The Physical Education Teacher Education (PETE) major prepares students to teach physical education in grades K-12. In addition to a core program in the liberal arts, students undertake studies in the professional education area as well as in-depth study of physical education. Directed teaching for PETE majors is arranged at both the elementary and secondary levels. For students desiring a degree in physical education that is not oriented toward K-12 classroom teaching, the College of Education, Human Performance, and Health offers the degree in Exercise and Sport Science.
Course List
Code |
Title |
Hours |
| |
ENGL U101 | Composition I | 3 |
ENGL U102 | Composition II | 3 |
| |
SPCH U201 | Foundations in Oral Communication | 3 |
| |
| 6 |
| Probability and Statistics | |
| Elementary Statistics | |
| College Mathematics | |
| College Algebra | |
| Precalculus I | |
| Precalculus II | |
| |
| 4 |
| Introductory Biology I and Introductory Biology I Lab | |
| General Biology and General Biology Lab | |
| Botany and Society and Botany and Society Laboratory | |
| Chemistry of Living Things and Chemistry of Living Things Lab | |
| |
| 3 |
| Introduction to Computer Technology | |
| Introduction to Computer Science | |
| Intro to Digital Studies | |
| Survey of Information Technology | |
| Introduction to Digital Safety | |
| Intro to Music Technology | |
| Strategies for Information Discovery | |
| |
| 3 |
| African American Culture | |
| Introduction to Art | |
| History of Western Art: Prehistory - Middle Ages | |
| History of Western Art: Renaissance - Modern | |
| Introduction to Music | |
| History of American Popular Music | |
| Introduction to Theatre Art | |
| Fundamentals in Acting | |
| |
| 3 |
| Introduction to World History I | |
| Introduction to World History II | |
| History of the United States to 1877 | |
| History of the United States from 1865 | |
| |
| 3 |
| American Studies, 17th - 19th Century | |
| American Studies, 20th Century | |
| Business Writing | |
| Understanding English Grammar | |
| Masterpieces of World Literature | |
| Survey of American Literature I | |
| Survey of American Literature II | |
| Survey of British Literature I | |
| Survey of British Literature II | |
| African American Literature | |
| Introduction to Philosophy | |
| Political Philosophy | |
| Contemporary Moral Issues | |
| Comparative Religion | |
| Introduction to Southern Studies | |
| |
1 | 3 |
| American Sign Language I | |
| American Sign Language II | |
| Introductory French I | |
| Introductory French II | |
| Introductory German I | |
| Introductory Spanish I | |
| |
PSYC U101 | Introduction to Psychology | 3 |
SOCY U101 | Introduction to Sociology | 3 |
| 3 |
| Introduction to African American Studies | |
| Understanding Other Cultures | |
| Introduction to Criminal Justice | |
| Principles of Macroeconomics | |
| Principles of Microeconomics | |
| Introduction to Geography | |
| American National Government | |
| Interpersonal Communication | |
| Introduction to Women's & Gender Studies | |
| |
| 0 |
EDFO U200 | Teacher Education Colloquium | 0 |
EDCI U300 | Resources and Technology in Teaching | 3 |
EDFO U210 | Foundations of Education | 3 |
EDFO U333 | Educational Development of the Lifelong Learner | 3 |
or PSYC U302 | Developmental Psychology |
EDPH U460 | Issues and Trends in Physical Education | 3 |
EDPH U312 | Teaching Secondary Physical Education | 4 |
EDRE U418 | Literacy in the Middle and Secondary School | 3 |
EDPH U405 | Teaching Elementary Physical Education | 4 |
EDPH U462 | Physical Education for the Exceptional Child | 3 |
EDPH U479 | Student Teaching in Physical Education | 12 |
EDHL U170 | First Aid | 1 |
EDHL U221 | Lifelong Health & Wellness | 3 |
EDHL U334 | The School Health Program | 3 |
| 1 |
| Officiating of Sports | |
| Swimming | |
| Educational and Recreational Fitness | |
EDPH U200 | Foundations of Physical Education | 3 |
EDPH U235 | Dance and Gymnastics | 3 |
EXSC U301 | Exercise Physiology | 4 |
EXSC U302 | Biomechanics | 3 |
EDPH U304 | Motor Learning & Development | 3 |
EDPH U320 | Team Sports I | 3 |
EDPH U415 | Individual Sports | 3 |
EDPH U420 | Team Sports II | 3 |
EDPH U445 | Measurement and Evaluation of Physical Education | 3 |
EDPH U453 | Organization and Administration of Physical Education | 3 |
BIOL U243 & U243L | Human Anatomy and Physiology I and Human Anatomy and Physiology I Lab | 4 |
or EXSC U290 | Functional Kinesiology I |
Total Hours | 124 |
Final responsibility for satisfying degree requirements as outlined in the USC Upstate Academic Catalog rests with the student.
Admission to the Professional Program
Students must apply to the College of Education, Human Performance, and Health for admission to the Professional Program, which is completed during the junior and senior years. The Professional Program application form may be obtained online from the College of Education, Human Performance, and Health webpage and must be filed in that office in accordance with posted deadlines.
Admission of applicants is based on individual consideration and Professional Program requirements. Each applicant must fulfill the following requirements:
- completion of ENGL U101 Composition I and ENGL U102 Composition II and SPCH U201 Foundations in Oral Communication or their equivalent with grades C or better;
- successful completion of EDFO U200 Teacher Education Colloquium;
- completion of EDFO U210 Foundations of Education with a grade of C or better;
- overall GPA of at least 2.75 on at least 60 hours earned;
- the achievement of passing scores on the PRAXIS CORE or a South Carolina State Board of Education approved score on the SAT or ACT examination;
- completed the Professional Program application in full;
- Standards for Professional Conduct & Dispositions form signed;
- two satisfactory recommendations with one written by a College of Education, Human Performance, and Health faculty member and the other one written by a general faculty member;
- submitted personal affirmation of non-criminal background;
- provided a "cleared" TB test (within 12 months of application);
- provided a current SLED check; and
- provided a current National Sex Offender Registry check indicating "No records found."
Action is taken on a student’s application for admission to the Professional Program as soon as completed application is submitted and the academic records are verified. Students who are accepted enter the Professional Program. Students whose applications are denied are advised of their alternatives.
Education courses at the 400-level and above may be taken only after admission to the professional program. Students who complete the Professional Program, pass the appropriate Praxis content exam and Praxis Principles of Learning and Teaching (PLT) exam, complete observations using the Assistance, Development, and Evaluation of Professional Teaching (ADEPT) instrument, and receive FBI fingerprint clearance fulfill initial certification requirements of the South Carolina State Board of Education.
Second Baccalaureate Work Toward Teacher of Education Certification
Students who have earned a baccalaureate degree from USC Upstate or any other accredited institution of higher education are advised to pursue their teacher certification through the pursuit of a second baccalaureate degree in the College of Education, Human Performance, and Health. Information regarding the second baccalaureate degree can be found in the Academic Regulations section of this catalog. Students pursuing a second baccalaureate degree toward certification must meet all the requirements for admission to the professional program and all requirements for their chosen program of study.
Admission to Directed Teaching
Students who wish to enroll in directed teaching (student teaching) must apply a year in advance of the intended semester. The following are requirements for all students admitted to directed teaching:
- prior admission to the professional program;
- completion of all content concentration course work with a grade of C or better in each course completed (exceptions approved by the Dean with faculty advisor's recommendation);
- grade of C or better in support courses completed;
- completion of all coursework prior to the directed student teaching semester;
- 2.5 overall GPA;
- completion of all education methods courses with a grade of C or better in each; and
- successful presentation of portfolio;
- submission of a clear TB test, NSOR check and FBI fingerprint card/clearance prior to student teaching;
- completion of a South Carolina Department of Education application for teacher certification.
In addition to these general requirements, there are specific course prerequisites for each major field. No education course may serve as a prerequisite for a subsequent education course until it has been completed with a grade of C or better. These prerequisites may be changed from time to time at the unit's discretion. Students are responsible for enrolling in the appropriate corequisite coursework with directed teaching. It is the responsibility of students to secure from the school office an updated list of prerequisites for directed teaching in their major and to arrange their courses of study with their education advisor so as to meet those prerequisites.
Transfer Admission
Transfer students with fewer than 60 semester hours of credit may take courses in the College of Education, Human Performance, and Health if they meet all university admission requirements. Transfer students who have earned 60 hours or more must meet the admission criteria for the professional program at the time of their initial application for admission to the College of Education, Human Performance, and Health as a major. Only 64 semester hours of credit may be accepted for transfer from a two-year institution and applied toward the professional degree.
Undergraduate Transfer Credit
Education majors from other colleges and universities wishing to transfer courses into any of the education programs must have all transcripts evaluated by the College of Education, Human Performance, and Health. The dean or associate dean, following the USC Upstate College of Education, Human Performance, and Health Policy Manual guidelines, determines the courses accepted to fulfill requirements of any undergraduate education program. Any professional education courses considered for transfer must have been completed within seven years of matriculating at USC Upstate. Professional education courses more than seven years old will not be accepted for transfer.
Continuation Standards
After being admitted to the professional program, candidates must maintain at least a 2.5 GPA for retention in the program; this is in excess of the minimum GPA required by the University for continuing enrollment. Students who do not maintain a 2.5 GPA cannot enroll in any education courses above the 400-level.
Academic Requirements
No education course may serve as a prerequisite for a subsequent education course until it has been successfully completed with a grade of C or better. A minimum grade of C is required for any course submitted for fulfillment of professional education, major concentration and support course requirements. Students who fail to achieve a minimum grade of C in any professional education course will be dismissed from the program. Students may reapply to the program by submitting a letter of petition for readmission to the Dean of the College of Education, Human Performance, and Health for consideration by the College of Education, Human Performance, and Health Appeals Committee. Readmitted students who subsequently receive a second grade of below C in any professional education course will be permanently dismissed from the program.
Evaluation
In addition to evaluations described in course syllabi, students’ dispositions and competencies relative to national, state, and College of Education, Human Performance, and Health objectives and criteria are evaluated both in professional education courses and during directed teaching. Every applicant for admission to the professional program undergoes an appraisal by the advisor. This appraisal provides a source of evaluation on non-academic as well as academic factors relative to teaching potential. Portfolio assessment provides further evidence of each student's professional growth and development over time.