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The College of Health, Education, and Human Development offers advanced degrees in Administration and Supervision; Career and Technology Education; Counselor Education; Curriculum and Instruction; Educational Leadership; Elementary Education; Human Resource Development; Middle-level Education; Nursing; Parks, Recreation, and Tourism Management; Reading; Secondary Education; and Special Education.
The PhD degree is offered in Curriculum and Instruction; Educational Leadership; and Parks, Recreation, and Tourism Management. The MS degree is offered in Nursing and Parks, Recreation, and Tourism Management. The College also offers professional degree programs leading to the Master of Arts in Teaching; Master of Education; Master of Human Resource Development; Master of Career and Technology Education; Master of Parks, Recreation, and Tourism Management; Specialist in Education; and the Doctor of Education degrees. The College of Health, Education, and Human Development and the College of Agriculture, Forestry, and Life Sciences cooperatively offer a Master of Agricultural Education program.
The focus of the graduate program is on preparing students for leadership positions in educational, health-care, governmental, and business organizations. Clinical and field experiences are common in many graduate programs. Often programs join with local, state, and federal agencies to provide real-world experiences and research projects for faculty and students. Some programs and courses are offered off campus and in the evening to accommodate the schedules of public schools, higher education, health-care institutions, businesses, and other organizations.
The College of Health, Education, and Human Development offers graduate
courses in education and nursing at various off-campus locations across
the state. Off-campus course schedules for fall, spring, and summer offerings
for school personnel, school districts, and other South Carolina agencies
are published by the Office of Off-Campus Academic Programs. In addition,
courses are taught by contract with local school districts in the Clemson
University service region. Courses are offered in athletic leadership and
health to provide electives for students in other areas.
The School of Education trains teachers, counselors, and leaders for the P-12 schools and prepares training and development specialists for business and industry.
The School of Education embraces its conceptual framework of empowered professionals educating a diverse world. These professionals utilize the knowledge of curriculum, technology, assessment, and instructional/leadership/counseling strategies to effect learning for diverse populations. Clemson University provides resources for courses and clinical experiences in method, research, and content knowledge which enable professionals to be reflective practitioners. Such practitioners are knowledgeable, ethical, caring decision makers responding to local, state, and world needs.
Clemson University is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and the state of South Carolina for the preparation of educational personnel in South Carolina in Early Childhood Education; Elementary Education; Special Education; and secondary school programs in Agriculture, Biological Sciences, Earth Sciences, Economics, English, History, Mathematics, Modern Languages, Physical Sciences, Political Science, Psychology, Sociology, Technology Education; as well as Administration and Supervision, Career and Technology Education, Counselor Education, Curriculum and Instruction, and Educational Leadership.
In addition, there are programs in Human Resource Development at both the undergraduate and graduate levels designed to prepare competent professionals for a variety of education, training, and development settings within industrial, business, and public sector environments.
The Eugene T. Moore School of Education has designated a series of courses to meet the growing demand for continual professional development in the state. ED 735 is used for recertification and non-degree purposes.
The Master of Education degree in Administration and Supervision prepares teachers with at least one year of experience as elementary or secondary school administrators or supervisors. The program provides a theoretical foundation in effective educational leadership, blended with insights into the practical exercise of such leadership.
Admission Requirements
Complete application package should include minimum GRE scores of 830 on math and verbal and a 4 in writing, or a Miller's Analogy Test score of at least 36, a minimum of one year of teaching experience or equivalent, official transcripts, two letters of recommendation, and an undergraduate grade-point ratio of 3.0 on a 4.0 scale.
Program Requirements
This program incorporates the academic requirements for certification as a principal and supervisor in South Carolina. Forty-two hours of graduate credit are required.
Program Core Courses - Students must complete the following core courses. Courses must be taken in sequence within three levels:
Level I - ED L 700, 710, 730, 735, 750 or 755, 795. Four of the six must be completed before attempting Level II or Level III.
Level II - ED F 778, ED L 705, 720, 725. Three of the four must be completed before attempting Level III courses.
Level III - ED L 715, 740, 745, and 750 or 755.
Specialist in Education
The Educational Specialist degree in Administration and Supervision prepares students as senior-level school administrators. The program provides the academic requirements for certification as a superintendent in South Carolina. Additionally, it fulfills the certification requirements of states which specify the completion of a nationally accredited two-year program of graduate study leading to certification as a school administrator.
Admission Requirements
Complete application package should include a master's degree, minimum GRE scores of 855 on math and verbal and a 4 in writing, or a Miller's Analogy Test score of at least 37, official transcripts, two letters of recommendation, and a minimum grade-point ratio of 3.25 on all previous graduate work.
Students must be certified as principals prior to formal admission to the EdS program. Students without certification must fulfill the program requirements for principal certification before they can be admitted to candidacy for the EdS degree. Candidacy is defined as the final 21 hours of the program (Level II and Level III courses).
Program Requirements
Program Core Courses - Students must complete the following core courses. Courses must be taken in sequence within three levels:
Level I - ED L 805, 820, 850.
Level II - ED L 810 or 950, and 815.
Level III - ED L 830, 839, 840, 850.
The Master of Career and Technology Education degree allows for specialization in three areas: industrial technology education, career and technology education, and administration and supervision for the two-year college.
Sufficient flexibility is permitted to structure each student's plan of study to meet the objectives for any of the areas of specialization above. The Industrial Technology Education concentration is designed to enhance competence in teaching industrial technology and career education. Those who want to improve their competence in teaching and administering career and technology subjects in secondary or postsecondary institutions specialize in the Career and Technology concentration. The program in Administration and Supervision for the Two-Year College is designed specifically for persons preparing for administrative or supervisory positions in the technical colleges.
Admission Requirements
Complete application package should include an undergraduate grade-point ratio of 3.0 on a 4.0 scale, acceptable GRE scores, and departmental approval. Industrial Technology Education applicants must hold or meet the minimum requirements for an industrial technology teacher's certificate. Career and Technology Education applicants must hold or meet minimum requirements for an engineering and industrial technology teacher's certificate, or they must show technical competence through training, work experience, or proficiency test results. The program in Administration and Supervision for the Two-Year College requires the applicant to show evidence of competence in a teaching area or to have a minimum of 24 credit hours of courses appropriate to the technical program to be administered or supervised.
All three concentrations require the same 15 credit hours of core courses with a minimum 3.0 grade-point ratio and the successful completion of an oral comprehensive examination. Students may choose either a 30-hour program that requires the completion of a thesis or a 36-hour nonthesis program. The nonthesis option requires the completion of a creative component under the guidance of an advisor.
Program Core Courses - AG ED (CTE, ED) 889, THRD 686, VT ED 810, 833, 850.
Concentrations - Some concentrations require a minimum number of hours in technical electives; students should consult their advisors for more information.
Administration and Supervision for the Two-Year College Concentration
After consulting with their committees, students may choose from the following courses to complete the required number of credit hours for the concentration (nine hours for the thesis option or 18 hours for the nonthesis option): CTE 815, 865, ED C 803, 815, ED F (AG ED, THRD) 680, (AG ED, THRD) 682, ED L 720, 725, 730, 735, 745, 805, 810, 830, ED L (VT ED) 955, H R D (CTE) 845, (CTE) 860, THRD 668, VT ED 812, 861, 876.
For this concentration, six research credits are required: CTE 895 plus three additional research credits selected from CTE 894, 896, ED L 840, EX ST 801, 805, VT ED 882, 980.
Career and Technology Education Concentration
Students in the Career and Technology Education Concentration must take CTE 815, 865, H R D (CTE) 860.
After consulting with their committees, students may choose from the following courses to complete the required number of credit hours for the concentration (nine hours for the thesis option or 18 hours for the nonthesis option): CTE 820, 894, 895, 896, ED C 812, ED F 808, ED L 715, EX ST 801, H R D (CTE) 846, (CTE) 847, VT ED 861.
Candidates preparing to teach technical subjects should select electives to enhance their individual competence. In addition to regular classes, these strengths may be developed through enrollment in such experiences as THRD 692, which may be taken for one to six credits. The particular technical electives should be carefully planned by the student and advisor.
Industrial Technology Education Concentration
Students in the Industrial Technology Education Concentration must take CTE 865 and 895.
After consulting with their committees, students may choose from the following courses to complete the required credit hours for the concentration (nine hours for the thesis option or 18 hours for the nonthesis option): CTE 815, 820, 851, 852, 853, 854, 896, ED (CTE) 700, ED C 815, ED F (AG ED, THRD) 682, 701, 702, 808, ED L 715, 725, ED SP 823, H R D (CTE) 845, (CTE) 846, (CTE) 860, READ 864, THRD 610, 668, 683, 692, VT ED 861.
Special Institute Courses may substitute for certain requirements in the Industrial Technology Education concentration. See advisor for applications.
Doctor of Education
The Doctor of Education degree in Career and Technology Education (CTE) prepares graduates for leadership positions in the profession. Curricula are designed for career and technically oriented personnel in colleges and universities, public schools, industry, and career oriented agencies.
The program for the Doctor of Education degree in CTE may involve all of the colleges of the University. Existing programs in other colleges provide an opportunity for the acquisition of technical knowledge and skills from the broad spectrum represented in career and technology education and human resource development. Broad program offerings allow students considerable latitude in following their areas of interest.
A minimum of 12 credit hours of coursework is required outside the education area. It is anticipated that a number of students will desire additional courses to enhance their career and/or technical competencies in their professional fields.
Arrangements for such a program are encouraged by the CTE departments/areas and have been agreed to by the various colleges of the University. Provision has been made for faculty members from other colleges to be named to the candidates' advisory committees. These advisory committee members help formulate the candidates' programs by furnishing expertise in selecting meaningful sequences of courses in their respective schools and colleges.
Areas of specialization include administration, guidance, curriculum and instruction, human resource development, and teaching. These areas give a general structure to coursework selections and research emphases but are not prescriptive in nature.
Admission Requirements
Complete application package should include a letter of application and a résumé sent to G-01 Tillman Hall, Clemson University; a master's degree; a grade-point ratio of 3.5 on a 4.0 scale; a GRE composite score of 1450 (minimum of 450 on the verbal section) or a Miller's Analogy Test (MAT) score of 50 or higher (must be no older than five years and from a single administration of the exam); completion of three years of successful experience in the proposed field of professional study (may be waived for admission but must be met before applicant can become a candidate for the degree); and an interview. Students whose native language is not English must take the Test of English as a Foreign Language (TOEFL), preference being given to those applicants who score a minimum of 575.
Degree Requirements
The following academic requirements must be completed by each student: a minimum of 80 hours of graduate credit beyond the bachelor's degree plus a dissertation (98 total hours); a maximum of 48 credit hours of transfer credit is allowed; a minimum of 14 hours of graduate credit in statistics and research; an internship for six credit hours, approved by the advisory committee; a minimum of 18 hours of graduate credit in candidate's area of specialization or professional interest; no coursework from the master's degree may be used to satisfy this requirement and must be approved by graduate committee; a minimum of 12 credit hours of graduate coursework required from departments/areas other than agricultural education, technology and human resource development, graphic communications, or any area in education; and a minimum of 18 credit hours of dissertation research.
The following courses (or equivalents) are required of all students in meeting the degree requirements:
Career and Technology Foundation - Twelve credit hours are required: VT ED 810, 812, 833, 850.
Research and Statistics - 14-15 credit hours are required: AG ED (CTE, ED) 889, EX ST 801, 803 or PSYCH 810, VT ED 882, 893.
Other Requirements - VT ED 980, 991.
The Master in Education in Counselor Education, a CACREP-accredited program, prepares students in one of the following specialty areas: community counseling, school counseling, or student affairs with a concentration in higher education or counseling. Graduate education in the Counselor Education program helps students realize their potential as practicing counselors and higher education administrators, engage in professional relationships, and develop a set of meaningful professional values. To this end, the program reflects current knowledge from lay and professional groups concerning current and projected counseling and human development needs of a pluralistic society. Cultural considerations are emphasized so that the experiences provided will be rewarding and useful in today's ever-changing society.
The faculty of the Counselor Education program is dedicated to educating and training counselor education professionals to function in culturally diverse settings. This program utilizes an "integrative practitioner training" model emphasizing development, prevention, enhancement, and the diagnosis and remediation of psychological disorders. The programs are designed to provide a challenging, yet supportive, environment that promotes professional orientation, practice, and self-awareness.
Clemson University recognizes laboratory settings and field-based experiences as providing the student with a realistic perspective on the field; an integrating experience for knowledge and skills acquired in the classroom; a situation that maximizes self-awareness, self-direction, and self-evaluation; and feedback on his/her progress and development.
Clemson University acknowledges the importance of close supervision in practica or internship placements as a means of maximizing student training and preventing inadvertent harm to clients. Practica and internships are designed so that the focus and intensity of supervision will change as students acquire competent beginning, intermediate, and advanced skills. The University supervisor provides each supervisee with periodic performance and evaluation feedback throughout the supervised experience. At no point is any student to engage in any field-based practica experience without the permission of the major advisor.
Practica require 100 hours and internships, 600 hours of on-site counseling and/or administrative activities, a minimum of one hour of individual supervision per week, a formal log of all activities, and regular meetings with the student's University and site supervisors.
Each student is assigned a major advisor chosen from the Counselor Education faculty. Students are required to meet with their advisor at least once a semester to ensure appropriate course sequencing.
Upon completion of 33 hours, the student may be given permission by his/her major advisor to take the comprehensive examination. It is the student's responsibility to have an approved GS2 form on file prior to taking the comprehensive examination and to make sure that his/her name is on the list to take the comprehensive examination.
Admission Requirements
Program applicants must be admitted to the Graduate School; have an undergraduate grade-point ratio of 3.0 on a 4.0 scale (last 60 hours of undergraduate coursework); have acceptable GRE scores; submit a letter of intent; include two letters of recommendation; and obtain approval of the Counselor Education faculty via a department interview. Applications for summer and fall admissions are due by March 1; for spring admission, October 1. Applications will be reviewed only twice a year. Deadline dates are waived for Student Affairs students receiving assistantships after the stated deadline and if the class is not filled.
The Community Counseling Emphasis also requires a minimum of 12 credit hours of psychology and/or sociology, graduate or undergraduate.
Program Objectives - The student will (1) develop respect for the dignity and worth of the individual; (2) develop commitment to the fulfillment of human potential; (3) understand educational and counseling processes; (4) gain knowledge in his/her particular field of counseling; (5) develop competence in the application of professional expertise in counseling; (6) gain knowledge of the role and function of professionals in related fields; (7) develop a commitment to inquiry; and (8) develop maturity in self-development.
Additional information is available on the Web.
Testing Requirements
Passing the departmental comprehensive examination is required for the degree. Upon completion of 33 hours in the program and with the advisor's permission, students are eligible to take the program's comprehensive examination. The examination is given every semester, and passing this examination is required for graduation.
For students in the Community Counseling Emphasis, School Counseling Emphasis, and Student Affairs Couseling Emphasis, this examination is the Counselor Preparation Comprehensive Examination (CPCE)a four-hour written examination.
The CPCE is a 160-question, multiple-choice test. All Counselor Education students are required to take the CPCE approximately two months prior to the administration of the written comprehensive exam. Students are then required to meet with their advisors to discuss their scores and to prepare for and schedule the written comprehensive examination.
The written comprehensive exams are graded on a pass/fail basis. At least two committee members must pass the student. If a student does not pass the written comprehensive examination, the major advisor may recommend a second written or oral examination. This recommendation may be during the same semester or in the following one. If the student fails the written comprehensive examination twice, he/she will be removed from the program.
Community Counseling Emphasis
Students completing the MEd program in Counselor Education with an emphasis in Community Counseling will demonstrate an ability to work effectively with community and other agency personnel; an ability to meet qualifications for certification or licensure; understanding and skills related to counseling needs in the environment in which they choose to work; a high degree of self-understanding; an ability to communicate effectively with diverse cultural groups; a knowledge about counseling across the lifespan; human evaluation and research skills; a high degree of sensitivity and acceptance of others' behavior; an awareness of responsibilities specific to a variety of community agencies; and ethical practices. Additional information is available on the Web.
The Community Counseling Emphasis requires 51 credit hours arranged as follows:
Area of Specialization - 42 credit hours: ED C 805, 810, 811, 812, 813, 814, 815, 816, 818, 821, 822, 823, ED F 701, 778.
Field Experiences - nine credit hours: ED C 836, 846. Students must complete 21 credit hours before participating in internship.
School Counseling Emphasis
Students completing the MEd program in Counselor Education with an emphasis in School Counseling will demonstrate ability to work effectively with students, teachers, administrators, and other members of the community as well as a high level of expertise in counseling appraisal, theory, skills, and intervention techniques.
Qualification for state and national certification as school counselors includes an ability to conduct a comprehensive and developmental school guidance and counseling program; a healthy self-awareness and understanding; counseling within the framework of their respective association's legal and ethical standards; ability to counsel with sensitivity, caring, and an appropriate approach in diverse environments; and ability to perform in a consultative capacity both within and outside of the school environment. Additional information is available on the Web.
The School Counseling Emphasis requires 51 credit hours, arranged as follows:
Foundations - six semester hours: ED F 701, 778.
Area of Specialization - 36 credit hours: ED C 801, 807, 810, 811, 812, 813, 814, 815, 816, 818, 821, 822.
Field Experience - snine credit hours: ED C 830, 841.
Testing Requirements
In addition to the CPCE and written comprehensive examination, the guidance section of the National Teacher's Exam (PRAXIS) must be passed and the score recorded in the student's file before certification verification will be sent to any State Department of Education.
Student Affairs Emphasis (Administration and Counseling)
Students completing the MEd program in Counselor Education with an emphasis in Student Affairs will demonstrate (1) the ability to work effectively with faculty, students, administrators, and other members of the academic community; (2) preparation for employment in higher education settings in a variety of roles; (3) the ability to act as consultants throughout the higher education setting; (4) understanding and skills related to counseling and developmental needs at the postsecondary level; (5) a high degree of self-understanding; (6) the ability to communicate effectively with all cultural groups; (7) a high degree of sensitivity and acceptance of diversity in thought and action; (8) an awareness of the responsibilities of student affairs practitioners to the developmental needs and maintenance of quality experiences for students, faculty members, administrators, and staff; and (9) ethical practice.
The Student Affairs Emphasis requires 48 credit hours arranged as follows:
Core Courses - 27 credit hours: ED C 803, 804, 810, 811, 812, 814, 815, 819, and three elective hours.
Field Experiences - nine credit hours: ED C 834, 844.
Area of Specialization - 12 credit hours as follows:
Student Affairs Practice in Higher Education (Administration)ED C 806, 809, ED L 765, 855.
Student Affairs CounselingED C 805, 813, ED F 701, 778.
The Doctor of Philosophy degree in Curriculum and Instruction is a research degree that prepares the student to become a scholar who can discover, integrate, and apply knowledge, as well as communicate and disseminate it. The intent of the program is to prepare the student to make a significant original contribution to knowledge in a specialized field. The program prepares students in one of the following specialty concentrations: elementary education, English education, mathematics education, science education, social studies education, reading education, or special education. These areas provide a general structure of coursework selections and research emphases; however, students are encouraged to work with faculty to design programs uniquely fitted to their areas of interest. The program of study for the degree is determined by the student's advisory committee.
Every doctoral student must satisfy all requirements of the Graduate School as well as requirements in coursework, internships, the comprehensive exam, the dissertation proposal, and oral defense of the dissertation as directed by the student's advisory committee. Doctoral students in Curriculum and Instruction must maintain a B average in all graduate work. The degree usually requires a minimum of 70 credit hours beyond the master's degree, selected from the areas prescribed by the requirements of the PhD in Curriculum and Instruction. Listed below are the guidelines or normal expectations for a student receiving the PhD degree; however, the final determination of the course of study is made by the advisory committee.
Graduate courses designated for professional development are not eligible to be used toward a graduate degree.
A minimum of three to six hours of internship is required as part of each specialty area. An internship of sufficient time and quality of experiences to warrant three to six semester hours of graduate credit must be planned and executed to the satisfaction of the student's advisory committee.
Specialty areas require 6?18 credit hours in courses outside the School of Education. Approved coursework outside the School is intended to provide an area of concentration within the specialty area and/or exposure to disciplines outside the School of Education.
Admission Requirements
A complete application package should include proof of a master's degree, grade-point ratio of 3.5 on a 4.0 scale, minimum GRE composite score of 1000, preferred writing score of 5, and relevant professional experiences. A résumé and personal statement must be supplied. An interview may be required. Students whose native language is not English must take the Test of English as a Foreign Language (TOEFL). Preference is given to those applicants who score at least 575. Deadlines for admission consideration are October 15 and March 15.
Core Requirement Goals
The student will (1) be able to critically analyze social, historical, psychological, personal, and policy factors in the development and current practices of curriculum and instruction; (2) acquire an understanding of the research processes including practical design, analysis, and reporting; (3) understand how to use historical, correlational, descriptive, and experimental methods within research; (4) be able to analyze critically and evaluate research reports; and (5) be able to prepare scholarly, research-based reports and presentations.
Course Requirements
The Curriculum and Instruction Program requirements are as follows:
Program core - ED 954, 955, ED F 875, 908, and six additional credits selected from ED F 870, 872, ED L 950, ED SP 853.
Research and Assessment Methodology - 13 credits: EX ST 801, ED (ED F, ED SP) 894, ED F 878, 879.
Specialty Area - 27-30 credit hours, including six hours outside the School of Education. Courses vary according to the area.
Internship - three?six hours: ED (ED F, ED SP) 980.
Dissertation - 18 hours of ED (ED F, ED SP) 991.
Elementary Education Emphasis
Students completing the PhD program in Curriculum and Instruction with an emphasis in Elementary Education will demonstrate (1) a research knowledge base of one or more of the academic areas taught in the elementary school with an understanding of how the different areas relate to the learning and instructional needs of all students, including design, implementation, and evaluation of curriculum; effective instructional methods; and current issues and trends affecting teaching and/or learning and (2) competence in basic and applied research and evaluation related to the elementary school, such as curriculum, instruction, and ancillary programs.
The Elementary Emphasis Area requires ED (ED F, ED SP) 980, ED EL 937, 938, plus 21 additional credit hours approved by the doctoral committee. A three-hour internship is required.
Reading Education Emphasis
Students completing the PhD program in Curriculum and Instruction with an emphasis in Reading will demonstrate (1) a research knowledge base in the field of reading with an understanding of the relationship to the learning and instructional needs of all students, including design, implementation, and evaluation of curriculum; effective instructional methods; and current issues and trends affecting teaching and/or learning and (2) competence in basic and applied research and evaluation related to the field of reading, such as curriculum, instruction, assessment, and ancillary programs.
The Reading Education Emphasis Area requires CTE (ED) 700, PSYCH 833, READ 939, 944, plus 12 additional credit hours selected from READ 884, 885, 886, 887, 937, 938, 940, 941, 942, 943, 945. A six-hour internship is also required.
Secondary Education Emphasis
The PhD program in Curriculum and Instruction with an emphasis in English Language, Mathematics, Natural Sciences, or Social Studies has five possible professional market niches. The student's program for each niche would contain appropriate study in both that subject area and that niche to provide the necessary skills to be a productive professional. These five niches are in English language, mathematics, science, or social studies teacher educator in higher education; a subject-specific curriculum coordinator or curriculum supervisor in a medium to large school district, state department of education, or federal government agency; a teacher of English language, mathematics, science, or social studies in a small four-year or community/technical college; a curriculum developer of secondary English, mathematics, science, or social studies or; an educator of programs in English language, mathematics, science, or social studies in commerce and industry.
English Education Goals - Students completing the PhD program in Curriculum and Instruction with an emphasis in Secondary Education?English will demonstrate a research knowledge base that includes current research in the areas of teaching composition, literary response, language development, developments in English language, and multimedia applications for the English classroom. This will occur within a literary canon that celebrates diversity and competency in basic and applied research and evaluation related to English education.
Mathematics Education Goals - The PhD program in Curriculum and Instruction with an emphasis area in Mathematics Education will provide students with instruction and understanding in the mathematics curriculumwhat is taught, the process of instruction, how mathematics is taught and assessed, the mathematical knowledge of the teacherso that students may fulfill a variety of professional responsibilities. In addition, students will acquire the skills necessary to read, interpret, utilize, and conduct research in mathematics education in order to expand the research knowledge base and allow students to apply knowledge to specific professional responsibilities.
Science Education Goals - Students completing the PhD program in Curriculum and Instruction with an emphasis in Science Education will demonstrate an understanding of the science education research knowledge base; a knowledge of how science process and content are most effectively learned; familiarity with the components of state-of-the-art curriculum models which are most conducive to learning; and the ability to use the most effective research methodologies designed to expand the theory base.
Social Studies Education Goals - Students completing the PhD program in Curriculum and Instruction with an emphasis in Social Studies Education will develop a knowledge base in current social studies issues, research, and classroom applications and an ability to select and pursue appropriate research topics in social studies.
The Secondary Education Emphasis requires 30 credit hours arranged as follows:
Concentration - 18 credit hours of advanced course-work in a discipline or related areas.
Internship - three?six credit hours.
Advanced studies in the teaching of English, mathematics, science, or social studies - three credits hours from the appropriate area: EDSEC 841, 842, 843, or 844.
Current Literature in Education - three hours from the appropriate area: EDSEC 846, 847, 848, or 849.
Special Education Emphasis
Students completing the PhD program in Curriculum and Instruction with an emphasis in Special Education will (1) demonstrate a research knowledge base of handicapping and at-risk characteristics integrated with an understanding of how these characteristics relate to the learning and instructional needs of individuals in the delivery of effective curricular and instructional, functional interventions; philosophical and social contexts of special and regular education; and legal and organizational context of special and regular education and (2) demonstrate competence in basic and applied research and evaluation, emphasizing special methodological concerns and evaluation of services with individuals with disabilities and at-risk characteristics.
The Special Education Emphasis requires ED SP 930, 931, 932, 933, 934; six credit hours of coursework outside the School of Education; and six credit hours of ED SP 980 (Internship).
The Doctor of Philosophy degree in Educational Leadership provides students with a strong background in two basic academic areas: educational research and educational leadership. It provides students with competencies and skills needed for effective functioning in a formal leadership capacity in an educational (or related service) organization.
As the highest academic degree granted by Clemson University, the PhD prepares students to become scholars who can discover, integrate, and apply knowledge. Furthermore, the intent is to produce effective administrators. This preparation enables students to understand and critically evaluate existing knowledge in educational leadership. This is accomplished through close association with and apprenticeship to faculty members experienced in research, teaching, and administration.
A student admitted to the Educational Leadership doctoral program must begin coursework within one year from the semester of acceptance or reapply for admission. Students are discouraged from taking more than six hours of doctoral coursework prior to being admitted to the program. (This does not preclude the use of courses completed in the EdS degree in Educational Administration.)
Admission Requirements
Complete application package should include minimum GRE scores of 500 on math and verbal and 5.5 in writing, master's degree, official transcripts, three letters of recommendation, and a two-page letter discussing reasons for pursuing the PhD degree. This letter will be used as a writing sample. An interview is optional at the discretion of the selection committee.
Program Requirements
Graduate programs at the doctoral level must maintain flexibility. The program of study will be developed by the student's program committee and will conform with departmental policy requiring a minimum of 76 graduate credit hours beyond the master's degree, including the 18 hours of research project (ED L 991).
Students who have not completed coursework prerequisites for entrance into the program in Educational Leadership must complete such coursework as specified by the program committee. All preparatory coursework assigned by the program committee must be completed before proceeding with the required program.
Distance Education Options - The PhD program in Educational Leadership offers distance education options for both the K?12 and the higher education tracks. Graduate students residing in the Horry County coastal area of the state may be eligible to take K?12 doctoral courses on the campus of Coastal Carolina University in Conway, SC. For the higher education track, doctoral students may be eligible to enroll in classes on a statewide basis through on-line course offerings. In both cases, all requirements remain the same as for the on-campus degree programs, and all courses are enrollment-dependent.
Program Core Courses - Students must complete the following 15 credit hours: ED L 900, 905, 910, 989, 990.
Concentration - An 18-hour minimum in the K?12 or Higher Education Concentration is required from the following. Other courses may be approved by the department: ED L 765, 805, 810, 815, 820, 830, 850, 885, 915, 935, 950, (VT ED) 955, 960, 965, 970, 972, 976, 980.
Research - Students must complete a qualitative research course (e.g., ED F 879), an intermediate and and advanced research course (e.g., EX ST 801, ED F 878) and a directed research course (ED L 995).
Cognates
Cognates are courses from another area of study. As a part of the program of study, each student must complete six graduate credit hours in a field outside education. All six hours must be from the same discipline and approved by the student's graduate committee.
Dissertation - A minimum of 18 credit hours (ED L 991) is required for the dissertation.
Internship - All students are required to complete six hours
of internship credit (ED L 985).
The Master of Education in Elementary Education includes coursework in psychological and sociological foundations, curriculum development, pedagogy, specialized content, and research. The program is intended to strengthen and enhance teaching skills, promote research and reflection on innovative teaching strategies, and expand content knowledge. By examining and reflecting on best practices, students have the opportunity to improve the qualities that make them effective teachers who respond to the emotional, motivational, cognitive, and cultural needs of all students. The use of multiple teaching strategies, lively class discussion, and active student involvement supports learning for all students.
Admission Requirements
A complete application package should include a bachelor's degree, a valid teaching certificate, two letters of recommendation, an undergraduate transcript with a grade-point ratio of 3.0 on a 4.0 scale (last 60 hours), and acceptable GRE scores.
Before enrolling in any graduate course, the student should arrange a conference with the major advisor. Courses taken prior to this conference may not be acceptable for the degree. Professional development courses will not count toward the degree. Exceptions to the program of study must be approved by the student's advisory committee consisting of the major advisor and two faculty members from the department in which the student has taken coursework.
Degree Requirements
Graduate students must satisfy requirements for the Graduate School, complete the approved program of study for the degree, maintain a B average in all graduate work, and pass a comprehensive exam. The degree requires 36 credit hours.
When the student has successfully completed 27 credit hours toward the degree, he/she may take the comprehensive examination. The examination will be written and arranged at a specified time each semester.
Psychological and Sociological Foundations - Six credits selected from ED L 715 or ED F 800; and ED F 701 or 702.
Curriculum Development - ED EL 760 and 804.
Specialized Content - ED SP 823 and READ 865.
Research - ED F 778 and 808.
Option - Twelve credit hours as follows:
Elementary Option - Six?nine credit hours of coursework related to the specific content/subject matter taught in the elementary school; and three?six credit hours of coursework related to classroom practices, teaching methods, and instructional techniques.
Mathematics and Science Option - 12 credit hours of coursework related to specific mathematics and science content taught in the elementary school.
Language Arts Option - 12 credit hours of course-work related to specific language arts content taught in the elementary school.
The human resource field is a specialized blend of education, counseling, psychology, management, and sociology. The Master of Human Resource Development (MHRD) prepares industrial training directors, educational specialists, training coordinators, and personnel for HRD occupations in business, industry, and the public sector.
HRD specialists commonly provide training related to the areas of technical and interpersonal skills, management, and motivation. The HRD program is designed to involve and enhance a variety of professional management activities. The program serves professionals working in the areas of manufacturing, construction, health occupations, secretarial sciences, graphic communications, transportation, loss control, quality control, information services, and personnel management.
Graduates of the program are capable of utilizing contemporary instructional technologies and methodologies. Program participants gain valuable skills and knowledge related to the varied roles of the training specialist.
Applicants to the MHRD program are reviewed on undergraduate coursework, academic performance, and employment experience. The program requires 36 credit hours including 15 hours in core human resource development courses, six hours in research methods, and 15 hours in coursework appropriate to individual career objectives, such as personnel management, organizational development, career counseling, compensation management, etc.
This program is also available to off-campus students through the Office of Off-Campus, Distance, and Continuing Education. Call 1-888-CLEMSON (253-6766) for more information.
Admission Requirements
Complete application package should include either 24 credit hours of undergraduate credit related to HRD or equivalent work experience (may be satisfied through appropriate corequisites), an undergraduate grade-point ratio of 3.0 on a 4.0 scale, acceptable GRE scores, and departmental approval.
The program in Human Resource Development requires the following coursework:
Application - six to nine credit hours selected from CTE 820, 865, 895, ED F (AG ED, THRD) 680, (AG ED, THRD) 682, H R D (CTE) 846, (CTE) 870, THRD 610, VT ED 876.
Applied Research - six credit hours: AG ED (CTE, ED) 889 and H R D 897.
Cognate Theory - six-nine credit hours selected from AG ED 801, 821, ECON (AP EC) 816, ECON (AP EC) 824, ED C 810, 811, 812, 813, 815, 822, ED F 808, ED L (VT ED) 955, ENGL 690, 850, 853, 854, EX ST 611, 801, 802, MGT (M B A) 809, 815, 818, (M B A) 874, 904, PRTM 705, PSYCH 659, 860, 862, 863, SOC 803, 805, 830.
Foundations/Training - 15 credit hours: H R D 830, (CTE) 845, (CTE) 847, 849, and (CTE) 860.
The Master of Arts in Teaching degree is designed for mid-career professionals who are seeking to change fields and for students with backgrounds in content areas who are not currently certified to teach. The program in Middle-level Education possesses several intrinsic advantages over other initial certification programs. Most importantly, it places well-prepared candidates in the classroom in a timely manner. An individual possessing a bachelor's degree in a content or closely related field is given an intensive one-year field-based experience. He/she can then expect to start in the classroom as a first year teacher after a full academic year (including summer sessions).
Objectives
The objectives of the Master of Arts in Teaching in middle grades are to promote the entrance of content-ready individuals into the South Carolina classroom in a timely manner and to provide a rigorous yet plausible route for individuals seeking to change careers and enter teaching.
Admission Requirements
Candidates are accepted based on a combination of test scores, interviews, and academic record. Applicants are expected to take the Praxis II exams in the two content areas in which they plan to receive certification. They are required to have passed one of these Praxis II exams to be admitted to the program.
Program Requirements
The MAT program is offered at the University Center of Greenville. It is composed of three elements: core pedagogical coursework, content coursework, and an intensive field-based component. Core courses are taken by cohort students in a blocktwo during second summer session, three in the fall, and three in the spring. This includes six hours of Methods Practicum, three in each area of content certification. These six credits hours meet the state's requirements for student teaching. The remaining 12 credit hours are taken individually in the content areas.
Students in the MAT block begin during the fall semester when public schools begin. They spend the full day in the schools.
In the spring, students begin the semester with two weeks of intensive classroom work in the three remaining core courses. These courses are considered "bookend" classes that bracket the student teaching experience. The methods practicum/student teaching includes a portfolio assignment.
The MAT in Middle-level Education program requires 36 credit hours or coursework, arranged as follows:
Summer Session I Block Courses - ED F 701, 702.
Summer Session II Block Courses - content courses at the master's level approved by advisor.
Fall Semester Block Courses - ED 641, 738, ED F 808.
Spring Semester Block Courses - ED 738, ED SP 823, READ 867.
Content Area Courses - 12 credit hours scheduled by the student and advisor.
The purpose of an MEd degree in Reading is to educate reading professionals who have an in-depth knowledge of reading theories, processes, strategies, curriculum, and research and who can use that knowledge to plan appropriate reading programs and curricula for a variety of contexts and communicate information to a wide variety of audiences.
Objectives
Graduates with the MEd in Reading will demonstrate (1) an understanding of reading as the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation; (2) knowledge of the influence of cultural, ethnic, and linguistic backgrounds on the reading process and how to use what the reader brings to the reading experience; (3) an understanding of relationships among the language processes of reading, writing, listening, and speaking; (4) support for students in acquiring the ability to monitor comprehension and reading processes and apply appropriate strategies for a variety of purposes; (5) knowledge of assessments that involve multiple indicators of learner progress; (6) development of an environment that motivates students to pursue and respond to reading and writing for personal growth and development; (7) classroom-based research in reading; and (8) expertise in sharing knowledge of reading research and instructional practices with peers.
Admission Requirements
A complete application package should include a bachelor's degree, a valid teaching certificate, two letters of recommendation, an undergraduate transcript with a grade-point ratio of 3.0 on a 4.0 scale (last 60 hours), acceptable GRE scores, and a statement of purpose (professional goals and philosophy of teaching).
Program Requirements
The program requires 36 credit hours of coursework and a satisfactory score on the comprehensive exam. The following courses are required of all students: ED F 702, 808, READ 860, 861, 862, 863, 864, 865, 866.
The MEd in Reading offers four plans for completion of course requirements:
Reading Teacher and Reading Consultant Certifications - In addition to the required core courses above, students must take nine additional credit hours of reading/language arts courses selected from ED F 880, ED SP 820, ENGL 700, READ 867, 868, 869, 870, 871, 872, 873, 882, 883. ED 837 or 838 may also be taken for additional credit.
Reading Teacher and Reading Consultant certifications plus Reading Recovery Training - (Three years teaching experience is recommended as training prerequisite.) In addition to the required courses above, students are required to take READ 880, 881, and three additional credit hours selected from ED F 880, ED SP 820, ENGL 700, READ 867, 868, 869, 870, 871, 872, 873, 882, 883. ED 837 or 838 may also be taken for additional credit.
Reading Teacher, Reading Consultant, and Reading Coordinator/Director Certifications - In addition to the required courses above, students are required to take nine credit hours arranged as follows: three hours selected from ED C 801, 811, 812; three hours selected from ED EL 760, EDSEC 765; three hours selected from ED L 705, 720, 730, 735.
Early Literacy Emphasis with Reading Teacher and Reading Consultant certifications - In addition to the required courses above, students are required to take nine additional credit hours selected from READ 870, 871, 872, 873.
The purpose of an MEd degree in Secondary Education is to assist secondary teachers in increasing competence in both subject content and instruction; therefore, the program has practical and theoretical work in education as well as appropriate content in the subject area.
The student's advisor depends upon the content specialty area: English language, mathematics, natural sciences, and social studies. Before enrolling in any graduate course, the student shall arrange a conference with the major advisor. Courses taken prior to this conference may not be acceptable for the degree. The advisory committee will consist of the major advisor, a faculty member chosen from the appropriate content teaching area department from whom the student has taken coursework, and a third member at-large (typically one from whom courses are taken). When the student has successfully completed the examination, the committee will recommend that the degree be granted. The examination will be written and arranged at a specified time each semester.
Admission Requirements
A complete application package should include a bachelor's degree, a valid teaching certificate, two letters of recommendation, an undergraduate transcript with a grade-point ratio of 3.0 on a 4.0 scale (last 60 hours), and acceptable GRE scores.
Degree Requirements
The Secondary Education program requires a minimum of 36 credit hours in graduate courses with a grade-point ratio 3.0 or higher, of which at least 18 hours must be from courses at the 700-level or above.
A written exit examination is required by Teacher Education. All coursework to be credited must have been enrolled in and completed within six calendar years prior to the date on which the degree is to be awarded. This includes up to 12 hours of approved graduate work that may be transferred from another institution.
Specific course requirements follow:
Education Courses - A minimum of 15 credit hours arranged as follows: ED F 701 or 702; 12?15 additional credit hours selected from ED F 778, 808, EDSEC 765, 803, READ 864.
Content Courses - A minimum of 18 hours of content courses at the 700 or 800 level selected with the approval of the advisor. These should focus in one of the four subject specialty areas: English language, mathematics, natural sciences, or social studies.
The Master of Education degree in Special Education ensures that students are knowledgeable in the field of special education. The program in Special Education prepares students in one of the following areas: emotional/behavioral disorders, learning disabilities, or mental retardation. The program is approved by the Council for Exceptional Children (CEC) and follows guidelines prescribed by CEC. The prescribed program of study enables students to identify important legal and policy issues in special education, demonstrate knowledge of the research processes within the field of special education, demonstrate knowledge of specific characteristics of individuals with mild disabilities, and implement research-validated interventions for students with disabilities in a variety of settings. Successful graduates will evaluate critically the literature in the field, recognize and evaluate current issues and problems in special education, and identify potential solutions for these problems.
Graduate students must satisfy requirements of the Graduate School, complete the approved program of study for the degree, maintain a B average in all graduate work and pass a comprehensive exam. The degree requires 36 credit hours.
Admission Requirements
A complete application package should include a bachelor's degree, a valid teaching certificate, two letters of recommendation, an undergraduate transcript with a grade-point ratio of 3.0 on a 4.0 scale (last 60 hours), and acceptable GRE scores.
Program Requirements
Required Courses - ED F 778, ED SP 820, 821, 823, 840, 853, 854, READ 865.
South Carolina Certification Area - The student is expected, along with his/her major advisor, to plan master's coursework (nine credit hours) in conjunction with the current State Department list of required courses for particular endorsements. To be eligible for a South Carolina endorsement in Emotional Disabilities, Learning Disabilities, and/or Mental Disabilities, the student must take the corresponding PRAXIS Core and Specialty Area examinations. The student must complete one of the following sequences for an MEd in Special Education:
Emotional Disorders Emphasis - The following courses are recommended: ED SP 669, 674, 675, 678.
Learning Disabilities Emphasis - The following courses are recommended: ED SP 670, 675, 676.
Mental Retardation Emphasis - The following courses are recommended: ED SP 672, 673, 679.
Electives - Three credit hours are required. ED SP 822 is recommended for those intending to work in elementary settings. ED SP 841 is recommended for those intending to work in secondary settings. Additional electives may be selected from the following: ED (ED F, ED SP) 894, ED SP 738, 739, 822, 841, PRTM (ED SP) 614, or other courses approved by the advisory committee.
The Master of Science degree program with a major in Nursing builds upon the first professional degree. The student acquires knowledge and skills in advanced nursing: clinical nurse specialist (CNS), nurse practitioner (NP), nurse administration, or nursing education. The student may select one of the following study options: child/adolescent nursing (CNS), adult/gerontological nursing (CNS), adult/gerontological nurse practitioner (ANP), family nurse practitioner (FNP), gerontological nurse practitioner (GNP), nurse administration, or nursing education. All graduate options articulate with the baccalaureate program in the continued acquisition of advanced nursing knowledge and skills. This specialization builds toward advanced nursing knowledge in selected practice and role areas. Theory, research, and role development are emphasized to enable the graduate to participate in the development of nursing knowledge and contribute to the advancement of the nursing profession.
The objectives of the Master of Science degree program in Nursing are to provide graduates with the ability to (1) integrate advanced knowledge from nursing and related disciplines into a specialized area of nursing practice; (2) demonstrate competence in a selected functional role (clinical specialist, nurse practitioner, nurse administrator, or nurse educator); (3) evaluate and apply research findings from nursing and related disciplines to advanced nursing practice; (4) participate in the development of nursing knowledge by identifying researchable nursing problems, conducting research, and selectively integrating research findings in advanced nursing practice; (5) utilize leadership, management, teaching knowledge, and competence to influence nursing practice; (6) participate as a leader to influence health policy and improve the health care delivery system; and (7) contribute to the advancement of the nursing profession.
All graduate courses are based at the University Center of Greenville.
Admission Requirements
In addition to meeting University admission requirements, applicants should be graduates of nationally accredited baccalaureate nursing programs; must have had an undergraduate statistics course, computer course, or equivalent; and demonstrate evidence of current basic client assessment skills. In addition, students must document recent significant nursing practice which is defined as 600 hours during the 12 months prior to acceptance into the program. Nursing Administration majors must complete an undergraduate accounting course.
The department offers a professional master's degree (MPRTM), a Master of Science degree (MS), and a Doctor of Philosophy degree (PhD). Flexibility permits individual development in professional interest areas such as therapeutic recreation; travel and tourism management; park and protected area management and interpretation; and administration of recreation, park, or tourism systems. Each student's program is tailored to suit his/her personal and professional goals. Applicants from nonrecreation disciplines are required to develop background knowledge of recreation through undergraduate coursework. All applicants must submit GRE scores.
The Master of Parks, Recreation, and Tourism Management should be selected by individuals who intend to enter or reenter the workplace upon completion of degree requirements. Applicants for the MPRTM degree who document at least three years of relevant professional experience beyond a bachelor's degree in recreation and a 3.0 undergraduate grade-point ratio are not required to submit GRE scores for admission. Each candidate completes an independent project to meet degree requirements. A minimum of 36 hours of coursework is required.
The Master of Science is a research degree with a research thesis requirement. This degree is designed for individuals planning to undertake doctoral study or seek employment in a research-related position. Candidates must complete a minimum of 30 hours of coursework and six hours of research culminating in a thesis.
The Doctor of Philosophy is an advanced research degree requiring performance of original research leading to a dissertation. Comprehensive and final examinations and 18 hours of dissertation research are required. Coursework is determined by each student's doctoral committee.