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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 Grades Education;
Nursing; Parks, Recreation, and Tourism Management; Reading; Secondary
Education; Special Education; and Youth Development.
The PhD degree is offered in Curriculum and Instruction; Educational Leadership; and Parks, Recreation, and Tourism Management. The MS degree is offered in Nursing; Parks, Recreation, and Tourism Management; and Youth Development. 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, 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.
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
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).
Level I--ED L 805, 820, 850Level II--ED L 810 or 950, and 815
Level III--ED L 830, 839, 840, 850
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.
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.
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.
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.
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.
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.
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 competence 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.
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 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. Prac-tica 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 plan of study 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.
The Community Counseling Emphasis also requires a minimum of 12 credit hours of psychology and/or sociology, graduate or undergraduate.
Program ObjectivesThe 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.
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.
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, 778Field Experiences--nine credit hours of ED C 836, 846. Students must complete 21 credit hours before participating in internship.
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 at www.hehd.clemson.edu/schoolofed/.
The School Counseling Emphasis requires 51 credit hours, arranged as follows:
Foundationss--ix credit hours: ED F 701, 778Area of Specialization--36 credit hours: ED C 801, 807, 810, 811, 812, 813, 814, 815, 816, 818, 821, 822
Field Experiences--nine credit hours: ED C 830, 841
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 hoursThe 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.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 Counseling--ED C 805, 813, ED F 701, 778
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. Students 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 credits in courses outside the School of
Education. This approved coursework is intended to provide a concentration
within the specialty area and/or exposure to disciplines outside the School
of Education.
Core Courses--ED 954, 955, ED F 875, 908, and six additional credits selected from ED F 870, 872, ED L 950, ED SP 853Research and Assessment Methodology--13 credits: ED (ED F, ED SP) 894, ED F 878, 879, EX ST 801
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
The Elementary Education 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.
The Reading Education Emphasis Area requires ED (CTE) 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.
English Education Goals--Students 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 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 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 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 areasInternship--three to six credit hours
Advanced studies in the teaching of English, mathematics, science, or social studies--three 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
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 (ED, ED F) 980 (Internship in Curriculum and Instruction).
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 evaluate critically 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.)
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.
Core Courses--The following 15 credits are required: 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: ED L 765, 805, 810, 815, 820, 830, 850, 885, 915, 935, 950, (VT ED) 955, 960, 965, 970, 972, 976, 980. Other courses may be approved by the department.
Research--Students must complete a qualitative research course
(e.g., ED F 879), an intermediate and advanced research course (e.g., EX
ST 801, ED F 878) and a directed research course (ED L 995).
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).
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.
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; ED F 701 or 702Curriculum Development--ED EL 760, 804
Specialized Content--ED SP 823, READ 865
Research--ED F 778, 808
Option--Twelve credit hours as follows:
Elementary Option--Six to 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 techniquesMathematics 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
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 (1-888-253-6766).
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 876Applied Research--six credit hours: AG ED (CTE, ED) 889 and H R D 897
Cognate Theory--six to nine credit hours selected from AG ED 801, 821, AP EC 824, ECON (AP EC) 816, 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
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 Grades Education program requires 36 credit hours of coursework, arranged as follows:
Summer Session I Block Courses--ED F 701, 702Summer 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 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 are 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 CertificationsI--n addition to the required courses above, students are required to take nine additional credit hours selected from READ 870, 871, 872, 873.
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.
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--15-18 credit hours: ED 860, ED F 778, 808, EDSEC 765, 803, READ 864. (Students who have successfully completed an undergraduate content reading course are not required to take READ 864.)
Content Courses--A minimum of 18 hours of content courses at the 600, 700, or 800 level, approved by the advisory committee, will be completed in English, mathematics, natural sciences, or social studies. Students must complete EDSEC 841, 842, 843, or 844. Students in mathematics must also complete EDSEC 637 unless a similar undergraduate course was completed. Appropriate courses in emphasis areas include the following:
English--composition, literature, drama, theatre, communication studies, visual arts, technical writing, graphic communicationsMathematics--mathematics, experimental statistics, computer science
Natural Sciences--astronomy, biology, botany, chemistry, crop and soil environmental science, entomology, environmental sciences, genetics, geology, microbiology, physics, zoology, and selected courses in animal and veterinary sciences, food science, health science, horticulture, plant pathology, wildlife and fisheries biology
Social Studies--cultural studies, economics, geography, history, political science, psychology, sociology
Electives--To complete the 36 credit hours required, students may enroll in an approved elective. Recommended electives include ED 837, 838, ED F (AG ED, THRD) 680, (AG ED, THRD) 682, 690, 701, 702, 870, 872, ED L (ED F) 800. The advisory committee may approve electives not listed above.
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.
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 MS in Youth Development program is an interdisciplinary degree primarily involving departments and units in the College of Health, Education, and Human Development but also including academic areas from other colleges and units at the University. This program is designed to meet the needs of students who are also working professionals. All courses are offered in an accelerated format and are delivered through a variety of asynchronous and synchronous distance education technologies. Minimum technology requirements for this program include access to e-mail and the Internet with the ability to read CD-ROMs and DVDs.
This program has a strong relationship with youth-related agencies/organizations and engages them in learning and experiential opportunities for students. The Youth Development program is designed to 1) empower students to focus on strengths and assets within the context of family and community that will promote positive youth development; 2) identify and examine physical, emotional, environmental, and social issues related to being a young person in today's society; 3) prepare professional educators and leaders at all program and management levels for careers in schools, agencies, institutions, and community groups that serve youth; 4) train new and current professionals to be well prepared with increased knowledge and enhanced skills in the youth development area; 5) prepare leaders who will have an immediate impact on youth development in South Carolina and around the nation; 6) link formal and non-formal prevention and intervention youth programs to enhance the learning experience for students; and 7) enhance youth serving agencies and organizations by supplying professionals who are competent in child and adolescent growth and development.
The Master of Science in Youth Development requires 36 semester hours
of coursework as follows: EX ST 801, HEHD 800, 801, 802, 803, 804, 805,
806, 807, 808, 892, SOC 805.
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.
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.