The degree is offered in a an online, low-residency

format.

The focus is on curriculum development and providing

appropriate instructional methods for teaching art, as well

as identifying and appropriately serving students in special

populations (gifted, underachievers, minorities, special

needs, etc.). Comprehending and conducting research

along with advanced practice in art-making are facets of the

artist/researcher/teacher program and enhance the

advanced educational program for professionals in art

education.

MISSION STATEMENT

The mission of the MEd in Art Education at Converse

University is to provide advanced knowledge and

experiences to the graduate student who holds certification

in art at the elementary through secondary school levels for

the purpose of advancing the graduate student's

competencies as an artist, researcher, teacher, and leader

in the field.

LEARNING OUTCOMES:

1. Candidates will demonstrate competencies in art

production and art history.

2. Candidates will demonstrate an advanced

understanding of art education and general education

theory.

3. Candidates will demonstrate competencies and

mastery of teaching

4. Candidates will articulate verbal and written mastery

of advanced understanding of artistic styles, and

principles including their own personal artistic style

and how their art impacts their classroom.

MEd ONLINE AND LOW-RESIDENCY PROGRAM

Converse’s Online Low-Residency MEd in Art Education is

the only art education program of its kind in South Carolina.

This two-year program will equip students as exemplary

professional artists, researchers, and teachers - and is

accessible to busy, practicing teachers anywhere in the

state. With this program it is possible to achieve academic

and career goals around a student’s personal schedule.

The unique low-residency format combines four semesters

of online coursework with two, two-week, summer

residencies on our Spartanburg, South Carolina campus.

Each two-week residency session provides studio skill

support and face-to-face collaboration in seminars. The

online courses mimic an on-campus atmosphere by

providing students with a learning environment in which

they can collaborate and interact with the professor and

their peers.

PROGRAM COURSEWORK

• MEd in Art Education, Online and Low-

Residency Program

A GPA of 3.0 must be maintained in content courses as well

as education courses.

Content of Art and Art Education (27 hours)

*ART500 Elementary Art Methods and Management (3

hours)

*ART501 School Art Curriculum and Methods (3 hours)

**ART502 Contemporary Issues in Art Education (3 hours)

ART503 History and Philosophy of Art Education (3 hours)

*ART516 Secondary Art Methods and Management (3

hours)

ART517 Fine Arts Administration and Supervision (3 hours)

ART588 Multicultural Art Education (max. of 6 hours) (3

hours)

ART560 Research in Art Education (3 hours)

ART561 Artist as Researcher, Teacher, Transformer (3

hours)

**ART565 Graduate Exhibition (0 hours)

*Required if equivalent not taken at the undergraduate

level.

**Required for all Graduate MEd Art Education Programs

Studio Art (minimum of 6 hours)

ART510 The Creative Process for Educators (3 hours)

ART512 Graduate Book Arts (3 hours)

ART513 Graduate Drawing (3 hours)

ART520 Graduate Printmaking (non-toxic) (3 hours)

ART524 Digital Media and Graphic Design (3 hours)

ART530 Graduate Ceramics (3 hours)

ART535 Studio Material Culture (3 hours)

ART571 Graduate Painting (3 hours)

ART572 Graduate Sculpture (3 hours)

ART586 Travel – Study Program (3 hours)

ART599 Special Topics (3 hours)

Art/Design History (minimum of 3 hours)

ART505 Nineteenth Century Art (3 hours)

ART506 Early Twentieth Century Art (3 hours)

ART507 American Art (3 hours)

ART509 Twentieth Century Art Since 1945 (3 hours)

ART515 Women in Art (3 hours)

ART599 Special Topics (3 hours)

Professional Education (9 hours)

SED500 Introduction to Exceptional Learners (3 hours)

EDU526 Identification & Other Issues in Gifted Education (3

hours)

EDU502 Classroom Management (3 hours)

EDU591 Nature and Needs of the Gifted (3 hours)

EDU592 Introduction to Curriculum for the Gifted (3 hours)

EDU593 Teaching Strategies for the Gifted Children (3

hours)

EDU594 Special Topics in Gifted Education (3 hours)

*EDU500f M.Ed. Clinical: Teacher Work Sample (3 hours)

*EDU500g M.Ed. Clinical: National Board for Professional

Teaching Standards Portfolio (0 hours)

Electives as approved by Advisor

*Required

ADMINISTRATION AND SUPERVISION

DESCRIPTION

The MEd degree for initial certification in administration

and supervision is a 36 semester hour program, designed

to extend the instructional competence of the candidate

into school leadership. The special focus of this program is

in the preparation of administrative instructional leaders.

Prospective administrators must make certain that they

meet the requirements of admission and hold a valid South

Carolina teacher’s certificate. The elementary candidate

must have had at least one year of the three years required

teaching experience in grades K-6. For secondary

certification, candidate must have had at least one year of

the three years required teaching experience in grades 7–

12. Prior to completion of the program, the student must

take the Praxis II in Administration and Supervision. This

program is approved by the South Carolina Department of

Education for those seeking certification as principals or

supervisors.

MISSION STATEMENT

The purpose of this advanced degree program is to provide

an in-depth knowledge base in administration and

supervision. It will allow classroom teachers to become

certified as elementary or secondary principals/supervisors

REQUIREMENTS FOR ADMISSION

In establishing criteria for admission to the program, the

University is guided by the conviction that positions of

instructional leadership should be occupied by women and

men of high academic achievement, demonstrated

competence as teachers, and visible attributes of

leadership. Applicants will therefore be evaluated by

reference to the following standards:

1. Academic Record:

Applicants must have earned a bachelor’s degree from

an accredited institution and normally have

maintained at least a 3.0 average in that course of

study. High Praxis II scores are also required to

demonstrate ability.

2. Teaching Ability.

The record of the applicant must show at least three

years of successful full-time teaching and high

recommendations as an instructor.

3. Personal Qualities.

In evaluating the potential for leadership, the

University will pay particular attention to the required

letters of recommendation, seeking evidence of

strength of character, skill in decision-making, and a

talent for articulate speaking and writing.

APPLICATION PROCEDURE

To be considered for admission to the MEd program an

applicant should submit the following credentials:

1. A completed application online

2. $40 application fee;

3. $100 Graduate Deposit Fee;

4. Official transcripts from all colleges attended;

5. NTE/Praxis II scores;

6. Three letters of recommendation;

7. Copy of teaching certificate; and

8. A personal statement. This statement should be a

reflection on how your personal goals as an educator

tie with the Converse concept of the “Ideal” Educator.

This ideal is derived from the Converse University

Founder’s Ideal in which Dexter Edgar Converse said

his desire was that Converse students “may be

enabled to see clearly, decide wisely, and to act justly.”

How do you see your Converse graduate program

helping you “to see clearly, decide wisely, and to act

justly”? Your personal statement should be

approximately one page (250–300 words). In keeping

with the Honor Tradition at Converse, your essay must

be entirely your own work. Organize your essay clearly,

proofread, and spell-check your essay carefully. Be as

specific as you can as you reflect on how Converse can

help you become The “Ideal” Educator.

THE CONVERSE ELECTRONIC SYSTEM POWERED BY

LIVETEXT

All MEd candidates are required to purchase LiveText.

Candidates submit portfolios, projects, or other work

samples via the Converse electronic system powered by

LiveText. Professors assess candidate work through this

online system as well. The Department of Education uses

LiveText to track candidate performance and to measure

program effectiveness.

LiveText accounts are active for the duration of a

candidate’s degree program plus a year or a total of five

years, whichever is greater.

REQUIREMENTS FOR DEGREE

In order to earn the MEd Degree the candidate must:

1. Complete an approved 36-hour program as outlined

within a five-year period from initial matriculation (up

to nine hours of graduate transfer work may be

accepted toward the degree, but all such work must be

completed within five years of beginning the program.

Work completed as part of a bachelor’s degree cannot

be applied to the MEd);

2. Maintain an overall B (3.0) average in the program of

study;

3. Submit score on Praxis II (Educational Administration

and Supervision); maintain a portfolio of specified

work;

4. Request and complete the Application for Degree form

by the deadline for May Commencement;

5. Complete certification form in the Graduate Studies

Office; and

6. Complete the graduate questionnaire, for which

students will receive a link through their Converse

email; and.

7. Fulfill all financial obligations and have cleared any

outstanding business with the University one week

prior to the Commencement exercises.

OBJECTIVES

Prospective administrators are required to:

1. Demonstrate knowledge of learning theories and its

application to the improvement of instruction;

2. Develop administrative and supervising knowledge

and skills necessary for effective selection and

evaluation of school personnel;

3. Understand the principles and practices of curriculum

development and its implementations and

improvement; and

4. Acquire the theoretical understandings of the

particular rights, responsibilities, and ethics inherent

in professional administrative service;

5. Demonstrate knowledge and skills related to school

community relations;

6. Demonstrate knowledge of school law;

7. Demonstrate competence in research used to its usage

to improve school programs and administration;

8. Develop human relations skills and insight necessary

for effective selection and continuing development of

personnel;

9. Develop knowledge of school finance and its

implication for fiscal responsibilities;

10. Develop insight into school organization and

demonstrate competence in promoting a healthy

school climate;

11. demonstrate competence in understanding the role of

the school in society, including emphasis on the need

to re-focus the resources of the school and school

system on recognized and emerging social concerns;

12. Demonstrate competence in group dynamics and

interpersonal relationship skills, conflict management,

and change strategies;

13. Demonstrate competence in developing programs for

students with special needs;

14. Demonstrate competence in the management and use

of information systems;

15. Demonstrate competence in supervision, classroom

observation, evaluation, and conference skills; and

16. Demonstrate competence in conceptualizing the

interrelatedness of the various disciplines in order to

make curricular improvements.

LEARNING OUTCOMES:

1. Prospective administrators will demonstrate

knowledge and skills related to school community

relations.

2. The prospective administrators will exhibit effective

observation and evaluation skills when observing

classroom teachers.

3. The teacher will use research to improve student

learning and school programs.

Clinical experiences for administrators are designed to help

practicing and prospective educational administrators

apply their knowledge of administration to the practical

world of the public or private school. Typically, students will

select, with assistance from the instructor, a major project

or a series of smaller projects to develop, research, and

complete. While library research may be called for, the

emphasis is on solving actual administrative problems in the

school or establishing procedures and programs related to

leadership responsibilities of various administrators.

Students receive guidance and assistance from school

administrators as well as Converse instructors.

Independent research and study are augmented by

seminars.

The internship in administration attempts to articulate

principles of educational leadership. Prerequisite graduate

courses will provide the theoretical base for such aspects of

administration as legal mandates and restraints, financial

processes, curriculum development, personnel

management, and supervision of instruction. The practicum

begins with a quick review of principles of administration,

moves to a consideration of problems administrators face

(via case studies), and concludes with field-base experience

and/or research in an appropriate educational setting and

with supervision from both the school (via an assigned

school-based mentor) and the University instructor during

the academic year.

The practicum student who is not currently in an

administrative position will design a contract to ensure a

broad range of experiences in six categories of educational

leadership positions. Practicing administrators will design

special projects related to—but beyond—their normal

administrative responsibilities.

The internship is also designed to provide knowledge of

available computer software and the skills necessary to use

computer information systems in a public school setting.

Practicum interns will turn in their written work before the

end of the semester in which the practicum is completed.

ASSESSMENTS

1. Praxis II in Educational Leadership

Administration/Supervision

2. Portfolio over two semesters of the Internship

PROGRAM COURSE-WORK

GPA of 3.0 must be maintained in content courses as well

as education courses. 36 hours required

EDU600 General School Administration (3 hours)

EDU602 Principles & Practices of School Supervision (3

hours)

EDU604 School Community Relations (3 hours)

EDU605 School Personnel Administration (3 hours)

EDU603A Elementary Internship or EDU607A Secondary

Internship (3 hours)

(Prerequisites: EDU600, 602, 610, 611, and 621:

permission of instructor)

EDU603B Elementary Internship or EDU607B Secondary

Internship (3 hours)

EDU610 Seminar in School Law (3 hours)

EDU611 School Finance (3 hours)

EDU620 Curriculum Development (3 hours)

EDU621 Research and Evaluation of Instruction (3 hours)

EDU567 Educational Psychology (3 hours)

PSY580 Human Growth & Development (3 hours)

Graduate Programs

Master of Liberal Arts (MLA)

Marriage and Family Therapy (MMFT)

Master of Fine Arts (MFA)

Educational Specialist (EDS)

Administration & Supervision

Literacy

Master of Management in Professional Leadership (MIM-PL)

Doctoral Programs

Professional Leadership (EdD)

MASTER OF LIBERAL ARTS

with concentration in

English

History

Political Science

MASTER OF LIBERAL ARTS DEGREE

DESCRIPTION

The MLA is a 36-hour program which requires 18–27 hours

in an area of concentration chosen from English, history, or

political science. Students may choose 6-15 hours of

electives from the areas of concentration not used as major

concentration and/or art history, music history, psychology,

sociology, economics, religion, or philosophy.

The mission of the Master of Liberal Arts degree is to

broaden the student’s knowledge base in English, history,

or political science and other liberal arts disciplines.

Upon completing the Master of Liberal Arts degree, the

student will be able to:

1. Demonstrate an understanding of the chosen area of

concentration; and

2. Describe the interrelatedness of elective liberal arts

courses.

REQUIREMENTS FOR ADMISSION

To be admitted to the MLA degree program, the applicant

should have the following credentials:

1. Graduation from a recognized college;

2. Overall GPA of 3.0 on a 4.0 scale for full admission;

3. A completed application form online, $40.00

application fee, two letters of recommendation (with

at least one from an academic source), official

transcripts from all colleges attended; and

4. $100 Graduate Deposit Fee;

5. A personal statement of approximately one page (250-

300 words). Describe either an experience that

prompted you to seek entrance into the degree

program to which you are applying OR your reasons for

wanting to enter the degree program. In keeping with

the Honor Tradition at Converse, your essay must be

entirely your own work and must indicate by proper

documentation any ideas or words that come from

another source. Organize your essay clearly,

proofread, and spell-check your essay carefully. Use

specific details and avoid clichés. For example, instead

of repeating, “I want to help people,” describe a

specific example of how you have already helped

someone grow and describe how you will be able to

help others grow after you have completed the degree

you seek. Your essay should include your personal

reflection on the value of a liberal education, and more

specifically the M.L.A. program at Converse, since the

M.L.A. is designed specifically to strengthen the liberal

education of degree seekers.

All applications will come before the Graduate Admissions

Committee. The Committee will accept applicants fully or

provisionally, defer applicants, or reject applicants based on

its determination of likelihood for success in graduate

studies. Having the minimal credentials does not guarantee

a student’s admission.

Prospective students may wish to schedule an

appointment with the program director.

REQUIREMENTS FOR DEGREE

To complete the requirements for the MLA degree, the

graduate student must:

1. Complete an approved 36-hour program in one of the

designated areas of the program within a five-year

period from first Converse graduate course in MLA

degree programs;

2. Maintain an overall B average in both the liberal arts

concentration and the liberal arts electives;

3. Complete all coursework, including any incomplete

courses, with grades submitted to the Registrar by the

required date for graduates at the end of spring term;

4. Request and complete the Application for Degree form

by the deadline for May Commencement;

5. Complete the graduate questionnaire, for which

students will receive a link through their Converse

email; and

6. Fulfill all financial obligations and have cleared any

outstanding business with the University one week

prior to the Commencement exercises

LEARNING OUTCOMES:

1. Candidates will demonstrate competence in

concentration appropriate research skills.

2. Candidates will express themselves in written

communication in discipline appropriate ways.

3. Candidates will demonstrate the oral skills to present

before peers.

The MLA has a minimum of 36 graduate semester hours

Concentration Area — 18 – 27 hours

English

History

Political Science

Electives 9–18 hours

Any of the other concentration areas:

Art History

Economics

Music History

Psychology

Sociology

Religion

Philosophy

MASTER OF MARRIAGE AND

FAMILY THERAPY

MISSION STATEMENT

The mission of the Master of Marriage and Family Therapy

program is to train clinically-skilled and culturally-

competent systemic marriage and family therapists who

can practice effectively and ethically with a wide variety of

clients. The MMFT degree is designed to meet the academic

and clinical practicum requirements of the American

Association for Marriage and Family Therapy and for

Licensed Marriage and Family Therapists in South Carolina.

The program was granted full accreditation with the

Commission on Accreditation for Marriage and Family

Therapy Education (COAMFTE) in 2005.

The Marriage and Family Therapy program at Converse

University values diversity in its faculty, students, and the

community it serves. The program’s definition of diversity

includes but is not limited to the following: race, ethnicity,

age, gender, identity or expression sexual orientation,

religion, socioeconomic status, ancestry, relationship

status, veteran status, physical status or appearance, or any

other characteristic protected by law. The program is

committed to creating a learning environment in which the

accompanying values, beliefs, traditions, and symbols of

diverse cultures are respected, cultivated and taught. We

do not discriminate against students or faculty based on any

of the aforementioned characteristics.

LEARNING OUTCOMES:

Program Outcomes: The MMFT program will:

1. Train students to be effective, systemic clinicians who

positively contribute to the well-being of individuals,

couples, families, and communities.

2. Teach students MFT models, theories, treatment

techniques, and how to use and understand research

to inform systemic practice.

3. Prepare student to practice in a culturally competent

manner with a wide variety of client populations.

4. Prepare students to develop into professionals who

practice ethically in the field of MFT.

Associated Student Learning Outcomes: The MMFT student

will:

1. Learn to practice skillfully in collaboration and

communication with other disciplines, agencies, and

professions.

2. Use basic clinical skills, including admission to

treatment, establishing a therapeutic alliance,

maintenance of treatment records, case management,

crisis intervention, and systemic treatment planning.

3. Demonstrate proficiency in assessing, diagnosing, and

treating serious mental illness as defined by the state

of South Carolina, and will understand its impact on

the system.

4. Demonstrate an understanding and application of

major models of marriage and family therapy.

5. Comprehend research methodology and be able to

apply current research findings to the practice and

assessment of clinical work in the field of marriage and

family therapy.

6. Students will apply in both an academic and clinical

setting knowledge of individual and family

development, including issues related to human

sexuality and sexual dysfunction.

7. Understand contemporary and diversity issues and be

able to implement that knowledge in a clinical setting.

8. Demonstrate an understanding and competency of

ethical, legal, and professional issues associated with

the practice of marriage and family therapy and be

able to apply that knowledge in a clinical setting.

REQUIREMENTS FOR ADMISSION

Applicants will be required to submit a formal application

and attend an on-campus interview. For full admission, the

applicant must have a bachelor’s degree from an accredited

college or university with a cumulative GPA of at least 3.0

on a 4.0 scale.

1. Admission materials must include:

A. A $40 application fee

B. Completed application form online

C. Official Transcripts from all colleges attended

D. Completion of an admissions essay

E. Three letters of recommendation; and

F. Personal statement approximately 1 page

G. $100 Graduate Deposit Fee

2. An interview is scheduled in the Spring of each year.

Potential applicants will be notified whether or not

they are invited to the interview.

3. Students invited to the interview will receive formal

notification. Following the interview, students will be

notified of an acceptance within 2 weeks.

4. Deadline for applications is February 1st each year.

THE PROGRAM

This is a 63 credit hour master’s degree program in MFT. A

partnership between Converse University and EMERGE

Therapy Clinic provides a complementary interface

between the academic and clinical components offered in

this degree program. Converse University provides the

academic component and EMERGE Therapy Clinic provides

the clinical practicum.

Before applying to begin the clinical practicum, students

must complete at least 24 credit hours of coursework which

must include practicum prerequisite courses (EDU634,

MFS680, MFS645, MFS642 and either EDU635 or EDU639),

have passed the first year student Progress Evaluation in

which faculty members assess students for both their

academic performance and their professional disposition

for the field of MFT, and have the approval of their

academic advisor. Students will then meet with the Clinical

Readiness Committee, composed of AAMFT approved

supervisors, who will make the final decision regarding

acceptance into the practicum. This decision is based upon

both the students’ readiness and the capacity of the

EMERGE system to provide training placement at that time.

Students who have an existing MFT related graduate

degree may be approved to begin their practicum

experience before completion of the 24 hours.

The practicum experience includes a 900 hour internship

that meets or exceeds the requirements for Clinical

Membership with the AAMFT and LMFT in South Carolina.

However, Converse University/EMERGE is not responsible

for changes made to licensure laws. As a part of this

internship, each student will receive 100 hours of clinical

supervision of 500 hours of face-to-face client contact with

individuals, couples and families with a wide variety of

DSMV diagnoses, including serious mental illness, and

diverse racial/ethnic backgrounds. Of the 100 hours of

supervision, 50 must be group supervision and 50 must be

individual supervision. In addition, 50 hours must entail raw

data, such as live, videotaped, or audiotaped therapy

sessions. Of the 500 client contact hours, 250 must be

relational, i.e. with couples or families. The remaining 400

hours include, but are not limited to, monthly

administrative clinic meetings, interfacing with other

community professionals, participating in satellite site

activities such as treatment teams and consultation groups,

record-keeping, and case management activities. Students

will participate in quarterly evaluations of their progress

with the supervisors and must pass a clinical comprehensive

exam in order to successively complete the practicum.

EMERGE Therapy Clinic is located at 138 Dillon Drive in

Spartanburg. The clinic is fully accredited by COAMFTE at

the post-degree level. There are also satellite facilities in

several local agencies in Spartanburg that work with the

EMERGE Therapy Clinic to provide sites for training.

Students complete the practicum in 15 months.

Students attending full-time may complete the entire

program within two years. Part-time students may

complete the program in three years. All students have up

to five years.

REQUIREMENTS FOR DEGREE

To complete the requirements for the MMFT degree, the

graduate student must:

1. Complete an approved 63 credit hours of coursework

in the MFT program, including the 15 credit hour

clinical practicum

2. Complete the 15 credit hours clinical practicum,

including 500 client contact hours, 100 hours of

supervision, and 300 hours of internship experience.

3. Maintain an overall B (3.0) average

4. Receive a satisfactory score on the first year Progress

Evaluation

5. Receive a passing score on Clinical Comprehensive

Examinations

6. Receive a passing score on Academic Comprehensive

Examinations

7. Request and complete a degree application form. If all

is in order the student’s transcript bears the degree at

the end of the following term. Regardless of the

semester in which the student completes the graduate

degree, the student will receive the degree at the

graduation ceremony in May.

REQUIRED HOURS

The MMFT has a minimum of 63 graduate semester hours.

AREA I: THEORETICAL

FOUNDATIONS OF MFT 9 HOURS

REQUIRED COURSES

MFS 634: Systems of Family Therapy I (3 hours)

MFS 639: Selecting a Family Therapy Model (3 hours)

MFS 680: Systems of Family Therapy II (3 hours)

AREA II: CLINICAL PRACTICE

OF MFT 30 HOURS

REQUIRED COURSES

MFS 633: Child Psychopathology (3 hours)

MFS 635: MFT Models – Advanced Applications II (3 hours)

MFS 642: Diagnostics of Mental Disorders in Interpersonal

Systems (3 hours)

MFS 643: Cultural Competence and Family Therapy (3

hours)

MFS 646: Couples Therapy (3 hours)

MFS 661: Basic Techniques of the Psychotherapy Interview

(3 hours)

MFS 681: Individual Psychopathology in MFT (3 hours)

MFS 683: Pre-Clinical Practice: Techniques and Clinical

Orientation (3 hours)

ELECTIVES

MFS 631: Introduction to Dialectical Behavioral Therapy (3

hours)

MFS 637: Family Therapy with Families of Addiction (3

hours)

MFS 649: Systemic Understanding of Group Dynamics (3

hours)

MFS 650: Marital and Family Therapy Supervision (3 hours)

MFS 651: Treatment of Adult Survivors of Childhood Sexual

Abuse (3 hours)

MFS 656: Business Strategies for Health Practitioners (3

hours)

MFS 657: Spiritual/Religious Issues in Psychotherapy I (3

hours)

MFS 662: LGBT Issues in Marriage and Family Therapy (3

hours)

MFS 682: Play Therapy History and Theory(3 hours)

MFS 684: Play Therapy Techniques (3 hours)

MFS 685: Play Therapy Applications for Special Populations

(3 hours)

MFS 691: Special Topics in MFT – Intro to Medical Family

Therapy (3 hours)

AREA III: INDIVIDUAL DEVELOPMENT

& FAMILY RELATIONS 6 HOURS

REQUIRED COURSES

MFS 636: Assessment & Treatment of Sexual Issues

(3 hours)

MFS 641: Developmental Process of the Resilient Family (3

hours)

AREA IV: PROFESSIONAL

IDENTITY AND ETHICS 3 HOURS

REQUIRED COURSE

MFS 645: Ethical, Legal, and Professional Issues for the MFT

(3 hours)

AREA V: RESEARCH: 3 HOURS

REQUIRED COURSE

MFS 647: Research Literacy (3 hours)

AREA VI: SUPERVISED CLINICAL PRACTICUM

15 HOURS

Required over 15-month consecutive time frame

MFS 648 (a), (b), (c), (d) (e)

Supervised Clinical Practicum (3 hours)

PLAY THERAPY CONCENTRATION

9 semester hours required

MFS 682 – Play Therapy History and Theory (3 hours)

MFS 684 – Play Therapy Techniques (3 hours)

MFS 685 – Play Therapy Applications for Special Populations

(3 hours)

MFA Creative Writing Low-Residency

Master of Fine Arts in Creative

Writing, 48 hours

The MFA in Creative Writing is a two-year co-educational

low residency program designed for serious, independent

writers seeking advanced instruction in fiction, poetry,

young adult fiction, and creative nonfiction through a non-

traditional course of graduate study. The program’s

emphasis on the mastery and understanding of writing skills

and contemporary literature and craft through the master-

writer and apprentice mentoring relationship, offers

students a stimulating and individually tailored curriculum

of courses and projects.

The degree requires 48 hours of graduate credit completed

during four 9-day residencies at Converse University,

offered twice annually (summer and in January), four

mentoring semesters, a fifth graduating residency, the

completion of a substantive analytical project on literature

or craft, and a book-length creative thesis and oral defense.

LEARNING OUTCOMES:

1. Candidates will write an extended draft of an original

complete work in their genre-MFA Creative Thesis

demonstrating proficiency of advanced elements of

form in the genres in which they studied: fiction,

poetry, and/or nonfiction.

2. Candidates will produce an extended work (25-30

pages) of research based literary criticism/craft forms

essay.

3. Candidates will construct and craft an advanced-level

creative writing craft lecture in a professional manner,

organizing and delivering content in a mode

appropriate to audience.

4. Candidates will perform a public reading of their

original work.

HOW THE LOW-RESIDENCY PROGRAM WORKS

THE RESIDENCY

The residency is an integral part of each semester, and each

nine-day residency, held on campus in early summer and

again in January, begins the new semester with a

demanding program of creative writing workshops in which

student work is discussed and evaluated. Students also

attend craft lectures on the history, theory and critical

approaches to the genres, faculty/student presentations

and one-on-one consultations, in addition to presentations

by visiting writers, editors and agents. With a low student-

faculty ratio, students have important access to instruction

from mentors. In addition, workshops are kept small, never

more than 6–8 student writers. This allows students to

receive direct contact with experienced writers and their

peers, providing a stimulating and supportive community of

writers. (Refer below for additional details concerning on-

campus residencies.)

THE MENTORING SEMESTERS

During the months between these residencies, students

work individually with faculty mentors—award-winning

writers, with whom students construct reading lists and to

whom they send their creative and critical work for written

feedback on a schedule determined at the time of their

residency. Each student exchanges 5 packets of creative

writing and craft topic response papers with a mentor per

term. The faculty/mentor responds within one to two

weeks via mail or e-mail and offers instructive critiques for

revision, additional reading suggestions and relevant

observations on craft and theory.

Students must complete four mentoring semesters to

graduate. The Summer/Fall mentoring semester begins

with the Summer residency, and the Winter/Spring

mentoring semester begins with the January residency.

The Fifth, Graduating Residency

At the end of the two years, students finish the program by

returning to campus for a fifth, graduating residency. In this

final residency, graduating students complete the

following:

• give a presentation and oral defense of their creative

thesis project

• give a public reading from their creative work

• lead their fellow students in a craft seminar developed

under the guidance of a faculty mentor.

REQUIRED ACTIVITIES FOR GRADUATION

In addition to the requirements of the Graduate School, the

following must be met:

• Completion of 4 on-campus residencies

(16 credit hours)

• Completion of 4 courses in chosen genre

(16 credit hours)

• Completion of 4 courses in craft topics

(16 credit hours)

• Completion of original, book-length manuscript of high

quality in the selected genre

(Creative Thesis)

• Completion of substantive research paper, 25–30

pages, written during third semester of enrollment

• Evidence of broad reading and an annotated

bibliography of required reading list. By the time of

graduation, participants will be expected to have read

a substantial number of books concerning such topics

as aesthetics, craft, genre, and the works of individual

writers of achievement in the participant’s chosen

genre.

• Completion of fifth, graduating residency.

• Students are expected to devote a minimum of 16–18

hours per week to their graduate work.

YA Fiction Emphasis: Courses and Procedures for Students

In the YA fiction student’s first year in the program

(semesters 1 and 2), the student will participate in regular

fiction workshops, fiction writing courses, and craft topics

fiction courses (see course descriptions) to sharpen the

basic craft techniques necessary in all fiction. During the

second year (semesters 3 and 4) in the program, the YA

student will participate in workshops, craft topics courses

and writing courses emphasizing the craft techniques

associated with the writing of Young Adult Fiction. With

the third residency session, students with an Emphasis in

Y.A. fiction will continue to take CRW 600; however, rather

than take the regular third semester courses in fiction, the

student will participate in a residency workshop focused

on Y.A. Fiction, and will take CRW 622 Young Adult Fiction

Writing I, and CRW 615: Craft Topics in Young Adult Fiction

Writing I, (see course descriptions below). In the fourth

residency and mentoring semester, students will continue

their study of Y.A. Fiction Writing in the residency

workshop and mentoring semester by taking CRW 600,

CRW 623 Young Adult Fiction Writing II: Thesis, and CRW

616: Craft Topics in Young Adult Fiction Writing II. In these

residency workshops and throughout the third and fourth

mentoring semesters, students will continue to develop

their work in fiction, poetry, or nonfiction, but with an

emphasis that encourages writers to identify and explore

in their creative work and craft analysis the essence

of what makes a work of fiction YA in terms of narrative

point of view and subject matter, while also challenging

the conventions of genre fiction. Third and fourth

semester craft topics courses in the Emphasis will have

similar requirements to the regular fiction courses except

emphasis students will complete a major research project

focused on YA fiction, and develop a craft lecture in the

fourth semester based on the YA research project.

OPTIONAL SECOND GENRE EMPHASIS

The Second Genre Option provides current Converse

MFA students the opportunity to study a secondary

genre in addition to the major genre of study. Students

applying for approval to study in a second genre will

enroll in an additional semester in the MFA program

and complete an additional 12 semester hours.

Second genre students admitted into the optional

emphasis will complete a full residency and mentoring

semester in one of the three genre options: fiction,

poetry, or nonfiction.

During the second genre residency/semester, which will

take place in the student’s third semester, students

participate in the residency workshop in their second

genre of interest. During the mentoring semester

immediately following that residency, students

complete creative and critical craft work in that second

genre under the guidance of a mentor with a specialty

in that genre.

This one-semester option adds one residency and one

semester (a total of 12 credit hours) to a student’s total

program of study and earns the student a second

genre concentration in poetry, fiction, or nonfiction

which is documented on the final transcript. The

second genre emphasis will lengthen the program for

those second genre option students from four full

semesters to five full semesters (including residency

sessions at the beginning of each semester.) The

Graduating Residency requirements will not change,

but will continue as usual and will follow the student’s

final creative thesis semester.

Since it is highly important for students to first establish

themselves and make positive progress in the MFA

program and in the study of their primary genre before

broadening out, enrolled MFA students are eligible for

the second genre study option only during their third

residency/mentoring semester (in other words, before

the Critical Essay semester); both the Critical Essay and

the Creative Thesis must be completed in the student’s

primary genre in the final two semesters of the

program). Under special circumstances, a student may

complete the second genre emphasis as a fifth

semester after the completion of the primary genre

coursework.

For students enrolling in the second genre option, the

total number of graduate hours increases from 48

hours to 60 credit hours.

Applying for the Second Genre Option

Second Semester Converse MFA students intending to

enroll in a second genre may apply for admission in a

secondary genre residency/semester by one of the

following dates: February 15 for students enrolling in

their third semester during the summer residency/fall

mentoring semester, or October 1 for students

enrolling in their third semester during the January

residency/spring mentoring semester.

To apply for the second genre concentration, students

must submit the following to the MFA director:

• A writing sample in the genre of interest (10

pages of poetry or 15 pages of nonfiction or

fiction)

• A brief cover letter indicating the student’s desire

to study a specific second genre.

Upon review of these materials, the MFA director will

consult with relevant faculty. Director and faculty approval

is required for this option.

Students are expected to write at an appropriate level for

graduate study in the selected second genre.

Required Courses for the MFA in Creative Writing

Total Residency

Credits…………………………………………………16 hours

Creative Writing Residency

CRW600: Creative Writing Residency…………………4 hours

Taken by all students in Semesters 1, 2, 3, and 4

MFA Craft Topics……………………………………………16 hours

MFA Craft Topics I – History, criticism, & theory…4 hours

Fiction: CRW601: Craft Topics in Fiction I

Young Adult Fiction: CRW601: Craft Topics in Fiction I

Nonfiction: CRW605: Craft Topics in Nonfiction I

Poetry: CRW609: Craft Topics in Poetry I

(according to student’s selected genre (fiction,

nonfiction,or poetry)

MFA Crafts Topics II – History, criticism, & theory…4 hours

Fiction: CRW602: Craft Topics in Fiction II

Young Adult Fiction: CRW602: Craft Topics Fiction II

Nonfiction: CRW606: Craft Topics in Nonfiction II

Poetry: CRW610: Craft Topics in Poetry II

(according to student’s selected genre (fiction,

nonfiction, or poetry)

MFA Craft Topics III – Research Project…………………4 hours

Fiction: CRW603: Craft Topics in Fiction III

Young Adult Fiction: CRW615: Craft Topics in Young

Adult Fiction Writing I

Nonfiction: CRW607: Craft Topics in Nonfiction III

Poetry: CRW611: Craft Topics in Poetry III

MFA Craft Topics IV – Thesis…………………………………..4 hours

Fiction: CRW604: Craft Topics in Fiction IV

Young Adult Fiction: CRW616: Craft Topics in Young

Adult Fiction Writing II

Nonfiction: CRW608: Craft Topics in Nonfiction IV

Poetry: CRW612: Craft Topics in Poetry IV

MFA Writing in Primary Genre……………………………16 hours

MFA Writing I…………………………………………………………4 hours

Fiction: CRW630: Fiction Writing I

Young Adult Fiction: CRW630: Fiction Writing I

Nonfiction: CRW634: Nonfiction Writing I

Poetry: CRW638: Poetry Writing I

(according to student’s selected genre (fiction,

nonfiction, or poetry)

MFA Writing II…………………………………………………4 hours

Fiction: CRW631: Fiction Writing II

Young Adult Fiction: CRW631: Fiction Writing II

Nonfiction: CRW635: Nonfiction Writing II

Poetry: CRW639: Poetry Writing II

(according to student’s selected genre (fiction,

nonfiction, or poetry)

MFA Writing III……………………………………………..4 hours

Fiction: CRW632: Fiction Writing III: Thesis

Young Adult Fiction: CRW622: Young Adult Fiction

Writing I

Nonfiction: CRW636: Nonfiction Writing III: Thesis

Poetry: CRW640: Poetry Writing III

MFA Writing IV……………………………………………..4 hours

Fiction: CRW633: Fiction Writing IV: Thesis

Young Adult Fiction: CRW623: Young Adult Fiction

Writing II: Thesis

Nonfiction: CRW637: Nonfiction Writing IV: Thesis

Poetry: CRW641: Poetry Writing IV: Thesis

Graduating Residency…………………………………………0 hours

CRW660: Creative Writing Residency (0 hours)

Taken by all students in their fifth and final semester

Additional Requirements:

Thesis and Book List – Candidates must submit prospectus

for thesis and an approved book list before fourth

mentoring semester’s first packet due date.

TOTAL HOURS REQUIRED for the MFA in CREATIVE

WRITING………………………………………………48 hours

ADMISSION PROCEDURES

Admission into the low-residency MFA in Creative Writing

requires completion of a two-step approval process. In

addition to meeting the minimum requirements set by the

Converse University Graduate School, the MFA applicant

seeking full standing in the degree program must receive

approval for degree program status from the MFA program

faculty and director. Only those students who received

approval for degree program status in addition to

acceptance into the Converse University Graduate School

may enter the low-residency MFA in Creative Writing

program.

In evaluating applications for the MFA in Creative Writing,

panels composed of MFA faculty look for a demonstrated

commitment to the art, and a level of skill that suggests the

potential student is ready for graduate work in creative

writing. The main requirement for applications is a portfolio

of original work: approximately 25 pages of fiction, young

adult fiction, creative nonfiction, or up to 12 pages of

poetry. Environmental Writing students must select either

fiction, poetry, or nonfiction and follow submission

guidelines for the chosen genre. Students will need to

submit three copies of this portfolio with application.

Students must also submit official transcripts from the

accredited college or university from which they received

their highest degree, and two letters of academic and/or

professional reference.

APPLICATION DEADLINES

Students can begin the program in the Summer/Fall term

that begins with the summer residency, or the

Winter/Spring term that begins with the January residency.

Applications for the Summer/Fall term should be submitted

by February 15. Applications for the Winter/Spring term

should be submitted by October 1.

The following materials are required for application:

1. Hold at least a bachelor’s degree from an accredited

college or university.

2. Submit a completed graduate school application form,

including a non-refundable $40 application fee.

3. Submit official transcripts from the accredited college

or university from which they received their highest

degree. A minimum GPA of 2.75 on a 4.0 scale is

required for full admission to the MFA program.

4. Submit a portfolio of creative writing consisting of up

to 25 pages of fiction, young adult fiction, creative

nonfiction or up to 12 pages of poetry.

5. Submit a brief personal statement (up to two typed

pages) responding to the following: Whose writing do

you admire and why? Why do you want to study the

writing of poetry, fiction or nonfiction? What do you

hope to gain from an MFA program, especially a low-

residency MFA program?

6. Provide two letters of academic or professional

reference to be sent from people familiar with your

academic record and/or your professional record.

Letter should address several of the following:

motivation and intellectual ability for graduate work,

understanding of major field, your potential as a

writer, personal maturity and ability to contribute to a

writing community, and ability to meet deadlines and

work independently.

In addition to meeting the minimum requirements set by

the Converse University Graduate School, the MFA

applicant must receive approval for degree program status

from the MFA program faculty and director.

Complete your MFA application online at:

https://apply.converse.edu/apply/

TRANSFER STUDENTS

Converse recognizes there may be cases in which students

enrolled in another MFA program might want to transfer to

Converse University’s MFA in Creative Writing program.

Our policy regarding transfer students is as follows:

• Students currently enrolled in another MFA program

(residency or low-residency) who wish to transfer to

Converse University’s low-residency MFA program

must submit a complete application as described in

our Application Guidelines.

• Students attending a full-residency MFA program will

begin our low-residency program as first or second-

semester students; any credits earned from residency

MFA programs will be accepted by Converse University

on a case-by-case basis.

• Students who have successfully completed and passed

one or more semesters at another accredited low-

residency MFA in Creative Writing program may enter

the low-residency MFA program at Converse

University with one semester’s worth of credits (3

courses or up to 12 hours).

TIME LIMIT

Candidates have five calendar years from the time of

enrollment to complete the MFA degree.

REGISTRATION AND TUITION PAYMENTS

Upon acceptance, a $400 deposit is required to hold the

student’s place in the program. This deposit is non-

refundable and is applied to tuition.

Full payment of tuition is due two weeks before the

beginning of the residency and may be sent by check or

money order, or paid by Visa or MasterCard by phone

before arrival at the residency. See MFA calendar for

specific dates regarding tuition deadlines and refunds.

• Tuition

The 2022-2023 tuition rates for the MFA program are

$624 per credit hour, or $7,488 per semester, well below

the national average for low residency MFA programs.

• Housing Costs-Residency Sessions

All enrolled MFA students receive room and board

during both the summer residency session and the

winter residency session at no additional cost. The MFA

program works with Residential Life to provide on-

campus room & board during the summer residency

session, and with local hotels to provide room and

board during the winter residency session.

Tuition costs are evaluated annually and are subject to

change.

FINANCIAL PLANNING

Many students choose federal student loan funds to assist

with their educational costs in the MFA program. You do

not have to demonstrate “financial need” to secure a

Federal Direct Loan, but you must complete the Free

Application for Federal Student Aid (FAFSA) annually. The

priority deadline for applying for federal financial aid is

March 1. There are also private or alternative student loan

sources available to assist in paying your educational costs.

Eligibility for the private or alternative loans is determined

by your credit history.

For more information on applying for federal or private

student loans, contact the Financial Planning Office at

[email protected] or 864-596-9019.

Federal aid recipients who withdraw prior to the

completion of the current term are subject to a federal aid

refund. This refund can impact the amount of aid a student

can retain upon withdrawing from Converse University.

Financial aid is a means of payment. The absence or delay

in receipt of financial aid funds does not affect the student’s

financial responsibility of charges due to the University.

WITHDRAWAL AND TUITION REFUND POLICY

A withdrawal is considered to be a complete withdrawal

from the University. The date of withdrawal is the earlier of:

• The date the student notifies the university; or

• The ending date of the previous term if the student fails

to register for a new term; or

• The date the student specifies as the date of

withdrawal if this date is after the date of notification.

The withdrawal must be written and sent directly to the

MFA program office. When a student withdraws from the

University prior to the end of a term, all incomplete courses

for which the student is currently registered at the time of

withdrawal will be recorded as withdrawn on the student’s

grade record. If the withdrawal is effective at the end of the

term, the grade as supplied by the evaluating faculty for

each course will be posted to the student’s grade record.

Students who withdraw prior to the end of the term should

refer to the current tuition policies statement for

information about appropriate tuition refunds. Financial aid

adjustments are based on federal guidelines.

DISMISSAL

Please refer to the Graduate Catalogue for policies

concerning student dismissal from Converse University.

GRADUATION POLICY

The date of graduation is the last day of the student’s

graduation residency. Graduation requires both academic

and financial clearance. The Business Office and the

Financial Planning Office will audit financial accounts. The

Program Director and Registrar certifies that all academic

degree requirements have been fulfilled. If academic

and/or financial clearance is not granted, a hold will be

placed on the graduation process until the academic

deficiency and/or the financial obligation is cleared.

EDUCATIONAL SPECIALIST

DEGREE

ADMINISTRATION AND SUPERVISION

DESCRIPTION

The Education Specialist (EdS) in Administration and

Supervision is a program designed to prepare competent

and effective leaders in all phases of school leadership and

administration. Individuals interested in moving from the

classroom to an administrative position will find this a

challenging avenue of preparation.

The Education Specialist in Administration and Supervision

Program is designed to meet students at their present level

and guide them through a quality course of study aimed at

making them knowledgeable and employable as school

administrators. Our courses are taught by veteran school

and district administrators who understand the theory of

school administrations and who have been in leadership

roles. Through theoretical knowledge and practical

experiences, our students develop the skills to become

successful and effective school administrators.

REQUIREMENTS FOR ADMISSION

In establishing criteria for admission to the program, the

University is guided by the conviction that positions of

instructional leadership should be occupied by educators of

high academic achievement, demonstrated competence as

teachers, and visible attributes of leadership. Applicants will

therefore be evaluated by reference to the following

standards:

1. Academic Record

Applicants must have earned a master’s degree from

an accredited institution and normally have

maintained at least a 3.0 average in that course of

study. High Praxis II scores are also required to

demonstrate academic ability

2. Teaching Ability

The record of the applicant must show at least three

years of successful full-time teaching and high

recommendations as an instructor.

3. Personal Qualities

In evaluating the potential for leadership, the

University will pay particular attention to the required

letters of recommendation, seeking evidence of

strength of character, skill in decision-making, and a

talent for articulate speaking and writing.

APPLICATION PROCEDURE

To be considered for admission to the EdS program an

applicant should submit the following credentials:

1. A completed application online

2. $40 application fee;

3. $100 Graduate Deposit fee:

4. Official undergraduate and graduate transcripts from

all colleges attended;

5. NTE/Praxis II scores;

6. Three letters of recommendation;

7. An appropriate master’s degree for teaching at the

elementary or secondary school level;

8. Three years teaching experience

9. A 3.0 GPA in their master’s degree from an accredited

institution

10. Valid teacher’s certificate; and

11. A personal statement. This statement should be a

reflection on how your personal goals as an educator

tie with the Converse concept of the “Ideal” Educator.

This ideal is derived from the Converse University

Founder’s Ideal in which Dexter Edgar Converse said

his desire was that Converse students “may be

enabled to see clearly, decide wisely, and to act justly.”

How do you see your Converse graduate program

helping you “to see clearly, decide wisely, and to act

justly”? Your personal statement should be

approximately one page (250–300 words). In keeping

with the Honor Tradition at Converse, your essay must

be entirely your own work. Organize your essay clearly,

proofread and spell-check your essay carefully. Be as

specific as you can as you reflect on how Converse can

help you become the “Ideal” Educator.

12. Completed essay

THE CONVERSE ELECTRONIC SYSTEM POWERED BY

LIVETEXT

All EdS candidates are required to purchase LiveText.

Candidates submit portfolios, projects, or other work

samples via the Converse electronic system powered by

LiveText. Professors assess candidate work through this

online system as well. The Education Department uses

LiveText to track candidate performance and to measure

program effectiveness.

LiveText accounts are active for the duration of a

candidate’s degree program plus a year or a total of five

years, whichever is greater.

REQUIREMENTS FOR DEGREE

In order to earn the EdS degree the candidate must:

1. Complete an approved 36-hour program as outlined

within a five-year period from initial matriculation

(up to nine hours of graduate transfer work may be

accepted toward the degree, but all such work must

be completed within five years of beginning the

program. In no case can work completed as part of a

master’s degree be applied to the EdS);

2. Maintain an overall B (3.0) average;

3. Submit score on Praxis II (Educational Administration

and Supervision); maintain a portfolio of specified

work;

4. Request and complete the Application for Degree

form by the deadline for May Commencement;

5. Complete certification form in the Graduate Studies

Office; and

6. Complete the graduate questionnaire, for which

students will receive a link through their Converse

email; and

7. Fulfill all financial obligations and have cleared any

outstanding business with the University one week

prior to the Commencement exercises.

OBJECTIVES

Prospective administrators are required to:

1. Demonstrate knowledge of learning theories and its

application to the improvement of instruction;

2. Develop administrative and supervising knowledge

and skills necessary for effective selection and

evaluation of school personnel;

3. Understand the principles and practices of curriculum

development and its implementations and

improvement; and

4. Acquire the theoretical understandings of the

particular rights, responsibilities, and ethics inherent

in professional administrative service;

5. Demonstrate knowledge and skills related to school

community relations;

6. Demonstrate knowledge of school law;

7. Demonstrate competence in research used to its usage

to improve school programs and administration;

8. Develop human relations skills and insight necessary

for effective selection and continuing development of

personnel;

9. Develop knowledge of school finance and its

implication for fiscal responsibilities;

10. Develop insight into school organization and

demonstrate competence in promoting a healthy

school climate;

11. Demonstrate competence in understanding the role of

the school in society, including emphasis on the need

to re-focus the resources of the school and school

system on recognized and emerging social concerns;

12. Demonstrate competence in group dynamics and

interpersonal relationship skills, conflict management,

and change strategies;

13. Demonstrate competence in developing programs for

students with special needs;

14. Demonstrate competence in the management and use

of information systems;

15. Demonstrate competence in supervision, classroom

observation, evaluation, and conference skills; and

16. Demonstrate competence in conceptualizing the

interrelatedness of the various disciplines in order to

make curricular improvement

LEARNING OUTCOMES

1. Prospective administrators will demonstrate

knowledge and skills related to school community

relations.

2. The prospective administrators will exhibit effective

observation and evaluation skills when observing

classroom teachers.

3. The teacher will use research to improve student

learning and school programs.

Clinical experiences for administrators are designed to help

practicing and prospective educational administrators

apply their knowledge of administration to the practical

world of the public or private school. Typically, students will

select, with assistance from the instructor, a major project

or a series of smaller projects to develop, research, and

complete. While library research may be called for, the

emphasis is on solving actual administrative problems in the

school or establishing procedures and programs related to

leadership responsibilities of various administrators.

Students receive guidance and assistance from school

administrators as well as Converse instructors.

Independent research and study are augmented by

seminars.

The internship in administration attempts to articulate

principles of educational leadership. Prerequisite graduate

courses will provide the theoretical base for such aspects of

administration as legal mandates and restraints, financial

processes, curriculum development, personnel

management, and supervision of instruction. The practicum

begins with a quick review of principles of administration,

moves to a consideration of problems administrators face

(via case studies), and concludes with field-base experience

and/or research in an appropriate educational setting and

with supervision from both the school (via an assigned

school-based mentor) and the University instructor during

the academic year.

The practicum student who is not currently in an

administrative position will design a contract to ensure a

broad range of experiences in six categories of educational

leadership positions. Practicing administrators will design

special projects related to—but beyond—their normal

administrative responsibilities.

The internship is also designed to provide knowledge of

available computer software and the skills necessary to use

computer information systems in a public school setting.

Practicum interns will turn in their written work before the

end of the semester in which the practicum is completed.

ASSESSMENTS

1. Praxis II in Educational Leadership

Administration/Supervision

2. Portfolio over two semesters of the Internship

PROGRAM COURSE WORK

EDU600 General School Administration (3 hours)

EDU602 Principles & Practices of School Supervision (3

hours)

EDU604 School Community Relations (3 hours)

EDU603A Elementary Internship or

EDU607A Secondary Internship (3 hours)

(Prerequisites: EDU600, 602, 611, and 621)

EDU603B Elementary Internship or

EDU607B Secondary Internship (3 hours)

EDU610 Seminar in School Law (3 hours)

EDU611 School Finance (3 hours)

EDU620 Curriculum Development (3 hours)

EDU621 Research and Evaluation of Instruction (3 hours)

*EDU567 Educational Psychology (3 hours)

*PSY580 Human Growth & Development (3 hours)

*If the above two courses were taken in the MEd program,

the following two will be taken.

EDU555 Diversity (3 hours)

EDU617 Trends and Issues in Literacy Education (3 hours)

EDUCATION SPECIALIST DEGREE

LITERACY

DESCRIPTION

The Education Specialist (EdS) in Literacy degree prepares

exemplary professionals to provide leadership in literacy at

local and state levels and is offered 100% online. It is

designed to help students achieve their academic and

career goals on their schedule.

The Education Specialist in Literacy online program consists

of 36 hours and includes literacy leadership, literacy

coaching, trends and issues in literacy education, writing,

diverse learners, and disciplinary literacy dealing with the

theories, methods and materials for reading, reading

instruction, language, language instruction, reading

assessment and diagnosis. Candidates complete a capstone

action research project to study literacy initiatives and

identify best practices in the area of literacy education in

their classrooms, schools, or districts. The program fulfills a

Master’s + 30 requirement and leads to the Literacy

Teacher or Literacy Coach SC certification endorsement.

LEARNING OUTCOMES:

1. Candidates will analyze the strengths/weaknesses of a

students’ reading ability.

2. Candidates will develop a professional literacy plan

that incorporates instructional approaches, materials,

and an integrated, comprehensive, balanced

curriculum to support student learning in literacy.

3. Candidates will apply understanding of research

methodology to pose questions, collect, and analyze

data and improve literacy practice.

REQUIREMENTS FOR ADMISSION

In establishing criteria for admission to the program, the

University is guided by the conviction that positions of

instructional leadership should be occupied by women and

men of high academic achievement, demonstrated

competence as teachers, and visible attributes of

leadership. Applicants will therefore be evaluated by

reference to the following standards:

1. Academic Record

Applicants must have earned a master’s degree from

an accredited institution and normally have

maintained at least a 3.0 average in that course of

study. High Praxis II scores are also required to

demonstrate academic ability.

2. Teaching Ability

The record of the applicant must show at least three

years of successful full-time teaching and high

recommendations as an instructor.

3. Personal Qualities

In evaluating the potential for leadership, the

University will pay particular attention to the required

letters of recommendation, seeking evidence of

strength of character, skill in decision-making, and a

talent for articulate speaking and writing.

APPLICATION PROCEDURE

To be considered for admission to the EdS program an

applicant should submit the following credentials:

1. A completed application online

2. $40 application fee

3. $100 Graduate Deposit Fee;

4. Official undergraduate and graduate transcripts from

all colleges attended

5. NTE/Praxis II scores

6. Three letters of recommendation

7. Three years of teaching experience

8. An appropriate master’s degree for teaching at the

elementary or secondary school level

9. A 3.0 GPA in their master’s degree from an accredited

institution

10. A valid teacher’s certificate

11. A personal statement. This statement should be a

reflection on how your personal goals as an educator

tie with the Converse concept of the “Ideal” Educator.

This ideal is derived from the Converse University

Founder’s Ideal in which Dexter Edgar Converse said

his desire was that Converse students “may be

enabled to see clearly, decide wisely, and to act justly.”

How do you see your Converse graduate program

helping you “to see clearly, decide wisely, and to act

justly”? Your personal statement should be

approximately one page (250–300 words). In keeping

with the Honor Tradition at Converse, your essay must

be entirely your own work. Organize your essay clearly,

proofread, and spell-check your essay carefully. Be as

specific as you can as you reflect on how Converse can

help you become the “Ideal” Educator.

12. Completed essay

THE CONVERSE ELECTRONIC SYSTEM POWERED BY

LIVETEXT

All EdS candidates are required to purchase LiveText.

Candidates submit work via the Converse electronic system

through this online system as well. The Education

Department uses LiveText to track candidate performance

and to measure program effectiveness.

LiveText accounts are active for the duration of a

candidate’s degree program plus a year or a total of five

years, whichever is greater.

PROGRAM COURSEWORK

See the Converse website (www.converse.edu) for the

current course requirements for this degree.

R2S EDU612 Foundations in Reading (3 hours)

R2S EDU613 Instructional Strategies for Reading (3 hours)

EDU516 Coaching for Literacy Education (3 hours)

EDU617 Trends and Issues in Literacy Education (3 hours)

R2S EDU614 Assessment Strategies for Reading (3 hours)

EDU522 Methods of Teaching Writing in the Content Area

(3 hours)

EDU616 Advanced Studies in Literacy Coaching (3 hours)

R2S EDU618 Content Reading and Writing for Early

Childhood & Elementary Teachers (3 hours)

R2S EDU525 Content Reading and Writing for Middle and

High School Teachers(3 hours)

EDU615 Reading Instruction and Assessment for Diverse

Learners (3 hours)

EDU555 Diversity in the Classroom (3 hours)

EDU619A Theories and Designs in Action Research (3 hours)

EDU619B Action Research Implementation (3 hours)

R2S denotes South Carolina Department of Education

approved Read to Succeed Courses.

MASTER OF MANAGMENT

PROFESSIONAL LEADERSHIP

DESCRIPTION

The Master’s in Professional Leadership (MIM) at Converse

University is a 30-hour master’s program which provides a

comprehensive grounding in professional leadership

development with potential for graduates to advance to the

EdD in Professional Leadership program. This degree will

focus on the application of leadership in a variety of

contexts, and is appropriate for individuals in a broad rand

of professional roles.

Converse’s Master’s Degree in Professional Leadership

allows you to balance your career and education while still

enjoying a student-focused and personal program of study.

MISSON STATEMENT

The purpose of the degree is to provide a terminal

credential in leadership that may be applied to a variety of

professional contexts.

HOW TO APPLY

1. Complete the Converse Graduate Application Form

including the $40 application fee.

2. Send official transcripts from all college work

including completion of a bachelor’s degree from an

accredited institution.

3. Send official scores from the Miller Analogies Test

(MAT). Only students with a 2.75 GPA or lower in

undergraduate career must provide MAT scores.

4. Send two professional letters of recommendation.

5. Submit a 250-300 word personal statement of interest

6. Personal Insight Questions my be required

REQUIREMENTS FOR DEGREE

In order to earn the MIM degree the candidate must:

1. Complete an approved 30-hour program as

outlined.

2. Maintain an overall B (3.0) average

3. Request and complete the Application for Degree

Form by the deadline for May commencement;

4. Complete the certification form in the Graduate

Studies Office; and

5. Complete the graduate questionnaire, for which

Students will receive a link through their Converse

email; and

6. Fulfill all financial obligations and have cleared

Any outstanding business with the University one

Week prior to the commencement exercises.

COURSEWORK

Converse’s Master in Management in Professional

Leadership coursework includes 30 total credit hours of

coursework in core and advance areas.

Your degree path for the MIM in Professional Leadership

will begin in the fall of the academic year, five semesters

(Fall, Spring, Summer, Fall, Spring) of six credit hours per

academic semester. Courses will be paired in focus each

semester, with one course meeting in person one night a

week, and one course available online.

COURSES

PLP700 Leadership Theory & Identification (3 hours)

PLP705 Legacies in Leadership (3 hours)

PLP720 Current Issues in Leadership Application (3 hours)

PLP725 Writing for Business Professionals (3 hours)

PLP710 Organizational and Personnel Theory (3 hours)

PLP730 Cultural Awareness Application (3 hours)

PLP775 Project Management (3 hours)

PLP745 Introduction to Data Analytics (3 hours)

PLP760 Communication, Technology, and Speaking (3

hours)

PLP790 Master’s Capstone (3 hours)

DOCTORATE IN

PROFESSIONAL LEADERSHIP

DEGREE

DESCRIPTION

The EdD in Professional Leadership is a 60-hour program

housed in the Education Department designed to allow

individuals from a variety of professional backgrounds to

enhance their preparation for leadership roles in a wide

range of contexts. The focus is a background in theory an

application to the professional context of the candidate’s

choosing. Unique characteristics of the program include the

embedding of the traditional 5-chapter dissertation within

the course work. Candidates who begin the program and

continue through without interruption can complete the

degree in three school years and the two summers in

between taking 6 graduate hours per semester/summer

session. Cohorts begin in the fall semester only and proceed

through the program as a group. This program is offered on

the main Spartanburg campus and the University Center of

Greenville. Candidates must hold a master’s degree, which

can be in any discipline, from an accredited institution. A

detailed transfer protocol is in place for candidates who

may wish to complete a doctoral degree begun elsewhere

at Converse. Credit may also be given for life experience

through CAEL (Center for Adult Experimental Learning). All

decisions must be made before a student begins EdD

classes. Contact the program Director for transfer

information.

MISSION STATEMENT

The purpose of the degree is to provide a terminal

credential in leadership that may be applied to a variety of

professional contexts.

REQUIREMENTS FOR ADMISSION

Applicants will be evaluated by reference to the following

standards:

1. Academic Record

Applicants must have a master’s degree from an

accredited institution and normally have

maintained at least a 3.0 average in that course of

study.

2. Personal qualities

In evaluating the potential for leadership, the

University will pay particular attention to the

required references and to the Personal

Statement, seeking evidence of strength of

character, focus of purpose, and articulate

expression through speaking and writing.

3. Standardized Test Scores

In general, the program seeks a 400 score or

better on the Miller Analogies Test, however

lower scores may be offset by exceptional

references and strong GPA on previous degrees.

APPLICATION PROCESS

To be considered for admission to the EdD program an

applicant must submit the following credentials:

1. A completed application online;

2. $40 application fee;

3. $100 Graduate deposit fee;

4. Official undergraduate and graduate transcripts

from all institution where a degree was awarded

5. Send official Miller Analogies Test (EdD), Only

If Masters’ degree coursework is less than a 3.5.

6. Three letters of recommendations

7. A personal statement. This statement should be

reflective on how your personal goals will be

advanced by the EdD degree. Your personal

statement should be approximately one page (250-

300 words). In keeping with the Honor Tradition

at Converse your essay must be entirely your own

work. Organize your essay carefully. Be as

specific as you can as you reflect on how Converse

can help you.

REQUIREMENTS FOR DEGREE

In order to earn the EdD degree the candidate must:

1. Complete an approved 60-hour program as

outlined.

2. Maintain an overall B (3.0) average

3. Pass common comprehensive exams

4. Successfully complete a dissertation proposal

defense

5. Complete a standard 5-chapter dissertation

6. Successfully complete a dissertation defense

7. Request and complete the Application for Degree

form by the deadline for May commencement

8. Complete the graduate questionnaire, for which

students will receive a link through their Converse

e-mail

9. Fulfill all financial obligations and have cleared

any outstanding business with the University one

week prior to commencement exercises.

LEARNING OUTCOMES:

1. Candidates will be able to produce writing that meets

professional standards at the doctoral level.

2. Candidates will be able to deliver professional-quality

oral presentation, including those incorporating

technology, at the doctoral level

3. Candidates will develop an advanced level of

knowledge of the theories, roles, responsibilities, and

necessary skills used in leadership in a variety of

professional contexts.

4. Cnadidates will be able to analyze problems and

synthesize information using critical thinking skills and

offer defensible solutions within the professional

leadership context.

PROGRAM COURSE WORK:

PLP800 Theories in Leadership (3 hours)

PLP805 Legacies in Leadership (3 hours)

PLP820 Current Issues in Leadership (3 hours)

PLP825 Writing for Professionals (3 hours)

PLP810 Organizational Theory (3 hours)

PLP815 Personnel Theory (3 hours)

PLP830 Cultural Awareness (3 hours)

PLP835 Qualitative Research (3 hours)

PLP840 Action Research (3 hours)

PLP845 Data Analytics (3 hours)

PLP850 Community Relations (3 hours)

PLP855 Speaking for Professionals (3 hours)

PLP860 Technology for Professionals (3 hours)

PLP865 Reporting Research (3 hours)

PLP870 Legislative Decision-Making (3 hours)

PLP875 Entrepreneurial Theory (3 hours)

PLP880 Research Analysis & Recommendations (3 hours)

PLP885 Time and Project Management (3 hours)

PL890 Doctoral Capstone (6 hours)

Special Education Cognate Courses

PLP871 Special Education School Law (3 hours)

PLP872 ADV Educational Procedures for Exceptional

Learners (3 hours)

PLP873 Special Education Supervision & Administration

(3 hours)

PLP874 Special Education Leadership Practices (3 hours)

COURSES OF INSTRUCTION

AT THE GRADUATE LEVEL

Master of Arts in Teaching

Master of Education

Master of Liberal Arts

Master of Fine Arts

Master of Marriage and Family Therapy

Educational Specialist Degrees

Master in Management – Professional

Leadership

Doctoral in Professional Leadership

Courses of Instruction

ART

ART ELEMENTARY ART METHODS AND MANAGEMENT

500. THREE CREDITS

This course provides an in-depth study of best

practices in methods and classroom management

related to the elementary art classroom. Topics

include materials, strategies, techniques, and

organization necessary for successful teaching

elementary art. The Artist/researcher/teacher

framework is employed to promote positive action

and reflection in teaching and learning. Students in the

MAT Art Education program must register for the co-

curricular ART 500L Elementary Art Methods and

Management Lab Clinical. Requirement for MAT Art

Education. Requirement for Converse Alternative

Certification-Art Education Program depending upon

level of service. Lab fee.

ART ELEMENTARY ART METHODS AND MANAGEMENT LAB

CLINICAL

500L. ONE CREDIT

Prerequisite: EDU 560. Corequisite: ART 500. This

course provides the Master of Art in Teaching art

education student an opportunity to work with

students in an elementary art classroom. The

emphasis is placed on observation and participation in

the classroom. Additionally, there will be some

readings, written assignments, several seminars with

the instructor, and video taping of lessons. The course

includes observation, participation and limited

directed teaching experience in local, normally, public

schools. Students should sign up one full semester

before the term. Grading is on a pass/fail basis.

Program requirement for MAT Art Education.

ART SCHOOL ART CURRICULUM AND

501. METHODS/ THREE CREDITS

The purpose of this course is to assist developing and

practicing art educators in the development of art

curricula, methods of instruction, and assessment in

teaching art. Additional curricular and pedagogical

factors to be emphasized include: accommodating

developmental learning stages and learner needs,

creativity, technology, implementing arts

integrations, teaching to diversity, exploring PK-12

materials and supplies, and organizing the classroom

for effective teaching. Course content wil include all

applicable SC standards for visual arts classrooms and

the SC standards for teacher evaluation. Requirement

for MAT Art Education or Converse Alternative

Certification-Art Education program. Lab fee.

ART CONTEMPORARY PROBLEMS IN ART

502. EDUCATION/THREE CREDITS

The purpose of the course is to help practicing art

educators address current problems in the art

curriculum and instruction. Emphasis will be on

exploring specific areas to better equip the art teacher

in meeting the needs of the students in the public

school setting. Topics will vary and visiting specialists

in art education may conduct an in-depth look at some

facet of this field. May be taken for a total of six hours.

Lab fee.

ART HISTORY AND PHILOSOPHY OF ART EDUCATION

503 THREE CREDITS

This course provides an intensive study of the

historical and philosophical development of Art

Education in America and abroad. The course

emphasizes significant trends and movements that

have affected the growth of Art Education and present

structure of the discipline through historical research

and analysis of past and current practices. This course

is designed for the advanced certification art

education student in the MEd Art Education degree

program or with permission by the instructor for other

related advanced degree programs and recertification.

ART NINETEENTH CENTURY ART/

505. THREE CREDITS

A study of the stylistic and theoretical developments

of 19th century European painting and sculpture

within the context of socio-political events. Research

papers and oral presentations are required.

ART EARLY TWENTIETH CENTURY ART/

506. THREE CREDITS

This course will examine the major European artists

and art movements during the first three decades of

the twentieth century within the context of socio-

political events. The course includes readings in

modern art theory. Research papers and oral

presentations are required.

ART AMERICAN ART/THREE CREDITS

507. This course examines the development of American

painting and sculpture from the Colonial period

through the 1930s. In addition to the study of the

major artists and artwork, the role of American art in

defining American values and identity will be

explored. In this course, the term “American” applies

to the United States of America and we will focus

primarily on Euro-American art due to time

constraints.

ART TWENTIETH CENTURY ART SINCE 1945/

509. THREE CREDITS

A study of the major developments in the visual arts

from 1945 to the late 20th century. Influences on the

artwork of each period, including social, philosophical

and theoretical issues, will be examined. Research

papers and oral presentations are required.

ART THE CREATIVE PROCESS FOR EDUCATORS/

510. THREE CREDITS

An exploration of the creative process encompassing

theory and application. A variety of art materials and

techniques will be used to explore how creative

process methods can be used in the classroom as well

as in an individual’s life. Crosslisted with EDU510. Lab

fee.

ART ART FOR THE CHILD/THREE CREDITS

511. This course provides the graduate education student

with in depth exposure to the role that creative art

experience plays in the child’s development; to

increase sensitivity to the aesthetic quality in a child’s

development and in his or her art work; to increase

confidence in the child’s ability to work creatively with

a variety of materials that utilize art to teach

academic, social and cognitive skills; and to provide

learning experiences. Lab fee.

ART GRADUATE BOOK ARTS/THREE CREDITS

512. This course introduces the art educator to the book as

an art form. It is a creative exploration of both

handmade and artists books through the various uses

of medium, techniques and bookbinding. Lab fee.

ART GRADUATE DRAWING/THREE CREDITS

513. An advanced course in drawing techniques. Students

are expected to further develop their drawing skills as

well as develop personal concepts. Figure study, color

materials, and mixed media are components of this

course. Lab fee.

ART WOMEN IN ART/THREE CREDITS

515. This course will selectively study the art and lives of

women artists. The power of images in the

construction of gender roles will also be examined.

Research papers and oral presentations are required.

ART SECONDARY ART METHODS AND MANAGEMENT/

516. THREE CREDITS

This course provides an in-depth study of best

practices in art methods and classroom management

related to the secondary level art classroom. Topics

include materials, strategies, techniques, and

organization necessary for successful teaching at the

middle and high school levels. The

Artist/Researcher/Teacher framework is employed to

promote positive action and reflection in teaching and

learning. Students in the MAT Art Education Program

must register for the co-curricular ART516L Secondary

Art Methods and Management Clinical and the

EDU525: Reading in the Content Area. Requirement

for MAT Art Education. Requirement for Converse

Alternative Certification-Art Education Program

depending upon the level of service. Lab fee.

ART SECONDARY ART MEDHODS AND MANAGEMENT

516L.CLINICAL II/TWO CREDITS

Corequisite: ART 516. This course provides Master of

Art in Teaching art education students with a more in

depth clinical experience in the secondary art

classroom. The emphasis is placed on observation and

participation in the classroom. Additionally, there will

be readings, written assignments, several seminars

with the instructor, and videotaping of lessons. The

course integrates theory as well as practice, and

includes observation, participation, and limited

directed teaching experience in a local public school.

Program requirement for MAT Art Education. Grading

is on a pass/fail basis.

ART ADMINISTRATION AND SUPERVISION

517. IN ARTS EDUCATION/THREE CREDITS

This course provides an introduction to Fine Arts

Education Administration and Supervision and is for

advance certification candidates except by permission

of the instructor. Topics include program evaluation,

teacher evaluation, reading and interpreting research

journal articles, grant writing, and applicable school

personnel and school finance principles. Cross-listed

with EDU587 and MUE617

ART GRADUATE PRINTMAKING/

520. THREE CREDITS

A course exploring non-toxic printmaking processes

for primary and secondary education art teachers.

Possible techniques taught include: relief printing

(wood, linoleum), calligraphy, water-based

monotype, chine colle, direct drawing and photo

sensitive water-based silkscreen, and some other,

user friendly, techniques will be covered in the

semester. Lab fee.

ART DIGITAL MEDIA AND GRAPHIC DESIGN/

524. THREE CREDITS

This course will introduce educators to the field of

digital media through the application and exploration

of computer aided software. We will cover the historic

origins of modern Graphic Design and explore the

basic principles of successful design, presentation and

digital documentation through projects and exercises

using the Adobe Creative Design Suite, Power Point,

and web-based media. Lab fee

ART GRADUATE CERAMICS/THREE CREDITS

530. This is a ceramics course for students pursuing a

graduate degree in Art Education. The study of clays,

experience in design, forming methods, surface

treatments, glaze applications, and firing methods will

be emphasized. Traditional, contemporary,

functional, and sculptural concepts of ceramics will be

explored. Lab fee.

ART STUDIO MATERIAL CULTURE

535 THREE CREDITS

Prerequisite: Undergraduate Degree: This is a studio

course for students pursuing a graduate degree in Art

Education focusing on material culture. Students will

develop skills in metals, ceramics, textiles, and

sculpture. While exploring these materials, students

will gain an understanding of contemporary and

traditional materials used in fine art and craft

practices. Lab fee.

ART OVERVIEW OF EXPRESSIVE ARTS

554. THERAPIES/THREE CREDITS

Prerequisite: Undergraduate degree. A course

designed to introduce students to a variety of

expressive therapies including art therapy, music

therapy, dance and movement therapy, drama

therapy, expressive writing as therapy, sand tray

therapy and play therapy. Theoretical and historical

perspectives will be presented in relationship to the

development of current expressive arts practices in

education, special education programs, family

therapy, trauma centers, hospitals and children’s

shelters. Students will discover the uses and benefits

of the various therapies through selected readings,

lectures and interactive classroom instruction. Lab

fee. January Term only.

ART SURVEY OF CLINICAL ART THERAPY/

555. THREE CREDITS

Prerequisites: Art 111 and 112 or by permission of the

instructor. A course designed to introduce students to

the principles, philosophy and application of clinical

art therapy. Selected topics include the history of art

therapy, the role of art media in art therapy, and the

utilization of the creative process in both diagnosis

and treatment to promote and foster positive human

growth and development. Lab fee.

ART THERAPY PERSPECTIVE:

557. UNDERSTANDING CHILDREN’S ART/

THREE CREDITS

Prerequisites: Art 555 or permission of instructor. A

study of the child’s artistic process as a vehicle of

nonverbal creative expression. There will be an

emphasis on the artistic stages/sequences of child

development, and assessments relevant to each age

level. This course will help students expand their

knowledge of the needs of children in diverse

populations and help develop skills for teachers and

therapists working with children with special needs.

Lab fee.

ART RESEARCH IN ART EDUCATION/

560. THREE CREDITS

This course examines various quantitative and

qualitative methodologies for Art Education. Topics

include ethics in research, reading and interpreting

research journal articles, action research/teachers as

researchers, authentic assessment in Art Education,

research paradigms and designs, feminist and other

critical theory and post-modern concerns.

ART ARTIST AS RESEARCHER, TEACHER, AND

561 TRANSFORMER/THREE CREDITS

This course is designed to explore and develop

conceptual understanding of the

Artist/Researcher/Teacher model and a holistic

approach to art education as proposed by Lowenfeld,

Dewey, Dow, Hoffman, Burton, London and others

who have promoted the expressive and

transformative qualities of the discipline. Students will

review modern and contemporary art education

perspectives and develop a personal plan for creating

their art and integrating the experience into their K-12

classroom. This course is for the advanced art

education student in the Med –Art Education degree

program or by permission of the instructor for

students in related advanced degree programs or for

recertification.

ART INTRODUCTION TO ART EDUCATION

564. ZERO CREDITS

This course is as a survey of best practice and methods

to prepare the alternative certification candidate in

are education for the PH-12 classroom. Offered in a

workshop/seminar format, candidates will be

introduced to concepts of positive school climate,

classroom management, teaching to SC Standards,

and providing a safe and ethical space for creativity

with diverse student populations. Requirement for

Converse Alternative Certification – Art Education

Program. Lab Fee.

ART GRADUATE EXHIBITION/NO CREDITS

565. This course provides evidence of artistic depth and

accomplishment for graduate art education majors in

the Masters in Education and Masters of Arts in

Teaching programs. The course represents the

culmination of each student’s studio experiences. This

course is required for all graduate Art Education

majors. Grading is on a pass/fail basis.

ART GRADUATE PAINTING/THREE CREDITS

571. Prerequisite: Undergraduate degree. An advanced

painting course in which water-based painting media

appropriate to teaching in primary and secondary

schools is used. Experimentation, evaluation, and

resolution of image making are expected to help

students develop an understanding of the media.

Painting media will possibly include acrylic,

watercolor, and painting new techniques. Lab fee.

ART GRADUATE SCULPTURE/THREE CREDITS

572. Prerequisite: Undergraduate degree. An advanced

exploration of the discipline of sculpture, and study

and experimentation with traditional and

contemporary concepts of form. Lectures,

demonstrations, and assigned studio problems

familiarize the student with the properties of

structure and the nature of materials and forming

processes. Lab fee.

ART ART THERAPY METHODS AND THEORIES/

581. THREE CREDITS

Prerequisites: Art 111, 112 and 555 or by permission

of the instructor. Art 380 will build upon the principles,

philosophy, and application of clinical art therapy

presented in Art 555. Students will use art materials

to explore specific theories and techniques grounded

in art therapy paradigms and psychology paradigms.

Clinical examples of art therapy in diverse populations

will be presented by lecture, selected readings,

handouts, and art-making exercises. This course is

designed to prepare students for continued and

intensive training in art therapy. Lab fee.

ART TRAVEL-STUDY PROGRAM/

586. THREE CREDITS

A travel-study program for course credit wherein

participants will spend seven to fourteen days in a

selected city or cities for an intensive survey of the

culture, art, architecture, and interiors of the city’s

visual design resource.

ART MULTICULTURAL ART EDUCATION

588. THREE CREDITS

The purpose of the course is to examine various

cultures and their art as they relate to art instruction.

Students will study various multicultural art works and

the factors influencing them. Emphasis will be given to

the planning of lessons using interdisciplinary

information and production of art works. May be

taken for a total of six hours. Lab fee.

ART SPECIAL TOPICS IN ART/THREE CREDITS

599. Lab fee.

CREATIVE WRITING

CRW CREATIVE WRITING RESIDENCY/

600. FOUR CREDITS

Repeated at the beginning of each mentoring

semester for 16 hrs. total. Each nine-day residency,

held on the Converse campus in the summer and

January, begins the new semester with a demanding

program of creative writing workshops in which

student work is discussed and evaluated. The

residency will comprise workshops, daily seminars,

craft lectures, panel discussions and readings by

faculty members, visiting writers, editors and agents.

This course may be repeated for credit, but only one

Creative Writing Residency may be completed per

semester. Students must attend and participate in the

residency in order to participate in the mentoring

semester. Residencies are a key component of the

mentoring semester process.

During each residency students must participate in

the following:

• Seven intensive three and a half hour workshops

that engage students in critical, supportive

discussions of their own work and issues of craft,

literature and aesthetics

• A series of one-on-one conferences with

writer/mentors to establish a study plan and

sequence of readings for the coming semester

• A minimum of six craft lectures, special topics

seminars and/or panel presentations.

• A minimum of six readings and Q/A presented by

faculty, MFA students and visiting writers.

• Complete all required reading and writing

assignments for workshops, lectures and seminars.

• Complete all required forms, including the

evaluations, your study plan, and any other forms

pertaining to the program given to you by the MFA

faculty and staff. Prerequisite: Admission into the

MFA program.

CRW CRAFT TOPICS IN FICTION I: GENRE HISTORY,

601. CRITICISM, AND THEORY/FOUR CREDITS

Taken during first mentoring semester. Under

guidance of a faculty mentor in the genre, the student

will design a specific curriculum for achieving a

working awareness of the history, criticism, and craft

theory associated with fiction. Each student must file

a one-page reading list with the faculty mentor prior

to the beginning of the term. The list is developed in

consultation with the faculty mentor, and additional

reading suggestions may be offered by the faculty

mentor in response to writing packets submitted by

the student. Writing assignments may include

response papers, interviews, critical annotations,

reviews, or other options. Prerequisite: Admission into

the MFA program.

CRW CRAFT TOPICS IN FICTION II: GENRE HISTORY,

602. CRITICISM, AND THEORY/FOUR CREDITS

Taken during second mentoring semester. Under

guidance of a faculty mentor in the genre, the student

will design a specific semester curriculum. The course

is designed to build on Craft Topics I and provide a

more advanced survey of the history, criticism, and

craft theory associated with fiction. The student must

file a one-page reading list with the faculty mentor

prior to the beginning of the term. The list is

developed in consultation with the faculty mentor,

and additional reading suggestions may be offered by

the faculty mentor in response to writing packets

submitted by the student. Writing assignments may

include response papers, interviews, critical

annotations, reviews, or other options. Prerequisite:

Admission into the MFA program and Craft Topics in

Fiction I.

CRW CRAFT TOPICS IN FICTION III: RESEARCH

603. PROJECT/FOUR CREDITS

Taken during third mentoring semester. Under the

guidance of a faculty mentor in the genre, each

student researches and completes a substantive

critical project (25-30 pages, including bibliography) in

one of the areas of emphasis: craft of writing, literary

theory/criticism in the genre, or creative writing

pedagogy. Prerequisite: Admission into the MFA

program and Craft Topics in Fiction I and II.

CRW CRAFT TOPICS IN FICTION IV: CRAFT

604. SEMINAR/FOUR CREDITS

Taken during fourth mentoring semester.

Independent study with a faculty member chosen as

an advisor to direct the student in a project

culminating in a craft seminar. Oral presentation of

the craft seminar will be scheduled during the fifth

graduating residency, following the fourth mentoring

semester. Prerequisite: Admission into the MFA

program and Craft Topics in Fiction I, II and III.

CRW CRAFT TOPICS IN NONFICTION I:

605. GENRE HISTORY, CRITICISM, AND THEORY/FOUR

CREDITS

Taken during first mentoring semester. Under

guidance of a faculty mentor in the genre, the student

will design a specific curriculum for achieving a

working awareness of the history, criticism, and craft

theory associated with nonfiction. each student must

file a one-page reading list with the faculty mentor

prior to the beginning of the term. The list is

developed in consultation with the faculty mentor,

and additional reading suggestions may be offered by

the faculty mentor in response to writing packets

submitted by the student. Writing assignments may

include response papers, interviews, critical

annotations, reviews, or other options. Prerequisite:

Admission into the MFA program.

CRW CRAFT TOPICS IN NONFICTION II:

606. GENRE HISTORY, CRITICISM, AND THEORY/FOUR

CREDITS

Taken during second mentoring semester.

Under guidance of a faculty mentor in the genre, the

student will design a specific semester curriculum. The

course is designed to build on Craft Topics I and

provide a more advanced survey of the history,

criticism, and craft theory associated with nonfiction.

The student must file a one-page reading list with the

faculty mentor prior to the beginning of the term. The

list is developed in consultation with the faculty

mentor, and additional reading suggestions may be

offered by the faculty mentor in response to writing

packets submitted by the student. Writing

assignments may include response papers, interviews,

critical annotations, reviews, or other options.

Prerequisite: Admission into the MFA program and

Craft Topics in Nonfiction I.

CRW CRAFT TOPICS IN NONFICTION III:

607. RESEARCH PROJECT/FOUR CREDITS

Taken during third mentoring semester.

Under the guidance of a faculty mentor in the genre,

each student researches and completes a substantive

critical project (25-30 pages, including bibliography) in

one of the areas of emphasis: craft of writing, literary

theory/criticism in the genre, or creative writing

pedagogy. Prerequisite: Admission into the MFA

program and Craft Topics in Nonfiction I and II.

CRW CRAFT TOPICS IN NONFICTION IV:

608. CRAFT SEMINAR/FOUR CREDITS

Taken during fourth mentoring semester.

Independent study with a faculty member chosen as

an advisor to direct the student in a project

culminating in a craft seminar. Oral presentation of

the craft seminar will be scheduled during the fifth

graduating residency, following the fourth mentoring

semester. Prerequisite: Admission into the MFA

program and Craft Topics in Nonfiction I, II and III.

CRW CRAFT TOPICS IN POETRY I: GENRE HISTORY,

609. CRITICISM, AND THEORY/FOUR CREDITS

Taken during first mentoring semester. Under

guidance of a faculty mentor in the genre, the student

will design a specific curriculum for achieving a

working awareness of the history, criticism, and craft

theory associated with poetry. Reading will certainly

be a part of this, and each student must file a one-

page reading list with the faculty mentor prior to the

beginning of the term. The list is developed in

consultation with the faculty mentor, and additional

reading suggestions may be offered by the faculty

mentor in response to writing packets submitted by

the student. Writing assignments may include

response papers, interviews, critical annotations,

reviews, or other options. Prerequisite: Admission into

the MFA program.

CRW CRAFT TOPICS IN POETRY II: GENRE HISTORY,

610. CRITICISM, AND THEORY/FOUR CREDITS

Taken during second mentoring semester. Under

guidance of a faculty mentor in the genre, the student

will design a specific semester curriculum. The course

is designed to build on Craft Topics I and provide a

more advanced survey of the history, criticism, and

craft theory associated with poetry. The student must

file a one-page reading list with the faculty mentor

prior to the beginning of the term. The list is

developed in consultation with the faculty mentor,

and additional reading suggestions may be offered by

the faculty mentor in response to writing packets

submitted by the student. Writing assignments may

include response papers, interviews, critical

annotations, reviews, or other options. Prerequisite:

Admission into the MFA program and Craft Topics in

Poetry I.

CRW CRAFT TOPICS IN POETRY III:

611. RESEARCH PROJECT/FOUR CREDITS

Taken during third mentoring semester. Under the

guidance of a faculty mentor in the genre, each

student researches and completes a substantive

critical project (25-30 pages, including bibliography) in

one of the areas of emphasis: craft of writing, literary

theory/criticism in the genre, or creative writing

pedagogy. Prerequisite: Admission into the MFA

program and Craft Topics in Poetry I and II.

CRW CRAFT TOPICS IN POETRY IV:

612. CRAFT SEMINAR/FOUR CREDITS

Taken during fourth mentoring semester.

Independent study with a faculty member chosen as

an advisor to direct the student in a project

culminating in a craft seminar. Oral presentation of

the craft seminar will be scheduled during the Fifth

graduating residency, following the fourth mentoring

semester. Prerequisite: Admission into the MFA

program and Craft Topics in Poetry I, II and III.

CRW CRAFT TOPICS IN ENVIRONMENTAL WRITING I:/FOUR

CREDITS

613. Under the guidance of a faculty mentor in the genre,

each student researches and completes a substantive

critical project (25-30 pages, including bibliography)

with a general focus on Environmental Writing and

Literature. The areas of emphasis: craft of

Environmental writing, literary theory/criticism in the

genre, or creative writing pedagogy. Mentor may

require a field experience component. Prerequisite:

Admission into the MFA program and the Emphasis in

Environmental Writing, and Craft Topics I and II

courses in the students selected genre (fiction, poetry,

nonfiction).

CRW CRAFT TOPICS IN ENVIRONMENTAL WRITING II:/

614. FOUR CREDITS

Independent study with a faculty member chosen as

an advisor to direct the student in a project

culminating in a craft seminar In Environmental

Writing and Literature. Oral presentation of the craft

seminar will be scheduled during the Fifth graduating

residency, following the fourth mentoring semester.

Prerequisite: Admission into the MFA program and the

Emphasis In Environmental Writing, plus Craft Topics I

and II courses in the students selected genre (fiction,

poetry, nonfiction), and Craft Topics in Environmental

Writing I.

CRW CRAFT TOPICS IN YOUNG ADULT FICTION WRITING I:

615 /FOUR CREDITS

Under the guidance of a faculty mentor in the genre,

each student researches and completes a substantive

critical project (25-30 pages, including bibliography)

with a general focus on Young Adult Writing and

Literature. The areas of emphasis: craft of Young

Adult writing, literary theory/criticism in the genre, or

creative writing pedagogy. Prerequisite: Admission

into the MFA program and the Emphasis in Young

Adult Writing and Craft Topics I and II courses in

fiction.

CRW CRAFT TOPICS IN YOUNG ADULT FICTION WRITING

616. II:/FOUR CREDITS

Independent study with a faculty member chosen as

an advisor to direct the student in a project

culminating in a craft seminar in Young Adult Writing

and Literature. Oral presentation of the craft seminar

will be scheduled during the Fifth graduating

residency, following the fourth mentoring semester.

Prerequisite: Admission into the MFA program and the

Emphasis in Environmental Writing, plus Craft Topics I

and II courses in fiction, and Craft Topics in Young

Adult Fiction Writing I.

CRW ENVIRONMENTAL WRITING I:/FOUR CREDITS

620. An intensive study of the writing of fiction. poetry or

nonfiction focusing on advanced techniques of

narration, exposition, descriptive detail, scene

development, point of view, and other elements of

craft with an emphasis on the complex influences of

place, the natural world, and the environmental

imagination. All instruction and discussion is revision-

based. Students must make manuscript of at least 10

to 25 pages during the residency (10 pages in poetry

and up to 25 in fiction and nonfiction) and five

submissions of equal length in the mentoring

component of the semester. Taken during the third

semester of the program. Open only to those students

accepted into the emphasis at the time of MFA

program acceptance.

CRW ENVIRONMENTAL WRITING II: THESIS/FOUR CREDITS

621. An advanced Independent study with a faculty

member chosen as the thesis advisor. The student

works one-on-one with the MFA thesis advisor to

revise and develop a body of original, publishable

writing resulting in the completion of the required

Master's thesis. The creative work will be produced in

the student's admitted genre with an emphasis that

encourages writers to identify and explore in their

creative work the complex influences of place, the

natural world, and the environmental imagination. In

addition, students prepare to offer a reading from

their work to the community during the fifth and final

graduation residency. Prerequisite: Admission into the

MFA program and the Emphasis In Environmental

Writing, plus Writing I and II courses in the students

selected genre (fiction, poetry, nonfiction), and

CRW620 Environmental Writing I.

CRW YOUNG ADULT FICTION WRITING I:/FOUR CREDITS

622. An intensive study of the writing of fiction focusing on

advanced techniques of narration, exposition,

descriptive detail, scene development, point of view,

and other elements of craft with an emphasis on the

craft strategies associated with Young Adult fiction. All

instruction and discussion is revision-based. Students

must submit a manuscript of at least 20-25 pages

during the residency and five submissions of equal

length in the mentoring component of the semester.

Taken during the third semester of the program. Open

only to those students accepted into the emphasis at

the time of MFA program acceptance and to students

who have completed Fiction Writing I and II.

CRW YOUNG ADULT FICTION WRITING II: THESIS

623. /FOUR CREDITS.

An advanced independent study with a faculty

member chosen as the thesis advisor. The student

works one-on-one with the MFA thesis advisor to

revise and develop a body of original, publishable

writing resulting in the completion of the required

Master's thesis. The creative work will be produced in

the student's admitted genre with an emphasis that

encourages writes to identify and explore in their

creative work techniques associated with Young Adult

literature. In addition, students prepare to offer a

reading from their work to the community during the

fifth and final graduation residency. Prerequisite:

Admission into the MFA program and the Emphasis in

Young Adult Fiction Writing, plus Fiction Writing I and

II courses, and CRW622 Young Adult Fiction Writing I.

CRW FICTION WRITING I/ FOUR CREDITS

630. Taken during first mentoring semester.

An intensive study of the writing of fiction, focusing on

advanced techniques of narration, exposition,

descriptive detail, scene development, point of view,

and additional craft elements in fiction. All instruction

and discussion is revision-based. With the guidance of

a faculty mentor, the student will research, develop,

and write a customized project or projects for the

course. Students must make two submissions of at

least 12 to 25 pages during the residency session and

four submissions of equal length in the mentoring

component of the semester. Prerequisite: Admission

into the MFA program.

CRW FICTION WRITING II/FOUR CREDITS

631. Taken during second mentoring semester. A

continuation of the study of Fiction Writing I. An

intensive study of the writing of fiction, focusing on

advanced techniques of narration, exposition,

descriptive detail, scene development, point of view,

and additional craft elements in fiction. All instruction

and discussion is revision-based. With the guidance of

a faculty mentor, the student will research, develop,

and write a customized project or projects for the

course. Students must make two submissions of at

least 12 to 25 pages during the residency session and

four submissions of equal length in the mentoring

component of the semester. Prerequisite: Admission

into the MFA program and completion of Fiction

Writing I.

CRW FICTION WRITING III/ FOUR CREDITS

632. Taken during third mentoring semester. A

continuation of the intensive study of Fiction Writing

II. An intensive study of the writing of fiction, focusing

on advanced techniques of narration, exposition,

descriptive detail, scene development, point of view,

and additional craft elements in fiction. All instruction

and discussion is revision-based. With the guidance of

a faculty mentor, the student will research, develop,

and write a customized project or projects for the

course. Students must make two submissions of at

least 12 to 25 pages during the residency session and

four submissions of equal length in the mentoring

component of the semester. Prerequisite: Admission

into the MFA program and completion of Fiction

Writing I and II.

CRW FRICTION WRITING IV: THESIS/FOUR CREDITS

633. Taken during fourth mentoring semester.

An advanced independent study with a faculty

member chosen as the thesis advisor. The student

works one-on-one with the MFA advisor to revise and

develop a body of original, publishable writing

resulting in the completion of the required Master’s

thesis. In addition, students prepare to offer a reading

from their work to the community during the fifth and

final graduation residency. Prerequisite: Admission

into the MFA program and completion of Fiction

Writing I, II and III.

CRW NONFICTION WRITING I/ FOUR CREDITS

634. Taken during first mentoring semester.

An intensive study of the writing of nonfiction,

focusing on advanced techniques and craft elements

in the genre. All instruction and discussion is revision-

based. With the guidance of a faculty mentor, the

student will research, develop, and write a customized

project or projects for the course. Students must

make two submissions of at least 12 to 25 pages

during the residency session and four submissions of

equal length in the mentoring component of the

semester. Prerequisite: Admission into the MFA

program.

CRW NONFICTION WRITING II/ FOUR CREDITS

635. Taken during second mentoring semester. A

continuation of the intensive study of Nonfiction

Writing I. A study of the writing of nonfiction, focusing

on advanced techniques and craft elements in the

genre. All instruction and discussion is revision-based.

With the guidance of a faculty mentor, the student

will research, develop, and write a customized project

or projects for the course. Students must make two

submissions of at least 12 to 25 pages during the

residency session and four submissions of equal

length in the mentoring component of the semester.

Prerequisite: Admission into the MFA program and

completion of Nonfiction Writing I.

CRW NONFICTION WRITING III/ FOUR CREDITS

636. Taken during third mentoring semester. A

continuation of the intensive study of Nonfiction

Writing II. A study of the writing of nonfiction,

focusing on advanced techniques and craft elements

in the genre. All instruction and discussion is revision-

based. With the guidance of a faculty mentor, the

student will research, develop, and write a customized

project or projects for the course. Students must

make two submissions of at least 12 to 25 pages

during the residency session and four submissions of

equal length in the mentoring component of the

semester. Prerequisite: Admission into the MFA

program and completion of Nonfiction Writing I and II.

CRW NONFICTION WRITING IV: THESIS/

637. FOUR CREDITS

Taken during fourth mentoring semester. An

advanced independent study with a faculty member

chosen as the thesis advisor. The student works one-

on-one with the MFA advisor to revise and develop a

body of original, publishable writing resulting in the

completion of the required Master’s thesis. In

addition, students prepare to offer a reading from

their work to the community during the fifth and final

graduation residency. Prerequisite: Admission into the

MFA program and completion of Nonfiction Writing I,

II and III.

CRW POETRY WRITING I/ FOUR CREDITS

638. Taken during first mentoring semester. An intensive

study of the writing of poetry, focusing on advanced

techniques and craft elements in the genre. All

instruction and discussion is revision-based. With the

guidance of a faculty mentor, the student will

research, develop, and write a customized project or

projects for the course. Students must make two

submissions of at least 5 to 10 pages during the

residency session and four submissions of equal

length in the mentoring component of the semester.

Prerequisite: Admission into the MFA program.

CRW POETRY WRITING II/ FOUR CREDITS

639. Taken during second mentoring semester. A

continuation of the intensive study of Poetry Writing

I. A study of the writing of poetry, focusing on

advanced techniques and craft elements in the genre.

All instruction and discussion is revision-based. With

the guidance of a faculty mentor, the student will

research, develop, and write a customized project or

projects for the course. Students must make two

submissions of at least 5 to 10 pages during the

residency session and four submissions of equal

length in the mentoring component of the semester.

Prerequisite: Admission into the MFA program and

completion of Poetry Writing I.

CRW POETRY WRITING III/ FOUR CREDITS

640. Taken during third mentoring semester. A

continuation of the intensive study of Poetry Writing

II. A study of the writing of poetry, focusing on

advanced techniques and craft elements in the genre.

All instruction and discussion is revision-based. With

the guidance of a faculty mentor, the student will

research, develop, and write a customized project or

projects for the course. Students must make two

submissions of at least 5 to 10 pages during the

residency session and four submissions of equal

length in the mentoring component of the semester.

Prerequisite: Admission into the MFA program and

completion of Poetry Writing I and II.

CRW POETRY WRITING IV: THESIS/

641. FOUR CREDITS

Taken during fourth mentoring semester.

An advanced independent study with a faculty

member chosen as the thesis advisor. The student

works one-on-one with the MFA advisor to revise and

develop a body of original, publishable writing

resulting in the completion of the required Master’s

thesis. In addition, students prepare to offer a reading

from their work to the community during the fifth and

final graduation residency. Prerequisite: Admission

into the MFA program and completion of Poetry

Writing I, II and III.

CRW GRADUATE RESIDENCY/ NO CREDIT

660. Following the fourth mentoring semester, students

finish the program by returning to campus for a fifth,

graduating residency. In this final residency,

graduating students complete the following:

• give a presentation and oral defense of their

creative thesis project

• give a public reading from their creative work

• lead their fellow students in a craft seminar

developed under the guidance of a faculty mentor.

Prerequisite: Admission into the MFA program and

completion of coursework in four residencies and four

mentoring semesters.

ECONOMICS

ECN ECONOMICS FOR TEACHERS/THREE CREDITS

500. Prerequisite: Graduate student status. A survey of

selected principles of macro- and microeconomics.

This course is designed to acquaint non-majors with

the tenets of economics as they apply to current

events, and to define the role of economics in the

social sciences.

ECN MICROECONOMIC THEORY/THREE CREDITS

501. Prerequisite: ECN 201 and ECN 202. Price Theory is the

basis for economic decision-making by the individual

and by the firm. The tools of this course are used to

predict and explain the behavior of these two

economic entities under various market conditions.

ECN MACROECONOMIC THEORY/THREE CREDITS

502. Prerequisite: ECN 201 and ECN 202. This course

examines the determination of national income,

employment, output, and price levels in the aggregate

economy. The role played by fiscal and monetary

policies is a critical component of the course.

ECN QUANTITATIVE METHODS/ THREE CREDITS

504. Prerequisites: ECN 201, ECN 202 and ECN 303. As the

title indicates, this course deals with mathematical

solutions to various types of problems encountered in

economics and business. Economic theory assumes

that firms maximize profits and minimize costs, and

that consumers maximize utility. Thus, optimization

techniques will be the first topic we will examine.

Since most decisions are made with imperfect

knowledge, an understanding and appreciation of

probability is necessary; this will be the second topic

covered in the course. Forecasting and regression

techniques are the third subject examined by this

course, followed by linear programming, project

scheduling, and inventory management.

ECN THE ECONOMICS OF EDUCATION/THREE CREDITS

505. This course provides an introduction to the various

aspects of the economics of education. It applies

economic principles to analyze primary, secondary,

and post-secondary education and discusses the

implications for educational policy. Topics include

cost-benefit analysis of education, the signaling vs.

human capital debate, race and gender issues in

education, education production functions, and

financing education at all levels. In addition, the

course will investigate school choice, voucher, teacher

quality and merit pay.

ECN MONEY AND FINANCIAL INSTITUTIONS/

521. THREE CREDITS

Prerequisite: ECN 202. A study of the role of money

and of monetary and financial institutions with an

emphasis on the history, structure, and function of the

banking system. Monetary theory and policy are

examined in relation to their influence on the

macroeconomy.

ECN INTERNATIONAL TRADE/THREE CREDITS

522. Prerequisites: ECN 201 and ECN 202. A survey of the

importance of trade in the world economy, the

mechanism of international payments, and the effect

of current import-export practices and tariffs on the

economy of the United States.

ECN ECONOMIC PROBLEMS OF DEVELOPING

523. COUNTRIES/THREE CREDITS

Prerequisites: ECN 201 and ECN 202. Offered in

alternate years. A study of the requirements for

economic progress and development in the emerging

nations of the world. This is an interdisciplinary

approach to the economic, political, and sociological

factors involved in developing the economies of low

per capita income countries.

ECN PUBLIC FINANCE/THREE CREDITS

524. Prerequisite: ECN 201 and ECN 202. An examination of

the role of government in the private economy. The

course examines how government raises revenues,

makes expenditures, and how government

involvement affects resource allocation, prices, and

quantities. Other topics may include public choice and

specific programs of government, e.g., housing

subsidies, welfare programs, military expenditures,

etc.

ECN LABOR ECONOMICS/THREE CREDITS

526. Prerequisites: ECN 201 and ECN 202. This course

examines such concepts as labor demand and labor

supply, labor market structure and wage

determination; with analysis supplemented by policy

applications, union institutions, collective bargaining

and the economic impact of unions will also be

studied.

ECN AMERICAN ECONOMIC HISTORY/

545. THREE CREDITS

Prerequisites: ECN 201 and ECN 202 or consent of

instructor. A study of the economic development of

the United States from the colonial period to the

present. The interrelated changes in economic

performance, technology, institutions, and

governmental policy will be emphasized. Such topics

as early development, transportation, population

growth, technological change, financial development,

and the role of government will be covered.

ECN SPECIAL TOPICS IN ECONOMICS/

599. THREE CREDITS

Each offering covers a special topic in economics. See

course schedule for specific topics.

EDUCATION

EDU CLINICAL I: READING/ONE CREDIT

500A. Major Credit: Prerequisite for all education students:

PRAXIS CORE: Passing scores in reading, writing, and

math; Must be taken concurrently with EDU501 or

EDU507. This supervised clinical is the first of two

sequential, incremental clinical experiences for

special education and elementary (40 hours required),

and early childhood (50 hours required) majors.

Students work with an individual child or small group,

assess and plan instruction in the area of reading,

assist in building the child’s self-esteem and

confidence, aid in the development of thinking skills,

and gain experience, practice, and training in the

application of theory and skills when working with

students. The candidates will give at least three pre-

and post-assessments to determine the impact of

student learning from the beginning of the clinical

experience to the end. They will also teach a minimum

of five lessons to an individual student and/or small

group of students. Pass/Fail Grading. Offered Fall and

Spring. Students must sign up for the clinical using

www.tinyurl.com/clinicals

EDU CLINICAL II: EARLY CHILDHOOD

500B. EDUCATION/THREE CREDITS

Prerequisite: EDU 500a. This supervised practicum

graded on a pass/fail basis is the second of two

sequential, incremental clinical experiences required

of early childhood majors. Students work in a public

school setting and observe, plan, and instruct young

children. Knowledge of discipline and management

and instructional theory acquired in core courses is

applied in this early childhood placement. This

practicum builds on the experiences obtained in

Education 500a. Grading is on a pass/fail basis. Sign-

up deadlines are involved. Check with your adviser.

EDU CLINICAL II: ELEMENTARY EDUCATION/

500C. THREE CREDITS

Prerequisite: EDU 500a. This supervised 50-hour

practicum graded on a pass/fail basis is the second of

two sequential, incremental clinical experiences

required of elementary majors. Students work in a

public school setting and observe, manage, plan for,

and instruct a large group, as opposed to an individual

child. The practicum gives students the experience,

practice, and training in the application of theory and

skills in the classroom acquired in core courses in

elementary education. Grading is on a pass/fail basis.

This practicum builds on the experiences in EDU 500a.

Sign-up deadlines are involved. Check with your

adviser.

EDU CLINICAL I: SECONDARY/ THREE CREDITS

500D Co-requisite: EDU531, 546, 547, or 552. Required of

all prospective secondary teachers. A course designed

for prospective secondary school teachers in all

academic areas. Students observe and participate in

the instructional program of a secondary school under

the supervision of a classroom teacher and University

supervisor. Requirements include, but are not limited

to, teaching whole class lessons with feedback from

the University supervisor and cooperating teacher,

journaling, and assigned readings. Grading is on a

pass/fail basis. Fall/Spring term. Sign-up deadlines are

involved. Check with your adviser.

EDU CLINICAL II: CONTENT READING/

500E. NO CREDITS

Co-requisite: EDU525. This supervised practicum is the

second of two sequential, incremental clinical

experiences required of secondary education majors.

Classroom settings are appropriate to the student’s

major. Students enhance reading and writing by

focusing on such topics as self-esteem, thinking skills,

and vocabulary development. Grading is on a pass/fail

basis. Fall or January term. Sign-up deadlines are

involved. Check with your adviser.

EDU M.ED. CLINICAL: TEACHER WORK SAMPLE/

500F. THREE CREDITS

This supervised practicum graded on a pass/fail basis

is a clinical experience required of students working

toward the M.Ed. in Elementary, Secondary, Special or

Gifted Education. Students take this course, in which

they create a teacher work sample, during the first 18

hours in the degree program. Teacher work samples

(TWS) are exhibits of teaching performance that

provide direct evidence of a candidate’s ability to

design and implement standards-based instruction,

assess student learning and reflect on the teaching

and learning process. Also teacher work samples are

teaching exhibits that can provide credible evidence

of a candidate’s ability to facilitate learning of all

students. Grading is on a pass/fail basis.

EDU M.ED. CLINICAL: NATIONAL BOARD FOR

500g. PROFESSIONAL TEACHING STANDARDS

PORTFOLIO/NO CREDIT

Prerequisite: EDU 500f-MEd Clinical: Teacher Work

Sample. This capstone experience is a requirement for

students working toward the M.Ed. in Elementary,

Secondary, Special, Art or Gifted Education. Students

take this course, in which they create a portfolio

representing their abilities with the Five Core

Propositions of the National Board for Professional

Teaching Standards. Grading is on a pass/fail basis.

EDU CLINICAL I: MIDDLE LEVEL/THREE CREDITS

500h. Co-requisite: EDU 556, 557, 558, or 559. Required of

all teacher candidates for middle level. This course is

designed for middle level teacher candidates in Math,

Science, Social Studies, and Language Arts. Students

observe and participate in the instructional program

of a middle school under the supervision of a middle

level classroom teacher and a University supervisor.

Requirements include, but are not limited to, teaching

whole class lessons with feedback from the University

supervisor and cooperating teacher, journaling, and

assigned readings. Grading is on a pass/fail basis. Fall

or Spring Term. Sign up deadlines are involved. Check

with your advisor.

EDU CLINICAL II: MIDDLE LEVEL/NO CREDIT

500i. Co-requisite: EDU 562. This supervised practicum is

the second of two sequential clinical experiences

required of middle level teacher candidates.

Classroom settings are in a middle school appropriate

to the students’ major. Students enhance reading and

writing by focusing on such topics as characteristics of

an underachiever in content area reading, vocabulary

acquisition, and comprehension skills. Grading is on a

pass/fail basis. Fall and January Term. Sign-up dates

are involved. Check with your advisor.

EDU READING/LANGUAGE ARTS IN THE

501. ELEMENTARY CLASSROOM/THREE CREDITS

Major credit. Prerequisites for all education students:

EDU560; PRAXIS CORE: Passing scores in reading,

writing, and math; EDU533 (except for special

education majors). Co-requisite EDU500A. This course

will equip the elementary candidate with the tools

necessary to diagnose and remediate the struggling

readers in the general education classroom. Along

with analysis of various assessment data, the

candidate will be involved with the study of the

language arts; theoretical models for literacy

development and learning; and the foundations of

reading behaviors and stages of reading development.

EDU CLASSROOM MANAGEMENT/THREE CREDITS

502. A course for teachers in the regular elementary,

middle, or high school setting. Emphasis is on theories

of school discipline and behavior management and

the development of teacher strategies to implement

best practices in classroom management.

EDU MATHEMATICS FOR THE ELEMENTARY

503. CHILD/ THREE CREDITS

This course is a prerequisite to EDU 512. Content

includes systems of numeration and place value,

fundamental operations of arithmetic, measurement,

informal geometry, basic algebra, methods, and

materials of elementary math. Students analyze

Tactics for Thinking, curriculum frameworks, and

school-to-work transition. Offered during fall, January

and spring terms.

EDU TECHNOLOGY FOR THE CLASSROOM

504. THREE CREDITS

This elective course is recommended for both

undergraduate and MAT students seeking initial

teacher certification during the semester prior to their

student teaching experience. The course is intended

to familiarize candidates with instructional

applications for commonly used types of current

technologies and facilitate their immediate and

successful classroom use.

EDU FIRST-YEAR TEACHER/THREE CREDITS

505. This course will enable beginning teachers to form a

network of district professionals who can support and

assist them in applying effective classroom practices

in concert with district policies and procedures.

Teachers will also be able to develop a commitment

to continuous learning and professional growth.

EDU K-6 CLASSROOM MANAGEMENT, DISCIPLINE, AND

506 LAW/THREE CREDITS

Elective course: Prerequisite Acceptance into

Teacher Education; EDU572. This course offers

effective ideas, strategies and tools for classroom

management and discipline in the classroom that are

within the guidelines of school law. Using literature

from today’s educational leaders, students will

examine and evaluate developmentally appropriate

best practices of effective classroom management

and discipline for grades K-6 with emphasis on

behavioral norms and differences, physical space and

organization, safety, and time and work management.

Techniques will be explored as a means to minimizing

behavior problems and establishing a productive and

responsible classroom. Candidate will also be

introduced to common policies and procedures for

student conduct based on the law. Role play and

participation in class will be a part of the course grade.

Offered January Term/Summer 1A Term.

EDU READING/LANGUAGE ARTS IN THE pK-6

507. CLASSROOM/THREE CREDITS

Major credit. Co-requisite EDU500A. This course will

equip the candidate seeking certification pK-6 with

the tools necessary to diagnose and remediate the

struggling readers in the general education classroom.

Along with analysis of various assessment data, the

candidate will be involved with the study of the

language arts; theoretical models for literacy

development learning; and the foundations of reading

behaviors and stages of reading development.

EDU THE CREATIVE PROCESS FOR EDUCATORS/

510. THREE CREDITS

An exploration of the creative process encompassing

theory and application. The course uses a variety of

art materials and techniques. Crosslisted with ART

510. Lab fee:

EDU DIRECTED STUDENT TEACHING:

512a. ELEMENTARY/NINE CREDITS

Students normally take this course, which integrates

theory and practice, during the senior year. The 60-

day experience includes observation, participation,

and directed teaching experience in a local—normally

public—school. There are required conferences with

the University supervisor and the cooperating

teachers, demonstration of computer-assisted

instruction, and attendance at such required seminars

as training sessions, orientation sessions, and

workshops. The University supervisor will visit the

student teacher during the semester. Students must

stay in touch with their advisers. Grading is on a

pass/fail basis. Offered during spring term and

occasionally in fall term. Course fee.

EDU DIRECTED STUDENT TEACHING:

512b.EARLY CHILDHOOD/NINE CREDITS

This course, which integrates theory and practice, is

offered as a culminating experience of the initial

certification program. The 60-day experience includes

observation, participation, and directed teaching

experience in a local -normally public - school.

Conferences with the University supervisor and the

cooperating teachers and attendance at such

seminars as the ADEPT-training session are

requirements. The supervisor evaluates the student

teacher using the ADEPT. In addition, the student

must demonstrate skill in computer-assisted

instruction. Students must stay in touch with their

advisers. Grading is on a pass/fail basis. Offered

during spring term and occasionally in fall term.

Course fee.

EDU DIRECTED STUDENT TEACHING:

512d MIDDLE LEVEL/NINE CREDITS

Middle level teacher candidates normally take this

course, which integrates theory and practice during

the last semester of course work. During the

semester, middle level teacher candidates must show

they have an understanding of the NMSA Standards.

A special evaluation form used by the cooperating

teacher does this. The middle level teacher candidates

complete a 60-day experience that includes, but not

limited to, observations, participation, and directed

teaching experience in a local middle school. There

are required conferences with the University

supervisor and the cooperating teachers,

demonstration of computer-assisted instruction, and

attendance at such required seminars as training

sessions, orientation sessions, and workshops. The

University supervisor will visit the student teacher all

during the semester. Middle level teacher candidates

must stay in touch with their advisor and University

supervisor. Grading is on a pass/fail basis. Offered

during spring term and occasionally in fall term.

Course fee.

EDU DIRECTED STUDENT TEACHING:

512h ART EDUCATION/NINE CREDITS

The 60-day course includes observation, participation,

and directed teaching experience in a local - normally

public school. The experience requires conferences

with the University supervisor and the cooperating

teachers, demonstration of the integration of

technology into instruction, and attendance at such

required seminars as training sessions, orientation

sessions, and other workshops. The University

supervisor visits the student teacher periodically

during the semester. Students must stay in touch with

their advisor. Grading is on a pass/fail basis. Offered

during spring term and occasionally in fall

term. Course fee.

EDU CONTEMPORARY EDUCATIONAL ISSSUES/

514. THREE CREDITS

The course will focus on three central issues relevant

today to educational theory and practice:

constructivism, systems thinking, and results-driven

education. Students will acquire an understanding of

the theories and concepts involved and will consider

the realities of those theories in educational practices.

Current journal articles will be included to assure a

current perspective in the course.

EDU COACHING FOR LITERACY EDUCATION/

516. THREE CREDITS

Coaching principles and strategies related to

improvements and innovations in classroom teaching

and literacy instruction. Emphasis is on ways to work

with teachers in classrooms and professional

development to bring about educational reform and

improvements in teaching and literacy instruction.

EDU ADVANCED SEMINAR IN LITERACY

517. INSTRUCTION/THREE CREDITS

This course provides a research-based foundation in

literacy development for elementary-age students.

Study includes investigation of: Cognitive, socio-

cultural, linguistic, developmental and motivational

influences on literacy and language development; and

Instructional strategies that facilitate learning for this

age range. Comprehension development, fluency

development, phonemic awareness, phonics

instruction, word recognition, vocabulary

development, writing, spelling, family literacy,

emergent and beginning literacy, oral

communications, and the needs of diverse learners

are included.

EDU ELEMENTARY SCHOOL CURRICULUM/

519. THREE CREDITS

Special topics include microcomputer literacy/usage;

classroom discipline and management; principles of

tests and measurements; use of audio-visual

equipment; multicultural education; affective

education; self-esteem; thinking skills (e.g., problem-

solving, critical thinking skills, etc.); parent

involvement; awareness of differing economic, social,

racial and religious groups; development and analysis

of teacher-made tests; varying organizational sizes

(individualized, small, and large); This course is a

prerequisite to student teaching (early childhood and

elementary).

EDU INSTITUTE IN CURRICULUM DEVELOPMENT/

520. THREE CREDITS

521. These graduate level workshops focus on the

preparation of curriculum materials and the

development of appropriate teaching strategies.

These courses are classified as Professional

Development (PD) graduate offerings. May be offered

pass/fail or letter grade based on approval.

EDU METHODS OF TEACHING WRITING IN THE

522. CONTENT AREAS/THREE CREDITS

This course facilitates writing instruction in the

classroom by helping teachers develop methods and

strategies for implementing and evaluating writing at

their own particular levels or in their own specific

content areas.

EDU BEHAVIOR AND DEVELOPMENT OF THE

523. YOUNG CHILD/THREE CREDITS

This course combines elements of learning theory and

child growth and development with actual

observation of children. Special topics include self-

esteem and confidence, multi-ethnic and pluralistic

preschool settings, and principles of tests and

measurements. The course covers the social, physical,

emotional, and intellectual development of the child

from birth to preadolescence and gives special

emphasis to language acquisition and preoperational

thought. Fall term.

EDU SCIENCE FOR THE ELEMENTARY CHILD/

524. THREE CREDITS

This course familiarizes graduate students with

science content appropriate for the elementary child

(grades 2-6), develops pedagogical skills in science,

and builds positive attitudes toward science and

science instruction.

EDU R2S CONTENT READING AND WRITING FOR MIDDLE

525a SCHOOL AND HIGH SCHOOL TEACHER

THREE CREDITS

Co-requisite: EDU500e (Art and Music Education do

not have co-requisite) This course assists teachers in

the teaching of reading and writing in a variety of

content areas at the secondary level. Teachers will

learn to administer formal reading tests, determine

reading rates, develop comprehension questions and

assess the readability of text materials. Teachers will

learn to design content specific writing assignments,

grading rubrics, and develop lessons to support

content writing. For initial certification, a related

clinical (EDU 500e) is required. Fall/January Term.

EDU TEACHING READING AND WRITING IN THE

525b. CONTENT AREAS/ELEMENTARY/

THREE CREDITS

This course assists teachers in the teaching of reading

in a variety of content areas at the elementary level.

Teachers will develop study guides, utilize study plans,

introduce content area texts, determine reading

expectancy and levels, develop comprehension

questions at various levels, use measurement and

evaluation, and assess readability of text materials.

EDU IDENTIFICATION AND OTHER ISSUES IN

526. GIFTED EDUCATION/THREE CREDITS

Prerequisite: EDU 591 and EDU 592. This course will

examine the various statistical instruments,

investigative procedures, and other strategies used to

identify and evaluate gifted and talented students.

Techniques for evaluating students, teachers, and

programs will be studied. This should be one of your

last courses.

EDU TEACHING THROUGH THE ARTS/

527. THREE CREDITS

Designed for those without previous art training, the

course guides teachers in the exploration of the use of

the visual arts, music, dance, drama, and literature to

teach academic skills. Class members will examine the

theory, philosophy, and research that support the

integration of the arts into the basic curriculum for

increased academic achievement. Study will include

the effects on the affective, behavioral, cognitive, and

social development of the learner. In addition to

highlighting school and community resources,

instruction will enable students to create lessons for

integrating the arts into any content area on any grade

level. Arts specialists who work in the school system

will be invited from each area.

EDU APPLIED RESEARCH IN GIFTED EDUCATION/

530. THREE CREDITS

Prerequisites: EDU 591 and EDU 592. The course

introduces candidates for the masters in gifted to

research techniques, emphasizing qualitative

methods, which they can apply in their classroom to

promote program and instructional improvement.

Participants will complete one major applied research

project in which they will select and implement

appropriate techniques, interpret the results, and

develop a conclusion and plan of action based upon

the results. In addition, they will use their knowledge

of research techniques to critique published research

studies in gifted education.

EDU METHODS OF TEACHING SECONDARY

531. MATHEMATICS/THREE CREDITS

Co-requisite: EDU500d A study of the secondary

school curriculum in mathematics and discussion of

methods of teaching selected topics.

EDU DIRECTED STUDENT TEACHING:

532. SECONDARY/NINE CREDITS

Required of all prospective secondary teachers. This

course, which integrates theory and practice, is a

culminating experience of the initial teacher

certification program. The 60-day course includes

observation, participation, and directed teaching

experience in a local—normally public—school. The

course requires conferences with the University

supervisor and the cooperating teacher and such

required seminars as the ADEPT-training session. The

University supervisor will evaluate the student during

the semester using ADEPT. Students must stay in

touch with their advisers and check the Education

Department website (education.converse.edu) for

important deadlines. Grading is on a pass/fail basis.

Offered during spring term and occasionally in fall

term. Course fee.

EDU LITERATURE FOR THE CHILD/

533. THREE CREDITS

This course acquaints the student with traditional and

modern literature for children, interests of children of

different age levels, criteria for evaluating children’s

books, and methods of correlating children’s

literature with the curriculum. This course is a

prerequisite to EDU 512a and 512b.

EDU CURRICULUM FOR EARLY CHILDHOOD AND

535. ELEMENTARY/THREE CREDITS

This course is a study of the curricular needs of

children from preschool through elementary, a review

of programs/settings, and an exploration of

teaching/learning theory to the pK-6 setting. Special

topics include working with parents, classroom

management techniques/strategies, and curricula in

math, language arts, science, social studies, art,

physical education, and music. Students make on-site

visits to a variety of service delivery options and

school settings.

EDU LANGUAGE ARTS: INTEGRATING

536. INTERMEDIATE READING AND WRITING

THREE CREDITS

Prerequisites: EDU500A; EDU501; EDU572. This

course focuses upon methodology for scaffolding

reading and writing development of the Intermediate

grades student. Teaching candidates will focus on the

transition from beginning reading and writing to

reading and writing in the content areas. Effective

strategies and materials for teaching the fluent reader

and writer will be emphasized. A 15-hour clinical is

required for the course. Students must sign up for the

clinical using www.tinyurl.com/clinicals

EDU METHODS AND MATERIALS FOR EARLY

537. CHILDHOOD/ELEMENTARY/THREE CREDITS

This experiential course is designed to guide students

in the use and preparation of teacher-made

instructional materials for pK-6 grades. Taken along

with the second major clinical, this course imbeds the

creation and design of lesson planning while also

focusing on the role of the teacher and importance of

play for physical, social emotional, and cognitive

development in grades pK-6. This course is a co-

requisite to EDU102.

EDU SOCIAL STUDIES FOR THE CHILD/

541. THREE CREDITS

A course designed to teach future elementary

teachers the theory and practice of social studies

methodology for the contemporary public school.

Emphasis is given to pedagogical strategies and lesson

planning for the various social studies concepts and

skills in the elementary curriculum.

EDU ARTS INTEGRATION/THREE CREDITS

545. Designed for those without previous art training, this

course provides an opportunity for elementary

education teachers to use the visual arts, music,

dance, drama, and literature to teach academic skills

to students attending the Converse All-Stars Camp.

This summer session II course is taught concurrently

with SED 582b: Clinical II: Practicum in Learning

Disabilities.

EDU SECONDARY CURRICULUM AND METHODS

546. FOR SOCIAL STUDIES/THREE CREDITS

Co-requisite: 500d The course includes best practices

in teaching social studies, strategies and methods that

emphasize active student engagement, and

development of units of study that are based on South

Carolina Standards and integrate technology.

EDU SECONDARY ENGLISH/LANGUAGE ARTS

547. METHODS/THREE CREDITS

Co-requisite: 500d English/Language Arts Methods

course is designed for aspiring English teachers. The

course will include best practices in teaching English

and language arts, strategies and methods that

emphasize active student engagement, and

development of units of study that are based on South

Carolina Standards and integrate technology.

EDU CURRICULUM PRINCIPALS AND METHODS

552. FOR SECONDARY SCIENCE EDUCATION/

THREE CREDITS

Co-requisite: 500d This course is designed primarily as

preparation for students who desire to become

secondary school science teachers. The course takes a

pragmatic approach to the application of research and

accepted theories of effective science teaching

technique. Success in this class will require that

students actively participate in class and that students

act independently and in a mature manner in out-of-

class instructional activities.

EDU DIVERSITY IN THE CLASSROOM/

555. THREE CREDITS

This course is designed to help educators gain

strategies to understand how our diverse society

influences student learning in the classroom.

Participants will explore issues of culture, gender, and

individuals with exceptionalities, and how these affect

a student’s learning and behavior in the classroom.

Through class discussions, readings, and personal

reflection, our goal is to exemplify the challenges and

benefits of diversity and strengthen the possibilities of

working and living in a diverse society as engaged and

active participants.

EDU METHODS IN TEACHING MIDDLE LEVEL

556. MATH/THREE CREDITS

Co-requisite: 500h. This course is designed primarily as

preparation for students who desire to become

middle school math teachers. Students will use their

depth and breadth of content knowledge in ways that

maximize student learning, they will be able to teach

in ways that help all young adolescents understand

the integrated nature of mathematics, and use

effective content specific teaching and assessment

strategies. This course is designed to support the

teaching of South Carolina Curriculum Standards.

EDU METHODS IN TEACHING MIDDLE LEVEL

557. SCIENCE/THREE CREDITS

Co-requisite: 500h. This course is designed primarily as

preparation for students who desire to become

middle school science teachers. The course takes a

pragmatic approach to the application of research and

accepted theories of effective science teaching

technique for grades 5-8. This course is designed to

support the teaching of South Carolina Curriculum

Standards.

EDU METHODS IN TEACHING MIDDLE LEVEL

558. SOCIAL STUDIES/THREE CREDITS

Co-requisite: 500h. The course will include best

practices in teaching social studies for grades 5-8,

strategies, and methods that emphasize active

student engagement, and development of units of

study that are based on South Carolina standards and

integrate technology.

EDU METHODS IN TEACHING MIDDLE LEVEL

559. LANGUAGE ARTS/THREE CREDITS

Co-requisite: 500h. This course is designed to provide

an intensive examination of methods utilized in the

teaching of English language arts for grades 5 – 8. The

course structures the opportunity for pre-service

teachers to review and focus content knowledge of

English language arts studies with an eye toward

teaching. This course is designed to support the

teaching of South Carolina Curriculum Standards.

EDU INTRODUCTION TO EDUCATION/

560. THREE CREDITS

This course is the first course a student should take and

is a prerequisite to student teaching. This course is an

introductory study of the historical, philosophical, and

sociological foundations of the American educational

system. It concentrates on current issues, such as

multicultural, handicapped, affective, cognitive, and

vocational education programs. The study reviews

current impacts on curriculum, students, and teachers

and examines career opportunities in education.

Offered every term.

EDU CURRICULUM DESIGN AND ASSESSMENT/

561. THREE CREDITS

Prerequisite: EDU 560. The relationships among

classroom diversity, management, assessment, short

and long term planning, and instruction are explored.

Students will develop knowledge and skills in the

interaction of these classroom elements.

EDU TEACHING READING AND WRITING IN THE

562. MIDDLE LEVEL CONTENT AREA/

THREE CREDITS

Co-requisite: 500i. This course is designed to prepare

aspiring middle school teachers for integrating literacy

into the entire school day, including organizational

structures that support meaningful relationships and

learning. Emphasis will be placed on the value of

collegial planning and teacher cooperation to provide

a literacy curriculum that is relevant, challenging,

integrative, and exploratory. The course will include

best practices in teaching reading and writing,

strategies and methods that emphasize active student

engagement, as well as the development of classroom

structures and practices that are designed to support

the teaching of South Carolina Curriculum Standards.

EDU INFORMATION SUPER HIGHWAY/

563. THREE CREDITS

This course provides a hands-on approach to

searching the Internet and other computerized

databases. The course includes some basic theory—

such as Boolean Logic, but the emphasis is on practical

application. Appropriate for both media/AV

specialists and teachers who want to develop end-

user searching skills.

EDU INTRODUCTION TO PROJECT BASED LEARNING

564. THREE CREDITS

This course is designed to introduce students to the

theory behind PBL and the basics of designing,

delivering and assessing PBL that supports student

attainment of core academic content and such 21

century skills as personal agency, critical and

analytical thinking, collaboration, communication and

technological proficiency.

EDU BEST PRACTICES IN LITERACY EDUCATION/

565. THREE CREDITS

This course provides classroom teachers a solid

foundation in current theory and best practices in

literacy instruction. The acquired knowledge will help

teachers become more reflective decision-makers.

Participants will examine their literacy history, beliefs

about teaching literacy and how those beliefs relate

to current practice.

EDU TEACHER AS COUNSELOR/THREE CREDITS

566. This course builds the educator’s basic

communication skills, promotes the integration of

personal and professional helping philosophies,

explores the helper’s values, and helps the educator

learn the necessary skills in building an effective

helping relationship. The course focuses on the

acquisition of counseling skills that prove beneficial

for teachers in a variety of educational settings.

EDU EDUCATIONAL PSYCHOLOGY/

567. THREE CREDITS

A study of the principles of psychology as applied to

educational theory and practice. Particular emphasis

is on the theories of learning and human behavior in

an educational setting.

EDU CREATIVE DRAMATICS FOR THE CLASSROOM

568. TEACHER/THREE CREDITS

This course explores the concepts of creativity and the

approaches that the classroom teacher can use in

involving young people in the creative process

through using the theatre game structure.

EDU GENDER AND EDUCATION/THREE CREDITS

569. In the course, individual teachers will develop an

understanding of the role that gender can play within

the classroom and how teachers can use this

information to better meet the needs of students in

any teaching environment. This professional

development course is designed for public or private

school faculty members. Graduate students may also

take the course with prior approval from their advisor.

EDU WORKSHOP IN METHODS AND MATERIALS/

570. THREE CREDITS

571. Workshops focus on methods and materials of

instruction in various academic fields in the public

school curriculum. Because selected topics may vary

from year to year, a student may take this course once

or twice, with permission of instructor and/or adviser.

These courses are classified as Professional

Development (PD) graduate offerings. May be offered

pass/fail or letter grade based on approval.

EDU DIAGNOSTICS AND METHODS IN THE pK-6

572. CLASSROOM/THREE CREDITS

Major credit. Prerequisite EDU500A, EDU501/507.

This course is designed to provide the teaching of

reading methods, and to build upon foundations laid

in the Reading Clinical I course. Candidates will be

immersed in literacy and reading instruction as they

develop oral and communication skills with a focus on

theory, literacy development, and the methods of

teaching various literacy skills. They will employ

planning and strategy instruction using diagnostic

analysis to teach according to the five components of

reading instruction (phonemic awareness, phonics,

fluency, vocabulary, and comprehension) and the

writing process. A 15-hour clinical will be required for

candidates to practice their craft by teaching two

literacy lessons and observing the teaching of literacy

in the elementary classroom. Students must sign up

for the clinical using www.tinyurl.com/clinicals

EDU APPLICATION OF PROJECT BASED LEARNING IN

573. CURRICULUM AND INSTRUCTION/THREE CREDITS

This classroom and field-based course is designed to

give teachers the experiences required to plan, create,

facilitate, and integrate appropriate instructional

methodologies and technology within a PBL unit of

study that will support the academic achievement of

student with diverse learning needs.

EDU MIDDLE LEVEL ADOLESCENTS/

574. THREE CREDITS

This course will examine of the developmental

characteristics of early adolescents in contemporary

society using interdisciplinary themes, young adult

books, and other media.

EDU MIDDLE LEVEL PHILOSOPHY AND SCHOOL

575. ORGANIZATION/THREE CREDITS

This course examines the history, philosophy,

curriculum, and structure of middle schools. Middle

school theories, concepts, and research findings

relative to exemplary programs and practice are

emphasized.

EDU MIDDLE LEVEL PEDAGOGY AND

576. ASSESSMENT/THREE CREDITS

A study of research-based methodologies for effective

middle school teaching and assessment.  Empirically

verified methods of pedagogical content selection,

planning, delivery, and assessment appropriate to

middle school teaching are emphasized.

EDU READING AND LEARNING STRATEGIES/

578. THREE CREDITS

Prerequisite: Education 501. This course is primarily

for students in special education. It treats particular

methods and materials for dealing with a wide

number of reading problems of exceptional children.

Emphasis is on diagnosing reading difficulties and on

techniques of remediation.

EDU ADVANCED MIDDLE LEVEL PHILOSOPHY

579. AND SCHOOL ORGANIZATION/

THREE CREDITS

This is the second course based on Standard 2 of the

National Middle School Association Middle Level

Teacher Preparation Standards. That standard reads

as follows: Middle level teacher candidates

understand the major concepts, principles, theories,

and research underlying the philosophical

foundations of developmentally responsive middle

level programs and schools, and they work

successfully within these organizational components.

EDU ADVANCED MIDDLE LEVEL CURRICULUM

580. AND ASSESSMENT/THREE CREDITS

A study of research-based methodologies for effective

middle school teaching and assessment. Empirically

verified methods of pedagogical content selection,

planning, delivery, and assessment appropriate to

middle school teaching are emphasized.

EDU FOUNDATIONS OF LITERACY ASSESSMENT/

581. THREE CREDITS

Designed for practicing teachers, this course will focus

on formal and informal assessment of literacy learning

used by the elementary classroom teacher.

Assessments will include traditional approaches as

well as more recent innovations such as authentic

assessment and curriculum-based assessment.

EDU PRACTICUM IN CURRICULUM DESIGN

582f. FOR THE GIFTED/THREE CREDITS

Prerequisites: EDU 591 and EDU 592. This course

provides graduate students an opportunity to design

curriculum, establish goals, plan activities, and devise

evaluation criteria for gifted students of diverse ages

and backgrounds. (Experienced teachers only.)

EDU PRACTICUM IN EARLY CHILDHOOD

582g. EDUCATION/THREE CREDITS

This course provides students an opportunity to

observe and work with young children. Emphasis is

upon the Early Childhood curriculum, the nature of

the learner, and management of young children.

EDU PRACTICUM IN INSTRUCTION FOR THE

582h. GIFTED/THREE CREDITS

Prerequisite: EDU 582f. In this course graduate

students will work with gifted students, implementing

a curriculum of their own design and appropriately

adjusting both curriculum and teaching methods to

the needs of the students.

EDU ADVANCED METHODS IN ELEMENTARY

583. MATHEMATICS/THREE CREDITS

This course is designed to further address candidates’

knowledge of major concepts, procedures, and

processes in the teaching of elementary mathematics.

EDU ADVANCED MIDDLE LEVEL FIELD

584. EXPERIENCE/THREE CREDITS

The purpose of this course is for you to give evidence

that you not only teach the SC Curriculum Standards,

but demonstrate advanced levels of pedagogy and

content knowledge.

EDU ADVANCED METHODS IN ELEMENTARY

585. ENERGY EDUCATION AND CLIMATE CHANGE/THREE

CREDITS

The main purpose of this course is to develop the

students’ understanding of basic energy and climate

change concepts. These will include the carbon cycle,

the thermohaline circulation of ocean currents, states

of matter, carbon chemistry, nuclear fission,

photovoltaic cells, kinetic energy, thermal energy,

greenhouse effect, renewable energy, etc. Another

major goal of this course is for students to develop

their own beliefs about current energy resources, the

facts about climate change and global warming, and

possible solutions to the energy puzzle. The students

should develop a clearer understanding about “going

green,” political positions vs. scientific data and

observations, and the use of technology to find new

sources of energy and new ways to avoid global

warming and contamination of the planet and its

atmosphere.

EDU ADVANCED METHODS IN ELEMENTARY

586. SOCIAL STUDIES/THREE CREDITS

This course will focus on the content and

methodology of social studies in the elementary

classroom. The course will focus on meaningful

learning of social studies content, skills, and values to

promote democratic behavior in and among citizens.

EDU ADMINISTRATION AND SUPERVISION IN

587. ARTS EDUCATION/THREE CREDITS

This course provides an introduction to Fine Arts

Education Administration and Supervision and is for

advance certification candidates except by permission

of the instructor. Topics include program evaluation,

teacher evaluation, reading and interpreting research

journal articles, grant writing, and applicable school

personnel and school finance principles. Crosslisted

with Art517 and MUE617.

EDU PRACTICUM IN PROJECT BASED LEARNING

588. THREE CREDITS

The field-based practicum is designed to provide

teacher/practitioners with experience and

opportunities to demonstrate their knowledge, skills,

and dispositions for implementing PBL into the regular

classroom setting. This knowledge is demonstrated

through planning for, implementing, and managing

standards-based PBL and content instruction using a

wide range of resources and technology effectively.

The instruction is based on the use and interpretation

of performance-based assessment tools and PBL

techniques. The teachers will also have an opportunity

to provide professional development and build

partnership with colleagues.

EDU NATURE AND NEEDS OF THE GIFTED/

591. THREE CREDITS

This is the basic survey course in the education of

gifted and talented students. It provides the historical

and philosophical background, as well as, rationales

for gifted education. The course focuses on

characteristics, needs problems, developmental

patterns and accommodations for gifted and talented

students including special groups within the

population. This should be your first course in gifted

education.

EDU CURRICULUM AND INSTRUCTION FOR

592. GIFTED AND TALENTED STUDENTS/

THREE CREDITS

Prerequisite: EDU 591 or permission of the instructor.

This course is designed to prepare the teacher to

organize and deliver appropriate curriculum for gifted

and talented students. Teachers will explore

curriculum models, instructional strategies, and

assessment to meet the needs and abilities of gifted

and talented students. Current technology will be

employed in researching, and writing units and lesson

plans. The South Carolina Best Practices Manual will

provide the foundation for this course.

EDU ADVANCED CURRICULUM PRACTICES

593. FOR GIFTED AND TALENTED STUDENTS/

THREE CREDITS

Prerequisite: EDU 591 and EDU 592, or permission of

the instructor. This course is designed to provide a

continuation of topics addressed and introduced in

Introduction to Curriculum and Instruction for the

Gifted and Talented Students and will include the

development of teacher competencies in creating

challenging curriculum, planning independent study,

creating appropriate learning environments,

assessing student performance, and employing

research-based instructional strategies.

EDU SPECIAL TOPICS IN GIFTED EDUCATION/

594. THREE CREDITS

A graduate level course in specific areas of gifted

education. Previous selections have included:

Affective Development, Current Issues in Gifted

Education, Underachievement and Restructuring. A

visiting specialist in gifted education may conduct an

in-depth look at some facet of this field. May be taken

more than once.

EDU SPECIAL TOPICS IN EDUCATION/

599. VARIABLE/ONE TO THREE CREDITS

A graduate level course in specific areas of education

(early childhood, elementary, gifted, or secondary).

May be taken more than once.

EDU GENERAL SCHOOL ADMINISTRATION/

600. THREE CREDITS

This course is designed to provide school

administrators with an overview of principles of

educational administration. Attention is given to the

roles of the principal, supervisor, superintendent, and

other educational leaders in public school systems.

Such topics as problem solving, decision-making,

school-community relations, plant management, staff

evaluation, student services, and instructional

leadership will be examined.

EDU PRINCIPLES AND PRACTICES OF SCHOOL

602. SUPERVISION/THREE CREDITS

This course is designed for graduate students to

provide the opportunity to develop both a knowledge

of the concepts of supervision and the skill to apply

this knowledge in the school setting. Attention is given

to the nature and scope of instructional supervision,

supervisory roles and behaviors, improvement of

instruction, curriculum change, and teaching

methods. Emphasis is given to the skills of clinical

supervision.

EDU INTERNSHIP IN ELEMENTARY SCHOOL

603. ADMINISTRATION/SIX CREDITS

A&B Prerequisites: EDU 600, 602, 610, 611, 625;

permission of instructor. This course is designed to

help practicing and prospective educational

administrators apply their knowledge of

administration to the practical world of the public or

private elementary school. Typically, students will

select, with assistance from and approval of the

instructor, a major project or a series of smaller

projects to develop, research and complete. Students

receive guidance and assistance from school

administrators as well as the instructor. Independent

research and study are augmented by seminars.

Students will be required to demonstrate competency

in the management, use of information systems, and

communication for the secondary schools.

EDU SCHOOL-COMMUNITY RELATIONS/

604. THREE CREDITS

The purpose of this course is to enhance

competencies in communication between the schools

and the public which they serve. The objective of this

enhanced communication is to increase involvement

and support for the affairs of the schools. Emphasis of

the course will be an understanding of the basic

principles of communication and limited skill

development in writing press releases, public service

announcements, and other promotional materials, as

well as critiquing school and district websites.

EDU SCHOOL PERSONNEL ADMINISTRATION:

605. EVALUATION/THREE CREDITS

A course designed to help prospective administrators

and supervisors evaluate personnel in the school

system. Attention is given to a variety of instruments,

processes, and policies that come to bear on the

assessment responsibilities of school managers.

EDU SEMINAR IN INSTRUCTIONAL LEADERSHIP/

606. THREE CREDITS

Prerequisites: EDU 600, 601 or 605, 602, 610, 611, 621.

This course is an advanced seminar for graduate

students in educational administration and

supervision. Designed primarily for students nearing

the completion of the Ed.S. program and/or for

practicing school administrators, the seminar will

focus on selected topics of current interest to school

leaders. Emphasis will be on contemporary theory,

research, and practice. Topics will include

school/teacher effectiveness, the “excellence

movement,” changes in school law, emerging theories

of supervision, implications of instructional research

for administration and supervision, teacher

evaluation, and issues in curriculum. Enrollment

limited to 12.

EDU INTERNSHIP IN SECONDARY SCHOOL

607. ADMINISTRATION/ SIX CREDITS

A&B Prerequisites: EDU 600, 602 610, 611, 625; permission

of instructor. This course is designed to help practicing

and prospective educational administrators apply

their knowledge of administration to the practical

world of the public or private secondary school.

Typically, students will select, with assistance from

and approval of the instructor, a major project or a

series of small projects to develop, research and

complete. Students receive guidance and assistance

from school administrators as well as the instructor.

Independent research and study are augmented by

seminars. Students will be required to demonstrate

competency in the management, use of information

systems, and communication for the secondary

schools.

EDU SEMINAR IN SCHOOL LAW/THREE CREDITS

610. A study of the legal aspects of education with an

emphasis on the Federal and State constitutional

provisions regulating education, case law, and the

legal and ethical rights and responsibilities of teachers

and students. Attention will be given to current

developments to include such topics as disabilities,

religion in the schools, academic freedom, corporal

punishment, negligence (and other torts), and dress

codes. Students will make seminar presentation.

EDU SCHOOL FINANCE/THREE CREDITS

611. This course is designed to develop an understanding

and a working knowledge of theories and practices of

school finance. Emphasis is given to the practical

aspects of budgeting and of laws and policies that

govern how schools are financed.

EDU R2S FOUNDATIONS OF READING/THREE CREDITS

612. An overview of reading and its curricular implications.

Emphasis is placed on current trends and related

methodologies as well as methods for observing

analyzing and evaluating current reading practices in

place in schools. The overall goal of this course is to

equip individuals with the knowledge that will help

them make intelligent curriculum/instructional

decisions and to lead educators in effective change

efforts.

EDU R2S INSTRUCTIONAL PRACTICES

613. THREE CREDITS

Demonstration and critical evaluation of teaching

strategies and materials in reading.

EDU R2S ASSESSMENT OF READING

614. THREE CREDITS

A survey of formative and summative tools for

assessing students’ literacy needs at the school,

classroom and individual level for the purpose of

planning effective instruction. Special emphasis will

be placed on the struggling reader and how to address

individual needs.

EDU READING INSTRUCTION AND ASSESSMENT

615. FOR DIVERSE LEARNERS/THREE CREDITS

Seminar and supervised field experience focusing on

assessing and meeting the needs of small groups of

students as readers.

EDU ADVANCED STUDIES IN LITERACY

616. COACHING/THREE CREDITS

Developing and guiding the reading program is the

focus of this course. Design, management, and

evaluation of reading programs at the classroom,

school, or district levels.

EDU CURRICULUM AND INSTRUCTION:

617. TRENDS AND ISSUES/THREE CREDITS

Prerequisite EDU 620. This course is designed to

acquaint students with the relevant trends and Issues

in curriculum and instruction. Attention will be given

to educational theory as it relates to trends and

Issues. The emphasis will be on examination of

specific educational theory and It’s application In the

public school setting. Students will also explore the

change process in detail as it applies to curriculum

work. The overall goal of this course Is to equip

Individuals with the knowledge that will help them

make intelligent curriculum instructional decisions

and to lead educators in effective change efforts.

EDU R2S CONTENT AREA READING AND WRITING FOR

618. EARLY CHILDHOOD AND ELEMENTARY TEACHERS/

THREE CREDITS

This course is designed to provide the content literacy

knowledge and skills for PreK-12

grade teachers and

focuses on the literacy and learning skills that form the

foundation for present and future academic success

of students. All children require many opportunities to

read, write and think if they are to become strategic

readers, proficient writers, and critical and creative

thinkers. In this course, teachers will closely examine

the nature and significance of literacy learning and the

critical aspects of literacy development. They will

learn ways to integrate literacy skills and strategies in

the content areas.

EDU MED: THEORIES AND DESIGNS IN

619A. ACTION RESEARCH/THREE CREDITS

Candidates gain an understanding of theories and

practice in action research. Subsequently, candidates

identify a question about their own

teaching/coaching/educational practice, review the

current research literature, develop a plan to collect

data, and submit a research proposal. This course

needs to be taken in the Fall term, with EDU619B

taken in the Spring term of the same academic year.

EDU EDS: THEORIES AND DESIGNS IN

619A. ACTION RESEARCH/THREE CREDITS

Candidates gain an understanding of theories and

practice in action research. Subsequently, candidates

identify a question about their own

teaching/coaching/educational practice, review the

current research literature, develop a plan to collect

data, and submit a research proposal. This course

needs to be taken in the Fall term, with EDU619B

taken in the Spring term of the same academic year.

EDU MED: ACTION RESEARCH IMPLEMENTATION

619B THREE CREDITS

Prerequisite EDU619A. Candidates implement their

proposed study, collect and analyze data, identify

emergent themes, and determine plans of action

based upon their findings. Candidates write a research

paper and present their project and their findings to

the class. At each stage of candidates’ inquiry, the

course instructor and peer research groups provide

feedback. Undertaking an action research inquiry into

one’s own teaching requires courage because the

subject of scrutiny is oneself and the fallibility of one’s

current practices. Therefore, it is essential that

candidates have the support of the learning

community while facing the challenge of improving

their own pedagogy, and, in turn, the learning and

achievement of their students. Because candidates

greatly benefit from having a trusted, safe community

through which to explore the improvement of their

teaching and practice, this course will not only

evaluate the candidate’s performance on the basis of

the successful completion of the action research

project, but candidate will also be evaluated on their

contributions to class discussions, and, in particular,

to their research groups. The instructor will organize

candidates into research groups after the first several

weeks of the semester. This course needs to be taken

in the Spring term, with EDU619A taken in the Fall

term of the same academic year.

EDU EDS: ACTION RESEARCH IMPLEMENTATION

619B THREE CREDITS

Prerequisite EDU619A. Candidates implement their

proposed study, collect and analyze data, identify

emergent themes, and determine plans of action

based upon their findings. Candidates write a research

paper and present their project and their findings to

the class. At each stage of candidates’ inquiry, the

course instructor and peer research groups provide

feedback. Undertaking an action research inquiry into

one’s own teaching requires courage because the

subject of scrutiny is oneself and the fallibility of one’s

current practices. Therefore, it is essential that

candidates have the support of the learning

community while facing the challenge of improving

their own pedagogy, and, in turn, the learning and

achievement of their students. Because candidates

greatly benefit from having a trusted, safe community

through which to explore the improvement of their

teaching and practice, this course will not only

evaluate the candidate’s performance on the basis of

the successful completion of the action research

project, but candidate will also be evaluated on their

contributions to class discussions, and, in particular,

to their research groups. The instructor will organize

candidates into research groups after the first several

weeks of the semester. This course needs to be taken

in the Spring term, with EDU619A taken in the Fall

term of the same academic year.

EDU CURRICULUM DEVELOPMENT/

620. THREE CREDITS

A course that examines the underlying principles of

curriculum building as they contribute to the process

of making complete and appropriate curriculum

design. An historical perspective, evaluation

strategies, and management and implementation of

curriculum will be included.

EDU EDUCATIONAL RESEARCH AND EVALUATION

621. OF INSTRUCTION/THREE CREDITS

This course is designed to help teachers and

administrators understand research design and

evaluation procedures in education. Attention is given

to theory building, the research process and types of

research, tests and test scores, measurement and

evaluation of teaching effectiveness, and

contemporary issues in research and evaluation.

EDU INSTRUCTIONAL DESIGN/THREE CREDITS

623. This course will examine the research on effective

instruction. It will explore various models of

instruction. The goal is to give future instructional

leaders a knowledge base of instructional models in

order to design and implement district staff

development and also to work with teachers

individually. Students must have had at least one

introductory course in elementary or secondary

curriculum in either their undergraduate or master’s

program.

EDU DIRECTED INDEPENDENT STUDY IN

690. SPECIAL TOPICS/THREE CREDITS

A special topics independent study course for

advanced graduate students in such areas as school

administration and supervision.

EDU INTERNSHIP IN CURRICULUM AND

699. INSTRUCTION ADMINISTRATION/

SIX CREDITS

This internship is designed to help practicing and

prospective curriculum/instruction coordinators

apply their knowledge of administering curriculum

changes and staff development at the district office or

school level. The intern works under the tutelage of a

building or district administrator and the instructor on

assigned projects in each of six areas dealing with

curriculum and instruction. Interns will spend 60

hours in a public school setting working on various

aspects of curriculum and instruction. Interns will

attend five seminars to discuss their work with the

instructor.

SPECIAL EDUCATION

SED INTRODUCTION TO EXCEPTIONAL

500. LEARNERS /THREE CREDITS

This course is designed to familiarize the student with

the wide range of intellectual, emotional, physical,

and psychological problems characterizing

exceptional children and youth. Some attention is

given to the nature and scope of special education

programs and services, community resources, and

rehabilitation.

SED INTRODUCTION TO EARLY CHILDHOOD

502. SPECIAL EDUCATION/THREE CREDITS

Teachers of preschool children with special needs

require specialized preparation in order to effectively

provide quality services within this unique classroom

setting. This course will provide students with

practical application skills for classroom teaching as

well as address current issues that are common to an

early childhood special needs classroom.

SED IDENTIFICATION AND ASSESSMENT OF

503. PRESCHOOL SPECIAL NEEDS CHILDREN/

THREE CREDITS

A course dealing with the needs of children with

delayed development .Students will familiarize

themselves with disorders and established risks

commonly found in these children.

SED PRESCHOOL SPECIAL NEEDS CURRICULUM

504. AND CLASSROOM MANAGEMENT/

THREE CREDITS

An examination of the adaptive needs of special

preschool children concerning the full domains of

curriculum and developmentally appropriate rules for

preschool classes.

SED BEHAVIOR AND CLASSROOM MANAGEMENT/

505. THREE CREDITS -- Online

This course provides graduate students with the

opportunity to design positive classroom

management alternatives. It is a prerequisite for the

student teaching experience. Students will acquire

skills in a variety of areas which include: 1) Assertive

Discipline, 2) Questioning and Communication Skills,

3) Motivation Strategies, 4) Cooperative Learning. A

practicum is required.

SED INTRODUCTION TO CUED SPEECH/

510. THREE CREDITS

The course is designed to prepare participants to be

able to apply Cued Speech theory and demonstrate

cueing and cued reading skill. This course has

application for special education teachers, speech and

language pathologists, audiologists, and kindergarten

and first/second grade teachers using a phonics

approach to teaching reading.

SED DIRECTED STUDENT TEACHING:

512f. LEARNING DISABILITIES/NINE CREDITS

This course, which integrates theory and practice, is

offered as a culminating experience of the initial

certification program. The 60-day course includes

observation, participation and directed teaching

experience in a local school. Conferences with the

University supervisor and the cooperating teachers

and attendance at such seminars as the

ADEPT/Student Teaching Orientation are required.

The student teacher will be evaluated using the state-

adopted ADEPT evaluation. Students must stay in

touch with their advisers. Grading is on a pass/fail

basis. Grading is on a pass/fail basis. Offered during

spring term and occasionally in fall term. Course fee.

SED DIRECTED STUDENT TEACHING:

512g. INTELLECTUAL DISABILITIES/NINE CREDITS

This course, which integrates theory and practice, is

offered as a culminating experience of the initial

certification program. The 60-day course includes

observation, participation and directed teaching

experience in a local school. Conferences with the

University supervisor and the cooperating teachers

and attendance at such seminars as the

ADEPT/Student Teaching Orientation. The student

teacher will be evaluated using the state-adopted

ADEPT evaluation. Students must stay in touch with

their advisers. Grading is on a pass/fail basis. Offered

during spring term and occasionally in fall term.

Course fee.

SED FOUNDATIONS OF AUTISM SPECTRUM DISORDER

521. THREE CREDITS

The Foundations of Autism Spectrum Disorders course

focuses on autism and related disorders. Students will

study identification of ASD and other related

disabilities; characteristics of learners with ADS;

assessment for ASD; factors that affect learning

development; educational intervention strategies and

learning environment; foundation of communication,

social interventions; and behavior management.

SED PRACTICAL ADAPTATIONS AND INCLUSION FOR

522. STUDENTS WITH AUSTISM SPECTRUM DISORDER

(ASD)/THREE CREDITS

The goal for the course in practical adaptations is to

support students with ASD and improve their learning.

Modifications involve changes in the general

education curriculum, course content, teaching

strategies, manner of presentations, or timing that are

needed for students with ASD in the inclusive

classroom. Accommodations are applied to the

curriculum and instruction and assessment.

Accommodations do not change the content but

rather provide ‘the extension ladder’ for students with

ASD to get where they need to be. FALL TERM

SED SPEECH, LANGUAGE AND COMMUNICATION

523. DEVELOPMENT IN AUSTIM/THREE CREDITS

Students will study speech, language and

communication development such as biological bases

of language development; brain development and

language development; foundations of language

development in domain-general skills and

communicative expression; social and communicative

foundations of language development; the

communicative function of speech; social cognitive

skills; structural abnormalities relevant to language

development in autism; functional abnormalities in

language processing in autism; implications of the

neurobiological differences for identification and

intervention.

SED BEHAVIOR MANAGEMENT IN AUSTIM SPECTRUM

524. DISORDERS (ASD)/THREE CREDITS

This course introduces the causes and diagnosis of

autism, scientific validation, applied behavior analysis,

and ethical treatment. This course covers the

application of specific behavioral teaching

procedures, including prompting, reinforcement,

shaping, chaining, error correction and generalization

methods, and the development of instructional plans.

Emphasis is place on procedures and plans to teach

communication, social, self-help and per-academic

skills. Application of such methods in inclusive

classrooms settings is also considered.

SED METHODS AND PRACTICUM IN AUTISM SPECTRUM

525. DISORDERS (ASD)/THREE CREDITS

This course will provide teachers and other

professionals with tools and strategies to implement

effective teaching practices for students with ASD.

Students are inspired to become highly skilled and

knowledgeable of the importance of family

partnerships in the education and treatment of

students with ASD, as well as the challenges and

solutions for including students with marked

differences in behavior, sensory needs, and

communication ability. Students will master teaching

aids such as web-based resources, graphic organizers,

and other strategies. The most current information in

the fields of evidence-based practices will be provided

through the course.

SED SPECIAL EDUCATION LAW

526. THREE CREDITS

The course features sound, practical help for keeping

on top of the issues involved in the highly litigated

area of special education. Teachers, educational

administrators, and other professionals can learn how

to ensure a free, appropriate public education for

students with disabilities. They will learn the legal

history of special education, get information about

legal developments in special education that have

occurred in the courts and in the federal government,

gain current legal information that will help to keep

them aware of developments in this rapidly changing

field, and ensure that they are armed with the

information they need to develop legally correct and

educationally appropriate special education

programs. This course will guide professionals in

developing legally sound and educationally

appropriate special education programming. SPRING

TERM

SED CONSULTATIVE COLLABORATION SKILLS

530. SPECIAL EDUCATION TEACHERS/

THREE CREDITS

As the field of special education changes to

incorporate the concepts of mainstreaming, inclusion,

and less reliance on pull-out programs, the role of the

special education teacher is being redefined. This

course is designed to explore consultative

collaboration, various models for its implementation,

needed communication skills, effective instructional

practices, and modification of

instruction/materials/evaluation methods to meet

the needs of students through collaborative models.

SED TRENDS AND ISSUES IN SPECIAL

534. EDUCATION/THREE CREDITS

This course is designed for professionals involved in

the education of exceptional children and for other

professionals interested in this field. The course will

include presentations and discussions of some of the

most current topics in special education today, the

more salient issues related to the topics, and

developing trends and issues.

SED FOUNDATIONS OF EDUCATION: DEAF AND

550. HARD OF HEARING/THREE CREDITS

An introductory course on the history, philosophies,

and current trends and issues, and models of

education for students who are deaf and hard of

hearing. The course focuses on the impact of deafness

on the psychological, sociological and vocational

development of individuals with hearing losses. It

includes methods of guidance, support, and referral

for parents.

SED READING ASSESSMENT AND INSTRUCTION:

551 DEAF AND HARD OF HEARING/THREE CREDITS

Major credit. Prerequisites: SED550. This course

acquaints the student with the nature and problems

related to reading for student who are deaf and hard

of hearing. It includes topics including assessments,

reading development theories, instructional practices

and reading curricula designed specifically for deaf

and hard of hearing students. The course involves a

three-hour clinical. Offered Fall Term.

SED AMERICAN SIGN LANGUAGE I/THREE CREDITS

552 This introductory American Sign Language (ASL)

course develops knowledge and skills for reading and

executing a basic vocabulary of manual signs and

finger spelling. The use of ASL conceptual signs within

the framework of the ASL grammar system is also

emphasized. The course includes a study of the

cultural aspects of the Deaf community. The course

includes a five-hour clinical.

SED AUDIOLOGY AND SPOKEN LANGUAGE DEVELOPMENT

553. THREE CREDITS

An introduction to the fundamentals of hearing,

hearing disorders, and the administration and

interpretation of tests for auditory acuity. Emphasis is

focused on the physics of sound, physical

characteristics of the speech and hearing

mechanisms, and the pathology, etiology, and

treatment of hearing loss. This includes practical

preparation in the use and care of hearing aids and

amplification systems.

SED TEACHING OF LANGUAGE: DEAF AND

555. HARD OF HEARING/THREE CREDITS

Prerequisite: SED 550. A course designed to acquaint

the student with the nature and problems of language

acquisition in persons who are deaf and hard of

hearing. Various theories, methods, and materials for

the teaching of language are covered.

SED SPEECHREADING AND AUDITION/

556. THREE CREDITS

Prerequisite: SED 550. A course designed to familiarize

the student with the techniques for teaching persons

who are deaf and hard of hearing how to speech read

and make maximum use of their residual hearing.

SED PRACTICUM IN INSTRUCTION: DEAF AND HARD OF

557 HEARING/THREE CREDITS

Major credit. Pre-requisites: SED550, SED551, and

SED554. This course provides graduate students the

opportunity to observe strategies used by in-service

teachers of the deaf and hard of hearing and to teach

selected lessons to deaf and hard of hearing students

in a public school or residential program. Offered

Spring and Fall. Pass/Fail.

SED AUGMENTATIVE COMMUNICATION:

560. LANGUAGE INTERVENTION STRATEGIES FOR THE

INTELLECTUALLY AND PHYSICALLY DISABLED/THREE

CREDITS

This course is designed to acquaint the student with

methods and materials to enhance and elicit

interactive communication with handicapped

students. This course introduces methods, materials,

and techniques for engineering an interactive

symbolic communication classroom. The student will

learn about current trends, technology, and software.

SED LANGUAGE DEVELOPMENT & DISABILITIES

561 THREE CREDITS

Co-requisite or Prerequisite: SED500 This course

acquaints the prospective teacher in Learning

Disabilities and Intellectual Disabilities with

knowledge of: typical and atypical language

development; the influence of culture in ways of

communicating and behaving; strategies to enhance

language development and communication skills for

students with disabilities; and strategies and

resources that facilitate understanding of subject

matter for individuals with exceptional learning needs

whose primary language is not English, or for students

who require alternative and augmentative

communication system(s).

SED SPECIAL TOPICS IN SPECIAL EDUCATION/

570. THREE CREDITS

A graduate level course in specific areas of special

education. May be taken more than once.

SED ASSESSMENT OF EXCEPTIONAL LEARNERS/

576. THREE CREDITS - Online

This course is required for all students majoring in

special education and deals with the wide variety of

individual and group tests designed to assess children

with intellectual, learning, emotional, and hearing

disabilities.

SED INTRODUCTION TO INTELLECTUAL

580. DISABILITIES/ THREE CREDITS

Prerequisite: SED 500. This course is designed to

acquaint the prospective teacher with the

psychological development and issues associated with

an intellectual disability. Attention is given to recent

developments and research in this area.

SED CLINICAL II: PRACTICUM IN INTELLECTUAL

582a. DISABILITIES/THREE CREDITS

Prerequisite: SED 500, SED 580, and SED 586. This

course is designed to acquaint students with the

characteristics, behavior, and learning styles of

students with intellectual disabilities in a special

education classroom. Sign-up deadlines are involved.

Check with your adviser. Pass/Fail

SED CLINICAL II: PRACTICUM IN LEARNING

582b.DISABILITIES/THREE CREDITS

Prerequisites: SED 500, SED 595, SED 596. This course

provides students an opportunity to observe and work

with children with learning disabilities in a special

education classroom. Sign-up deadlines are involved.

Check with your adviser. Pass/Fail

SED CLINICAL II: PRACTICUM IN EMOTIONAL

582c. DISABILITIES/THREE CREDITS

Prerequisites: SED 500, SED 597, SED 598. This course

provides students an opportunity to observe and work

with children, with emotional disabilities in a special

education classroom. Sign-up deadlines are involved.

Check with your adviser. Pass/Fail

SED EDUCATIONAL PROCEDURES FOR

586. INTELLECTUAL DISABILITIES/

THREE CREDITS

Prerequisites: SED 500 and SED 580. The curriculum

and techniques of teaching are studied in relation to

teaching students with intellectual disabilities.

SED INTRODUCTION TO LEARNING

595. DISABILITIES/ THREE CREDITS

Prerequisite: SED 500. This course is a study of

learning disabilities affecting the educational

development of the exceptional child. Emphasis is

placed on the definition of, identification and

classification of, theories of, and educational

approaches to specific learning disabilities.

SED EDUCATIONAL PROCEDURES FOR

596. LEARNING DISABILITIES/THREE CREDITS

Prerequisites: SED 500 and SED 595. This course deals

with materials and methods for teaching children who

have particular learning disabilities. Normally,

students will have completed EDU 595 before

enrolling in this course.

SED INTRODUCTION TO EMOTIONAL

597. DISABILITIES/THREE CREDITS

Prerequisite or co-requisite: SED 500. An introduction

to emotional disabilities including; causes and

characteristics of emotional and behavioral disorders,

and related learning problems, intellectual disabilities,

and cultural disadvantage.

SED EDUCATIONAL PROCEDURES FOR

598. EMOTIONAL DISABILITIES/THREE CREDITS

Prerequisites: SED 500 and SED 597. An introduction

to methods of therapy, management techniques, and

educational materials used with children with

emotional disabilities.

MASTER’S of MANAGEMENT IN PROFESSIONAL

LEADERSHIP

PLP LEADERSHIP THEORY & IDENTIFICATION

700. THREE CREDIT HOURS

This hybrid course will provide an overview of

theoretical frameworks for the application of theory

and best practices in your leadership. The course will

focus on specific leadership topics such as the

following: strategic leadership, systems thinking,

team leadership, and change management.

PLP LEGACIES IN LEADERSHIP

705 THREE CREDITS

Effective leaders are able to galvanize people around

a compelling, inspirational vision and strategy, and to

ten deal with people in was that bring out their best

ideas and efforts. This course will introduce

participants to the history of leadership and individual

leaders in a variety of different professions through

speakers, class discussions, reading assignments, and

Harvard Business (HBR) cases on leadership

effectiveness. Each student will participate in a 360

leadership survey and be asked to develop their own

personal leadership legacy statement and

development plan.

PLP ORGANIZATIONAL AND PERSONNEL THEORY

710 THREE CREDITS

This course will review conceptual frameworks

centered around organizational and personnel

theories. The course will introduce students to the

history, theoretical perspective, and application to

various professions.

PLP CULTURAL AWARENESS APPLICATION

730 THREE CREDITS

This course will introduce participants to current

issues in cultural diversity awareness in various

professional settings. Emphasis is placed on

examining perspectives of self, society, and culture;

broadening the understanding of diversity within a

variety of settings; and recognizing that diversity

augments personal growth and development.

PLP FINANCIAL RESOURCES MANAGEMENT

740 THREE CREDITS

The course analyzes financial resources management

in commercial, not-for-profit, and private industries,

explicitly focusing on revenue sources, branding,

budgeting, and the allocation of resources.

PLP INTRODUCTION TO DATA ANALYTICS

745 THREE CREDITS

The course will provide an introductory overview of

how to interpret and use statistics for goal setting.

Additionally, students will study several basic

analytics techniques focusing on applying them in

practice, analyzing the output, building intuition, and

providing leverage in data-driven decision-making.

PLP COMMUNICAITON, TECHNOLOGY, AND SPEAKING

760 THREE CREDITS

This course provides an overview of the core

concepts, historical trajectories, contemporary

controversies in the design, use, and critical study of

communication technologies. While the course takes

a broad view of technology and considers different

historical moments, it focuses on contemporary,

internet-based system, cultures and the ability to

present projects and new ideas to stakeholders.

PLP PROJECT MANAGEMENT

775 THREE CREDITS

This course guides students through fundamental

project managements concepts and behavioral skills

needed to successfully launch and lead projects in a

variety of industries. Additionally, this course is

instrumental in preparation for the Capstone project.

PLP CAPSTONE

790 THREE CREDITS

This course will provide students with the opportunity

(1) to reflect upon and integrate the practical

organizational and leadership skills learned

throughout the program and apply them to the real

world, developing a multi-faceted plan to deal with a

significant problem. The project will offer solutions to

the practical, ethical, and social justice aspects of the

issue. (2) to identify personal and professional growth

based on PLP700 Personal Development Plan and

Leadership Philosophy

PROFESSIONAL LEADERSHIP

PLP LEADERSHIP THEORY/THREE CREDITS

800. Will introduce participants to current theories in

leadership that may be applied to a variety of

different professions.

PLP LEGACIES IN LEADERSHIP/THREE CREDITS

805. Will introduce participants to the history of

leadership and individual leaders in a variety of

different professions. It will link leadership theory

with a study of individual leaders.

PLP ORGANIZATIONAL THEORY/THREE CREDITS

810. This course will introduce a participant to the history

of organizational theory and its application to a

variety of different professions.

PLP PERSONNEL THEORY/THREE CREDITS

815. This course will introduce participants to personnel

theory and its application to a variety of different

professions.

PLP CURRENT ISSUES IN LEADERSHIP/THREE CREDITS

820. This course will introduce participants to current

issues in leadership and will lead to them selecting a

topic to begin their doctoral research.

PLP WRITING FOR PROFESSIONALS/THREE CREDITS

825. This course will familiarize participants with the most

recent version of the American Psychological

Association’s manual and prepare them to begin

writing a dissertation using its style requirements.

PLP CULTURAL DIVERSITY AWARENESS/THREE CREDITS

830. This course will introduce participants to current

issues in cultural diversity awareness in a variety of

professional settings.

PLP QUALITATIVE RESEARCH/THREE CREDITS

835. This course will introduce participants to qualitative

research methods and present an opportunity to

develop the literature review for the topic selected in

the Current Issues in Leadership class.

PLP ACTION RESEARCH/THREE CREDITS

840. This course will introduce participants to the basics

of action research in their own professional context.

PLP DATA ANALYTICS/THREE CREDITS

845. This course will introduce participants to data

analytics in a variety of different professions.

PLP DATA ANALYTICS II/THREE CREDITS

846 This course provides an introduction to data mining

Procedures. Data mining refers to procedures for

identifying patterns in data, such as school budgets

and student test scores. Students will learn about

using R to visualize and analyze data, and will engage

in hands-on practical experiences with test score

datasets.

PLP COMMUNITY RELATIONS/THREE CREDITS

850. This course will introduce participants to community

relations and its uses in a variety of different

professions.

PLP PROFESSIONAL COMMUNICATION/THREE CREDITS

855. This course will introduce participants to the theory

and practice of effective communication within a

variety of professions.

PLP TECHNOLOGY FOR PROFESSIONALS/THREE CREDITS

860. This course will cultivate participants’ roles as digital

leaders by introducing them to key technology-

focused topics and current technology available in a

variety of different professions.

PLP REPORTING RESEARCH RESULTS/THREE CREDITS

865. This course will introduce the reporting of research

results in a variety of different professions.

PLP LEGISLATIVE DECISION MAKING/THREE CREDITS

870. This course will introduce participants to legislative

decision-making in general and in the state of South

Carolina in particular.

PLP SPECIAL EDUCAITON SCHOOL LAW

871 THREE CREDITS

This course is a study of the legislation and litigation

involved with individuals with disabilities, specifically

concentrating on those students from birth to 21

years old. The course covers the legal system at the

federal and state level as well as critical litigations

that have influenced the field of special education.

Students will gain a deep understanding of the

Individuals with Disabilities Education Improvement

Act (IDEA), the major legislation governing the

provision of special education services. Students will

become familiar with federal statutes and regulations

concerning assessment and evaluation procedures,

due process and mediation, discipline, individual

education plans (IEP’s), free appropriate education

(FAPE), and the lease restrictive environment (LRE).

This course will guide students in developing legally

sound and educationally appropriate special

education programming.

PLP ADVANCED EDUCATIONL PROCEDUERS FOR

872 EXCEPTIONAL LEARNERS/THREE CREDITS

The course provides knowledge of child

development, prevalence, and etiology of health

conditions that contribute to disruption in cognitive,

learning, behavioral, and occupational performance

in children. The course explores specific disorders and

service provisions by the application of the

foundations of genetic, brain science, and

neurological processes. This course focuses on

current best practices in curriculum, methods for

adapting the general education curriculum, strategies

for working with exceptional learners.

PLP SPECIAL EDUCATION SUPERVISION AND

873 ADMINISTRATION/THREE CREDITS

This course covers disability policy, historical roots,

policy, and legal perspectives, as well as effective,

collaborative, and instructional leadership practices

that support the administration of special education.

The course explains the role of special education

administrators in the development of Individualized

Educational Programs, student discipline,

placements, fiscal management, and legal issues. The

course also prepares educators for the challenging

role of special education leaders. This course provides

leaders with tools to review programs, implement

special education law, and build special education

programs that effectively supervise and support

teachers.

PLP SPECIAL EDUCAITON LEADERSHP PRACTICES

874 THREE CREDITS

The course examines the essential elements that

contribute to the construct of inclusive education and

explores the implications for school leadership

practice. This course examines the challenges that

face the school leader, particularly in establishing a

culture of inclusion, the implications of this at a

classroom, school, and the role of government and

non-government organizations in inclusion.

PLP ENTREPRENEURIAL THEORY/THREE CREDITS

875. This course will introduce participants to

entrepreneurial theory in a variety of different

professions.

PLP RESEARCH ANALYSIS AND RECOMMENDATIONS

880. /THREE CREDITS

This course will introduce participants to analyzing

research, reaching conclusions, and creating

recommendations from these conclusions in a variety

of different professions.

PLP TIME AND PROJECT MANAGEMENT/THREE CREDITS

885. This course will introduce participants to time and

project management strategies in a variety of

different professions.

PLP DOCTORAL CAPSTONE/6 CREDIT HOURS

890. This course will provide time to edit the chapters of

the dissertation into a coherent whole. Candidates

will prepare for and then present the dissertation in

their doctoral defense.

ENGLISH

ENG SPECIAL TOPICS IN MEDIEVAL LITERATURE/

500. THREE CREDITS

English Literature to 1500 is a study of Old and Middle

English literature (exclusive of Chaucer) in translation.

The course includes significant authors, works,

themes, and genres of the two periods as well as

important movements and events affecting that

literature.

ENG STUDIES IN CHAUCER/THREE CREDITS

501. This course is a study of selected works of Geoffrey

Chaucer. The concentration will be on his two major

works: The Canterbury Tales and Troilus and Criseyde.

While the concentration of classroom discussion will

be on the literary texts, an understanding of various

14th century concerns will be integral to the course.

(GEP, major, minor, elective credit)

ENG ARTHUR AND THE MATTER OF BRITAIN/

502. THREE CREDITS

The story of Arthur and his followers has fascinated

people for almost fifteen hundred years. In the middle

ages it was the most significant secular subject in

“history” and literature, and its appeal to the

imagination has persisted through the centuries down

to our own time. This course is an introduction to the

story of the origins and development of the Arthurian

legend as it has been presented in history and

literature (GEP, major, minor, elective credit)

ENG ENGLISH LITERATURE TO 1500/

503. THREE CREDITS

English Literature to 1500 is a study of Old and Middle

English literature (exclusive of Chaucer) in translation.

The course includes significant authors, works,

themes, and genres of the two periods as well as

important movements and events affecting that

literature.

ENG WORLD LITERATURE/THREE CREDITS

505. A study of literature from around the world. Course of

study may look at specific geographical areas, for

example Africa, or may more typically combine

literatures from a variety of cultures.

ENG TOPICS IN RENAISSANCE STUDIES/

510. THREE CREDITS

A study of selected texts and themes that reflect and

illuminate the English Renaissance. These may include

the Utopia, the Faerie Queen, Paradise Lost, the

drama of Marlowe and Ben Jonson, and the poetry of

John Donne.

ENG ADOLESCENT LITERATURE/ THREE CREDITS

515. Designed especially for students preparing to teach at

the secondary school level. A combination method

and subject matter course planned to evaluate and

read the literary works which best relate to the high

school student’s experience and training.

ENG SHAKESPEARE/THREE CREDITS

520. A study of Shakespeare’s major plays.

ENG STUDIES IN SINGLE AUTHOR/

525. THREE CREDITS

This course will focus on the works of a single

important author (in fiction or poetry) in either British

or American literature. The author’s body of work will

be considered alongside literary and cultural

conditions that contribute to the significance of the

writer. Writers may include F. Scott Fitzgerald, Virginia

Woolf, Walt Whitman, Charles Dickens, James Joyce,

Flannery O’Connor, and others.

ENG EIGHTEENTH CENTURY STUDIES/

530. THREE CREDITS

A study of eighteenth-century culture through

literature. This look at the Enlightenment may include

both English and American pieces as well as selected

European works.

ENG NINETEENTH CENTURY BRITISH

540. LITERATURE/THREE CREDITS

A study of nineteenth-century literature. Topics may

include Romanticism, Victorian literature and genre

studies such as the novel.

ENG NINETEENTH CENTURY AMERICAN

550. LITERATURE/THREE CREDITS

A study of major movements in American literature

from 1800–1900 (Romanticism, Transcendentalism,

Realism and Naturalism). Authors studied may include

Emerson, Fuller, Thoreau, Douglass, Hawthorne,

Melville, Whitman, Twain, James, Chopin, Wharton

and Dubois.

ENG TWENTIETH CENTURY BRITISH

560. LITERATURE/THREE CREDITS

Study of major movements and authors in British

fiction since the end of the nineteenth century.

(GEP, major, minor, elective credit)

ENG TWENTIETH CENTURY AMERICAN

561. LITERATURE/THREE CREDITS

Study of major movements and authors in American

fiction since the end of the nineteenth century.

(GEP, major, minor, elective credit)

ENG TWENTIETH-CENTURY POETRY/

565. THREE CREDITS

Development of poetry since 1900, including such

figures as Yeats, Eliot, Moore and Brooks.

ENG WOMEN WRITERS/THREE CREDITS

570. Topics in creative writing by women. Topics may

include American Feminist Literature; Reading and

Writing Women, women writers within certain

periods and cultural contexts; and specific themes

such as women and art.

ENG SPECIAL TOPICS IN LITERATURE/

580. THREE CREDITS

A study of particular time periods, geographical areas,

cultural milieus, writers or themes. Examples of topics

are Southern Literature, Gendered Frontiers and

Americans in Paris.

ENG GENRE STUDIES/THREE CREDITS

590. A concentrated study of a chosen literary genre.

Sample topics include tragedy, the novella and

modern drama.

ENG ADVANCED COMPOSITION/THREE CREDITS

591. A study of the principles of rhetoric, syntax, and

modern usage. Emphasis in writing assignments will

be on expository forms. Assigned readings from the

classical and modern rhetoricians.

ENG CREATIVE WRITING: POETRY/

592. THREE CREDITS

Prerequisite: Introduction to Creative Writing or

permission of instructor. Instruction in the writing of

poetry. Student poetry will be discussed in a workshop

situation.

ENG CREATIVE WRITING: FICTION/

593. THREE CREDITS

Prerequisite: Introduction to Creative Writing or

permission of instructor. Instruction in the writing of

fiction. Fiction will be discussed in a workshop

situation.

ENG LITERARY CRITICISM/THREE CREDITS

594. A study of the important texts of literary criticism, as

well as the practice of evaluation and literary analysis.

Attention will also be given to the study of research

methods. Required of all candidates for the M.Ed in

English. Offered in alternate years.

ENG HISTORY OF THE LANGUAGE/

595. THREE CREDITS

A study of the development and principles of the

English language. Offered in alternate years.

ENG MODERN ENGLISH GRAMMAR/

596. THREE CREDITS

A linguistic approach to the study of English grammar

with concentration on traditional, structural, and

transformational grammars. Offered in alternate

years.

ENG SPECIAL TOPICS IN WRITING/

597. THREE CREDITS

An upper-level course for students who wish to focus

on one aspect of writing. Topics may include The

Teaching of Writing, Peer Consulting in Writing (for

Writing Center staff), Creative Non-Fiction, and the

teaching of creative writing.

ENG FEATURE WRITING/THREE CREDITS

599. Prerequisite: ENG 294 or permission from the

instructor. Study in advanced feature writing

techniques (human interest story, personality profile,

travel story and special event story).

Lecture/workshop format.

FOREIGN LANGUAGE

FRE/ FOREIGN LANGUAGE STUDY SEMINAR

SPN ABROAD/THREE CREDITS

565. For 565 level credit to be granted students must have

previously completed FRE/SPN 202 or its equivalent in

the language studied. Students will live in the country

of the target language, studying the language and

discussing important topics on culture and

contemporary life. Grades in the course will be

determined by the native language teacher in

cooperation with the Converse professor, based on

class participation, tests, and graded assignments.

GEOGRAPHY

GEO GEOGRAPHY OF WORLD RESOURCES

500. THREE CREDITS

A course in world regional geography which

emphasizes the historical, political, economic, and

environmental issues of the various regions of the

globe.

HISTORY

I. AMERICAN HSTTORY

HST AFRICAN-AMERICAN HISTORY/

506. THREE CREDITS

A survey of African-American history from colonial

times to the present.

HST TOPICS IN 19

CENTURY AMERICA

507. THREE CREDITS

A study of 19

century American History. Writing

intensive.

HST THE COLONIAL ERA

508. 1607–1783/THREE CREDITS

A study of the founding and development of America.

HST THE NEW NATION, 1783-1840/THREE CREDITS

512. A study of the United States from the end of the

Revolution through the Jacksonian Era.

HST THE ERA OF THE CIVIL WAR, 1840-1876/

521. THREE CREDITS

A study of Westward expansion, the Old South, the

abolitionist crusade, the Civil War, and

Reconstruction.

HST THE AGE OF REFORM, 1876-1920/

522. THREE CREDITS

A study of the United States from 1876 to 1920. Topics

covered include the growth of big business, the

Populist Movement, Imperialism, Progressivism, and

World War I.

HST AMERICAN WEST/THREE CREDITS

525 A survey of the era of European and American

settlement, conquest, and early development of the

American West, from the sixteenth century to the

early twentieth century. Topics will include

exploration, the experience of Native American

peoples; the world of trappers, cowboys, miners, and

wagon trains; and the impact of settlement on the

environment.

HST AMERICA BETWEEN THE WARS, 1919-1945/

540. THREE CREDITS

A study of the United States from the end of World

War I through the end of World War II.

HST RECENT UNITED STATES, 1945 TO THE

541. PRESENT/THREE CREDITS

A study of the United States from the end of World

War II to the present.

HST THE CIVIL RIGHTS ERA/THREE CREDITS

542. A study of the black civil rights movement from the

early 1950’s through the 1970’s and beyond.

Crosslisted with POL 542.

HST WOMEN IN AMERICAN HISTORY/

545. THREE CREDITS

A study of women in American history from The

Colonial Era to the present.

HST AMERICAN FOREIGN POLICY/

555. THREE CREDITS

A study of the institutions and functioning of

American foreign policy/national security decision

making as well as of selected topics of Cold War and

contemporary events.

HST AMERICAN HISTORY AND FILM

559. THREE CREDITS

A study of American history and film and/or television.

Writing intensive.

HST PUBLIC HISTORY

560. THREE CREDITS

A survey of best practices in public history, both as a

career and field of study. Travel fees may apply.

II. EUROPEAN HISTORY

HST ENGLISH HISTORY, 1450-1714/THREE CREDITS

518. From the late Medieval era through the end of the

Stuart Dynasty.

HST ENGLISH HISTORY, 1714 TO THE PRESENT/

519. THREE CREDITS

A survey of the history of England from the beginning

of the Hanoverian Dynasty to the present.

HST MODERN RUSSIAN HISTORY AND POLITICS/

520. THREE CREDITS

A political history of the evolution of Russia from the

early 19th century through the present and an

analysis of contemporary Russian politics and foreign

policy. Attention is also given to the contemporary

politics of countries that were formerly part of the

Soviet Union.

HST THE AGE OF SHAKESPEARE/THREE CREDITS

530. A study of a selection of Shakespeare’s plays within

the context of Tudor and early Stuart history. In

addition to class lectures and discussions, students

will attend productions of the Royal Shakespeare

Company in London and Stratford and visit sites

connected with the history of the time.

HST RENAISSANCE AND REFORMATION/

551. THREE CREDITS

A survey of European history from 1350 to 1648.

HST THE AGE OF THE ENLIGHTENMENT/

552. THREE CREDITS

A survey of European history from 1648 to 1789.

HST THE MIDDLE AGES/THREE CREDITS

561. A general survey of the Middle Ages from the fall of

Rome to the Renaissance. Emphasis will be upon

political, institutional, ecclesiastical, and cultural

history.

HST NATIONALISM, IMPERIALISM,

562. WORLD WAR I/THREE CREDITS

A study of the major countries and trends in Europe in

the late nineteenth and early twentieth centuries.

Coverage ends with the background and significance

of World War I.

HST MODERN GERMAN HISTORY/THREE CREDITS

564. Political, social and cultural history from 1815 to the

present.

HST PROBLEMS IN BRITISH HISTORY/

565. THREE CREDITS

Several topics will be selected for study in depth.

Among these will be the historical evolution of the

British parliamentary system, the Irish question in

British history, and an investigation of the current

political and economic situation. The selection of

topics will vary during successive offerings.

HST BRITISH EMPIRE AND COMMONWEALTH/

566. THREE CREDITS

A history of the British Empire in America, Asia, Africa,

and Australia/New Zealand.

HST COLONIAL LATIN AMERICA/THREE CREDITS

577. A study of Latin America from its pre-Columbian

origins to the collapse of the Spanish Empire in the

1820s.

III. NON-WESTERN HSTTORY

HST WOMEN’S LIVES IN ASIAN AND

502. AFRICAN CULTURES / THREE CREDITS

A readings course on women’s lives in various non-

Western traditional cultures.

HST BRITISH EMPIRE AND COMMONWEALTH/

566. THREE CREDITS

A history of the British Empire in America, Asia, Africa

and Australia/New Zealand.

HST ISLAMIC AND MIDDLE EAST POLITICS/

570. THREE CREDITS

An introduction to Islamic politics and to the

comparative and development issues of the Arab

world and the larger Middle East. The approach will be

historical as well as contemporary.

HST THE ARAB-ISRAELI CONFLICT

574. THREE CREDITS

A study of the modern conflict over the region of

Palestine. The course will examine the religious,

cultural, and historical backgrounds of the

combatants; the troubled heritage of the Ottoman

and British Empires in the region; Zionism; terrorism

and counter-terrorism; the establishment and

expansion of the state of Israel; the wars between

Arabs and Israelis; the experience and resistance of

Palestinian Arabs; and attempts to make peace.

HST THE VIETNAM EXPERIENCE/

575. THREE CREDITS

A study of the historical background of the Vietnam

War with assessment of the American experience in

Vietnam. Emphasis is on Vietnam as a case study in

the American foreign policy/national security process.

Attention is given to the “lessons of Vietnam” and to

continuing contemporary events in Southeast Asia.

HST COLONIAL LATIN AMERICA/THREE CREDITS

577. A study of Latin America from its pre-Columbian

origins to the collapse of the Spanish Empire in the

1820s.

HST THE VIETNAM WAR IN FILM

578 THREE CREDITS

An independent study course based on the PBS Ken

Burns Vietnam War video series augmented with

other readings and papers.

IV. ADVANCED STUDY

HST SPECIAL TOPICS IN HISTORY/

591. THREE CREDITS

A course on a special topic not in the regular

curriculum. If the topic is different, the course may be

taken more than once for credit.

HST EMPIRES OF THE CARIBBEAN, STUDY (TRAVEL

COURSE)

591T.THREE CREDITS

If this is a course addition, please include the type of

credit given for this course (e.g. GEP, major, minor, or

elective credit, lab fees, prerequisites, and terms

offered). GEP history credit and Non-European, Non-

Anglophone North America credit. (The course

focuses (as the syllabus shows) on Spanish, French,

British, and Dutch imperialism in the Caribbean basin,

including northern South America.

MARRIAGE & FAMILY STUDIES

MFS INTRODUCTION TO DIALECTICAL BEHAVIOR

631. THERAPY/THREE CREDITS

This course provides an overview of the biosocial

theory and concepts of Dialectical Behavioral Therapy

(DBT). This includes theoretical perspectives of

Borderline Personality Disorder as well as the etiology

of the disorder. Emphasis will be places on basic

treatment strategies, assessment, orienting the

patient to treatment, and skills training procedures.

This course will provide the student with the

opportunity to apply the theories of what is

considered normal emotion expression, apply the four

parts of skills training that are provided to clients

participating in DBT treatment, and assess and refer

clients who are experiencing parasuicidal and suicidal

behaviors. A brief focus will be included on the

cultural and gender differences, ethics, religion, and

legalities of the client and therapeutic relationship in

DBT. The framework for the course will be a family

systems approach as much as possible. This course

does NOT qualify practitioners to professionally

practice DBT. However, this course will serve to

familiarize further practitioners interested in post-

graduate training through Behavioral Tech, Seattle,

W.A., Dr. Marsha Linehan’s training organization.

MFS CHILD PSYCHOPATHOLOGY/

633. THREE CREDITS

Required course. This course draws a distinction

between aspects of normal child development and

factors related to more enduring types of childhood

problems and is designed to meet the emergent needs

for MFTs to be trained in the area of child and

adolescent psychopathology. The essential

assessment and treatment issues of the major

diagnoses found in childhood will be identified, such

as Attention Deficit Hyperactivity Disorder,

Oppositional Defiant and Conduct disorders,

Depression, Anxiety, and results from pathogenic care

of children. The necessity of family therapy

approaches to the treatment of these disorders will be

a primary focus. Special emphasis will be placed on

the importance of understanding and working within

a biopsychosocial framework as an effective means of

weaving systems thinking into the fabric of the

traditional, individually-oriented mental illness

assessment and treatment perspective.

MFS SYSTEMS OF FAMILY THERAPY I/

634. THREE CREDITS

Required course. This course and MFS 680 are

designed to provide complementary comprehensive

surveys of the major models of marriage, couple and

family therapy. The combination of these two

required courses will address the historical

development, theoretical and empirical foundations,

and contemporary conceptual directions of the field

of marriage and family therapy. The content will

enable students to conceptualize epistemological

issues in the profession of marriage and family

therapy. These two courses are designed so that a

student may take either of them first.

MFS MFT MODELS-ADVANCED APPLICATIONS II

635. THREE CREDITS

Prerequisite: MFS 634 or MFS 680. Required course.

This course examines and contrasts in detail two

major models of family therapy, First, the more

process oriented approach, such as the historically

based Bowenian model, will be explored. Second,

short-term, action-oriented, problem-solving and

solution-focused approaches will be examined,

emphasizing the work of Haley, Deshazer, and others.

An emphasis will be placed on the clinical application

of these approaches utilizing either role-play or actual

live cases depending upon student accessibility to live

casework.

MFS ASSESSMENT & TREATMENT OF SEXUAL ISSUES

636. THREE CREDITS

Prerequisite: MFS 634 or MFS 680. Required course.

This course provides an overview of the biological and

psychosocial theory of human sexual development.

This includes the theoretical perspective of sexuality

as well as the sexual anatomy and physiology.

MFS FAMILY THERAPY WITH FAMILIES OF

637. ADDICTION/THREE CREDITS

This course is designed to provide family therapists

with knowledge of addiction, co-dependency, and the

role of family therapy in the assessment and

treatment of these problems from a systematic

perspective.

MFS MFT MODELS – ADVANCED APPLICATIONS I

639. THREE CREDITS

Prerequisite: MFS 634 or MFS 680. Required course.

This course will provide an overview of the major

systemic models including but not limited to

structural/strategic, communication,

transgenerational, experiential and brief marital and

family modes of therapy.

MFS THE DEVELOPMENTAL PROCESS OF

641. THE RESILIENT FAMILY/THREE CREDITS

Required course. Most families pursuing therapy and

the therapists who see them are more in tune with the

damage model of pathology and dysfunction than

with the health and functionality of the resilient

family. This course focuses on a more positive

resiliency model.

MFS DIAGNOSTICS OF MENTAL DISORDERS IN

642. INTERPERSONAL SYSTEMS/THREE CREDITS

Required course. This course examines DSM5 as the

major system for classifying mental disorders, and the

reciprocal relationships among these disorders and

individual psychosocial and marital and family

systems functioning.

MFS CULTURAL COMPETENCE AND FAMILY

643. THERAPY/THREE CREDITS

Required course. This course is designed to increase

the cultural competence of marriage and family

therapists.

MFS ETHICAL, LEGAL AND PROFESSIONAL

645. ISSUES FOR THE MARITAL AND FAMILY

THERAPIST/THREE CREDITS

Required course. This course provides a meta-analysis

of a variety of issues associated with the delivery of

marital and family therapy services, with special

emphasis being placed upon the ethical concerns and

legal mandates and constraints related to practice.

MFS COUPLES THERAPY

646. THREE CREDITS

Prerequisite: MFS 634 or MFS 680. Required course.

This course will provide a systemic approach to

couples therapy. The focus will be on integrating skills,

techniques, concepts, and selected areas of expertise

with the emotionally focused approach to couples

therapy.

MFS RESEARCH LITERACY

647. THREE CREDITS

Required course. This course is designed to provide

family therapists with knowledge of research

methodologies and techniques used in the scientific

approach to problem-solving in systemic family

therapy.

MFS SUPERVISED CLINICAL PRACTICUM/

648. FIFTEEN CREDITS

Prerequisite: 24 hours of MFT academic curriculum

which must include MFS 634, MFS 680, MFS 661, MFS

642, MFS 645, MFS 635 or MFS 639 and approval of

the academic adviser and Clinical Readiness

Committee. Required courses. Consists of five

consecutive semesters over a 15 month time frame. It

is designed to integrate theory into clinical practice

within the context of an accredited family therapy

teaching clinic.

MFS A SYSTEMIC UNDERSTANDING OF GROUP

649. DYNAMICS/THREE CREDITS

Prerequisite: MFS 634 or MFS 635 or MFS 639 or an

equivalent introductory course to family systems

concepts and vocabulary. This course is designed to

acquaint the student with group dynamics from an

affective learning experience. It will be systemically

approached and will address individual, couple and

multi-family groups.

MFS MARITAL AND FAMILY THERAPY

650. SUPERVISION/THREE CREDITS

This course is designed for students who meet the

requirements to enter preparation for the LMFT

Supervisor License in South Carolina and approved

Supervisor with the American Association for Marriage

and Family Therapy. It is designed to provide theory and

philosophy of clinical MFT supervision as the student

prepares to enter the supervision-of-supervision

portion of clinical MFT supervision.

MFS TREATMENT OF ADULT SURVIVORS OF

651. CHILDHOOD SEXUAL ABUSE/THREE CREDITS

The focus of this course will be on the clinical

application of systemic theory, related trauma and

sexual abuse research in the clinical treatment of adult

victims of childhood sexual abuse.

MFS BUSINESS STRATEGIES FOR HEALTH

656. PRACTICIONERS/THREE CREDITS

The average marriage and family therapist as well as

other health practitioners usually receive excellent

clinical education, but no formal education about

designing and implementing the business portion of

their practices. This can contribute to expensive

mistakes and possible liability. This course is designed

to introduce the marriage and family therapist/health

practitioner to sound business strategies upon which

to build a practice.

MFS SPIRITUAL/RELIGIOUS ISSUES IN PSYCHO-

657. THERAPY I/THREE CREDITS

Persons pursuing therapy often seek the services of

pastoral therapists. Whether ordained or not these

therapists should possess clinical competency in

pastoral therapy, an advanced level of development

of pastoral identity as integrated in the pastoral

therapy process, an integration of the Body of

Knowledge for pastoral therapy, and both leadership

and interpretive skills regarding the following: (1) the

theological/spiritual dimensions of human wholeness,

(2) the utilization of the mental health resources of

the congregation and community, and (3) the place of

pastoral therapy with other therapeutic disciplines.

This course provides the foundation for these criteria.

MFS BASIC TECHNIQUES IN THE PSYCHO-

661. THERAPY INTERVIEW/THREE CREDITS

Required course. This course is designed to introduce

students to theory and application of the therapeutic

alliance as a foundation to therapy practices and to

enable the student to gain practical experience in

techniques for developing the therapeutic alliance

through participation in simulated therapy situations.

The course will focus on the study of theory, process,

and techniques involved in establishing and

maintaining the therapeutic alliance with individuals

and members of family systems. The course will

include laboratory demonstrations and practice to

develop skills in maintaining the therapeutic alliance.

MFS LGBT ISSUES IN MARRIAGE AND FAMILY

662. THERAPY/THREE CREDITS

This course provides a study of the use of affirmative

psychotherapy with Gay, Lesbian, Bi-Sexual and

Transgendered clients and their families. Particular

focus will be given to treatment interventions, cultural

sensitivity, family and individual internal and external

crises, grief and acceptance, affirmation, and

community resources.

MFS SYSTEMS OF FAMILY THERAPY II/

680. THREE CREDITS

Required course. This course and MFS 634 are

designed to provide complementary comprehensive

surveys of the major models of marriage, couple and

family therapy. The combination of these two

required courses will address the historical

development, theoretical and empirical foundations,

and contemporary conceptual directions of the field

of marriage and family therapy. The content will

enable students to conceptualize epistemological

issues in the profession of marriage and family

therapy. These two courses are designed so that a

student may take either of them first.

MFS INDIVIDUAL PSYCHOPATHOLOGY IN

681. MARRIAGE & FAMILY THERAPY/THREE CREDITS

. The primary purpose of this course is to provide MFT

students with knowledge of abnormal human

behavior in individuals and how this behavior impacts

on couple and family relationships. Indicators and

implications for couples and family treatment related

to this process are also a primary focus of the course.

Couple and family therapists and other non-medical

professionals are often the primary care givers for

impaired/mentally ill individuals or are called upon to

deal with marital and family issues generated in part

by the individual’s problematic behavior. Couple and

family therapists need an understanding of individual

psychopathology and how this may sometimes be

treated in a couple and family context.

MFS PLAY THERAPY HISTORY & THEORY/THREE CREDITS

682. This graduate course is designed to cover the basics of

play therapy for advanced graduate students or for

licensed practitioners in the mental health field.

Students need to have therapeutic experience with

individuals, families and children in their clinical

settings. Although introductory play therapy ideas are

being taught, students will be expected to have access

to clients who can benefit from this experience. Each

student is expected to write up a case study utilizing

these techniques. Each student is expected to do

extensive reading and to present a project on related

play therapy ideas.

MFS PRE-CLINICAL PRACTICE: TECHNIQUES &

683. CLINICAL ORIENTATION/THREE CREDITS

Prerequisite: MFS 634, MFS 680, MFS 661, MFS 642,

MFS 645, MFS 635 or MFS 639 and approval of

academic adviser. Required course. This course

presents an integrative approach to the theory and

application of techniques of the psychotherapy

interview within the context of systems-oriented

therapy with individuals, couples, and families. In

preparation for the clinical practicum, students will

develop their interviewing skills using their chosen

model of marital and family therapy. They also will

learn clinical record-keeping skills such as writing an

assessment and treatment plan, keeping progress

notes, professional consultation, and practicing in

accordance with professional and state codes of

ethics and regulations. Instructions will include

videos, role playing, and enactments.

MFS PLAY THERAPY TECHNIQUES/THREE CREDITS

684. This course will provide and in-depth look at

theoretical approaches to play therapy with emphasis

on techniques for children, families, and group play

therapy. It will also provide a comprehensive overview

of play assessment and diagnosis. The course will

address issues related to age, culture, environment,

ethnicity, race, religion, and socioeconomic status.

MFS PLAY TERAPY APPLICATIONS FOR

685. SPECIAL POPULATIONS/THREE CREDITS

This course is intended to supplement other therapy

coursework by providing students with therapeutic

tools developed specifically for working with children.

It will provide theoretical and applied skills for the

assessment and treatment of children who have

experienced trauma, illness, loss, and/or challenging

psychopathology, i.e. attachment disorder,

Autistic/Aspergers, Borderline traits.

MFS SPECIAL TOPICS-IN MFT – INTRO TO MEDICAL

691. FAMILY THERAPY/THREE CREDITS

This course has three distinct foci: 1) assessment and

treatment of substance abuse, 2) assessment and

treatment of domestic violence, and 3) assessment

and treatment of childhood sexual abuse. Students

will become familiar with tools and models of

assessment and treatment for each of these issues,

and will study the impact of these issues on individuals

and families surviving and recovering. The course will

also examine the influence of power and privilege in

areas such as gender, culture, race, ethnicity, religion,

and sexuality, as they relate to abuse and recovery.

The course will include field trips to/and or visits from

the professional staff of community agencies

specializing in the treatment of these issues.

MFS SPECIAL TOPICS IN EDU: MENTAL HEALTH CARE

691. POLICY AND PROFESSIONAL ADVOCACY

THREE CREDITS

This course explores the evolution of mental health

care policy and legislation influencing Marriage and

Family Therapists in the United States. In addition, the

course helps students understand proposed changes

to policies and laws and to gain greater appreciation

and comprehension of professional advocacy. Special

attention will be paid to legislation, policy, and

advocacy in South Carolina.

MATHEMATICS/COMPUTER SCIENCE

MATHEMATICS

MTH FUNDAMENTAL CONCEPTS I/

501. THREE CREDITS

A study of algebra, geometry, and analysis, designed

to give M.Ed. candidates the proper background for

taking additional courses in the fields.

MTH FUNDAMENTAL CONCEPTS II/

502. THREE CREDITS

A continuation of MTH 501.

MTH DISCRETE MATHEMATICS/ THREE CREDITS

508. A study of topics in discrete mathematics. These

topics will include, but are not limited to, graph theory

and combinatorics.

MTH INTRODUCTION TO LINEAR ALGEBRA/

510. THREE CREDITS

A study of linear equations, vector spaces, linear

transformations, determinants, eigenvalues and

eigenvectors.

MTH ABSTRACT ALGEBRA/THREE CREDITS

511. A study of abstract algebraic structures.

MTH GEOMETRY IN THE SECONDARY SCHOOL

520. MATHEMATICS CURRICULUM/

THREE CREDITS

A problem-solving driven study of fundamental

geometric concepts covered in middle and high school

mathematics curricula: synthetic Euclidean and non-

Euclidean geometries of both 2-space and 3-space,

analytic geometry, similarity, transformational

geometry. Technology as a tool in enhancing

exploration, understanding, problem solving and

proof.

MTH FOUNDATIONS OF GEOMETRY/

521. THREE CREDITS

A study of the postulation basis of Euclidean and non-

Euclidean geometry.

MTH INTRODUCTION TO ANALYSIS/

522. THREE CREDITS

A study of the real numbers and their properties,

limits, sequences, series, continuity, differentiability,

and integrability.

MTH PROBABILITY AND STATISTICS/

523. THREE CREDITS

A study of probability, distributions, sampling

distribution theory, estimation and tests of statistical

hypothesis.

MTH SPECIAL TOPICS IN MATHEMATICS

599. Each offering covers a special topic in mathematics.

See semester schedule for specific topics.

COMPUTER SCIENCE

CSC COMPUTER APPLICATIONS FOR TEACHERS/

503. THREE CREDITS

Prerequisite: None. An introduction to the use of the

computers in the secondary and middle school

classroom environment. Topics covered will include

learning to use various software applications

packages, web page development and introduction to

the internet computer science with particular

attention to the needs of secondary school teachers.

Lectures and laboratory.

CSC COMPUTER APPLICATIONS FOR

504. MATHEMATICS TEACHERS/

THREE CREDITS

Prerequisite: None An introduction to the various

mathematical software packages used in

mathematics. Lectures and laboratory.

CSC SPECIAL TOPICS IN COMPUTER SCIENCE

599. Each offering covers a special topic in computer

science. See semester schedule for specific topics.

NATURAL SCIENCE

NSC BIOLOGY FOR TEACHERS/THREE CREDITS

511. This course allows students to experience an updated

review of major biological concepts while practicing

design and management of secondary level teaching

plans for biology topics and lab activities. The course

will examine the history, philosophy, and

interrelationships among the sciences. Lecture,

laboratory, and field trips - fee is required.

NSC ENVIRONMENTAL BIOLOGY/THREE CREDITS

512. An examination of major environmental concepts.

Students will investigate the ethical, human, and

environmental implications of ecological practices.

Lecture.

NSC FIELD BOTANY/THREE CREDITS

513. Historical background, concepts, and classification

systems of vascular plants. Selected groups of the

local summer flora will be included. Students will build

their own herbarium collections by identifying and

properly curating specimens that they collect.

Lecture, laboratory, and field trips - fee is required

NSC EVOLUTIONARY BIOLOGY/THREE CREDITS

516. Prerequisite: Genetics or permission of the instructor.

A survey of the theory, history, and principals of

evolutionary biology. Both macro-evolutionary and

micro-evolutionary topics are covered, as well as the

importance of the principals of evolution in biology

curricula. Readings will be taken from a wide variety

of texts, including primary literature.

NSC HUMAN PHYSIOLOGY/THREE CREDITS

517. A study of the functions of the basic human organ

systems. Physiological processes will be related to

organ structures and integrated with the functioning

of the whole organism.

NSC ADVANCED HUMAN GENETICS/

518. THREE CREDITS

This course is a survey of the foundations of human

genetics, with an emphasis on understanding the

latest discoveries on genes and human genome. This

course Is an overview of the principles of inheritance,

and the role DNA and chromosomes play in

inheritance. Effect of multiple genes and the

environment that influence traits will be discussed

both from transmission genetics and at the molecular

level. The laboratory projects will introduce the

students to research and investigation in science.

NSC TEACHING EVOLUTION/THREE CREDITS

519. Eight course sessions answer essential questions

about evolution and teaching evolution. The sessions

cover: key content about evolution; methodologies

for teaching evolution in high school classrooms; and

strategies for dealing with controversy that may arise

in teaching evolution.

NSC ADVANCED PLACEMENT ENVIRONMENTAL

520. SCIENCE INSTITUTE/THREE CREDITS

This course is designed to provide secondary science

teachers with the content and pedagogical

information they need to teach AP Environmental

Sciences. The teachers will become familiar with the

major topics and laboratories In the AP Environmental

Science curriculum. The major themes will be

reviewed and ideas to convey the content to students

will be discussed. Student-centered strategies will be

emphasized, including inquiry, hands-on activities,

and projects. In addition to performing the

laboratories, tips on how to successfully set-up,

conduct, and evaluate the laboratories will be

included. Finally, the structure of the AP

Environmental Science Exam will be discussed, as well

as preparation strategies.

NSC MODERN CHEMISTRY/THREE CREDITS

521. The structure and reaction of atoms and molecules.

This course is designed to emphasize concepts in

chemistry for secondary science teachers. Offered in

alternate years.

NSC CONSUMER CHEMISTRY/THREE CREDITS

522. A course that seeks to help students understand some

of the chemistry that affects them individually and as

members of society. No laboratory. Offered in

alternate years, summer session only.

NSC ENVIRONMENTAL CHEMISTRY/

523. THREE CREDITS

A study of some of the chemical principles important

to geology, ecology, and biochemistry. The major

emphasis will be the chemical aspects of earth

science.

NSC BIOCHEMISTRY/THREE CREDITS

524. This course includes basic principles of mechanisms

and structure which are directly related to the

processes and molecular structure in living organisms.

NSC CHEMICAL INSTRUMENTATION FOR

525. TEACHERS/THREE CREDITS

Prerequisite: NSC 521 or permission of instructor. A

survey of some of the electronic instruments used in

chemical analysis. Topics will include but not be

restricted to pH and other ion-selective electrodes,

visible and ultraviolet gas chromatography

spectrophotometers, and electrochemical apparatus.

Lecture and laboratory - fee is required.

NSC AP PHYSICS/THREE CREDITS

526. This course is designed to provide secondary science

teachers with the content and pedagogical

information they need to teach AP physics. The

teachers will become familiar with the major topics

and laboratories in the AP Physics curriculum. The

major concepts will be reviewed and ideas for how to

convey the content to students will be discussed.

Student-centered strategies will be emphasized,

including Inquiry, hands-on activities, and projects.

NSC PHYSICS FOR TEACHERS I/THREE CREDITS

531. A study of motion and energy for both particles and

waves emphasizing those concepts which are most

applicable to secondary school science.

NSC PHYSICS FOR TEACHERS II/THREE CREDITS

532. A study of electricity, magnetism, and modern physics

emphasizing those concepts which are most

applicable to secondary school science.

NSC ASTRONOMY/THREE CREDITS

541. A study of descriptive astronomy emphasizing the

main concepts involved.

NSC GEOLOGY/THREE CREDITS

542. A course in descriptive mineralogy and geology. The

identification of some common minerals and rocks

will be stressed. Geological processes and formations

will be studied as time permits. Lecture and

laboratory - fee is required

NSC METEOROLOGY/THREE CREDITS

543. A study of the physical state and processes of the

earth’s atmosphere and oceans, including their

relationships with weather and climate.

NSC SPECIAL TOPICS/THREE CREDITS

599. Each offering covers a special topic in science. See

semester schedule for specific topics.

PHILOSOPHY

PHI ANCIENT GREEK PHILOSOPHY/

515 THREE CREDITS

A study of the very beginnings of Western

philosophical thought. Emphasis on the relationship

between philosophy and mythology, the birth of

science, and the influence of classical systems of

thought on later philosophical traditions. Readings

will focus on Plato and Aristotle, but may also include

Pre-Socratic and Hellenistic figures.

POLITICS

I. National Affairs

POL THE AMERICAN CONGRESS/THREE CREDITS

501. A study of the legislative process and it’s relationship

to the other branches of government, political parties,

Interest groups, and the electorate. Offered alternate

years.

POL SPECIAL STUDIES IN THE POLITICAL PROCESS

508. THREE CREDITS/FOUR CREDITS IN JAN TERM GEP

Major, Minor, Elective credit. Selected topics in the

American political process with particular attention to

political participation and public policy. Since the

content will vary, it may be taken more than once for

credit if the topic is a different one. Writing Intensive.

POL THE AMERICAN PRESIDENCY/

511. THREE CREDITS

A study of presidential elections, presidential power,

and the role of the federal bureaucracies. Offered

alternate years.

POL SOUTHERN POLITICS

533. THREE CREDITS

A study of contemporary politics in the American

South.

POL CONSTITUTIONAL LAW/THREE CREDITS

535. A review of bench mark cases of the Supreme Court in

the areas of the development of judicial review,

federalism, the separation of powers, and the

relationship between the government and the

economy.

POL RECENT UNITED STATES, 1945 TO THE

541. PRESENT/THREE CREDITS

A study of the United States from the end of World

War II to the present.

POL THE CIVIL RIGHTS ERA/THREE CREDITS

542. A study of the black civil rights movement from the

early 1950’s through the 1970’s and beyond.

POL ELECTIONS AND POLITICAL PARTIES/

550. THREE CREDITS

A study of the electoral process in the United States.

Emphasis will be placed on political parties, voting

decisions, and political campaigns.

II. Political Theory

POL SCRIPTURE AND POLITICS/THREE CREDITS

500. An examination of the foundational texts of Western

Revelation that undergird the political visions of

Western humanity: the Hebrew Bible/Old Testament,

the New Testament and the Qur’an.

POL ANCIENT AND MEDIEVAL POLITICAL

510. PHILOSOPHY/THREE CREDITS

A survey of the major works in the Western tradition

of political thought from the Greeks to the Medieval

Theologians.

POL EARLY MODERN AND MODERN/

512. THREE CREDITS

A survey of the major works in the Western tradition

of political thought from Machiavelli to Nietzsche.

POL SELECTED TOPICS IN POLITICAL THOUGHT/

515. THREE CREDITS

A study of selected texts, concepts, doctrines, or

ideologies. Since the content will vary, this course may

be taken more than once for credit.

POL AMERICAN POLITICAL THOUGHT/

516. THREE CREDITS

A survey of the ideas and movements shaping the

American political tradition.

POL GENDER AND POLITICS/THREE CREDITS

517. An examination of the issue of differences and

similarities between the sexes as it bears upon the

question of the political identity and role of women

(and men) in political and social life from the Greek

thinkers to the Bible to modern feminist movements

and their critics.

III. Foreign Policy and International Relations

POL STUDIES IN WORLD AFFAIRS/THREE CREDITS

505. A study of selected topics in foreign affairs and current

events. Since the content will vary, it may be taken

more than once for credit.

POL AMERICAN FOREIGN POLICY/

555. THREE CREDITS

A study of the institutions and functioning of the

American foreign policy/national security decision-

making as well as of selected topics of the Cold War

and contemporary events.

POL THE VIETNAM EXPERIENCE/THREE CREDITS

575. A study of the historical background of the Vietnam

War with assessment of the American experience in

Vietnam. Emphasis is on Vietnam as a case study in

the American foreign policy/national security process.

Attention is given to the “lessons of Vietnam” and to

continuing contemporary events in Southeast Asia.

IV. Comparative Government and Politics

POL WOMEN’S LIVES IN ASIAN AND AFRICAN

502. CULTURES /THREE CREDITS

A readings course on women’s lives in various non-

Western traditional cultures.

POL MODERN RUSSIAN HISTORY AND POLITICS/

520. THREE CREDITS

A political history of the evolution of Russia from the

early 19th century through the present and an

analysis of contemporary Russian politics and foreign

policy. Attention is also given to the contemporary

politics of countries that were formerly part of the

Soviet Union.

POL COMPARATIVE GOVERNMENT AND

565. POLITICS/THREE CREDITS

A comparative political analysis of ideologies,

systems, institutions, politics, and current affairs of

selected Western and non-Western nations.

POL ISLAMIC AND MIDDLE EAST POLITICS/

570. THREE CREDITS

An introduction to Islamic politics and to the

comparative and developmental issues of the Arab

world and the larger Middle East. The approach will be

historical as well as contemporary.

POL THE VIETNAM WAR IN FILM

578 THRE CREDITS

An independent study course based on the PBS Ken

Burns Vietnam War video series augmented with

readings and papers.

PSYCHOLOGY

PSY PSYCHOLOGY OF WOMEN/THREE CREDITS

502. Prerequisite: PSY 100. A study of gender comparisons

in behavior. Selected topics include theories of female

development; femininity, masculinity, and androgyny;

gender comparisons in personality, adjustment,

abilities, achievement, motivation, language,

biological influences, sexuality; violence against

women; and cross-cultural perspectives.

PSY SOCIAL SCIENCE STATISTICS/

503. THREE CREDITS

Prerequisite: PSY 100. A study of the statistical

techniques commonly used in the analysis of data in

economics, politics, psychology, and sociology.

Students will become familiar with the use of

computers in data analysis. Same as SOC 503.

PSY ABNORMAL PSYCHOLOGY/THREE CREDITS

504. Prerequisite: PSY 100. A study of the changing

meanings of the concept of abnormal behavior and

the accompanying changes in methods of treatment.

PSY COUNSELING AND PSYCHOTHERAPY/

510. THREE CREDITS

Prerequisite: PSY 100. This course reviews the major

modern theoretical approaches to counseling and

psychotherapy. Students select some number of these

approaches to explore this is a lecture and seminar

course examining the phenomenon of child abuse and

neglect. Included in this course will be an overview of

attitudes toward and legal definitions of child

maltreatment. In addition, legal issues, parental

factors, contextual influences and the developmental

consequences of maltreatment will be explored. This

course relies heavily on current research and issues in

child abuse and neglect. Policy implications will also

be emphasized.

PSY BEHAVIOR MODIFICATION/THREE CREDITS

511. Prerequisite: PSY 100. This course will provide an

examination of the influence on human behavior of

such operant phenomena as positive reinforcement,

extinction, aversive conditioning, and cognitive

control. Text materials will place some emphasis on

application through token economics in educational

and other institutional settings. Lecture materials will

stress clinical procedures such as desensitization,

assertive training, modelling, and self-control.

Students will plan a behavior modification program to

modify some aspect of their own behavior.

PSY PSYCHOLOGICAL TESTS/THREE CREDITS

532. Prerequisite: PSY 100. This course will examine how a

psychological test is designed and evaluated and will

explore the personality inventories including the

MMPI, the Myers-Briggs, and the California

Personality Inventory. Vocational aptitude tests will

be covered. The class will design a personality

inventory as a project. Students will take a number of

tests and will write a personality evaluation on

themselves and on one other student.

PSY THEORIES OF PERSONALITY AND

536. EMOTIONAL DISTURBANCES/

THREE CREDITS

Prerequisite: PSY 100. In this course the basic

theoretical approaches to the study of personality will

be presented in the lecture. Lecture materials also will

include the basic disturbances of personality such as

dependency and passive-aggressiveness. The text will

focus on areas of personality research such as

interpersonal attraction, anxiety, authoritarianism,

etc.

PSY CHILD ABUSE AND NEGLECT/

570. THREE CREDITS

This is a lecture and seminar course examining the

phenomenon of child abuse and neglect. Included in

this course will be an overview of attitudes toward

and legal definitions of child maltreatment. In

addition, legal issues, parental factors, contextual

influences and the developmental consequences of

maltreatment will be explored. This course relies

heavily on current research and issues in child abuse

and neglect. Policy implications will also be

emphasized.

PSY HUMAN GROWTH AND DEVELOPMENT

580. EMOTIONAL DISTURBANCES/THREE CREDITS

Prerequisite: PSY 100. The study of development and

behavior through the life span. Offered fall and spring

terms.

PSY SPECIAL TOPICS/THREE CREDITS

599. Each offering covers a special topic in psychology. See

semester schedule for specific topics

RELIGION

REL ADVANCED FIELD STUDIES IN RELIGION

506 THREE CREDITS

Prerequisites: REL100 or REL104 (or the equivalents)

and one 200 or 300 religion course level (or the

equivalents), or permission of the Instructor. This

course requires students to conduct original

ethnological field research with a religious community

in the area, teach other students in the class about

these communities, and write advanced-level papers

about this research as well as present it to the class.

Cross-listed with ATH506, REL406, ATH406.

REL ISLAMIC AND MIDDLE EAST POLITICS/

570. THREE CREDITS

An introduction to Islamic politics and to the

comparative and development issues of the Arab

world and the larger Middle East.

SOCIOLOGY

SOC SOCIAL SCIENCE STATISTICS/

503. THREE CREDITS

Same as PSY 503.

SOC SOCIAL PROBLEMS AND DISORGANIZATION/

510. THREE CREDITS

A study of selected contemporary social problems and

issues through a number of theoretical perspectives.

Emphasis will be placed on the analysis of these

issues, the human value systems applicable, and

understanding these issues in their larger social

context.

SOC SOCIAL PSYCHOLOGY/THREE CREDITS

531. A study of the interaction between the individual and

the group, and the influence of each on the other,

with particular attention given to attitudes, attitude

change, perception, communication, personality and

cross-cultural influences on personality.

SOC SOCIOLOGY OF EDUCATION/

541. THREE CREDITS

An examination of the structures and processes of

socialization and social control in the pluralistic

society and its educational institutions. Emphasis is

placed upon the use of sociological concepts and

models in understanding our educational system.

Cross-listed with EDU542.

SOC THE SCHOOL AND THE FAMILY/

573. THREE CREDITS

A critical study of the problems of interpersonal

relationships between the school and the family and

how they relate to the school setting. Cross-listed with

EDU573.

SOC SPECIAL TOPICS/THREE CREDITS

599. Each offering covers a special topic in sociology. See

semester schedule for specific topics.

THEATRE

THR SPECIAL TOPICS IN DRAMATIC LITERATURE/

505. THREE CREDITS

A study/workshop course that will focus on one

particular aspect of the theatre production process.

Possible topics for study may be—but not limited to—

one of the following: dramatic literature, youth

theatre, design, technical production, acting,

directing, and management. Because course content

will vary with each offering, it may be taken more than

once for credit.

THR AN INSTITUTE IN CREATIVE DRAMA FOR

560. THE CLASSROOM TEACHER/THREE CREDITS

This course is an intensive workshop designed to give

the student an understanding of the many facets of

drama as they apply to the production of Theatre.

THR CREATIVE DRAMATICS FOR THE

568. CLASSROOM TEACHER/THREE CREDITS

Crosslisted with EDU568. See Elementary Section for

course description.

100

ONLINE COURSES

AVAILABLE THROUGH SOUTH CAROLINA ETV

MATH REFRESHER COURSES OFFERED EXCLUSIVELY ONLINE BY SOUTH CAROLINA ETV –

TO REGISTER GO TO: teacherstep.com/courses

** Note: Six hours of these PD courses may be counted toward the pedagogy requirements in the MEd in mathematics or

elementary education and Middle Level Math.

MTE MASTERING THE TEACHING OF MIDDLE SCHOOL

MATH/THREE CREDITS

510. Designed for mathematics teachers, this course is a

presentation of the mathematics contents presented

at the middle school level. It will enhance the

teacher’s knowledge of the concepts of middle school

mathematics and demonstrate the use of appropriate

technologies.

MTE MASTERING THE TEACHING OF CALCULUS I/THREE

CREDITS

511. Designed for mathematics teachers, this course is a

presentation of the Calculus I content presented at

the secondary school level. It will enhance the

teacher’s knowledge of Calculus I and demonstrate

the use of appropriate technologies. A background in

Pre-calculus is recommended.

MTE MASTERING THE TEACHING OF PRE-CALCULUS/THREE

CREDITS

512. Designed for mathematics teachers, this course is a

presentation of the Pre-Calculus content presented at

the secondary school level. It will enhance the

teacher’s knowledge of Pre-Calculus and demonstrate

the use of appropriate technologies. A background in

Algebra is recommended.

MTE MASTERING THE TEACHING OF CALCULUS II/THREE

CREDITS

513. Designed for mathematics teachers, this course is a

presentation of the Calculus II content presented at

the secondary school level. It will refresh the teacher’s

knowledge of Calculus II and demonstrate the use of

appropriate technologies. A background in Calculus I

is recommended.

MTE MASTERING THE TEACHING OF PROBABILITY AND

STATISTICS/

514. THREE CREDITS

Designed for mathematics teachers, this course is a

presentation of the Probability and Statistics content

presented at the secondary school level. It will

enhance the teacher’s knowledge of Probability and

Statistics and demonstrate the use of appropriate

technologies. A background in Algebra is

recommended.

MTE MASTERING THE TEACHING OF GEOMETRY/THREE

CREDITS

515. Designed for mathematics teachers, this course is a

presentation of the Geometry content typically

covered at the secondary school level. It will enhance

the teacher’s knowledge of Geometry and

demonstrate the use of appropriate technologies. A

background in Algebra is recommended.

MTE MASTERING THE TEACHING OF ALGEBRA/THREE

CREDITS

516. Designed for mathematics teachers, this course is a

presentation of the Algebra I content presented at the

secondary school level. It will enhance the teacher’s

knowledge of Algebra I and demonstrate the use of

appropriate technologies. A background in Pre-

Algebra is recommended.

MTE MASTERING THE TEACHING OF ALGEBRA II/THREE

CREDITS

517. Designed for mathematics teachers, this course is a

presentation of the Algebra II content presented at

the secondary school level. It will refresh the teacher’s

knowledge of Algebra II and demonstrate the use of

appropriate technologies. A background in Algebra I is

recommended.

MATH EDUCATION COURSES OFFERED EXCLUSIVELY

ONLINE BY SOUTH CAROLINA ETV – TO REGISTER GO TO:

teacherstep.com/common-core-math/

MTE COMMON CORE: MATH EDUCATION

520. ELEMENTARY/THREE CREDITS

The primary goals of this course are to introduce

educators to the Common Core State Standards and

for educators to become effective classroom teachers

using materials, pedagogical techniques, and

appropriate tools to teach Common Core State

Standards. This course will focus on the

implementation of higher-order thinking skills to

students in elementary mathematics classrooms. In

addition to Common Core State Standards, this course

101

will enhance content knowledge in ways that conform

to the National Council of Teachers of Mathematics

(NCTM) standards. Educators will examine strategies

and skills to engage creatively mathematics students

and master teaching techniques appropriate for the

implementation of the Common Core Standards.

MTE COMMON CORE: MATH EDUCATION

521. MIDDLE SCHOOL/THREE CREDITS

The primary goals of this course are to introduce

educators to the Common Core State Standards and

for educators to become effective classroom teachers

using materials, pedagogical techniques, and

appropriate tools to teach Common Core State

Standards. This course will focus on the

implementation of higher-order thinking skills to

students in middle level mathematics classrooms. In

addition to Common Core State Standards, this course

will enhance content knowledge in ways that conform

to the National Council of Teachers of Mathematics

(NCTM) standards. Educators will examine strategies

and skills to engage creatively mathematics students

and master teaching techniques appropriate for the

implementation of the Common Core Standards.

MTE COMMON CORE: MATH EDUCATION HIGH

522. SCHOOL/THREE CREDITS

The primary goals of this course are to introduce

educators to the Common Core State Standards and

for educators to become effective classroom teachers

using materials, pedagogical techniques, and

appropriate tools to teach Common Core State

Standards. This course will focus on the

implementation of higher-order thinking skills to

students in High School mathematics classrooms. In

addition to Common Core State Standards, this course

will enhance content knowledge in ways that conform

to the National Council of Teachers of Mathematics

(NCTM) standards. Educators will examine strategies

and skills to engage creatively mathematics students

and master teaching techniques appropriate for the

implementation of the Common Core Standards.

MTE INSTRUCTIONAL TECHNOLOGY

530. MIDDLE SCHOOL MATHEMATICS/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Middle School Mathematics effectively with the use of

technology at the middle school level. This course will

focus on the investigation of mathematical pedagogy,

best practices for instruction with technology and

instructional technology to teach Middle School

Mathematics and to refresh content knowledge in ways

that conform to the National Council of Teachers of

Mathematics (NCTM) standards for instruction and the

International Society for Technology in Education

(ISTE®- http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Middle School Mathematics.

MTE INSTRUCTIONAL TECHNOLOGY

531. CALCULUS/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Calculus effectively with the use of technology at the

secondary level. This course will focus on the

investigation of mathematical pedagogy, best practices

for instruction with technology and instructional

technology to teach Calculus and to refresh content

knowledge in ways that conform to the National Council

of Teachers of Mathematics (NCTM) standards for

instruction and the International Society for Technology

in Education (ISTE®-

http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Calculus.

MTE INSTRUCTIONAL TECHNOLOGY

532. PRE-CALCULUS/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Pre-Calculus effectively with the use of technology at

the secondary level. This course will focus on the

investigation of mathematical pedagogy, best practices

for instruction with technology and instructional

technology to teach Pre-Calculus and to refresh content

knowledge in ways that conform to the National Council

of Teachers of Mathematics (NCTM) standards for

instruction and the International Society for Technology

in Education (ISTE®-

http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Pre-Calculus.

MTE INSTRUCTIONAL TECHNOLOGY

534. PROBABILITY AND STATISTICS/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Probability and Statistics effectively with the use of

technology at the secondary level. This course will focus

on the investigation of mathematical pedagogy, best

practices for instruction with technology and

instructional technology to teach Probability and

Statistics and to refresh content knowledge in ways that

conform to the National Council of Teachers of

102

Mathematics (NCTM) standards for instruction and the

International Society for Technology in Education

(ISTE®-http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Probability and Statistics

MTE INSTRUCTIONAL TECHNOLOGY

535. GEOMETRY/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Geometry effectively with the use of technology at the

secondary level. This course will focus on the

investigation of mathematical pedagogy, best practices

for instruction with technology and instructional

technology to teach Geometry and to refresh content

knowledge in ways that conform to the National Council

of Teachers of Mathematics (NCTM) standards for

instruction and the International Society for Technology

in Education (ISTE®http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Geometry

MTE INSTRUCTIONAL TECHNOLOGY

536. ALGEBRA I/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Algebra I effectively with the use of technology at the

secondary level. This course will focus on the

investigation of mathematical pedagogy, best practices

for instruction with technology and instructional

technology to teach Algebra I and to refresh content

knowledge in ways that conform to the National Council

of Teachers of Mathematics (NCTM) standards for

instruction and the International Society for Technology

in Education (ISTE®http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Algebra I.

MTE INSTRUCTIONAL TECHNOLOGY

537. ALEGEBRA II/THREE CREDITS

The primary goal of this class is for the student to

acquire the techniques and skills necessary to teach

Algebra II effectively with the use of technology at the

secondary level. This course will focus on the

investigation of mathematical pedagogy, best practices

for instruction with technology and instructional

technology to teach Algebra II and to refresh content

knowledge in ways that conform to the National Council

of Teachers of Mathematics (NCTM) standards for

instruction and the International Society for Technology

in Education (ISTE®http://www.iste.org/standards/iste-

standards/standards-for-teachers) standards. Students

will examine strategies and skills to engage secondary

level mathematics students creatively through the

proper use of technology in the classroom specific to

content in Algebra II.

MTE INNOVATIVE PERSPECTIVES IN TEACHING

540. MATHEMATICS – ELEMENTARY/THREE CREDITS

The primary goals of this course are to introduce

educators to the necessary skills to implement the

Curriculum Standards for their state as they related to

mathematics instruction and to assist educators in

becoming effective classroom teachers, aby using the

most up-to-date materials, pedagogical techniques

(including Project Based Learning), and appropriate

tools to teach by state Standards. This course will focus

on the implementation of higher-order thinking skills to

students in elementary mathematics classrooms,

Educators will examine strategies and skills to engage

creatively mathematics students and master teaching

techniques appropriate for the implementation of

instructional methods based on current research

regarding teaching and learning.

MTE INNOVATIVE PERSPECTIVES IN TEACHING

541. MATHEMATICS – MIDDLE SCHOOL/THREE CREDITS

The primary goals of this course are to introduce

educators to the necessary skills to implement the

Curriculum Standards for their state as they related to

mathematics instruction and to assist educators in

becoming effective classroom teachers, by using the

most up-to-date materials, pedagogical techniques

(including Project Based Learning), and appropriate

tools to teach by state standards. This course will focus

on the implementation of higher-order thinking skills to

students in middle school mathematics classrooms.

Educators will examine strategies and skills to engage

creatively mathematics students and master teaching

techniques appropriate for the implementation of

instructional methods based on current research

regarding teaching and learning.

MTE INNOVATIVE PERSPECTIVES IN TEACHING

542. MATHEMATICS – HIGH SCHOOL/THREE CREDITS

The primary goals of this course are to introduce

educators to the necessary skills to implement the

Curriculum Standards for their state as they related to

mathematics instruction and to assist educators in

becoming effective classroom teachers, by using the

most up-to-date materials, pedagogical techniques

(including Project Based Learning), and appropriate

tools to teach by state standards. This course will focus

103

on the implementation of higher-order thinking skills to

students in high school mathematics classrooms.

Educators will examine strategies and skills to engage

creatively mathematics students and master teaching

techniques appropriate for the implementation of

instructional methods based on current research

regarding teaching and learning.

LANGUAGE ARTS EDUCATION COURSES OFFERED

EXCLUSIVELY ONLINE BY SOUTH CAROLINA ETV – TO

teacherstep.com/common-core-ela/

LAE COMMON CORE: LANGUAGE ARTS

500. EDUCATION ELEMENTARY/THREE CREDITS

The primary goals of this course are to introduce

educators to the English Language Arts (ELA) Common

Core State Standards (CCSS) and to assist educators in

becoming more effective classroom teachers by using

materials, pedagogical techniques and appropriate

tools to teach the ELA CCSS. This course will focus on

the implementation of higher-order/critical thinking

skills for students in elementary ELA classrooms. This

course also will enhance content knowledge in ways

that conform to the NCTE/IRA standards. Educators

will examine strategies and skills to creatively engage

ELA students and master teaching techniques

appropriate for the implementation of the ELA CCSS.

LAE COMMON CORE: LANGUAGE ARTS

501. EDUCATION MIDDLE SCHOOL/

THREE CREDITS

The primary goals of this course are to introduce educators

to the English Language Arts (ELA) Common Core State

Standards (CCSS) and to assist educators in becoming more

effective classroom teachers by using materials,

pedagogical techniques and appropriate tools to teach the

ELA CCSS. This course will focus on the implementation of

higher-order/critical thinking skills for students in middle

school ELA classrooms. This course also will enhance

content knowledge in ways that conform to the NCTE/IRA

standards. Educators will examine strategies and skills to

creatively engage ELA students and master teaching

techniques appropriate for the implementation of the ELA

CCSS.

LAE COMMON CORE: LANGUAGE ARTS

502. EDUCATION HIGH SCHOOL/THREE CREDITS

The primary goals of this course are to introduce educators

to the English Language Arts (ELA) Common Core State

Standards (CCSS) and to assist educators in becoming more

effective classroom teachers by using materials,

pedagogical techniques and appropriate tools to teach the

ELA CCSS. This course will focus on the implementation of

higher-order/critical thinking skills for students in high

school ELA classrooms. This course also will enhance

content knowledge in ways that conform to the NCTE/IRA

standards. Educators will examine strategies and skills to

creatively engage ELA students and master teaching

techniques appropriate for the implementation of the ELA

CCSS.

104

THE CARROLL McDANIEL PETRIE SCHOOL OF MUSIC

GRADUATE PROGRAM

Converse University was founded in 1889 as a liberal arts

institution for women, and from the very beginning the

music program was one of the University’s greatest

strengths. The School of Music was founded as a separate

entity within the University in 1910 and renamed the Carroll

McDaniel Petrie School of Music in 1999. Throughout its

history the School has played a prominent role on campus,

in the region, and in the country, and for over a century the

School’s Twichell Auditorium in the Zimmerli Performance

Center has hosted internationally renowned musicians,

musical organizations, and festivals.

The graduate music program was initiated in 1944, and

today enrollment in all graduate programs at Converse

University is coeducational.

ACCREDITATION

The Petrie School of Music is a charter member of the

National Association of Schools of Music (NASM) and has

been continuously granted accreditation since 1927. All

degree programs are approved by NASM. Music education

degree programs are accredited by the Council for the

Accreditation of Teacher Preparation (CAEP) and approved

by the South Carolina Department of Education.

MISSION

The mission of the Petrie School of Music Graduate

Program is to provide post-baccalaureate study leading to

the Master of Music Degree in the areas of Performance

and Music Education or the Graduate Performance

Diploma.

ADMISSION PROCEDURES

Enrollment in all graduate programs at Converse University

is coeducational. The Application for Admission may be

obtained from the Petrie School of Music Office, Converse

University, 580 E. Main Street, Spartanburg, SC 29302, (864)

596-9021 or online at

http://www.converse.edu/admissions/graduate/masters-

of-music-mm.

For consideration of admission to the Music Graduate

programs, the application should have the following

credentials:

• Graduation from an accredited institution

• For full, non-provisional admission, into an MM

program, the applicant must have an overall

cumulative 2.75 GPA on a 4.0 scale

• The Graduate Admission application, including

the $40 application fee. You must also complete

a graduate music audition application

• Three letters of recommendation

• Master of Music Education applicants must

submit scores from either the PKE or the Music

Area Test of the ETS Praxis II series.

• Applicants for the Music Education with Initial

Certification, a competitive score on the Miller

Analogies Test (MAT) will be required for

admission to the MM with Initial Certification.

INTERNATIONAL STUDENTS

Converse University requires that you have your

international educational credentials evaluated by one of

several agencies. Students must submit a course-by-course

report of the undergraduate degree. Students may choose

from these organizations to have their degrees evaluated:

• World Education Services (WES)

• Educational Credential Evaluators (ECE)

• Joseph Silny & Associates

TOEFL SCORES

All international students whose native language is not

English must submit an official TOEFL (Test of English as a

Foreign Language) score for admission consideration.

Australian, British and Canadian students do not need to

submit the TOEFL. For applicants to Master of Music

Programs a score of 550 or better is expected on the paper

version of the test, 213 on the electronic test, or 79 on the

Internet version of the test. Applicants to the Graduate

Performance Diploma Program must show a score of at

least 473 on the paper version of the test, 183 on the

electronic test, or 68 on the Internet test.

AUDITION/INTERVIEW

In addition to the application materials, each student must

be auditioned and interviewed by the appropriate music

faculty before she/he will be admitted to graduate study in

the Petrie School of Music. The faculty is usually able to

schedule auditions and interviews at times that are

convenient for the applicant. It is the responsibility of the

applicant to arrange for the audition/interview. Applicants

should contact the Petrie School of Music office to make

these arrangements.

A minimum undergraduate GPA of 2.75 is required for

unconditional acceptance into a master’s degree program

in the Petrie School of Music.

AREA ADMISSIONS REQUIREMENTS

Master of Music in Music Education: An audition in the

area of performance (ten minutes minimum).

105

Master of Music or Graduate Performance Diploma in

Instrumental Performance: The audition should be a

minimum of twenty minutes in length and demonstrate at

least two style periods. Memory is required in piano, strings

and voice (except oratorio).

Master of Music or Graduate Performance in Vocal

Performance: The audition should be a minimum of twenty

minutes and include:

• an art song in French, German, Italian and English

• an operatic aria

• an oratorio aria

Memory is required (except for oratorio). While live

auditions are preferred, a Video recording of a recent

performance may be substituted for an on-campus

audition. In such cases, the Performance Study level will be

determined by an audition during registration for the

student’s first term at Converse University.

MASTER OF MUSIC (M.M) DIAGNOSTIC EXAMINATIONS

Prior to registering for graduate-level coursework (usually

immediately before the beginning of the fall or spring term),

entering Regular Graduate Students in M.M. programs

should expect to receive diagnostic exams in the following

areas:

• Music History: All M.M.Regular Graduate Students will

be given a diagnostic exam in music history to

determine whether MUH 601 Graduate Music History

Survey has to be taken as a required music history

course.

• Music Theory: All M. M.Regular Graduate Students will

be examined in music theory. This examination will

determine whether MUT 601, Graduate Survey of

Music History has to be taken as a required Music

Theory course. Review of undergraduate transcripts

will determine which prerequisite courses should be

taken to remedy deficiencies.

• Diction: All Master of Music& Graduate Performance

Diploma entering graduate Vocal Performance majors

must pass an examination in Italian, French, German,

and English lyric diction. If they do not pass, they must

enroll in diction and receive a passing grade in the

course, or audit the portion(s) of the diction course(s)

in which they are deficient and pass an appropriate

exam.

• Keyboard: Non-keyboard majors who have not

satisfied a keyboard requirement equivalent to that

for a Converse Bachelor of Music alumna in their

undergraduate programs will be required to fulfill the

undergraduate piano requirement at Converse.

During initial advisement sessions, students are informed of

the resulting placements and deficiencies, which may be

implemented on an advisory or a mandatory basis,

depending on the student’s performance. Deficiency

courses are specified by area examiners after study of the

undergraduate transcript and the results of the placement

examinations. An undergraduate degree whose curriculum

agrees with NASM guidelines is generally taken as an

acceptable standard for this evaluation. Undergraduate-

level courses may be taken by the graduate student to

remedy deficiencies. While their satisfactory completion is

required for graduation, the course hours involved neither

apply toward the degree program, nor are they considered

in arriving at the student’s graduate grade point average. In

most cases, the passing of the undergraduate course will

remove the deficiency. In other cases, undergraduate

participation may be used as a review prior to second

administration of the placement examination.

Master of Music LANGUAGE REQUIREMENTS

Remedial work in foreign languages may be required if

students’ undergraduate transcripts show a deficiency.

Requirements:

Vocal Performance:

Four semesters of languages in any combination of Italian,

French and German are required: (e.g.. one year Italian; one

term French; two terms German). Remedial work in foreign

languages will be required if undergraduate transcripts

show a deficiency. The student may elect to take the

courses or take and pass an exemption test in the foreign

language department.

Instrumental Performance: One year minimum at the

college level of a language other than English, or the

equivalent.

Music Education: There is no undergraduate language

requirement for admission to the Master of Music degree

in Music Education.

MASTER OF MUSIC LITERATURE REQUIREMENTS

Prior to graduation, every Performance major must have

had appropriate literature courses in the major area. For

pianists, this means Piano Literature; for singers, this means

both Song Literature and Opera Literature; for orchestral

instrumentalists, this means both Orchestral Instrument

Literature and Chamber Music Literature. Curricular

deficiencies in these areas may be removed with either

undergraduate or graduate credit.

Literature classes are offered on a 2-year rotation; graduate

students must take their required literature course at the

time they are offered.

TYPES OF MASTER OF MUSIC STUDENT STATUS

REGULAR M.M STUDENTS: Students seeking degree candidacy;

these students are enrolled for graduate credit.

SPECIAL MASTER OF MUSIC STUDENTS: Students wishing to enroll

for graduate credit but not seeking degree candidacy may

file an application for Special Graduate Student status by

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submitting college transcripts and the appropriate

application. Applicants accepted to Special Graduate status

may register for graduate credit in any course work offered

by the Petrie School of Music subject to the following

conditions:

• Permission of the area faculty is required. This may

take the form of a transcript examination or

administering of the placement test normally given

entering regular graduate students.

• Special Graduate students may not register for those

offerings leading directly to terminal projects in

graduate degrees, such as Thesis, Recital, Graduate

Ensemble, and major credit performance studies

offerings.

• While there is no limit on the number of graduate

credit hours a student may earn as a Special Graduate

Student, a maximum of fifteen semester hours of

graduate credit earned as a Special Graduate Student

may be carried over to Regular Graduate status for use

in the degree program. A list of the courses to be

carried over must accompany the Application for

Admission for Regular Graduate status.

PROVISIONAL MASTER OF MUSIC STATUS: A student may be

accepted provisionally to the Master of Music Programs if

the audition panel and/or the Graduate Committee is not

convinced of the applicant’s likely success in meeting the

standards of the performance major at the graduate level.

1. Provisional status based on audition:

a. If the student has Provisional status because of the

level of performance demonstrated, he or she will be

required to perform a qualifying examination in the

performance area at the end of the first year of study.

The examination will be performed for the area

faculty, and will normally occur during regularly-

scheduled juries. 

b. The examination repertoire should meet the graduate

audition requirements of the area in length, variety of

styles, and memory. The material should be prepared

under the direction of a Converse teacher, and should

not include works studied by the applicant before

admission to Converse.

c. If the examination is passed, the student may proceed

in the chosen performance degree. Elective hours in

performance taken as a provisional student will not

count towards the required graduate credits for a

performance degree.

2. Provisional status based on grades:

a. Students admitted provisionally as a result of poor

academic performance at the undergraduate level

must attain a GPA of at least 3.0 over the course of

nine hours of Converse Graduate study, with other

stipulations to be set on a case-by-case basis by the

Graduate Committee.

TRANSFER CREDIT

• In general, Converse does not accept transfer credits

in any Performance Studies area at the Graduate level.

Master of Music Education Students, a similar

prohibition applies to transfer credits in the major field

of concentration.

• Transfer credits in other areas of the program of study

must be approved by the Head of the Petrie School of

Music and are limited to six semester hours. They will

be placed on the student’s Converse transcript only

after admission to Regular Graduate status.

• Credits will not be accepted for transfer to the

Converse graduate program if the credits are more

than five years old at the time of their consideration.

SECOND MASTER’S DEGREE

The Petrie School of Music awards the Master of Music

degree; the major is not specified on the diploma.

Therefore, while graduate students are encouraged to

study as widely as they may desire, a “double degree” or a

second master’s diploma cannot be awarded. Instead, the

Head of the School of Music may supply a letter certifying

the completion of the courses in the additional major for

distribution with the graduate’s transcripts.

ASSISTANTSHIPS/FINANCIAL AID

The Petrie School of Music offers a number of graduate

assistantships to Master of Music Students each year on the

basis of available funds and school needs. Assistantships

may include a waiver of University tuition, waiver of applied

fee, a stipend, or a combination of the above. Each

assistantship carries specific duties and responsibilities.

Assistantship applications for the upcoming fall term will be

reviewed beginning March 15. The awarding process will

continue until all assistantships have been awarded. All

application materials must be submitted and auditions

completed to qualify for consideration. Contact the Music

Office for additional information.

Students receiving an assistantship must turn in a monthly

timesheet, signed by the appropriate supervisor, to the

Head of the Petrie School of Music. Failure to turn in the

timesheet will result in withholding of the student’s check.

The Finance and Registration Center is available to assist

students with loans and questions regarding funding of

their education.

RESIDENCY

While specific minimum loads and/or periods of residency

are not stipulated, neither the Master of Music degree or

Graduate Performance Diploma may be earned through

summer study alone.

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FACULTY ADVISER

Upon enrolling at Converse University, each degree-seeking

graduate student in the Petrie School of Music is assigned

an adviser. The role of the adviser is to help the student plan

an academic program, and to help answer questions along

the way, but it is ultimately the student’s own responsibility

to make sure she/he satisfies all degree requirements.

For Graduate Students pursuing Performance degrees, the

academic advisor is normally the major studio teacher. If

the major studio teacher is adjunct faculty, a full-time

faculty member in the area may be assigned as academic

advisor. For Graduate Students pursuing Music Education

degrees, the academic advisor is a full-time faculty member

of the music education faculty.

Each M.M. student is appointed a Master’s Committee

which oversees the thesis, recital, and comprehensive

examination process. The student and the faculty adviser

together submit a list of requested faculty for the student’s

Master’s Committee to the PSOM Graduate Committee for

approval by the Head of the Petrie School of Music.

COURSE LOAD

The normal full load for a graduate student is 7 hours during

the fall or spring term (1 during the January Term). Half-

time load is 6 hours during the fall or spring terms (1 during

the January Term). Permission of the Head is required to

take more than 10 hours in a long term or 4 in a short term.

ENSEMBLE PARTICIPATION

The National Association of Schools of Music (NASM)

recommends that candidates for Master’s degrees be

required to participate in conducted or coached ensembles.

All Converse University graduate full-time music students

are encouraged to participate in such ensembles beyond

the minimum required by their degree program.

DIRECTED INDEPENDENT STUDIES IN MUSIC

The purpose of a Directed Independent Study is to allow

concentration on a particular topic in music. Topics that

significantly overlap courses offered by the School or that

seem to be an effort to circumvent curricular requirements

will not be approved. A document which presents the

results of the study will be required. A copy of this

document must be placed in the student’s permanent file.

A Proposal for Directed Independent Study form (available

from the School of Music Office) must be completed by the

student and submitted to the major professor and then the

PSOM Graduate Committee for approval prior to the end of

the semester preceding the one in which independent

study is to be undertaken.

APPLICATION FOR GRADUATION

Application for Graduation for the Master’s degree is made

only after the student has completed all undergraduate

deficiencies and approximately one semester of graduate

course work with a minimum GPA of 3.0 in the graduate

courses. The application must be submitted at least one

semester before sitting for comprehensive examinations.

Application for Graduation forms may be obtained from the

Registrar’s Office or Graduate Studies Office. The deadline

to submit the application is December 1, 2022.

After the student has filled out the form, but before

securing signatures of his/her Master’s Committee, he/she

must submit a completed copy to the Office of the Head of

the Petrie School of Music, which will check to determine

that all degree requirements are met. Having secured

approval from the Music Office, the student completes a

copy as amended, secures the signatures of his/her

Master’s Committee and obtains final approval from the

Head of the Petrie School of Music. The original and two

copies of the Application for Graduation form must be

submitted to the Office of the Head.

Application for Graduation for the Graduate Performance

Diploma is made only after the student has completed all

undergraduate deficiencies and approximately one

semester of graduate course work with a minimum GPA of

3.0 in the graduate courses. The application must be

submitted at least one semester before projected

completion of the program. Application for Graduation

forms may be obtained from the Registrar’s Office or

Graduate Studies Office. The original form, along with two

copies, must be submitted to the Office of the Head.

Graduate diplomas are awarded at the May Graduation

Exercises only. Students who complete their programs

during the regular academic year will receive certification

of completion to accompany their transcripts pending the

actual awarding of the diploma.

GRADUATION REQUIREMENTS

Master’s degree candidates as well as Graduate

Performance Diploma candidates in music must complete

all courses, including deficiencies, specified in their course

of study as required by the Petrie School of Music.

1. A grade lower than B- will not count for graduate

program credit in any course within the Major area.

2. A grade lower than C- will not count for graduate

program credit in courses outside the Major area.

3. A total cumulative average of 3.0 must be achieved in

all courses attempted at the graduate level.

Prerequisites taken to erase undergraduate

deficiencies are not averaged into this total.

4. Except for Ensembles and Performance Studies, a

graduate level course whose content duplicates that of

an undergraduate course present on the candidate’s

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transcript will not count toward graduation except by

specific permission of the PSOM Graduate Committee.

5. At least half of all credits must be at the 600 level.

COMPREHENSIVE EXAMINATIONS

The Master of Music Programs requires all candidates to

pass an hour-long final oral comprehensive examination.

The examination is not merely a test over course work, but

a demonstration of the candidate’s ability to integrate

materials in the major and related fields. The purpose of the

comprehensive exam is for a student to demonstrate his or

her ability to talk intelligently about his or her

concentration in music and its relation to the overall field of

music.

The examination includes questions which relate the

student’s major area to music history and theory. In

addition, it includes questions which require the student to

demonstrate a comprehensive knowledge of the major

area. The examination is graded on a pass/fail basis.

Comprehensive examinations are given near the end of

each long term. Should a student not pass on the first

attempt, he or she must wait until the next term for a

second examination. The examination may not be repeated

more than once.

TIME LIMIT

Candidates have six calendar years from the time of

enrollment in the Graduate Program to complete their

program requirements. Students who change degree

programs during this six-year period may be granted an

extension after review and approval by the PSOM Graduate

Committee. With the approval of their applied teacher, the

PSOM Graduate Committee, and the Head of the Petrie

School, Graduate Performance Diploma students who meet

all criteria for admission into the M.M. program may apply

credits earned towards M.M. degree requirements with the

exception of MUA 680 and MUA 690.

FACILITIES

The Petrie School of Music is housed in the Blackman Music

Hall, one of the finest music facilities in the region. Solo and

chamber music performances in Blackman take place in

Daniel Recital Hall, an acoustical marvel that seats 340.

Opera and large ensemble concerts are presented in

Twichell Auditorium, a 1500-seat fully-equipped

professional theater and concert hall that serves not only

the Petrie School and the University but also schools and

performing arts organizations from throughout the region.

Adjacent to Twichell is the Alia Lawson Academy of the Arts,

home to a 125-seat recital hall and studios for our highly

successful community music and dance program.

The Petrie School’s collection of music books, scores, sound

recordings, and subject-specific video recordings is housed

on the first floor of the Mickel Library, in the Gwathmey

Wing. The 51,000-volume collection is supervised by a

professional library staff.

COURSE OFFERINGS

At the first meeting of a class, the instructor will distribute

a syllabus that details the expectations for the course.

The School reserves the right not to offer courses for which

the enrollment is less than five. If a course is canceled, an

effort will be made to accommodate any affected student.

Courses are offered in a sequence: some courses are

offered every term, others once a year, others once every

two years. In collaboration with advisers, students must

carefully select courses.

Prerequisites must be satisfied before taking a course.

Courses numbered 600-699 are open only to graduate

students. At least half of the required courses taken for a

Master of Music degree must be at the 600-699 level.

Fees for courses are not refundable after the University

drop-add period.

MASTER OF MUSIC DEGREE IN PERFORMANCE

This degree is designed for accomplished performers who

intend to pursue careers as performers or teachers.

Graduates of this program are qualified to pursue doctoral

work in performance.

LEARNING OUTCOMES:

1. Candidates will demonstrate advanced technical skills

in her/his primary performing specialty.

2. Candidates will demonstrate the ability to read and

analyze musical notation, and to work conceptually

with the elements of rhythm, melody, harmony,

structure, timbre and texture at an advanced and

sophisticated level.

3. Candidates will demonstrate advanced performance

skills on a level consistent with professional

aspirations.

4. Candidates will demonstrate collaborative skills at a

professional level.

Required courses in Music:

MPS 600: Performance Studies 10 hours

MUA 680: Graduate Chamber Recital 1 hour

MUA 690: Graduate Recital 1 hour

Total hours in Major area 12 hours

MUH 603: Music Bibliography 3 hours

MUH 601: Graduate Music History Survey 3 hours

MUH 531, 533, 541, 543 or 575

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Music History or Theory elective

at the 500- or 600-level 3 hours

Music Literature at the 600-level* 3 hours

MUT 553: Advanced Analysis 3 hours

MUT601: Graduate Music Theory Survey 3 hours

MEN Ensembles 2 hours

Total hours in Supportive area 20 hours

*Prior to graduation, each Performance major must have

had appropriate literature courses in the major area. For

pianists, this means Piano Literature. For singers, this

means both Song Literature and Opera Literature. Singers

must also have had vocal pedagogy. For Orchestral

instrumentalists, this means Orchestral Literature and

Chamber Literature. Singers must also have taken vocal

pedagogy. Curricular deficiencies in these areas may be

removed with either undergraduate or graduate credit.

Total credits hours for the degree 32 hours

Final Requirements

1. Graduate Recital

2. Comprehensive examination

GRADUATE PERFORMANCE DIPLOMA

This post-baccalaureate, non-degree program is intended

to prepare highly advanced students for careers as

performers in a very specialized program of study. The

Graduate Performance Diploma does not in itself qualify

students to pursue doctoral study.

LEARNING OUTCOMES:

1. Candidates will demonstrate highly advanced

technical skills in her/his primary performing specialty.

2. Candidates will demonstrate the ability to read musical

notation with great fluency, and to work conceptually

with the elements of rhythm, melody, harmony,

structure, timbre and texture at an advanced and

sophisticated level.

3. Candidates will demonstrate highly advanced

performance skills on a level consistent with

professional aspirations.

4. Candidates will demonstrate collaborative skills at a

professional level.

Required courses in Music Performance:

MPS 600: Performance Studies 10 hours

MUA 680: Graduate Chamber Recital 1 hour

MUA 690: Graduate Recital 1 hour

Total hours in Major area 12 hours

Other required studies in Music

MEN 520-590 Music Ensembles 2 hours

MUH 551, 553, 560, 561, 563 Music Literature 3 hours

Total hours in Supportive music area 5 hours

Music Electives 3 hours

Total credit hours for completion 20 hours

Final Requirements

Graduate Recital

COURSES OF INSTRUCTION

Enrollment in graduate music courses is open only to music

students with Regular Graduate or Special Graduate status.

Courses numbered 600 and above are open only to

graduate students.

PERFORMANCE STUDIES (MUA)

501. OPERA WORKSHOP I/ONE CREDIT

Prerequisite: Declared music major or permission of

instructor. Includes character analysis, role analysis,

role preparation and stage management.

503. OPERA WORKSHOP II/ONE CREDIT

Prerequisite: MUA 501 or permission of instructor.

Includes audition techniques, preparation of audition

packets, stage makeup and further stage movement

techniques.

575. PETRIE 360: A SELF-MANAGED ENSEMBLE/

ONE CREDIT

Prerequisite: Permission of instructor. This course, the

first in a two-semester sequence, provides hands-on

instruction in all aspects of self-management for the

performing musician: students will assemble and

execute a repertoire, learn to write grants, arrange

performance venues, create a rehearsal schedule,

brand their ensemble, market and advertise using

social media and traditional formats, write and

execute contracts, manage a budget, and stage

performance.

576. PETRIE 360: A SELF-MANAGED ENSEMBLE/

ONE CREDIT

Prerequisite: MUA575 or permission of Instructor.

This course, the second in a two-semester sequence,

provides hands-on instruction in all aspects of self-

management for the performing musician: students

will produce, promote, and execute a program, make

and market a recording using social media an online

professional platforms.

110

680. GRADUATE CHAMBER RECITAL/ONE CREDIT

Prerequisite: Graduate status; approval of the

Graduate Music Program Committee. Preparation

and performance of a major chamber work, song

cycle, or opera scene.

690. GRADUATE RECITAL/ONE CREDIT

Prerequisite: Graduate status, approval of the

student’s Master’s Committee and the Graduate

Music Program Committee.

PERFORMANCE STUDIES (MPS)

Private Lessons are offered in the following: Piano,

Harpsichord, Organ, Voice, Violin, Viola, Cello, Bass, Flute,

Oboe, Clarinet, Bassoon, Saxophone, French Horn,

Trumpet, Trombone, Euphonium, Tuba, Percussion, Harp

and Guitar.

VARIABLE CREDIT

Two categories of private instruction are available:

1. Performance Studies (to satisfy degree requirements

for music majors)

2. Elective Performance Studies (Requires approval of

the appropriate performance area faculty and the

Head of the PSOM). Enrollments are limited by

available resources. Open to all Converse students.

Consult the appropriate section of the Catalog for

lesson fees.

ENSEMBLES AND CHAMBER MUSIC (MEN)

510. CHAMBER MUSIC/ONE CREDIT

Prerequisite: Permission of the instructor.

Participation in small instrumental, keyboard, and/or

vocal ensembles. Maybe repeated for credit.

520. CONVERSE WIND ENSEMBLE/ONE CREDIT

Prerequisite: Permission of the instructor. Participation

in rehearsals and performances of the Converse Wind

Ensemble as scheduled. Open to all Converse students

by audition. May be repeated for credit.

530. CONVERSE SYMPHONY ORCHESTRA/

ONE CREDIT

Prerequisite: Permission of the instructor. Participation

in rehearsals and performances of the Converse

Symphony as scheduled. Open to all Converse

students by audition. May be repeated for credit.

540. CHAMBER SINGERS/ONE CREDIT

Prerequisite: Audition. Participation in rehearsals and

performances of the Converse Chamber Singers as

scheduled. May be repeated for credit

550. CONVERSE CHORALE/ONE CREDIT

Prerequisite: Permission of the instructor. Participation

in rehearsals and performances of the Converse

Chorale as scheduled. Open to all Converse students

by audition. May be repeated for credit.

560. SPARTANBURG FESTIVAL CHORUS/

ONE CREDIT

Prerequisite: Permission of the instructor. Participation

in rehearsals and performances of the Spartanburg

Festival Chorus as scheduled. Open to all Converse

students by audition. May be repeated for credit.

570. ACCOMPANYING/ONE CREDIT

Prerequisite: Permission of the instructor. Techniques

of accompanying singers and instrumentalists.

Includes practical application with student soloists.

580. EARLY MUSIC ENSEMBLE/ONE CREDIT

Prerequisite: Permission of the instructor. Participation

in instrumental and/or vocal ensembles whose

purpose is the presentation of repertoire written prior

to 1750. Open to all Converse students by audition.

May be repeated for credit.

590. OPERA PERFORMANCE/ONE CREDIT

Prerequisite: Graduate status, permission of the

instructor. An opera performance course designed for

the graduate student. This course is required of all

vocal majors who have auditioned and obtained a role

in the Opera, Opera Scenes, or any other auditioned

performance. May be repeated for credit.

MASTER OF MUSIC DEGREE IN MUSIC EDUCATION

This degree is designed for persons who hold a Bachelor’s

degree in Music or Music Education and certification to

teach music in the public schools. Graduates of this

program are qualified to pursue doctoral work in music

education.

LEARNING OUTCOMES:

1. The candidate will articulate perspectives on

contemporary issues and problems in music

education.

2. The candidate will conduct research into problems in

music education and to interpret the research of

others.

3. The candidate will demonstrate understanding of

music history and music theory.

Required courses in Music:

MUE 611: Foundations of Music Education 3 hours

MUE 621: Research in Music Education 3 hours

MUE 623: Methods and Materials

Seminar in Music Education 3 hours

MUE 694, 695, or 696: Major Project 3 hours

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Total hours in Major area 12 hours

MPS 600: Performance Studies 3 hours

MUH 601: Graduate Music History Survey 3 hours

MUT 553 Advanced Analysis 3 hours

MEN: Ensemble 2 hours

Total hours in Supportive area 11 hours

Music Electives 7 hours

May include 3 credits outside of music.

Additional ensemble participation is recommended but will

not count toward the seven hours of elective credit.

Total credit hours for degree 30 hours

Final Requirements

Passing grade on:

1. Comprehensive examination

2. Major Project: Thesis, Portfolio or Lecture Recital

MASTER OF MUSIC DEGREE IN MUSIC EDUCATION

WITH INITIAL CERTIFICATION VOCAL/CHORAL

EMPHASIS

This degree is designed for persons who hold a Bachelor’s

degree in Music with an emphasis in voice or piano which

does not qualify them for certification and who wish to earn

both a Master of Music in Music Education and certification

to teach music in the public schools. Graduates of this

program are qualified to pursue doctoral work in music

education.

Entrance Requirements

• Undergraduate Music Degree

• Pass an entering audition to verify performance

competency in voice or piano

• Successful completion of the Praxis I examination

STUDENT LEARNING OUTCOMES:

1. The student will use the piano and or guitar as a tool

to effectively demonstrate musical concepts and to

play accompaniments and demonstrate music skills

and concepts effectively with her voice.

2. The student will apply her knowledge of content,

methodologies, philosophies, materials, technologies,

and curriculum development in the creation of lesson

plans.

3. The student will effectively lead performance-based

instruction in K-12 classrooms.

4. Students will be able to articulate perspectives on

contemporary issues and problems in music

education, will be able to conduct research on

problems in music education and to interpret the

research of others, and will be able to apply knowledge

of current methods and materials in the teaching of K-

12 students.

Prerequisite Courses:

The following courses must be completed at the

undergraduate level if not present on the student’s

undergraduate transcript:

MUE 351 Fundamentals of Conducting 2 hours

MUE 353 Intermediate Conducting -

Choral Topics 2 hours

MUE 321 or 333, 323, & 331 (select 2):

Instrumental Techniques courses 2 hours

MUA 111-113, 211-213: Voice Class

(for non-voice majors) 4 hours

MUA 101-103, 201-203: Piano Class

(for non-piano majors) 5 hours

MUA 221, Diction 2 hours

MUE 311: General Music K-12 3 hours

MUE 411: Choral Methods 3 hours

MUT353: Introduction to Music Composition,

Improvisation and Arranging 3 hours

Total Prerequisite hours 21 hours

Required Courses in Music and Education:

MUE 611: Foundations of Music Education 3 hours

MUE 621: Research in Music Education 3 hours

MUE 623: Methods and Materials

Seminar in Music Education 3 hours

MUE 694, 695, or 696: Major Project 3 hours

MUE 660: Directed Student Teaching:

Music Education 9 hours

Total hours in Major area 21 hours

MPS 600: Performance Studies 2 hours

MEN: Ensemble 2 hours

MUH 601: Graduate Music History Survey 3 hours

MUT 553: Advanced Analysis 3 hours

EDU 560: Introduction to Education 3 hours

EDU 525: Reading in the Content Area 3 hours

PSY 580: Human Growth and Development 3 hours

Total hours in Supportive area 19 hours

Total graduate credit hours for degree 40 hours

Total UG & Graduate credit hours for degree 61 hours

Final Requirements:

Passing grade on:

1. Comprehensive examination

2. Major Project

3. PRAXIS II Examinations

Music Content and Instruction

Principles of Teaching and Learning (PLT)

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MASTER OF MUSIC DEGREE IN MUSIC EDUCATION

WITH INITIAL CERTIFICATION INSTRUMENTAL

EMPHASIS

This degree is designed for persons who hold a Bachelor’s

degree in Music which does not qualify them for

certification and who wish to earn both a Master of Music

in Music Education and certification to teach music in the

public schools. Graduates of this program are qualified to

pursue doctoral work in music education.

Entrance Requirements

• Undergraduate Music Degree

• Pass an entering audition to verify performance

competency

• Successful completion of the Praxis I examination

LEARNING OUTCOMES:

1. The candidate will use the piano and or guitar as

a tool to effectively demonstrate musical

concepts and to play accompaniments and

demonstrate music skills and concepts effectively

with her voice.

2. The candidate will apply her knowledge of

content, methodologies, philosophies, materials,

technologies, and curriculum development in the

creation of lesson plans.

3. The candidate will effectively lead performance-

based instruction in K-12 classroom.

4. The student will teach K-12 students effectively

on beginning band, string, and percussion

instruments, and competently demonstrate

those instruments to beginning students.

5. Candidates will be able to articulate perspectives

on contemporary issues and problems in music

education, will be able to conduct research into

problems in music education and to interpret the

research of others, and will be able to apply

knowledge of current methods and materials in

the teaching of K-12 students.

Prerequisite Courses:

The following courses must be completed at the

undergraduate level if not present on the student’s

undergraduate transcript:

MUE 351: Fundamentals of Conducting 2 hours

MUE 363 Intermediate Conducting -

Instrumental Topics 2 hours

MUE 321, 321, 331 and 333:

Instrumental techniques courses 4 hours

MUA 111: Voice Class 1 hour

MUA 101-103, 201-203: Piano Class 5 hours

MUE 311: General Music K-12 3 hours

MUE 421: Instrumental Methods 3 hours

MUT353: Introduction to Music Composition,

Improvisation and Arranging 3 hours

Total Prerequisite hours 23 hours

Required Courses in Music:

MUE 611: Foundations of Music Education 3 hours

MUE 621: Research in Music Education 3 hours

MUE 623: Methods and Materials

Seminar in Music Education 3 hours

MUE 694, 695, or 696: Major Project 3 hours

MUE 660: Directed Student Teaching:

Music Education 9 hours

Total hours in major area 21 hours

MPS 600: Performance Studies 2 hours

MEN: Ensemble 2 hours

MUH 601: Graduate Music History Survey 3 hours

MUT 553: Advanced Analysis 3 hours

EDU 560 Introduction to Education 3 hours

EDU 525: Reading in the Content Area 3 hours

PSY 580: Human Growth and

Development 3 hours

Total hours in supportive area. 19 hours

Total graduate credit hours for degree 40 hours

Total UG & Graduate credit hours for program 63 hours

Final Requirements:

Passing grade on:

1. Comprehensive examination

2. Major Project

3. PRAXIS II Examinations

Music Content and Instruction

Principles of Teaching and Learning (PLT)

COURSES OF INSTRUCTION

Enrollment in graduate music courses is open only to music

students with Regular Graduate or Special Graduate status.

Courses numbered 600 and above are open only to

graduate students.

MUSIC EDUCATION (MUE)

570. MUSIC EDUCATION FOR THE ELEMENTARY

CHILD/THREE CREDITS

Objectives, methods, and materials for teaching music

in the elementary school. Designed for the general

classroom teacher.

611. FOUNDATIONS OF MUSIC EDUCATION/ THREE

CREDITS

An overview of the philosophical, historical,

psychological, sociological, and pedagogical

foundations of music education in the US.

113

617. FINE ARTS ADMINISTRATION AND

SUPERVISION/THREE CREDITS

This course provides an introduction to Fine Arts

Education Administration and Supervision and is for

advance certification candidates except by permission

of the instructor. Topics include program evaluation,

teacher evaluation, reading and interpreting research

journal articles, grant writing, and applicable school

personnel and school finance principles. Cross-listed

with ART 517 and EDU 572.

621. RESEARCH IN MUSIC EDUCATION/

THREE CREDITS

Quantitative and qualitative research procedures.

623. METHODS AND MATERIALS SEMINAR IN MUSIC

EDUCATION / THREE CREDITS

A survey of methods and materials, current advanced

trends and techniques.

660. DIRECTED STUDENT TEACHING:

MUSIC EDUCATION/NINE CREDITS

Prerequisites: Admission to the Teacher Education

Program in Music Education; completion of all music

education courses required for the degree, MUA 203 or

MUA 213, minimum graduate GPA of 3.0 and

permission of the department. The student teaching of

music in the public schools under the supervision of a

music faculty member. This course includes a weekly

seminar and conferences with the director of music

teacher education and the cooperating teacher.

Discussions and criticisms accompany the elementary

and/or secondary school observation and teaching. A

minimum of 12 weeks of directed teaching is required

for certification.

661. ADVANCED CHORAL CONDUCTING/

THREE CREDITS

Prerequisite: MUE 353. Concentration on score

reading and conducting of vocal works.

663. ADVANCED INSTRUMENTAL CONDUCTING/ THREE

CREDITS

Prerequisite: MUE 363. Includes score reading and

conducting of instrumental ensembles.

680. DIRECTED INDEPENDENT STUDY/

ONE TO THREE CREDITS

Projects of independent study in music approved by

the faculty adviser and the Music Curriculum

Committee.

693. GRADUATE PROJECT PROPOSAL/ONE CREDIT

Preparation of a successful proposal for a Graduate

Portfolio, Thesis, or lecture-Recital. Includes weekly

consultation with thesis advisor. Students should

semester in residence.

694a. GRADUATE PORTFOLIO LITERATURE REVIEW/ONE

CREDIT

A substantial literature review supporting the contents

of the final portfolio. Prerequisite is MUE593:

Graduate Project Proposal. Must be approved by the

student’s Masters Committee.

694b. GRADUATE PORTFOLIO/ONE CREDIT

Preparation of a collection of original work which may

include essays, lesson plans, reflection papers,

compositions, or a collection of teaching videos while

in the degree program. Prerequisite for this course is

the successful completion of MUE693: Graduate

Project Proposal and MUE694a: Portfolio Literature

Review. A proposal and the final document must be

approved by the student’s Masters Committee.

695a. GRADUATE THESIS LITERATURE REVIEW /ONE CREDIT

A substantial literature review supporting the

contents of the final thesis. Prerequisite is MUE693:

Graduate Project Proposal. Must be approved by the

student’s Masters Committee.

695b. GRADUATE THESIS/ONE CREDIT

One of the three Major Project options, the thesis is a

scholarly research paper based on in-depth

independent original research. A thesis proposal and

the thesis must be approved by the student’s Masters

Committee.

696a.GRADUATE LECTURE-RECITAL LITERATURE REVIEW/

ONE CREDIT

A substantial literature review supporting the topic

selected for the recital. Prerequisite is MUE 693:

Graduate Project Proposal. Must be by the student’s

Masters Committee.

696b. GRADUATE LECTURE RECITAL/ONE CREDIT

One of the three Major Project options, the public

lecture recital and supporting research paper based

on in-depth independent research of an approved

topic. A lecture recital proposal and the lecture recital

must be approved by the student’s Masters

Committee a minimum of one semester before the

lecture recital is presented. Prerequisites are MUE693

and MUE696a.

114

MUSIC HISTORY (MUH)

531. MUSIC OF THE ROMANTIC ERA/

THREE CREDITS

A topic seminar of Western music in the 19th Century.

533. MUSIC OF THE TWENTIETH CENTURY/ THREE CREDITS

A topic seminar of Western music in the 20th Century.

541. MUSIC OF THE MIDDLE AGES & RENAISSANCE/ THREE

CREDITS

A topics seminar in Western music to 1600.

543. MUSIC OF THE BAROQUE & CLASSIC

ERAS/THREE CREDITS

A topics seminar focusing on Western music from 1600

to 1800.

551. SONG LITERATURE /THREE CREDITS

A survey of standard art song literature from the

Sixteenth Century to the present, with emphasis on

both music and poetry.

553. PIANO LITERATURE/THREE CREDITS

A survey of the literature for the contemporary pianist.

563. ORCHESTRAL LITERATURE/THREE CREDITS

A survey of the literature for large and small orchestras

from the Baroque to the present, as well as a survey of

solo literature appropriate to the student’s primary

instrument. Offered in alternate years.

571. ORGAN LITERATURE/THREE CREDITS

A survey of the literature for the instrument.

575. SEMINAR IN MUSICOLOGY/THREE CREDITS

Intensive Seminar experience in special topics.

601. GRADUATE MUSIC HISTORY SURVEY/

THREE CREDITS

Required of all music graduate students. A survey of

the development of Western music from Antiquity to

the present. Graduate students may elect to take an

exam; if the student passes the exam, she may choose

to take this survey course or a second music history

elective.

602. PEDAGOGY OF MUSIC HISTORY/

THREE CREDITS

This course will examine issues and ideas involved with

the teaching of music history and music appreciation

at the University level.

603. BIBLIOGRAPHY/THREE CREDITS

Prerequisite: Graduate status. A survey of basic

reference materials in the field of music, with an

introduction to the techniques of research.

660. OPERA LITERATURE/THREE CREDITS

A survey of opera from the Baroque to the present.

661. CHAMBER MUSIC LITERATURE/

THREE CREDITS

A survey of the literature for small instrumental

ensembles from the Baroque to the present.

680. DIRECTED INDEPENDENT STUDY/

ONE TO THREE CREDITS

Prerequisite: Approval of the Music Curriculum

Committee. Projects of independent study approved

by the area faculty and the Music Curriculum

Committee.

MUSIC MEDIA (MMD)

501. SYNTHESIZERS, MIDI AND SEQUENCING/

THREE CREDITS

An introduction to techniques in the electronic music

studio with a focus on using it as a composition,

recording, and arranging tool.

503. ELECTRONIC MUSIC FOR VIDEO AND PERFORMANCE/

THREE CREDITS

Prerequisite: MMD 501. A continuation of exploring

and mastering techniques in the electronic music

studio with a focus on combining music with video in

recordings and live performances..

511. RECORDING AND SOUND REINFORCEMENT/

THREE CREDITS

An introduction to specific technical and artistic

elements of current multitrack sound recording and

sound reinforcement equipment and techniques.

680. DIRECTED INDEPENDENT STUDY /

ONE TO THREE CREDITS

Prerequisite: Approval of the Music Curriculum

Committee. Projects of independent study (including

additional major composition study) approved by the

faculty and the Music Curriculum Committee.

MUSIC THEORY AND COMPOSITION (MUT)

533. COUNTERPOINT/THREE CREDITS

Prerequisites: Passing the music theory placement test

or successfully completing MUT 601. Analysis,

listening, and writing short exercises. Includes musical

styles from 1450 to the present.

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543. ADVANCED HARMONY & TWENTIETH-CENTURY

IDIOMS/THREE CREDITS

Prerequisites: Passing the music theory placement test

or successfully completing MUT 601. A study of

compositional techniques in Western concert and

popular music from the late Nineteenth Century to the

present. Analysis supported by listening, theory, and

small compositions.

553. ADVANCED ANALYSIS/THREE CREDITS

Prerequisites: Passing the music theory placement test

or successfully completing MUT 601. Analysis of

musical forms, harmonic procedures, and tonal

organization from 1300 to the present.

575. SEMINAR IN MUSICOLOGY/

THREE CREDITS

Prerequisites: Passing the music theory placement test

or successfully completing MUT 601. Intensive seminar

experience in special topics.

576. ADVANCED REPETOIRE COACHING FOR SINGERS

THREE CREDITS

Individual instruction in the interpretation, diction,

and style in all genres of the vocal repertoire. In

collaboration with the applied lesson instructor, the

vocal coach will assist in the preparation of repertoire

to be presented in upcoming degree recital(s). May be

repeated for credit.

601. GRADUATE SURVEY OF MUSIC THEORY/

THREE CREDITS

An advanced online survey of Western music theory,

including form and analysis, from 1600 to 1920.

Required of graduate students who receive a grade of

73 or below on the Graduate Music Theory Placement

Exam. This course must be passed (with a minimum

grade of “C–” or 74) before the student can enroll in

further graduate-level music theory courses. The

instructor serves as a mentor, resource and examiner.

680. DIRECTED INDEPENDENT STUDY/

ONE TO THREE CREDITS

Prerequisite: Approval of the Music Curriculum

Committee. Projects of independent study approved

by the faculty and the Music Curriculum Committee.

681. GRADUATE COMPOSITION/

ONE TO THREE CREDITS

Prerequisites: Passing the graduate music theory

placement exam or permission of the instructor. This

course provides creative work for the student who is

not majoring in composition on a level that is suitable

for graduate credit.

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THE PETRIE SCHOOL OF MUSIC GRADUATE FACULTY

EMERITI FACULTY

Beverly Reed Hay

Charles E. Daniel Professor Emerita of Voice

BA, MM, University of South Carolina

DM, Indiana University. (1989, 2014)

Donald G. Henderson

Mary Reynolds Babcock professor emeritus of musicology

and woodwinds

B.M.E., Indiana University;

M.A., Western State College of Colorado, Gunnison;

Ph.D., The University of Michigan;

Fulbright Fellowship, State Academy of Music and

Dramatic Artand the University of Vienna. (1962, 1994)

John T. MacLean

Daniel professor emeritus of music theory, composition, and

strings

B.A., Drew University; M.A., M.M., Florida State

University; D.M., Indiana University; additional studies at

Columbia University, California Institute of the Arts.

(1975, 1991)

Ross A. Magoulas

Associate professor emeritus of voice and opera

B.M., Converse College

M.M., Florida State University. (1982, 1992)

PROFESSORS

S. David Berry

Professor of music theory and music history

B.M., University of Maryland;

M.M., Converse College;

DMA University of South Carolina. (1986, 2008)

Patricia Solesbee Foy

Pprofessor of music education

B.M., Converse College;

M.M.E., Ph.D., University of South Carolina.

Keith W. Jones

professor of voice and choral activities

B.M., Furman University;

M.C.M., Southern Baptist Theological Seminary;

D.M., Indiana University. (1999)

Siegwart Reichwald

Charles E. Daniel distinguished professor of music history

B.M., University of South Carolina;

M.M., Ph.D., Florida State University. (2004, 2008)

Malcolm Scott Robbins

Professor of musicology and composition

B.M., Wake Forest University;

A.M., Duke University;

D.Mus., Florida State University. (1998, 2008)

Rebecca Turner

Professor of voice BM, Shorter College; MM, University of

Northern Texas. (2007, 2015)

Douglas Alan Weeks

Mary Reynolds Babcock professor of piano

B.M., Illinois State University;

M.M., Indiana University; License de Concert, Ecole

Normale de Musique, Paris;

D.M., Florida State University. (1982, 1996)

(1990, 1995, 2010)

Kelly McElrath Vaneman

Associate professor of oboe and musicology;

B.M., Baylor Univerity;

M.M., M.M.A, D.M.A., Yale University

Certificate of Performance, Koninklijk Konservatorium,

Brussell. (1997, 2006)

ASSOCIATE PROFESSORS

Sarah Johnson

Associate professor of violin

B.M., Curtis Institute. (2004)

Susan Lynn Lyle

Associate professor of voice/director of choral activities

B.A., Kalamazoo College;

M.M., Peabody Conservatory of Music;

D.M.A., University of Oregon. (1997, 2004)

Carol L. Shultis

Associate professor of music therapy

BS, Lebanon Valley College; Med, Pennsylvania State

University; PhD, Temple University (2012)

Anita Swanson

Associate professor of music therapy

BM, Southwestern Oklahoma State University; MA, Texas

Woman’s University; PhD, University of Kansas. (2018)

Christopher Vaneman

Dean of the School of the Arts,

Associate professor of flute and musicology

B.M., Eastman School of Music;

M.M., D.M.A., Yale School of Music. (2001, 2009)

ASSISTANT PROFESSORS

Valerie MacPhail

Assistant professor of voice

B.A., College of William and Mary;

M.M., Florida State University;

additional study, University of Illinois;

D.M.A., University of South Carolina. (1994)

117

Susana M. Lalama

Head of the Petrie School of Music,

Assistant professor of music

BMus, MA, Ph.D., University of Miami. (2014)

LECTURERS

Mildred Ann Ragis Roche

Lecturer in accompanying

B.M., Converse College;

M.M., Boston University. (1988)

ADJUNCT FACULTY

Anne Denbow, voice

B.M., M.M., New England Conservatory (2006)

Kathleen Foster, cello

B.S., Indiana University

M.M., Bowling Green State U (2014)

Patrick Flynn, guitar

B.F.A., Florida Atlantic University; M.M., D.M.A.,

University of Memphis. (2008)

Sharalynn Hicks, piano

B.A., M.M., Bob Jones University. (2004)

Karen F. Hill, clarinet

B.M., Northwest University;

M.M., University of Michigan. (1999)

John Holloway, music education, low brass

B.M., Furman University;

M.M.Ed., Florida State University. (2006)

Craig King, trumpet

B.M, Furman University

M.M., Yale University (2015)

Adena Shoemake McDaniel, percussion

B.M.; Georgia State University;

M.M. Ed; University of Southern Mississippi. (2002)

Erica Broadnax Pauly, piano pedagogy

B.M., M.M., Converse College (2011)

Mary Ada Poole, music education

B.M., M.M., Converse College.

Additional graduate work at Wofford and University of

Wisconsin. (1999)

John Ravnan, viola

BM, Eastman School

MM, Cleveland Institute (2015)

Brennan Dale Szafron, organ

M.M., Yale University; D.M., University of Michigan

(2009)

Jenna Tamisiea, opera

BFA, University of Texas; MFA, Florida State University

Matthew Waid, bass

BM. MM, Cleveland Institute (2013)

Frank Watson, music education, bassoon

B.M., Furman University; M.M., University of

Southern Mississippi (2009)

John Wickey, harp

BM; Boston University; MM, University of Michigan

Anneke Zuehlke, french horn

B.M., Curtis Institute of Music;

M.M., Yale University. (2007)

PETRIE SCHOOL OF MUSIC STAFF

Christopher Vaneman, B.M., M.M., M.M.A., D.M.A.

Head of the Petrie School of Music

Glen Chaddock

Piano Curator

Valerie MacPhail, B.A., M.M., D.M.A.

Director of the Lawson Academy of the Arts

Janae N. O’Shields, B.A.

Assistant Director of the Lawson Academy of the Arts

Director of the Fine Arts Day Camp

Mildred A. Roche, B.M., M.M.

Director of Accompanying

118

THE BOARD OF TRUSTEES 2022-2023

Board Officers

Sandra Morelli, Chair

Wallace Prestwood,, Vice Chair

Sandy Hartnett, Secretary

TRUSTEES

Laura Chappell Bauknight ‘87

B Brant Bynum

Chris Cannon

Randall K. Chambers

Rhonda Coker ‘84

Paul Cote’

Christopher Dorrance

Stinson Ferguson ‘07

Katherine Fulmer

Sandra Hartnett ’75, Secretary

Padrica Hopkins, M.D ‘85

Stephen Johnson, Rear Admiral, US Navy Retired

Lt. Colonel Karla Jones ‘85

Lillian Montgomery Lilly

Fain McDaniel

Amy Tibbals Morales ‘86

Sandra Shearhouse Morelli

Wallace Prestwood

Linda Layman Redding ‘88

Tina Rohner ‘07

Emily Jones Rushing ‘73

David Smart

Allen Smith

Louis Smith

Elizabeth Finlay Vingi ‘87

EX-OFFICIO TRUSTEES

Palmer Ball ’94, Chair, Board of Visitors

Libby Tilson, ’79, President-Elect, Alumnae

Association

ADVISORS TO THE BOARD OF TRUSTEES

Boone Hopkins, PhD President

Angela Brobson, President Student Government

Association

Pamela Greenway, Secretary to the Board of Trustees

Margaret Moore, Faculty Senate President

Kristina Pisano, Staff Council President

LIFE TRUSTEES

William Barnet, III, Spartanburg, South Carolina

Julia Jones Daniels ’53, Raleigh, North Carolina

Kenneth B Howard, Raleigh, North Carolina

Susan Phifer Johnson ’65, Spartanburg, South

Carolina

Lucy Simpson Kuhne ’66, Greenville, South Carolina

Walter Montgomery, Jr, Spartanburg, South Carolina

119

THE PRESIDENTS OF

CONVERSE UNIVERSITY

*Benjamin F. Wilson

(1890–1902)

*Robert Paine Pell

(1902–1932)

*Edward Moseley Gwathmey

(1933–1955)

*Oliver Cromwell Carmichael, Jr

(1956–1960)

*Robert T. Coleman, Jr.

(1961–1989)

Ellen Wood Hall

(1989–1993)

Sandra C. Thomas

(1994–1998)

Nancy Oliver Gray

(1999-2004)

Elizabeth A. Fleming

(2005-2016)

Krista L. Newkirk

(2016 - 2021)

*Jeffrey Barker

(2021)

Boone Hopkins

(2021-)

*Deceased

120

PRESIDENT’S CABINET

Boone Hopkins,

BA, MFA, PhD

President

Lienne Medford,

BA, MA, EdD

Dean of the School of Education and Graduate Studies

Zach Corbitt

, AA, BS, MBA

Chief Information Officer

Jennifer Bell

, BS, MS

Director of Intercollegiate Athletics

Claire Gregg

, PhD, SHRM-SCP

Director of Human Resources

Gladden Smoke

Sr. Director of Facility Services and Planning and Risk

Management

Larry Jones

Director of Public Safety

Matt Cash

Kristen Lacey

Vice President of Operations and Strategic Planning

Holly Duncan

Vice President of Marketing and Communications

Rhonda Mingo

, BA, MEd

Dean of Students

Margaret Moore

Faculty Senate President

Erin Templeton,

BA, MA, PhD

Dean of the School of Humanities, Sciences, and

Business

Jamie Grant,

BA, MS

Vice President for Enrolment Management

James W. Kellam,

EdD

Director of Financial Planning

Dianne Crocker, CPA

Vice President for Finance and Business

Office of Accounting & Administration

Director of Admissions

Kristina Pisano

Staff Council President

Danielle Stone

Assistant Dean of Diversity and Inclusion, Title IX

Coordinator, Chief Inclusive Excellence Officer

Chris Vaneman, PhD

Dean of the School of the Arts, Associate Professor of

Flute

Will Case, PhD

Associate Provost for Student Success, Associate

Professor of Chemistry

121

GENERAL ADMINISTRATION

OFFICE OF THE PRESIDENT

Boone Hopkins,

BA, MFA, PhD

President

Pamela Greenway, BA

Senior Executive Assistant to the President

and Secretary to the Board of Trustees

OFFICE OF THE PROVOST

TBD

Provost

Kendra Woodson, BA

Registrar

Peter Brown, BA, MS, PhD

Director of Distance Education

Vacant

Administrative Assistant to the Provost

Vacant

Director of Institutional Research, Assessment, and

Effectiveness

DIVISION OF STUDENT

DEVELOPMENT AND SUCCESS

Will Case, AB, BS, PhD, Duke University

Associate Provost for Student Success

Sabrina Wilson

Division Support Coordinator for Student Success

ACADEMIC SUPPORT SERVICES

Jeff Howard,

PhD

Director of Writing Center

Vacant

Director of Academic Advising for Student Athletes

Tammy Stokes, BA, MA

Director of Academic Advising & Converse II

Sami Singleton

Case Manager for Student Accessibility Services

CAREER DEVELOPMENT CENTER

Cathy M. Gowan, BS

Director of Internships and Career Services

Tori McLean Good, EdD

Director of Career Development & Employer Relations

Office of Student Life

Rhonda L. Mingo, BA, MEd

Dean of Students

Theresa Lester

Director of Students in Transition

Jessica Backman, BA

Director of Student Activities and Civic Engagement

Sher-Ron Laud

Director of Residential Life and Student Conduct

Danielle Stone

Assistant Dean of Diversity and Inclusion, Title IX

Coordinator, Chief Inclusive Excellence Officer

Lee Bjornsen

Director of the Center for Academic Excellence

OFFICE OF THE CHAPLAIN

Rev. Eliza Smith

University Chaplain and Director of Religion

WELLNESS CENTER

Bethany Garr, MSED, LPC

Director of Counseling and Wellness

Alex Eshenbaugh, MSW, LSW

Clinical Counselor

Jenny PouskaMEd/EdS, LPCA

Clinical Counselor

Jennifer Travis

Front Office Coordinator

MASTER OF FINE ARTS

Rick Mulkey. BA.MS,MFA

Director of MFA in Creative Writing

Vacant

Associate Director of MFA in Creative Writing

MICKEL LIBRARY

Wade M. Woodward, BS, MLS, MA

Director of Mickel Library,

Associate Librarian

Wendi W. Arms, BMus, MMus

Music Librarian, Associate Librarian

Mark A. Collier, AB, MA, MLIS

Coordinator of Reference and Collections,

Associate Librarian

Rebecca G. Dalton, BA

Administrative Assistant and Acquisitions Supervisor

122

Richard Dell Morgan, BA

Circulation/Document Delivery Supervisor

Sarah R. Spigner, BMus, PGDipl

Cataloging Librarian

Rebecca Daniels

Part-time Archivist

OFFICE OF THE REGISTRAR

Kendra Woodson

Registrar

Gail Reeves

Data Entry and Customer Service Clerk

Elizabeth H. Wood, BA

Data Specialist

Pam Wylie, BS

Associate Registrar

SCHOOL OF THE ARTS

Chris Vaneman, PhD

Dean of the School of the Arts, Associate Professor of Flute

Susanne Floyd Gunter, EdD

Chair, Department of Art and Design

Coordinator of Graduate Art Education Programs

Kathryn Boucher, MA

Director of the Milliken Gallery

Paula M. Cash

Administrative Assistant

Kathryn S. Holt, BA, MEd, EdS

Administrative Assistant

Mayes Hopkins

Technical Director

Laura-Clare Thevenet

Admissions, School of the Arts Scholarship Coordinator

PETRIE SCHOOL OF MUSIC

Susana M Lalama, BMus, MA

Head of the Petrie School of Music

Valerie MacPhail, BA, MM, DMA

Assistant Director of Petrie School of Music

Susan Davis

Assistant Director of the Lawson Academy of the Arts

Janae N. O’Shields, BA

Director of the Lawson Academy of the Arts

Director of the Fine Arts Day Camp

Mildred A. Roche, BM, MM

Director of Accompanying

SCHOOL OF HUMANITIES,

SCIENCES

Erin Templeton, BA, MA, PhD

Dean, School of Humanities, and Sciences, and Business

SCHOOL OF EDUCATION AND GRADUATE STUDIES

Lienne Medford, BA, MA, EdD

Dean of the School of Education and Graduate Studies

Barbara Austin

Office/Budget Manager

Pamela Bradley

Administrative Assistant

Jenny Dunn

Education Placement & Compliance Officer

Sam Mooneyham

SEGS Data Manager

Helen Landmesser, BS, MA

Office Manager at University Center of Greenville

OFFICE FOR ENROLLMENT MANAGEMENT AND

SERVICES

Jamie Grant, BA, MS

Vice President for Enrollment Management

Matt Cash, BA

Director of Admissions

Kaley Kilpartrick, BA, MBA

Assistant Director of Admissions

Michelle Hernandez, BA '17

Assistant Director of Admissions

Jill Feist

Graduate Admissions Specialist

Alexis Stoneburner, BA, MiM '22

Director of New Student Experiences & Transitions

Emily Karpinski,

BS, MS

Assistant Director of Admissions

Victoria Green,

Senior Admissions Counselor

Laura-Clare Thevenet,

BMA '19

School of the Arts Scholarship Coordinator & Admissions

Counselor

Parker Vander Ploeg

Admissions Visit & Marketing Coordinator

123

Carol Queen,

Assistant Director of Admissions Operations

Jimmie Sanders,

BA '22

Admissions Counselor

Karen Mims,

BA '22

Converse College for Women Assistant & Admissions

Couselor

Cynthia Mason

Data Entry Specialist

OFFICE OF THE VICE

PRESIDENT FOR FINANCE

AND ADMINISTRATION

Dianne Crocker, CPA

Vice President for Finance and Business

Office of Accounting & Administration

OFFICE OF ACCOUNTING

AND ADMINISTRATION

Dianne Crocker, CPA

Vice President for Finance and Business

Office of Accounting & Administration

Kristin Lacey

Vice President for Operations and Strategic Planning

Rodrigo Reyes

Comptroller

Sheila C. Bishop

Accounts Payable Administrator

Kimberly Johnson

Staff Account

Donna Gorski

Senior Accountant

Annette S. Carswell

Payroll Administrator

Kathy Flaherty

Senior Administrative Assistant Accounting and

Administration

EVENT SERVICES

Debbi Thompson

Director of Event Services

Joyce Thomason

Guest Service Coordinator

Mayes Hopkins

Technical Director

Department of Theatre and Dance

E J George

Assistant Technical Director

OFFICE OF CAMPUS TECHNOLOGY

Zach Corbitt, AA, BS, MBA

Chief Information Officer

Leo Snowe

IT Support Specialist

Nancy S. Gage, BA

Database Programmer

Cori W. McClure, BA

Director of Infrastructure & Desktop Support

Sonya Mode

Office Coordinator

Donna Rawls, BS

Database Programmer

Lesther Escobar

System Administrator

CAMPUS SAFETY

Larry W. Jones

Director of Campus Safety

Claire B. Owings

Administrative Assistant

Kyle Crowder

Fire Marshall/Emergency Management Coordinator

Ken McAbee

Sergeant

Lannie D. Rudicill

Sergeant

Marc Howard

Sergeant

Selena Crews

Campus Safety Officer

Dana Fowler

Campus Safety Officer

James Green

Campus Safety Officer

Russell Joye

Campus Safety Officer

124

Jerry Fowler

Campus Safety Officer

Rebeccah Noll

Campus Safety Officer

OFFICE OF FINANCIAL PLANNING

James W Kellam, MBA, EdD

Associate Vice President for Student Financial Services

Beverly Lowrance

Associate Director of Financial Planning

Kala Hudson

Senior Financial Planning Counselor

STUDENT BILLING

Bambi Leland

Cash Receipts/Student Financial Services Clerk

Danielle Fuller

Student Accounts Manager

MAILROOM

Carol W. Gibbs

Mail Room Supervisor

HUMAN RESOURCES

Claire Gregg, PhD, SHRM-SCP

Director of Human Resources

Marissa D. Haben

Human Resources Benefits Manager

INSTITUTIONAL ADVANCEMENT

OFFICE OF DEVELOPMENT

Vacant

Vice President for Institutional Advancement

Michelle Patton, BS

Administrative Assistant for Institutional Advancement

Kristina Pisano, BS

Director of Annual GIving

Gina Miller, BA, MA

Director of Philanthropy

Rebecca Parrish, BA, MFA

Director Institutional Grants

Jody Evans

Assistant Director of Philanthropy

Eowyn Melarango, BA, MA

Director of Donor Relations

Ericka Tyner Grodrian

Patron Services and Philanthropy Coordinator

OFFICE OF

ADVANCEMENT SERVICES

Anna French, BA

Gift Management Coordinator

Lisa Marchi, BA

Director of Advancement Services

Caroline Hedbloom

Prospect Management & Research Coordinator

OFFICE OF ALUMNI RELATIONS

Jessica Eggimann, BS

Director of Alumni Relations and Advisory Boards

Heidi West

Alumni Event Coordinator

OFFICE OF COMMUNICATIONS

Holly Duncan, BS, MS, MBA

Vice President for Marketing and Communications

Leah Anderson, BA

Marketing Director

Deb Peluso, BFA

Director Website Strategy & Digital Content

Michelle Bowen, BA

Associate Director Marketing

Allison Reini, BA

Community Engagement Manager

INTERCOLLEGIATE ATHLETIC DEPARTMENT

Jennifer Bell, BS, MS

Director of Intercollegiate Athletics

Randy Loggins, BA, MS

Deputy Director of Athletics

Jodi Strehl, BS

Senior Associate Director of Athletics/Senior Woman

Administrator

Madeleine Collier, BA, MS

Compliance Director

Will Meyer, BA MBA,

Director of Athletics Communications

Carli Meadow, BS

Assistant Director of Athletic Communications

Dr. Jennifer Hawk, BS, PhD

Faculty Athletic Representative

125

Danielle Stone, BA, MUEd

Athletics Diversity and Inclusion Designee

Eboni Jackson, BA, MS

Head Acrobatics and Tumbling Coach

Nick Pasqua, BS

Head Men’s Basketball Coach

Austin Greene, BS, MS

Assistant Men’s Basketball Coach

Samantha Davidson, BS, MS

Head Women’s Basketball Coach

Shelbie Drey, BA Med

Assistant Women’s Basketball Coach

Brandon Morton, BS, MS

Director of Men’s and Women’s Cross Country and Track and

Field

Mark Rennix, BS MS

Head Coach Men’s and Women’s Cross Country and Assistant

Track and Field Coach

Amelia Nowicki, BEqSC

Head Equestrian Team Coach

Katie Hairy, BA

Head Esports Coach

Valerie Clarke, BA, MS

Head Filed Hockey Coach

Marlee McClendon, BS, MS

Assistant Field Hockey Coach

Patti, McGowan, BS

Head Women’s Golf Coach

Taylor Woolard, BA, BS

Head Women’s Lacrosse Coach

Lauren Frost, BS, MS

Assistant Women’s Lacrosse Coach

Rob Miller, BS

Head Men’s Soccer Coach

Stephon Williams, BS, MBA, MiM

Assistant Men’s Soccer Coach

Scott Fogarty, BS

Head Women’s Soccer Coach

David Robinson, BA, JD

Assistant Women’s Soccer Coach

Jacqueline Huff, BA

Head Softball Coach

Charlsy Traylor, BS

Assistant Softball Coach

TBA

Head Swimming Coach

Alex Poda, BS, MS

Head Men’s and Women’s Tennis Coach

Alexis Ivey, BA, BS

Head Women’s Volleyball Coach

FACILITIES SERVICES AND PLANNING

Gladden Smoke

Sr. Director of Facilities

Kristin Lacey

Director of Risk Management

Susan Jackson

Administrative Assistant to Director of Facilities

Glenn Miller

HVAC Supervisor

Mike Poole

Lead HVAC Technician

Edward Struble

Maintenance Supervisor

Chris Wentz

Maintenance Tech I

Bobby Mason

Maintenance Technician II

Joel Seay

HVAC Technician II

Cody Sigmon

HVAC Technician II

FOOD SERVICES

Michael Babin

Catering Manager

BOOKSTORE

Alex Talley

Manager

126

THE FACULTY

Boone Hopkins, President

AA, Gainesville State College: BA, Brenau University; MFA,

Virginia Commonwealth University; PhD, University of

Kansas. (2012, 2016)

Lienne Medford,

professor of leadership, Dean of the School

of Education and Graduate Studies

BA, Hamilton College; MA, University of North Carolina,

EdD, East Carolina University (2017)

EMERITI FACULTY

William M. Baker

, associate professor emeritus of psychology

BA, Oberlin College; PhD, Duke University. (1967, 2012)

Ruth Beals

, Owings associate professor emerita of interior

design, director of interior design

BS, University of Massachusetts; MS, University of North

Carolina - Greensboro. (2008, 2014

Ansley H. Boggs

, associate professor emerita of special

education

BA, Converse College; MEd, University of North Carolina at

Chapel Hill; EdD, University of South Carolina. (1980, 1993)

Nancy S. Breard

, associate professor emerita of education

BA, Newcomb College; MEd, Northeast Louisiana

University;

EdD, University of Georgia. (1989, 2012)

John A. Byars, Charles A. Dana professor emeritus of English

AB, Furman University; MA, PhD, University of

North Carolina at Chapel Hill. (1965-1994)

B. Brant Bynum

, associate professor emeritus of Spanish

BA, Austin College; MA, University of Missouri at

Columbia; PhD, University of North Carolina at Chapel Hill.

(1988, 2018)

Janis I. Dengler, associate professor emerita of health and

physical education: BSEd, MEd, Ohio University (1960-2001)

Jean E. Dunbar, professor emerita of mathematics

BA, Erskine College; MS, PhD, Clemson University

(1986-2015)

Kathy Good, assistant professor emerita of education

BA, Limestone College; MEd, EDs, University of

South Carolina; PhD, Clemson University

(2007-2015)

Beverly Reed Hay, Charles E. Daniel Professor emerita of voice

BA, MM, Univrsity of South Carolina; DM, Indiana

University (1989, 2014)

James G. Harrison, Jr, associate professor emeritus of classics

AB, University of North Carolina at Chapel Hill;

MA, Harvard University; MSLS, Simmons College; PhD,

University of North Carolina at Chapel Hill (1970, 2002)

Donald G. Henderson, Mary Reynolds Babcock professor

emeritus of musicology and woodwinds

BME, Indiana University; MA, Western State College

of Colorado, Gunnison; PhD University of Michigan;

Fulbright Fellowship, State Academy of Music and Dramatic

Art and the University of Vienna (1962, 1994)

Richard L. Higgs, emeritus professor of Art

BA, MA, University of Wisconsin; MFA, University of

Kentucky (2010, 2015)

Jerry J. Howe, Charles A. Dana Professor emeritus of chemistry

BS, Ohio University; PhD, Michigan State University

(1972, 2015)

Woodrow W. Hughes, Jr.

, associate professor emeritus of

economics and business

BA, Furman University; MA, Clemson University; PhD,

University of South Carolina. (1986, 1995)

Gretchen Hurlbut, associate professor emerita of art therapy

BA, Arizona State; MA, MFA, Ottawa University, Arizona.

(2007, 2018)

James A. Hymas, associate professor emeritus of mathematics

BS, MS, DA, Idaho State University (1978, 2017)

Jeri D. King, Anne Morrison Chapman professor emerita of

modern languages

BA, George Peabody College; MA, PhD, Louisiana State

University (1972, 2012)

Melba L. Long, professor emerita of Art

AB, Meredith College; M.R.E. , Southwestern Theological

Seminary; MFA, University of Pennsylvania and the

Pennsylvania Academy of Fine Arts (1960, 1989)

Roger F. Luttrell, associate professor emeritus of accounting

BA, Baldwin-Wallace College; MBA, Siedman Graduate

College; CPA; additional graduate studies, University of

Akron (1985, 2017)

127

John T. MacLean, Charles E. Daniel professor emeritus of

music theory, composition, and strings

AB, Drew University; MA, MM, Florida State University

DM, Indiana University; additional studies at Columbia

University, California Institute of the Arts (1975, 1991)

Ross A. Magoulas, associate professor emeritus of voice and

opera

BMus, Converse College, MMus, Florida State University

(1982, 1992)

Gayle G. Magruder, associate professor emerita of physical

education

BS, Auburn University; MS, University of North Carolina

Greensboro (1967, 2001)

Delia G. Malone, associate professor emerita education,

BA, Queens College; MEd, University of South Carolina

PhD, Georgia State University (2008, 2017)

Spencer R. Mathews, Jr, associate professor emeritus of

psychology

BA, MA, PhD, University of Virginia (1967, 2005)

Thomas Maynard, C.L.U., E.L.M.I., A.R.M., Instructor emeritus

of economics and business

BS, University of South Carolina; JD, University of South

Carolina Law. (1989, 2018)

Thomas R. McDaniel, professor emeritus of education

BA, Hampton-Sydney College, MAG, MLA, PhD, The

Johns Hopkins University (1971, 2015)

Robert E. Muzzy, associate professor emeritus of sociology

BA, University of Washington; MA, PhD, Stanford University

(1971, 2003)

Frazier S. M. Pajak, AIA, associate professor emeritus of

Interior design

BArch, MArch, Clemson University (1985, 2015)

Ann M. Pletcher

, associate professor emerita of accounting,

Dean of the School of Humanities, and Sciences

BA, Albion College; M.BA, Keller Graduate School of

Management. CMA (1984,1999)

Jeffrey J. Poelvoorde

, emeritus professor of politics

BA, MA, Northern Illinois University; PhD, University of

Virginia. (1986,1992)

Robert W. Powell, Jr., Charles A. Dana professor emeritus of

biology

BS, Memphis State University; MS, University of Houston;

PhD, Duke University (1963, 1999)

Teresa A. Prater, Charles A. Dana professor emerita of studio

art

BFA, University of Tennessee; MA, MFA, University of

New Mexico (1990, 2016)

Marlene E. Preedom, assistant professor emerita of

economics and business

BS, Southern Illinois University; PhD, University of South

Carolina (1989, 2006)

Anita R. Rose

, associate professor emerita of english

BA, Concord College; MEd, North Carolina State University;

MA, Western Carolina University; PhD, University of North

Carolina at Greensboro. (2001, 2006-2022)

Anthony S. Scavillo, associate professor emeritus of modern

languages

BA, LaSalle College; MA, Catholic University of America;

Doctorate de Troisi me Cycle, Universit de Strasbourg,

France (1979, 2007)

Suzanne Schuweiler, associate professor emerita of art history

BA, MA, Virginia Commonwealth University; PhD, University

of Illinois. (1992, 2017)

Rosa C. Shand, Leland L. and Nell B. Larrabee professor

emerita of English

BA, Randolph-Macon Woman's College; MA, PhD, University

of Texas at Austin. (1985, 2001)

Katharine Stephens Slemenda, associate professor emerita of

deaf education

BA, Converse College; MEd, Georgia State University

(1978, 2008)

Terrell Tracy, assistant professor emerita of education

BA, University of North Carolina at Chapel Hill;

MEd, Boston University; PhD, Clemson University

(2005, 2017)

Malinda Maxfield Tulloh, Leland L. and Nell B. Larrabee

professor emerita of English

BA, PhD, Vanderbilt University (1976, 1997)

128

Melissa A. Walker, George Dean Johnson, Jr. professor

emerita of History

BA, Maryville College; MA, Providence College;

PhD, Clark University (1996, 2017)

Douglas Alan Weeks

, Babcock professor emeritus of piano

BM, Illinois State University; MM, Indiana University; Licens

de Concert, Ecole Normalede Musique, Paris; DMus, Florida

State University. (1982, 1996)

Elizabeth York, professor emerita of music therapy

BM, University of Georgia; MM, PhD, University of Miami

(2011, 2018)

David C. Zacharias, associate professor emeritus of Art

BFA, MFA, University of South Carolina (1990, 2016)

PROFESSORS

S. David Berry

, professor of music history and theory

BM, University of Maryland; MM, Converse College; DMA,

University of South Carolina. (1986, 2008)

Joe P. Dunn

, Charles A. Dana professor of history and politics

BS, Southeast Missouri State University; MA, PhD,

University of Missouri—Columbia. (1976, 1988)

Kevin DeLapp

, Harold E. Fleming associate professor of

philosophy

BA, University of California; PhD, Duke University.

(2006, 2017)

Hatice Neval Erturk

, professor of biology

BS, MS, Hacettepe University, Turkey; PhD, Virginia Tech.

(2006, 2016)

Patricia Solesbee Foy

, professor of music education

BM, Converse College; MME, PhD, University of South

Carolina. (1990, 1995)

Mirko Manfred Hall

, associate professor of foreign languages

BA, MA, PhD, University of Minnesota. (2007, 2017)

Rafael E. Hernandez

, Reeves Brothers professor of Spanish

B. Architecture, Bolivariana University; MS Planning, PhD

in Spanish and Latin American Literatures, University of

Tennessee. (1984, 1993)

Keith W. Jones

, professor of voice and choral activities

BM, Furman University; MM, Southern Baptist Theological

Seminary; DM, Indiana University. (1999, 2011)

Richard G. Keen

, associate professor of psychology

BA, Kent State University; PhD, Indiana University. (2004,

2017)

Monica L. McCoy

, professor of psychology

BA, Grove City College; MS, Villanova University; PhD,

University of Wyoming. (1997, 2014)

Siegwart Reichwald

, professor of musicology

BM, University of South Carolina; MM, PhD, Florida State

University. (2004, 2011)

Malcolm Scott Robbins,

professor of musicology and

composition,

BA, Wake Forest University; AM, Duke University; DMus,

Florida State University. (1998, 2008)

Edna J. Steele

, associate professor of biology

BS, MS, University of the Philippines; PhD, Clemson

University. (1997, 2017)

John M. Theilmann,

Andrew Helmus Distinguished professor

of history and politics, Nisbet Honors program co-director

BA, University of Missouri, Rolla; MA, MPA, PhD,

University of Georgia. (1985, 2010)

Rebecca Turner

, professor of voice

BM, Shorter College; MM, University Northern Texas. (2007,

2015)

Kelly A. Vaneman

, associate professor of oboe and musicology

BM, Baylor University; MM, MMA, DMA, Yale University

School of Music; Certificate of Performance, Koninklijk

Conservatorium Brussel. (1997, 2017)

Douglas Alan Weeks

, Babcock professor of piano

BM, Illinois State University; MM, Indiana University; Licens

de Concert, Ecole Normalede Musique, Paris; DMus, Florida

State University. (1982, 1996)

Edward C. Woodfin,

professor of history

BS, Baylor University; MA, PhD, Texas A & M University.

(2005, 2016)

ASSOCIATE PROFESSORS

Andrew Blanchard

, associate professor of art

BA, University of Southern Mississippi; MFA, The

University of Mississippi. (2005, 2010)

Laura Feitzinger Brown

, associate professor of English, Nisbet

Honors program co-director

BA, Williams College; MA, University of Virginia; PhD,

University of North Carolina–Chapel Hill. (1997, 2003)

129

Doug P. Bush

, associate professor of Spanish

BA, Dalhousie University;

MA, University of Western Ontario

PhD, The Ohio State University (2017)

William C. Case

, associate professor of chemistry, Associate

Provost, director of sciences and education, Nisbet honors

program

AB, BS, PhD, Duke University. (2015)

David W. Cheser

, associate professor of education

BS, Campbellsville College; MA, Georgetown College; EdS,

Eastern Kentucky University; PhD, George Peabody College.

(1979, 1985)

Reed Chewning

, associate professor of education

BA, Wofford College, MEd Converse College; PhD,

Clemson University. (2015)

Amy E. Cox

, associate professor of marketing

BA, Duke University; M.BA, University of Michigan; PhD,

University of Minnesota. (2006, 2011)

Angela Esco Elder

, associate professor of history

BA, MA, PhD, University of Georgia (2017)

Sherry E. Fohr

, associate professor of religion

BA, Ithaca College; MA, PhD, University of Virginia. (2005,

2009)

Susanne Gunter

, associate professor of art education

BA, Limestone; MA, EdD, University of South Carolina

(2010, 2013)

Emily Harbin

, associate professor of english

BA, Converse College; MA, PhD, Vanderbilt University.

(2014)

Douglas Jensen

, associate professor of biology

BS, University of Michigan; PhD, University of North

Carolina at Chapel Hill. (1999, 2014)

Sarah J. Johnson

, associate professor of violin

BM, Curtis Institute of Music, (2004, 2008)

Catherine Jones

, associate professor of French and director of

women’s studies

BA, University of North Carolina at Asheville; MA, PhD,

University of North Carolina

at Chapel Hill. (1988, 1995)

Julie Jones

, associate professor of education,

BA, Converse College; MA, University of South Carolina:

PhD, Clemson University. (2014)

Kelly Kennedy

, associate professor in marriage and family

studies

BA, Clemson University; MA, University of Georgia Athens;

PhD, University of Georgia. (2012, 2018)

Susana M Lalama,

associate professor of music

BMus, MA, University of Miami. (2014)

Janet R. LeFrancois

, associate professor of psychology

BA, Converse College; MA, PhD, West Virginia University.

(1985, 1991)

Marie Louise LePage

, associate professor of psychology

BA, The University of Mary Washington; MA, PhD. Kent

State University. (2012, 2018)

Susan Lynn Lyle

, associate professor of voice and director of

choral activities

BA, Kalamazoo College; MM, Peabody Conservatory of

Music; DMA, University of Oregon. (1996, 2004)

Kelly Harrison Maguire

, associate professor of education,

Associate dean of Education

BA, MEd, Converse College; PhD, Clemson University.

(2000, 2006)

Margaret S. Moore

, associate professor of physical education

AB Queens College; MEd, University of Georgia. (1973,

1991)

Richard Mulkey

, associate professor of english, director of

creative writing and MFA programs

BA, Bluefield College; MS, Radford University; MFA, Wichita

State University. (1995, 2000)

Melissa Owens

, associate professor of theatre

AAS, Seattle Central Community College, BA Moyne College;

MA, Miami University; MFA, Kent State University. (2012,

2018)

Carol L. Shultis

, associate professor music therapy

BS, Lebanon Valley College; MEd, Pennsylvania State

University; PhD, Temple University. (2012, 2018)

Sharon M. Smith Strickland

, associate professor of chemistry

BA, Francis Marion University; MS, PhD, University of

South Carolina. (2006, 2016)

Anita L. Swanson

, associate professor of music therapy

BM, Southwestern Oklahoma State Unversity; MA, Texas

Woman's University; PhD, University of Kansas. (2018)

130

Susan C. Tekulve

, associate professor of english

BA, Miami University; MFA, Wichita State University.

(1999, 2005)

Erin E. Templeton

, associate professor of English, Dean of the

School of Humanities and Sciences.

BA, MA, Pennsylvania State University; PhD, University of

California. (2007, 2011)

Jena Thomas

, associate professor of art

BFA, Massachusetts College of Art and Design; MFA,

University of Miami. (2016)

Christopher M. Vaneman

, associate professor of flute and

musicology

BM, Eastman School of Music; MM, MMA, DMA, Yale

University School of Music. (2001, 2009)

Madelyn V. Young

, associate professor of economics

AB, Indiana University; MA, University of Notre Dame;

PhD, Georgia State University. (1991,1996)

ASSISTANT PROFESSORS

Nicole De Armendi

, assistant professor of art history

MA, PhD, Virginia Commonwealth University (20017)

Joseph S. Barrera

, visiting assistant professor of mathematics

BS, Ball State University; MS, PhD, University of

Wisconsin-

Milwaukee (2017)

Mahdokht Behravan, assistant professor of physics

BS, PhD, Michigan State University (2017)

Mark Bohler, assistant professor of biology

BS, PhD, Virginia Polytechnic and State University, Blacksburg

Peter H. Brown

, assistant professor of computer science

BA, Williams College; MS, PhD, University of North

Carolina. (2003)

Mary E. Carlisle

, visiting assistant professor of art

BFA, Converse College; MS, Drexel University: MFA, Lesley

University. (2017)

Vivianne Carey,

Instructor of Art

BFA, Converse; MFA, Winthrop (2020)

Bilal Celik,

assistant professor of business

PhD, University of Tennessee, (2020)

William Corder,

assistant professor of education

MEd, Clemson University

EdD, University of South Carolina. (2020)

Naina Dewan

, assistant professor of dance

BA, State University of New York. (2016)

Liz Eggerding,

assistant professor of music therapy

(2020)

Riaheen Farzana,

assistant professor of business

PhD, Southern Illinois University, (2020)

R. Lee Givens, Jr

. assistant professor of education, director

of EdD program

BS, The Citadel; MEd, Furman; EdS, PhD, University of

South Carolina. (2016)

Meirav Goldhour-Shvorin

, visiting assistant professor of art

MFA, The Savannah College of Art and Design;

MFA, University of Georgia. (2018)

Elena Ghionis,

assistant professor of education

MEd Converse College (2020)

Steven Graff,

assistant professor of Music

BA & MM, Juilliard; PhD, City University NY (2020)

Ed Griffin,

assistant professor biology

BS, Saint Michael's College, PhD, University of Alabama

(2022)

Jennifer Hawk

, assistant professor of chemistry

BS, Hillsdale College; PhD, Duke University. (2016)

Chandra Owenby Hopkins

, assistant professor of theatre, dean

of Women’s College

BA, Brenau University; MFA, Virginia Commonwealth

University; PhD, University of Kansas. (2013)

Jeff Howard, assistant professor of english , director of writing

center

BA. Brigham Young University; MA, Utah State University

PhD, Idaho State University (2022)

Annika Marshall,

Assistant professor of MFT & associate

clinical director

PhD, CFLE (2019)

Margaret Lee

, assistant professor of education

BA, North Carolina State University

MEd, Converse College

EdD, Gardner-Webb University (2017)

131

Stefania Licata

, assistant professor of spanish

BA, MA, Unisersita degli Studi di Palermo; MA,

PhD, Stony Brook University (2017)

James Lies, assistant professor of education, director of "Call

Me MiSTER"

BA, Anderson University; MED, Furman University;

EdD, Converse University (2022)

Valerie K. MacPhail

, assistant professor in the Petrie School of

Music

BA, College of William and Mary; MM, Florida State

University; additional graduate study, University of Illinois;

DMA, University of South Carolina. (1994, 2004)

Jeffery Martin,

assistant professor of education

BA, State University of New York; MA, Bowling Green

State University, PhD Clemson University. (2020)

Shannon Martin

, assistant professor of psychology

BA, University of St. Thomas; MA, Minnesota State

University; PhD, Central Michigan University. (2016)

Margaret E. Park

, assistant professor of education, director of

Teacher Education

BA, Hood College; MA, PhD, Northcentral University.

(2014)

Deneisha Scott-Poe

, assistant professor of Marriage &

Family Therapy

BA, North Carolina State University, MS, Appalachian State

University, (2022)

Shirley Sealy,

assistant professor of education, Chair of

Education

BS, University of South Carolina, Upstate; MEd, Converse

College, EDs, Converse College, EdD Gardner Webb (2020)

Jennifer L. Shields, assistant professor of accounting,

economics and business

BS, MS Appalachian State University. (2016)

Morgan Strickland, Assistant professor of Marriage &

Family Therapy

BA, MA, PhD, Florida State University, (2019)

Jena Thomas

, assistant professor of art

BFA, Massachusetts College of Art and Design; MFA,

University of Miami. (2016)

Evan Thomas,

assistant professor of Marriage & Family

Therapy, Director of Marriage & Family Therapy

BS, University of Georgia; MS, Purdue University; PD,

Virginia Tech (2019)

Meg Hanna Tominaga

, assistant professor of theatre

BA, University of Wisconsin-Green Bay; MFA University of

Hawaii- Manoa. (2015)

Christopher Allen Varnon

, assistant professor of

psychology

BS, Jacksonville State University; MS, University of North

Texas; MS, PhD, Oklahoma State University (2017)

Jessica Sorrells

, assistant professor of mathematics

BA, Transylvania University; MS, PhD, University of Iowa.

(2015)

Allison Vick,

assistant professor political science

BA, MA Augusta University (2022)

Adelaide Watson,

assistant professor of education (D/HH)

BA, MEd, EdD Converse University (2022)

Laura Zeiler

, assistant professor of art therapy

BFA, University of Colorado; MSW, Portland State

University; MF, The School of the Art Institute of Chicago,

(2018)

INSTRUCTORS

Andrea Ezell Elliott

, instructor of art education

BA, Converse College, MA, Winthrop University. (2013)

Michael Massengale

, Instructor of art

AA, Anderson College; BS, Appalachian State University;

MFA, University of Hartford. (2018)

Seal Nisbet Wilson

, lecturer of education

BS, Winthrop University; MA, Furman University; PhD,

University of Southern University. (2018)

PROFESSIONAL LIBRARIANS

Wendi W. Arms

, music librarian, assistant librarian

BM, MM, Converse College. (1999, 2017)

Mark A. Collier

, coordinator of reference and collections,

associate librarian

AB, University of Georgia; MLIS, MA, Vanderbilt

University. (1997)

Wade M. Woodward

, director of Mickel Library, associate

librarian

BS, Mississippi State University; MLS, University of

Mississippi; MA, Norwich University. (1992)

132

CAMPUS MAP

133

Campus Map Legend

1. Wilson Hall

Administration

Admissions

Box Office

Financial Planning Office

Gee Dining Hall

Hazel B. Abbott/Laird Studio

Theatre

2. Pell Hall

3. Campus Safety

4. Dexter Hall

5. Mickel Library

Writing Center

6. Carmichael Hall

Converse II Office

Hartness Auditorium

Registrar

7. Ezell Hall

Graduate Programs

8. Kuhn Hall

Level Auditorium

Campus Technology Services

9. Peterkin Drive Parking

10. John Bald Scene Shop

11. Facilities Management

12. Dexter Parking Lot

13. Montgomery Student Center

Barnet Room

Campus Bookstore

Center for Professional

Development

Dance Studios

Events & Information Desk

Gibbs Chapel

Mail Room

Pool

SGA Offices

Student Development &

Success Offices

Sub Connection/Starbucks

14. Phifer Science Hall

Dalton Auditorium

15. The Heath – Howard

Hall/Zimmerli Common

16. The Heath

17. Rainey Amphitheater

18. Blackman Music Hall

Daniel Recital Hall

19. Milliken Fine Arts Building

Milliken Art Gallery

20. Belk Parking Lot

21. Belk Hall

22. Cudd Hall

23. Williams Hall

24. Andrew Hall

Wellness Center

25. Food Service/Twichell

Delivery

26. Twichell Parking Lot

27. Carnegie Parking Lot

28. Carnegie Building

Accounting and

Administration

Human Resources

Student Billing/Cash

Receipts

29. Lawson Academy of the

Arts

30. Twichell Auditorium

31. Cleveland Hall/Alumnae

House

32. Weisiger Center/Sally

Abney Rose Physical Activity

Center

33. Log Cabin

34. Johnson Plaza

35. Marsha H. Gibbs Field

House

36. Barnet Commons

134

Index

Academic Calendar

Accreditations & Affiliations

Admission Requirements for International Students

Board of Trustees

118

Campus Map

132

University Faculty

126

Courses of Instruction

Doctorate in Professional Leadership

Educational Specialist Degree in Administration & Supervision for Certified Administrators

Educational Specialist Degree in Literacy for Certified Teachers

General Administration

121

Introduction to Graduate Programs

Masters of Arts in Teaching

Degree Requirements

Student Teaching

Initial Certification Programs

Early Childhood Education

Elementary Education

Art Education

Special Education-Intellectual Disabilities

Special Education-Learning Disabilities

Middle Level Programs

Language Arts

Mathematics

Science

Social Studies

Secondary Program

English

Social Studies

Master of Education for Certified Teachers

Admission

Degree Requirements

Programs of Study in Master of Education

Advanced Studies

Special Education

Elementary Education

Gifted Education

Art Education

Administration and Supervision

Masters of Fine Arts

Master of Liberal Arts

Master of Marriage and Family Therapy

Master of Management-Professional Leadership

Master of Music

105

PSOM Faculty and Staff

116

Mission Statement

Programs of Study in Master of Music

108

Policies and Regulations

Accommodations for the Disabled

Audit

Calendar

135

Campus Safety Services

Motor Vehicle Registration

Identification Cards

Motorist Assistance

Crime Prevention

Emergency Alerts

Cost

Delinquent Accounts

Directed Independent Study

Division for Student/Professional Development

Early Commencement Requirements

Financial Planning

Graduate Grading Scale

Honor Policy

Probationary Period

Professional Development Courses

Program Requirements and Advising

Refund of Fees

Registration for Classes

Resolution procedures for student complaints

Removal Policy

Retaking a Class

Returned Checks

Student Store

Transfer Credit

18-19

Tuition and Fees

Undergraduate Courses

Veterans Information

Writing Center

Presidents and Presidents Cabinet

119-

120