The Master of Arts in Teaching Social Studies at North Greenville University prepares students to become collaborative and reflective practitioners by providing opportunities for research and application of course work. This program introduces students to current and social issues, while equipping them to be passionate and Christ-centered educators.
The MAT program is a 42 hour program designed for students seeking certification to teach secondary social studies in the state of South Carolina. Students who hold a bachelor's degree in Social Studies build on their existing knowledge, skills, and practical training qualifying them to seek certification. While many of the courses can be completed online, because of the nature of the degree, all observation hour requirements can only be completed within the state of South Carolina. The program is benefited by rolling enrollment with five 8 week terms per year. Students are taught and mentored by practitioners who have worked years in their respective fields of study prior to instructing in a higher education environment.
All candidates must meet the South Carolina Department of Education requirements for undergraduate hours within their area of specialization. Click here for those requirements. Students must undergo a transcript analysis by the Assistant Vice President of Graduate Academic Services and School of Education Faculty. Students lacking the pre-requisite courses will be notified which courses need to be complete before acceptance. Additionally, PRAXIS scores for PRAXIS Core and PRAXIS II exams must be submitted before acceptance. These courses can be taken at any accredited university upon approval from the Dean of the Graduate School of Education.
The Required PRAXIS II content exam required by the South Carolina Department of Education can be found on the Educational Testing Service website at www.ets.org.
- On-Campus (Greer, S.C.)
EDU 5000 Current Issues in K-12 Schools (3)
EDU 5200 Intervention Strategies and Techniques (3)
EDU 5250 Best Current Teaching Practices (3)
EDU 5350 Diversity and Social Issues in Education (3)
EDU 5500 History and Philosophy of Education (3)
EDU 5750 R2S Reading and Writing for Content Ara Middle and High School Teachers (3)
EDU 5800 Advanced Human Behavior Development and Learning (3)
EDU 5720 R2S Foundations in Reading (3)
*All 5 of the following courses MUST be taken in this given order:
EDU 5950 Principles of Curriculum Development (3) *20 observation hours
EDU 6000 Classroom Management and Discipline (3) *20 observation hours
SCNS 6100 Methods and Materials for Content Area (3) *20 observation hours
EDU 6150 Practicum in Methods and Materials for Teaching (3) *20 observation hours
EDU 6250 Supervised Student Teaching (6) *60 consecutive days of student teaching
EDU 5000 Current Issues in
K-12 Schools (3 credit hours)
Policies, programs, and trends that directly or indirectly impact K-12 schools are examined and evaluated using research, analysis, and assessment in order to determine their relevance to teaching and learning in diverse school settings.
EDU 5200 Intervention Strategies and
Techniques (3 credit hours)
This course will focus on examination of the educational literature regarding effective teaching practices and behavior change strategies for students with special educational needs. It provides an opportunity to explore, design, implement, and evaluate school-based interventions for students with high incidence disabilities.
EDU 5250 Best Current Teaching
Practices (3 credit hours)
Strategies for effectively using and accommodating best current teaching procedures that have been proven by research to enhance classroom teaching and learning will be examined and assessed in terms of the integration of content areas, use of technology, national and state standards, the needs of diverse school populations, and policies/directives aimed at accountability issues.
EDU 5350 Diversity and Social Issues
in Education (3 credit hours)
A study of the social, cultural, and political issues that affect decision-making and student achievement in schools, this course will examine the role of school in the enculturation or "Americanization" of students; the effects of student background and culture on achievement; and the different socio-cultural groups with a political stake in the curriculum and how these groups work to further their interests.
EDU 5500 History and Philosophy of
Education (3 credit hours)
This course addresses the relationship between philosophy of education and how various philosophies have historically affected the practice of schooling, in the United States. It will examine how different philosophical schools answer questions related to the nature and purpose of schooling, and how these philosophies have been incorporated and modified to deal with social and cultural changes in United States history.
EDU 5750 Reading in the Content
Research-based teaching methods, study strategies, and technology focusing on the abilities to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum. This course shares essential techniques to support independent reading and learning and identifies opportunities for students to summarize ideas, take notes, and reflect on their learning.
EDU 5800 Advanced Human Behavior,
Development and Learning (3 credit hours)
This course explores human development across the life span including emotional, physical and cognitive development. Key developmental topics such as adolescence are examined and special issues related to human growth and development will be discussed. Contemporary issues impacting the stages will be examined as well as cultural and cross-cultural influences.
EDU 5900 Educational Technology (3 credit
This class is a survey of the field of educational technology. It surveys the pedagogical applications of widely used media, materials and technology that form part of the knowledge and skills that modern teachers should possess to instruct candidates in the classroom. Reviewing websites, selecting software, surfing the internet, construction of classroom web pages and using other Internet protocols and software to supplement classroom instruction are all possess that modern teachers should be familiar with and be able to handle well to enhance their teaching skills.
EDU 5950 Principles of
Curriculum Development (3 credit hours)
Study of K-12 school curriculum that includes a development of the philosophical and historical perspective of curriculum in the United States, the current relationship of curriculum to societal needs and policies governing learning and teaching, use and impact of technology, and strategies to equip teachers in the development and implementation of curriculum to meet the needs of today's learners.
EDU 6000 Classroom Management and
Discipline (3 credit hours)
This course provides practical instruction on classroom management techniques for instructors in secondary settings. Different approaches to classroom management are introduced, including techniques for preventing problems, and for dealing with behavior problems that arise in the classroom. Topics include management models, motivation, disruptive students, classroom expectations and procedures, communication, and record keeping. Managing materials and technology will also be addressed. Students will develop an individual classroom management plan.
EDU 5720 R2S Foundations in Reading (3 credit hours)
In this course teachers will deepen their understanding of major theories and research that describe the foundations of reading and writing development, the processes, and the components of reading, including word recognition, language comprehension, strategic knowledge, and reading-writing connections. The South Carolina Literacy Competencies for Pre-K - 5th Grade Classroom Teachers will serve as the foundation for the course. Standard 1, Foundational Knowledge and Standard 6, Professional Learning and Leadership will be addressed. Teachers will gain an understanding of the theoretical and evidence-based foundations of reading and writing processes and instruction. They will also learn the importance of professional learning and leadership as a career-long effort and responsibility and will be given opportunities to demonstrate these skills.
EDU 6150 Practicum in Methods and
Materials for Teaching (3 credit hours)
This course is designed as a co-requisite to the corresponding methods and materials for teaching course in which students are a observing, teaching, and assisting in a secondary classroom setting. This will be under the direction of a classroom teacher and college supervisor.
HIST 6100 Methods and Materials for
Teaching Social Studies (3 credit hours)
An analysis of content area, methodology, and instructional techniques; application of methods to the skill and content area of social studies.
EDU 6250 Supervised Student Teaching(6
Actual classroom teaching under supervision of cooperating schools in a secondary setting area. This will be under the direction of a classroom teacher and college supervisor.
Dr. Shelley Dugle
Dean of the Graduate School of Education
Shelley Dugle has served as the dean of the Graduate School of Education at NGU since 2010, where she has developed the M.Ed. and MAT programs with her team of faculty members. She enjoys both administrative tasks and teaching graduate courses. Prior to this, Dugle taught K-8 students with mild to moderate disabilities in the public school setting and also undergraduate education majors at an Ohio institution. Dugle enjoys spending time with her two daughters, three dogs, and family/friends. She currently serves as a Merge ministry small group leader at Fellowship Greenville and is thankful for every day God has given her to enjoy love and life.
Dr. Michael Butler
Professor of Education
Michael Butler served as the Secondary Education Coordinator for the North Greenville University undergraduate Teacher Education programs from 2007-2011. While serving on the undergraduate campus, Butler co-founded the NGU Student Chapter of Association for Supervision and Curriculum Development and was an NCATE Standard writer for the accreditation renewal process. Butler currently serves in the graduate school college of education, where he co-authored the Master of Art in Teaching program and the Educational Leadership Doctoral program. Butlerís specializations are the social and historical foundation of education, educational public policy, applied research, and assessment.
Dr. Harold Long
Associate Professor and Director of Supervised Student Teaching
Harold Long is a professor with the Graduate School of Education and directs student teaching. He has earned degrees in Psychology (B.S.), Elementary Education (M.A.) and Educational Administration (Ed.D.). Prior to joining NGU, he spent his career in public education working at every level including elementary, high school and coordinating educational research at Clemson University. In addition to his duties at the graduate school, he conducts educational research, writes and has consulted with several schools and districts. In his free time, Long particularly enjoys traveling the United States with his family in their RV.
Dr. Mary Ann SolesbeeRead to Succeed Specialist
Mary Ann Solesbee served as chair of the Education Department at North Greenville University from 1995-2005, where she led the team to develop the inaugural undergraduate teacher education program. She has also worked in public education as a teacher, literacy coach, and director of the Teaching American History Grant, Teaching American History Right Under Our Feet. She is the author of the Sal and Amanda book series for children, which highlights South Carolina history with a bit of mystery. She is presently serving as the Read to Succeed Specialist for the Graduate School of Education at NGU.