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

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

This course is designed to introduce students to the broad responsibilities and expectations of the teaching profession. The course is designed to emphasize areas of professional expectations which may affect instructional design or the learning environment.

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

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

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

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

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

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

This course surveys and analyzes the historical and philosophical ideas that guide educational theory and practice in schools today. The course focuses on the study of ideas and movements and their developmental effects on current educational settings in the United States. In addition, major consideration is given to Christian philosophical perspectives which are the foundation of Christian school education, with attention given to the goals of education, the nature of the learner and learning, the role of the teacher, and the content of curriculum as components of educational philosophy.

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

Surveys strategies to support reading and writing, integrating a variety of genres into the curriculum across all content areas. Emphasis is placed on instructional design addressing cultural and linguistic diversity. This course is part of the 12-credit hour South Carolina Read to Succeed requirement.

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

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

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

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