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Course Descriptions

  • Sample Course Titles with Descriptions (3 graduate hours)

    • EDPD 823 Y: Using Formative Instructional Practices to Raise Student Achievement & Increase Teacher Effectiveness

      • This course is designed to prepare teachers and leaders to make formative instructional practices an integral part of the teaching and learning process and allow students to become true partners in their education. Educators skilled in formative instructional practices are equipped to understand and respond to the unique academic needs of each learner. Teachers and students have a shared understanding of the learning targets and what is needed to achieve them, while using an assessment method that is a strong match for the learning target and the learner.

    • EDPD 823 Q: Diversity and Rights in Early South Carolina

      • The overarching goal of “Diversity and Rights in Early South Carolina”, is to raise student achievement in Social Studies by increasing teacher content knowledge and understanding of important historical issues and events.  This course relates to the C of C conceptual framework and theme of making the teaching and learning connection because it will focus on local topics and local primary source materials as a means to foster a better understanding of larger national and international historical issues.

    • EDPD 823 I: Differentiated Instruction:  Enhancing Student Learning Outcomes

      • Every classroom is made up of individuals with diverse strengths, backgrounds, and approaches to learning. Understanding and responding to students' individual learning styles and needs can be a challenge for teachers. Participants in this course, Differentiated Instruction: Enhancing Student Learning Outcomes, will be introduced to learning theory related to learning styles and multiple intelligences, as well as web-based resources to assist teachers in both identifying students' learning styles and intelligences and engaging students in activities which best suit those styles and intelligences.

    • EDPD 822 E Preparing STEM to STEAM Professionals

      • This teacher institute promotes inquiry-based learning for any classroom.  The course will stimulate creativity, curiosity and innovative thought. Teachers will experience the arts through attendance at four arts events and reflect on their
        experiences.  The intense week will contain STEAM Challenges, field experiences (such as visiting Congaree National Park including outdoor STEAM activities), hands on arts activities, and creating lesson plans based on the CLIA Lesson Plan format.  

    • EDPD  824 C60: Curriculum Leadership Institute in the Arts 2018 (CLIA)

      • This course is offered to arts teachers who have completed at least three years of teaching in an arts discipline or completed the SCALSA summer institute. The course focuses on designing and teaching standards-based arts lesson with embedded assessment. Participants are involved in a comprehensive series of lectures, master classes, peer teaching experiences, discussions, and informal sessions. Participants prepare and teach a standards-based lesson to their cohort team. In addition to teaching their designed lesson students participate in lectures, discussions, and presentations on arts advocacy, grant writing, teacher leadership, and pedagogy during the weeklong institute.

    • EDPD 812 Q: Foundations of School Law

      • This is an essential text for educators and policy makers at all levels. It is practical, easy to read, and contains relevant information on historical and contemporary legal issues affecting the organization and administration of schools in America.  Relevant case law rulings, charts and tables are integrated through this text to provide concrete knowledge that will allow educational leaders to operate within the boundaries of constitutional, statutory, and case law.

    • EDPD 820 Z: STEM Instruction for Middle Childhood Classrooms (Grades 3 – 6)

      • Graduate level course in the successful delivery of standards-based S.T.E.M. education in the early and middle childhood years, grades 3-6. The course will provide an in-depth study of the South Carolina Science Curriculum Standards. Emphasis will center on Science, Technology, Engineering, and Math (STEM) based instruction using a hands-on inquiry approach to teaching children science using state approved science materials such as science kits, statewide science programs, and advanced technology.  Current research in best science practices will be embedded throughout the course as teachers develop lessons incorporating problem based learning, differentiation, discrepant events, working in cooperative groups, using effective hands-on techniques, and assessment

    • EDPD 817-A60: Children of Poverty: The Implications for Learning and Teaching

      • Poverty is an issue that more and more of our children are dealing with daily, and an issue that our nation must address. What are the implications for learning and teaching when it comes to children raised in poverty stricken homes? This course will contemplate not only how children of poverty-stricken homes (low or no income) learn, but the best practices that should be used to motivate them to learn as well. Resources and activities to inform and “reform” more developmentally-appropriate teaching instruction will be offered to participants.

    • EDPD: 811R: Media Arts & Technology

      • This course is designed based upon the goals identified in the 2017 Media Arts South Carolina College and Career-Ready Standards for Visual and Performing Arts Proficiency.  The overall goal of this course is to develop verbal, visual, and technical skills essential for planning, executing, critically analyzing, and evaluating works of art as well as expanding the your problem solving abilities which includes working within required and self-imposed limitations

    • EDPD: 822 A:  Project-Based Learning in the 21st Century

      • The Intel Teach Essentials is one of many professional development courses in the Intel® Teach Program portfolio that provides teachers with the skills to effectively develop student-centered instructional strategies through technology integration and approaches.  The course relates to the C of C conceptual framework and theme of making the teaching and learning connection by helping participants focus on the ways students and teachers  use technology to enhance learning through research, communication, collaboration, and productivity, and intelligence and develop a preliminary unit plan using those strategies and tools.

    • EDPD 817 D:  Using Technology and Best Practice to Create a Blended Learning Environment

      • This course is designed to develop an understanding of the importance of technology, thinking strategies, cooperation, collaboration and inquiry in the overall K-5 curriculum.  Teachers will be provided with the tools necessary to teach students to become successful thinkers, problem solvers, decision makers, and more importantly, lifelong learners.  This course will give teachers the knowledge and skills necessary to develop content area vocabulary, increase comprehension across content areas, provide for age-appropriate writing instruction and achievement, improve collaboration and cooperation in the classroom and differentiate instruction.

  • Sample Course Titles with Descriptions (1 graduate hour)

    • EDPD 822 K61:Going Google: Getting Started with Google Apps for Education

      • Since Participants will investigate the features of Google Chrome including apps, power searches, and extensions/add-ons, this course relate to the C of C conceptual framework and theme of making the teaching and learning connection. Google Drive will be used to demonstrate collaboration, creation, and content curation.  Google Documents, Presentations, Spreadsheets, Forms, and Drawings will be demonstrated. Teachers will learn best practices for YouTube and create a YouTube channel to explore, create and manage video content. The 4 C’s of 21st Century Learning and the TIPS Chart are implemented to improve awareness of technology integration levels.  The Google Apps Marketplace will be explored for additional educational digital tools.

    • EDPD 824 D: SC Sustainable Forestry Advanced Workshop

      • The purpose of this course is to advance the knowledge of the participating teachers in forest sustainability practices and the management of forests to enhance biodiversity. Participants will also receive hands-on experience with skills land managers use to assess forest ecosystems. Along with the background, skills, knowledge and materials they received during the SC Sustainable Forestry Teachers’ Tour, they will be equipped to incorporate environmental education in a multidisciplinary fashion into their regular curricula. Using sustainable forestry in South Carolina as the topic, participants will be able to discuss the social, ecological and economic impact forestry has on our state and the quality of life of its citizen

    • EDPD 821 D60: Flipping the Learning 

      • This course is designed to teach participants the pedagogy that drives flipped classrooms. Teachers will learn and experience the best practices of flipped classrooms and flipped videos. A large portion of this course will be devoted to the following topics: how to organize a flipped unit, how to create a flipped video, and how to use valuable class time efficiently. This hands-on course promotes teacher confidence in a flipped environment through the design of authentic learning experiences and growth toward best practices in education which all relate to the C of C conceptual framework and theme of making the teaching and learning connection.

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