Secondary Education: Chemistry, BS

Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. Meets the general education laboratory science requirement. (Three lecture hours and three lab hours per week.) (Offered fall semester.) Corequisite: CHEM 111L

Basic principles of chemical reactions and descriptive chemistry are integrated in terms of the periodic table, atomic structure, bond types, molecular geometry, reaction rates, and thermodynamics. (Three lecture hours and three hours lab per week.) (Offered spring semester). Prerequisite: CHEM 111 Corequisite: CHEM 112L

The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Meets the general education quantitative reasoning requirement. Prerequisite: MATH 111 or equivalent background. (Offered fall semester.)

A calculus-based introductory physics course that covers kinematics and Newton’s laws of motion; conservation laws for momentum, energy, and angular momentum; torques and static equilibrium; and simple harmonic motion. Meets the general education laboratory science requirement. (Three hours lecture and two hours of lab per week.) Corequisite: MATH 115, PHYS 200L (Offered fall semester.)

A two-tiered approach to organic chemistry is taken. CHEM 201 is a one semester survey of the fundamentals of organic chemistry. Basic structure, bonding, nomenclature, stereochemistry, properties, and reactions of organic molecules are examined. The second course (CHEM 301) covers the same topics, but to a much greater extent and theoretical depth. Major emphasis is placed on reaction mechanisms and much new material is covered, especially in the areas of spectroscopy, bonding theory, and structure/property relationships. (Three hours lecture and three hours lab per week.) Prerequisite: CHEM 112. Cerequisite: CHEM 201L. (Offered fall semester.)

A continuation of CHM 201. (Three hours lecture and three hours lab per week.) Prerequisite: CHM 201 or equivalent. (Offered spring semester.)

This course covers the major types of instrumentation utilized in Chemistry, Biology and Physics by providing "hands-on" experience as well as emphasizing the underlying principles. (Three hours lecture and three hours lab per week.) Cross listed with BIOL 341. Prerequisite: CHEM 112, and PHYS 200. Chemistry 201 recommended. Corequisite: CHEM 342L. (Offered spring semester of odd calendar years.)

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.) $32 Fee.

The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement. Prerequisite: EDUC 110. (Offered fall semester) Course fee may apply.

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00

This is the first of the field experience courses designed for preservice educators to understand the practical aspects of teaching while engaging in various teaching-related tasks. It includes 30-hour placement with in a classroom environment. By taking part of this learning community, preservice educators can reflect on their instructional methods, track student progress, engage in daily activities, and actively contribute to the teaching and learning experience. Prerequsite: EDUC 110 (Offered fall semester)

This is the second of the field experience courses designed for preservice educators to understand the practical aspects of teaching while engaging in various teaching-related tasks. It includes 30-hour placement with in a classroom environment. By taking part of this learning community, preservice educators can reflect on their instructional methods, track student progress, engage in daily activities, and actively contribute to the teaching and learning experience. Prerequsitie: EDUC 230 (Offered spring semester)

This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.

This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Students can take EDUC 110 and EDUC 280 at the same time.

This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement. Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)

Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)

This is the third of the field experience courses designed for preservice educators to understand the practical aspects of teaching while engaging in various teaching-related tasks. It includes 40-hour placement with in a classroom environment. By taking part of this learning community, preservice educators can reflect on their instructional methods, track student progress, engage in daily activities, and actively contribute to the teaching and learning experience. Prerequisite: EDUC 231 (Offered fall semester)

This is the fourth of the field experience courses designed for preservice educators to understand the practical aspects of teaching while engaging in various teaching-related tasks. It includes 40-hour placement with in a classroom environment. By taking part of this learning community, preservice educators can reflect on their instructional methods, track student progress, engage in daily activities, and actively contribute to the teaching and learning experience. Prerequisite: EDUC 330 (Offered spring semester)

This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. Students will develop a teaching philosophy and an operational "professional identity."

The purpose of this course is to build your understanding of the link between instruction and assessment and the teacher’s role in monitoring and assessing student learning. Upon completion of this course, the student should be able to develop, design, and implement both formal and informal reliable assessments. The student will explore multiple approaches to planning and assessments by learning to describe the advantages and limitations of assessments types. These types will include simple and complex forms such as multiple-choice items, interpretive exercise (using pictorial info like charts and graphs), essay, performance-based, and portfolio). Students will write and select lesson goals, objectives, and assessments that are designed to inform their instruction and student performance. Additionally, students will develop their personal philosophy of grading, identify issues of equity in testing, and understand the importance of data collection and analysis. Students will learn about how to select and/or develop measurement tools such as rubrics and other assessment tools and apps. Prerequisite: Admission to the Teacher Education Program. (Offered every semester)

After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)

This course is a general methods course to prepare candidates for teaching. It is conducted with a major emphasis on actual clinical experiences focusing on the role of the teacher within the community, school, and classroom. Methods and techniques of classroom management, lesson planning, student assessment, and reporting are also considered, as candidates work with clinical instructors. As part of this clinical experience, students will complete a practice edTPA. Professional ethics and dispositions are also covered. Fifty hours of field experience required in this course. Meets the general education upper division writing intensive requirement.

Candidates complete their full semester professional internship and EdTPA assessment. *K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDUC 424. Prerequisite: Admission to the Professional Internship. (Offered every semester.)

The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidate’s teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate’s teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidate’s progress in the teaching profession. Meets the general education senior seminar requirement.

This course is a survey of the chemical reactions in living systems. The general biochemistry including a detailed look at DNA, transcription, translation, protein synthesis, lipid metabolism (e.g., cholesterol synthesis) and amino acid and nucleic acid metabolism will be studied. (Three hours lecture and three hours lab per week.) Prerequisite: CHEM 201 or concurrent enrollment. Corequisite: CHEM 314L. (Offered fall semester.)

This course presents a chemically detailed overview of the metabolic transformations of fatty acids, complex lipids, amino acids, and the purine and pyrimidine nucleotides. The course also includes discussion of the structure and function of proteins, the chemical mechanisms and regulation of enzyme catalysis, the structure and metabolism of carbohydrates, and the bioenergetics and ATP synthesis and utilization. (Three hours lecture and three hours lab per week.) Prerequsite: CHEM 301. Corequisite: CHEM 315L. (Offered spring semester of even calendar years.)