CATALOG 2022-23
Institutional Mission:
Erskine College exists to glorify God as a Christian academic
community where students are equipped to ourish as
whole persons for lives of service through the pursuit
of undergraduate liberal arts and graduate theological
education.
Erskine College:
The mission of Erskine College is to equip students to
ourish by providing an excellent liberal arts education in
a Christ-centered environment where learning and biblical
truth are integrated to develop the whole person.
Erskine Theological Seminary:
Erskine Theological Seminary prepares men and women
to fulll the Great Commission of Jesus Christ through
theological higher education that is ecclesial, missional,
and confessional.
2
Academic Calendar ....................................................................................................3
From the President ....................................................................................................4
Introducing Erskine ...................................................................................................5
Accreditation .......................................................................................................5
Mission Statements ..............................................................................................6
History ................................................................................................................. 6
College Campus ....................................................................................................7
Activities and Athletic Facilities .............................................................................8
Residential Facilities ...........................................................................................10
Honor Code ........................................................................................................11
Admissions ............................................................................................................. 13
Finances ..................................................................................................................17
Financial Aid ............................................................................................................21
Student Development .............................................................................................. 30
Academics ...............................................................................................................37
Requirements for Graduation ...................................................................................47
Course Descriptions ..................................................................................................56
American Studies................................................................................................56
Art .....................................................................................................................60
Bible, Religion, and Philosophy ...........................................................................63
Biology ..............................................................................................................71
Chemistry and Physics.........................................................................................78
Christian Leadership ...........................................................................................84
Economics and Business ......................................................................................84
Education .......................................................................................................... 94
Engineering .....................................................................................................116
English.............................................................................................................117
Global Studies ..................................................................................................121
Health Science ....................................................................................................76
History and Political Science ..............................................................................122
Information Technology ....................................................................................129
Mathematics ....................................................................................................130
Modern Languages ............................................................................. ..............133
Music ............................................................................................................... 135
Psychology and Sociology ..................................................................................145
Social Entrepreneurship and Innovation ............................................................151
Personnel ..............................................................................................................153
Index ....................................................................................................................161
Table of Contents
3
2022 Fall Term
Late Registration and Classes Begin..............................................Monday, August 22
Drop/Add Day (Class Changes)..........................................................Friday, August 26
Formal Opening...........................................................................Tuesday, August 30
Fall Break Begins After Classes......................................................... Friday, October 7
Classes Resume, 8 a.m. ..........................................................Wednesday, October 12
Thanksgiving Holiday Begins After Classes................................ Tuesday, November 22
Classes Resume, 8 a.m. ............................................................Monday, November 28
Classes End .................................................................................Friday, December 2
Final Examinations Begin...........................................................Monday, December 5
Final Examinations End................................................................Friday, December 9
2023 Spring Term
Late Registration and Classes Begin...........................................Monday, January 9
Drop/Add Day (Class Changes).................................................Friday, January 13
Holiday ....................................................................................Monday, January 16
Spring Break Begins After Classes.....................................................Friday, March 3
Classes Resume, 8 a.m...................................................................Monday, March 13
Easter Break Begins After Classes..............................................Wednesday, April 5
Classes Resume, 8 a.m. .................................................................Monday, April 10
Classes End.................................................................................Wednesday, April 26
Reading Day.................................................................................Thursday, April 27
Final Examinations Begin..............................................................Friday, April 28
Final Examinations End...............................................................Thursday, May 4
Baccalaureate.....................................................................................Friday, May 5
Commencement.............................................................................Saturday, May 6
2023 First Summer Term
Classes Begin................................................................................Monday, May 15
Only Day for Class Changes.........................................................Tuesday, May 16
Holiday.........................................................................................Monday, May 29
Final Examinations............................................................................Friday, June 23
2023 Second Summer Term
Classes Begin....................................................................................Monday, July 3
Holiday...........................................................................................Tuesday, July 4
Only Day for Class Changes..........................................................Wednesday, July 5
Final Examinations........................................................................Friday, August 11
Note: The calendar is subject to change.
Academic Calendar
4
Greetings from Erskine College! I am
honored to serve as Erskine’s 18th president
and pleased that you have chosen to attend
this historic institution, now in its 184th year.
Founded in 1839 by the Associate Reformed
Presbyterian Church, Erskine was the rst four-
year church-related college in South Carolina.
Today, we remain an authentically Christian
institution seeking to fulll our mission “to
glorify God as a Christian academic community
where students are equipped to ourish as
whole persons for lives of service.”
We are strongly committed to Christian
higher education in which faith informs reason
and we strive for the integration of faith and
learning in the classroom. I urge you to make
your education a priority from the rst week of
class through your nal days as a senior. Making academics a priority means not only nurturing good
study habits, but also cultivating intellectual curiosity and considering your calling in life.
Our faculty and sta hope to inspire you as you mature. We also encourage you to become
involved in service to your church and community while at Erskine and later as you enter your chosen
profession.
On this beautiful campus, whether in our classrooms and laboratories, in our residence halls, in our
rehearsal rooms, or on our playing elds and courts, may we remember Erskine’s motto: Scientia cum
moribus conjuncta—“Knowledge Joined With Morals.” I hope that each of you will embrace that way
of life, and I trust that your experience here will be instructive and rewarding.
My prayer for you is that during your time at Erskine you will realize you are part of a family and
that you will engage head, heart, and hands—focusing diligently on your studies, faithfully seeking
the Lord, and oering friendship and service to others.
It is my privilege to welcome you to Erskine College for the 2022-23 academic year.
From the President
Dr. Steve C. Adamson
President
5Introducing Erskine
Accreditation
Institutional
Erskine College is accredited by the Southern Association of Colleges and Schools Commission on
Colleges (SACSCOC) to award baccalaureate, master’s, and doctorate degrees. Questions about the
accreditation of Erskine College may be directed in writing to the Southern Association of Colleges
and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling
(404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).
The threefold purpose for publishing the address and contact numbers of the SACS Commission on
Colleges is to enable interested constituents:
1. to learn about the accreditation status of the institution;
2. to le a third-party comment at the time of the institution’s decennial review; or
3. to le a complaint against the institution for alleged non-compliance with a standard or
requirement.
Other inquiries about Erskine College, such as admission requirements, nancial aid, educational
programs, etc., should be addressed directly to the college or seminary, and not to the Commission’s
oce.
Graduate Programs (Seminary)
Erskine Theological Seminary is accredited by the Commission on Accrediting of The Association of
Theological Schools (www.ats.edu) and is approved to oer the following degrees: M.Div., M.A.
(Theological Studies), M.A. in Christian Counseling, M.A. in Practical Ministry, Th.M., D.Min.
The school is approved for comprehensive distance (online) education. The school is approved for
the following additional locations: Columbia, South Carolina, and Greenville, South Carolina.
Contact the Commission on Accrediting of The Association of Theological Schools at:
10 Summit Park Drive, Pittsburgh, PA 15275, USA
Telephone: 412-788-6505
Fax: 412-788-6510
Pre-Professional Undergraduate Programs
• Teacher Education
The teacher education program is approved by the State Board of Education using
the Standards of the National Association of State Directors of Teacher Education
and Certication (NASDTEC) and has been awarded national accreditation by the
Council for the Accreditation of Educator Preparation (CAEP).
Other Memberships and Aliations
• American Association of Colleges for Teacher Education
• American Association of University Women
• Association of Clinical Pastoral Education (Seminary)
6
Introducing Erskine
• Conference Carolinas
• Council for Christian Colleges and Universities
• Council for Higher Education Accreditation
• Council of Independent Colleges
• International Alliance for Christian Education
• National Association of College and University Business Ocers
• National Christian College Athletics Association
• National Collegiate Athletic Association (Division II)
• South Carolina Independent Colleges and Universities
• Southern Association of Colleges and Schools
Mission Statements
Institution:
Erskine College exists to glorify God as a Christian academic community where students are
equipped to ourish as whole persons for lives of service through the pursuit of undergraduate
liberal arts and graduate theological education.
College:
The mission of Erskine College is to equip students to ourish by providing an excellent liberal arts
education in a Christ-centered environment where learning and biblical truth are integrated to
develop the whole person.
Seminary:
Erskine Theological Seminary prepares men and women to fulll the Great Commission of Jesus
Christ through theological higher education that is ecclesial, missional, and confessional.
History
Erskine College was founded by the Associate Reformed Presbyterian Church in 1839.
Prior to this time the church had established an academy for men in Due West, S.C., in 1835, and a
seminary in 1837. The academy became Erskine College, the rst four-year church-related college in
South Carolina.
By the time of the Civil War, Erskine had become one of the thriving colleges of the region with
more than 100 students enrolled. Following the war, loyal supporters rebuilt the endowment wiped
out by the conict. They also nanced construction of the Erskine Building and established Chairs in
Chemistry and English Literature under widely respected professors.
These professors helped Erskine establish a reputation for academic excellence as the college
moved from the classical to the liberal arts curriculum.
Also enhancing this reputation were the Erskine literary societies, as old as the college, which
trained championship debaters and supplemented speech and literary training. The large auditorium
constructed in 1892 brought renowned speakers to Erskine and continued Erskine’s role as a cultural
and educational center of the South Carolina Piedmont.
Erskine also played a signicant role in the education of women, admitting women rst in 1894
7Introducing Erskine
and becoming ocially coeducational in 1899. Due West Female College, also founded by Associate
Reformed Presbyterian ministers and laymen in 1859, came under the control of the ARP Church in
1904.
A planned merger of the college, women’s college, and seminary paved the way for accreditation
by the Southern Association of Colleges in 1925. By 1927 the three schools had merged into one
institution called Erskine College, with the seminary serving as its graduate theological school.
Erskine celebrated 175 years of undergraduate liberal arts and graduate theological education in
the fall of 2014
College Campus
Erskine College is located in Due West, a town of 1,200 residents located in Abbeville County, South
Carolina, an area rich in colonial, Revolutionary War, and Civil War history. The town and the college,
with a number of antebellum buildings, are listed on the National Register of Historic Places.
Erskine is on the forefront of the latest technological advances. The residence halls, library, dining
hall and all indoor classrooms are equipped with wireless Internet. Erskine has developed innovative
uses of technology to increase person-to-person communication and maximize student learning.
These award-winning innovations are being shared with numerous other campuses. Along with
the successful use of technology, personal interaction that leads to lasting friendships and discovery
within a community of learners continues as a primary focus on the Erskine campus.
Erskine is located near a number of lakes and recreational areas and within easy access to Interstate
Routes 26 and 85 and the cities of Atlanta, Charlotte, Columbia, and Greenville. Greenwood and
Anderson are each about 20 miles away. The town provides a restful and quiet atmosphere for study.
The college arranges transportation to meet students arriving at nearby cities by train or plane,
provided adequate notication is given of the time of arrival. A nominal charge is made to cover costs.
Erskine’s 90-acre campus is divided into the West Campus and the East Campus. The campuses are
connected by a mall.
Academic and Administrative Facilities
Belk Hall, opened in 1967 and named in honor of the late William Henry Belk, founder of Belk
Stores, contains classrooms, the Oce of the President, the Admissions Oce, the Financial Aid Oce,
a number of other administrative and faculty oces, seminar rooms and a language laboratory. It is
conveniently located for the entire campus and has adjacent parking facilities.
Bowie Arts Center, opened in 1995, is a 14,000-square-foot museum and gallery built and endowed
by gifts of more than $2 million from Dr. Marie T. Bowie of Iva. The two-story building’s architecture
blends with that of Bowie Divinity Hall. The center contains a $1 million collection of the late Dr. Woord
Baldwin’s mechanical musical instruments and collections of Mrs. Bowie and Louise Bell. An exhibit hall
for traveling exhibits is named for Professor Emeritus of Art Felix K. Bauer. The center also includes a
state-of-the-art classroom. The Dr. Alex Patrick Gallery, located upstairs, was dedicated in 1999 and
features works by artists from the state and region donated by Dr. Alex Patrick of Greenville.
Bowie Divinity Hall, constructed in 1985 through a gift from W. Parker and Marie T. Bowie,
includes not only academic facilities for Erskine Theological Seminary but the Marie Bowie Chapel,
McLane Media Center, and meeting rooms for the entire Erskine community. The McLane Media
8
Center, provided by a gift from Drayton McLane, Jr. of Temple, Texas, in honor of his father, provides
audiovisual support services for the faculty and sta.
Daniel•Moultrie Science Center, completed in 1999, is named for the late Homozel Mickel
Daniel and for Mr. and Mrs. John Edward Moultrie, parents of former trustee Robert L. Moultrie,
whose rm, Facility Group, designed and constructed the building. The $7.4 million, 46,000-square-
foot state-of-the-art facility houses the departments of biology, chemistry and physics, as well as
general purpose areas such as an auditorium and classrooms for use by the campus community.
Erskine Building, constructed in 1892, is named for Ebenezer Erskine, founder of the Associate
Church of Scotland, which became part of the Associate Reformed Presbyterian Church in the U.S.
Renovated in 2008, it houses the education, psychology and sociology departments.
Galloway Applied Arts Building, which served as the Associate Reformed Presbyterian Printing
Oce from 1889-1976, was renovated to provide studio space for Erskine art students. It is named in
honor of Robert Speer Galloway and Robert Stone Galloway, owners and publishers.
McCain Library was built in 1949 and named in memory of Dr. J. I. McCain, revered English professor.
An annex, completed in 1973, increased the library from 9,000 to 23,000 square feet. Currently, McCain
Library houses the college and seminary collections of 160,000 book volumes, 22,000 periodical
volumes, 72,000 government documents, 10,000 microforms, and 2,000 audiovisual items. The library’s
Web site provides access to the online catalog, more than 100 electronic databases, and 65,000 e-book
and e-journal titles. The library maintains more than 950 current periodical subscriptions. Computers
and study areas are available for student use. The library is a partial depository for U.S. Government
documents. The library’s Department of Archives and Special Collections is located in Reid Hall. The
library also oversees a small branch library on the Columbia Campus of Erskine Theological Seminary in
Columbia, S.C. McCain Library is a member of the Partnership Among South Carolina Academic Libraries
(PASCAL), which aords benets to students, including statewide academic library borrowing privileges.
Memorial Hall, built in 1912 through the support of the Alumni Association and most recently
renovated in 2008, provides a recital hall for the music department and has studios for speech, piano,
and voice, as well as practice rooms equipped with pianos.
Moss Mathematics and Music Educational Facility was completed in 2008 and named in
honor of benefactors Joseph H. and Nena C. Moss of Austin, Texas. The 24,000-square-foot two-story
brick structure features classrooms, oce space, and a two-story rehearsal hall in the music portion.
The music portion of the building is named in honor of benefactors Robert L. and Cheryl Moultrie of
Atlanta, Ga., and the math section is named in honor of Mrs. Moss. A glass-enclosed foyer connects
the new facility with historic Memorial Hall, which was extensively renovated as part of the project.
Reid Hall, constructed in 1949 and named in honor of a distinguished science teacher, the late Dr.
E. L. Reid, currently houses the Business Department, the McCain Library Department of Archives and
Special Collections, and a multimedia classroom.
Activities Facilities
The Alumni House, extensively renovated in 2021, oers a lovely setting for meetings and
activities. Constructed in 1880, it was donated to Erskine by members of the Blythe family, who
purchased it in 1940. It served as a residence for the dean of the seminary and later as a meeting hall
for the Chi Lambda Sigma Society. Alumni and friends have contributed to its restoration.
Introducing Erskine
9Introducing Erskine
Carson Performance Hall, named in honor of President Emeritus Dr. John Carson and his wife
Sarah Ellen, was formerly known as Memorial Auditorium. Constructed in 1914 and renovated in
1974, it was recently expanded and provides an excellent facility for concerts and recitals.
Euphemian Hall, constructed in 1914, is an attractive building in the colonial style. It is the home
of the Euphemian Society and its sister organization, the Athenian Society.
Lesesne Auditorium, named for J.M. Lesesne, ninth president of Erskine College, was recently
renovated and seats approximately 900 for convocations, lectures, plays and other events.
Moatt Dining Hall, constructed in 1959 most recently renovated in 2019, was named in honor
of the late Dr. James S. Moatt and his wife, the late Jennie Grier Moatt, whose family provided
funds for major renovations. Dr. Moatt was president of Erskine College from 1907 to 1921 and Mrs.
Moatt was a longtime professor at Due West Woman’s College and Erskine College. The Founders
Room, seating more than 100 persons for special occasions, is included in the Moatt Dining Hall.
Philomathean Hall, built in 1859, is the oldest building on the campus and is the home of the
Philomathean and Philomelean Societies.
Watkins Student Center, dedicated in 1964, provides meeting rooms, guest rooms, lounges,
and oces for student organizations. It also houses a small chapel, the campus shop and the Oce of
Student Services. In one wing are Snapper’s, a snack bar with recreational facilities and a patio, and
Java City, a coee and smoothie bar added in 2003; in the other wing is Moatt Dining Hall.
Athletic Facilities
Robert Stone Galloway Physical Activities Center, named for the late Robert Stone Galloway
of Due West and completed in the fall of 1981, is a 65,000-square-foot building including classrooms
and oces for the physical education and athletic departments; two gymnasiums for intramurals
and recreation, including Belk Arena with the W.C. “Red” Myers Court with seating for intercollegiate
play and convocational events; dressing rooms for sports and recreational play; handball courts,
practice range, weight room, therapy room, and other facilities for recreational activity; visitors’
dormitory, lounge, laundry; the Taylor Family Hospitality Room; and other facilities for the academic,
recreational, physical education, and intercollegiate athletic programs of the college. It is located
adjacent to Bell Sports Complex and Huggins Soccer Field, and across the street from the Swimming
Pool, grouping Erskine’s recreational and athletic facilities in one area.
M. Stanyarne Bell Sports Center, named for the late Rev. Mr. Bell, president of Erskine College
from 1973 until his death in 1981, was completed in 1992. It includes two tennis courts, a tennis
building, bleachers, restroom and concession facilities, a baseball press box, dugouts and backstop for
baseball, and a sports management center. The complex also encompasses the Sloan Tennis Courts
and Grier Baseball Field (see separate listing). The Court Fisher Tennis Building, Vardon Cox Center
Courts, and Harry Stille Press Box are other named facilities included in the complex. They honor the
late D. Courtland Fisher, Erskine graduate and administrator; H. Vardon Cox, Erskine graduate, tennis
coach from 1969 to 2014, and Erskine’s longest serving coach; and the late Dr. Harry C. Stille, professor
of physical education at Erskine from 1957 to 1991 and baseball coach from 1959 to 1988.
Sloan Tennis Courts, a gift of Dr. and Mrs. E. D. Sloan Jr., provide six well-drained, fenced-in
laycold courts. Lights were installed during the 1988-89 year for the Sloan Courts. Two additional
courts, the Vardon Cox Center Courts, are located at the Bell Sports Center.
10
Introducing Erskine
Robinson Terrace, an amphitheater located at the rear of Robinson Hall, furnishes a natural
setting for programs and activities.
Grier Field contains a fenced-in baseball eld and also provides a spacious eld for intramurals.
Other intramural elds are located behind Carnegie and Robinson residence halls, and behind the
fence of the baseball eld.
Claude Huggins Field for intercollegiate soccer is adjacent to Grier Field. It is named for the late
Claude Huggins, a Donalds, S.C., businessman who donated land for the eld. It is lighted for night play.
The Frank W. and Viola P. Faires Media and Guest Center provides excellent support facilities
for Huggins Soccer Field.
Ellenburg Pavilion, a roofed, concrete picnic area, includes a barbecue pit, replace, and
volleyball court. A 1978 gift by Mr. and Mrs. M.L. Ellenburg of Easley, S.C., helped provide this facility.
The Winnie Morrison Phillips Pool Facility, named in honor of the late Mrs. Phillips, Erskine
graduate and former alumni director, operates under a joint-use agreement between Erskine and the
Town of Due West.
A Softball Field, including dugouts for competing teams, is located behind Carnegie residence hall. The
eld is used for Erskine’s intercollegiate play. The eld is enclosed with a regulation distance outeld fence.
A.M. Tuck Intramural Field, honoring the late Mr. Tuck, a longtime member of the Erskine
Boards of Trustees and Counselors, is a lighted intramural eld located behind Grier Field.
Residential Facilities
Bonner Hall, a three-story residence hall, was opened in 1970. It was completely renovated
and restored in 2001. It replaces the original Bonner Hall, the main building of the Woman’s College,
which was built in 1860 and destroyed by re in 1964.
Carnegie Hall, a three-story residence hall for freshman women, built in 1907, was completely
restored and renovated in 2002.
Edwards House serves as honors housing for women.
Grier Hall, built in 1956, is a modern building in the colonial style. It was completely renovated
and restored in 2001.
Kennedy Hall, built in 1960, is a two-story residence hall. It was completely renovated and
restored in 2003.
McQuiston Hall serves as honors housing for men.
Pressly Hall, built in 1959, is a modern building in the colonial style. It was completely restored
and renovated in 2002.
Robinson Hall is a three-story residence hall constructed in 1922 and renovated in 1995. It was
completely renovated and restored in 2003.
The Erskine Apartments for upperclassmen are located on campus, providing a semi-
independent living environment with one- and two-bedroom options.
The Fleet Village, our newest campus housing for upperclassmen, will accommodate six students
per townhome unit, oering both single- and double-occupancy rooms.
The President’s Home, built in 1938 and located on Main Street, has a spacious lawn for receptions.
11
Introducing Erskine
Honor Code
We, the members of this academic community, Erskine College, stand for the search for truth, the
fair and respectful treatment of others, and the recognition of honest originality in academic pursuits.
Since its founding in 1839, Erskine has upheld the code of honor within its motto, Scientia cum
moribus conjuncta, as the moral cornerstone of the Erskine education, shaping individual character
for service to God and others.
By entering the Erskine academic community, a new student or faculty member joins this long
tradition, accepts and embraces the college’s mission, its educational processes, and the policies
which undergird them. Every individual has the responsibility to maintain the highest standards
of personal honor and integrity in academic relationships, understanding that maintaining these
standards will benet the individual as well as the community. The Erskine community ourishes only
when every member—students, faculty, sta, administration, and alumni—upholds the precepts
embodied in this code, as adopted by the faculty and Student Government Association of Erskine
College.
I. Dishonorable Conduct Undermining the Academic Community
A. Lying—knowingly and willingly giving false information, written or oral
B. Cheating—subverting the scholarly rules and expectations set by the professor
C. Stealing—taking something that belongs to someone else
D. Plagiarism—taking someone else’s work and presenting it as one’s own
II. Principles Supporting the Academic Community
A. The academic community recognizes that the professor establishes the scholarly rules for the
class, while recognizing that the details of rules may vary from course to course and discipline
to discipline.
B. The academic community recognizes that collaboration occurs in and out of class, but accepts
that the professor has the right to establish limits to collaboration.
C. The academic community acknowledges the use of computers and other technology for
scholarly work and believes that the rules governing honorable conduct extend to, and should
prevail in, the digital world.
D. The academic community arms that ignorance of the rules of academia is no excuse.
III. Responsibilities of the Students
A. Students are responsible for their own behavior in light of standards set by their professors
and to seek clarication when unsure of faculty expectations related to academic integrity.
B. Students report suspected violations to the appropriate faculty members or to the
Associate Dean for Academic Aairs.
C. Students handle all suspected violations with condentiality.
D. Reporting students have the right to remain anonymous.
12
IV. Responsibilities of the Faculty
A. Faculty members clearly communicate standards for behavior in regard to the Honor Code,
including expectations related to computers and handheld devices.
B. Faculty members convey limits to collaboration.
C. Faculty members report all violations of the Honor Code to the Associate Dean for Academic
Aairs.
D. Faculty members handle all cases with condentiality.
V. Violations and Procedures for Handling Them
A. Violations are lying, cheating, stealing, and plagiarizing.
B. Reports to the associate dean should be made as soon as possible after a violation occurs.
C. The faculty member may attempt to deal with the matter if the student accepts responsibility
or may refer the case to the dean. The associate dean can make a decision in the
case or refer it to the Judicial Council.
D. When Judicial Council handles a case, it follows the procedures stated in the Pilot.
E. Procedures for handling violations allow for the possibility of sanctions which range from
failing grades to suspension or expulsion.
F. Procedures for handling violations include the possibility of appeal. If the case is handled by
the faculty member, associate dean, or the Judicial Council, appeal is made to the College
Committee on Discipline and Appeals. If the case is handled by the College Committee on
Discipline and Appeals, appeal is made to the Presidential Appeals Committee.
G. Students are presumed not to have violated the honor code until they admit responsibility or
are found to be responsible.
H. The determination of responsibility shall be made on the basis of whether it is more likely than
not that the accused student violated the Honor Code.
I. All formal and informal hearings should be conducted with the utmost condentiality.
VI. Revising the Honor Code
The Dean or the Vice President for Student Success may become aware of concerns about the Honor
Code from the faculty or the student body. Either administrator may request that an Honor Code
Review Committee be appointed. This Committee should consist of three faculty members selected
by the chair of the faculty and three students selected by the Student Government Association
president. The Committee will appoint a chair from its membership. All revisions must be approved by
the faculty and by the Student Government Association. Association.
Introducing Erskine
13
Admissions
The Oce of Admissions accepts applications on a rolling basis. Students may apply for admission
beginning Jan. 1 of junior year in high school. Decision notications for complete applications will be
mailed beginning July 1. Students should conrm their enrollment by the national candidates’ reply
date, May 1. Registration for the upcoming term is contingent upon graduation from high school
prior to matriculation and receipt of all nal, ocial transcripts (high school and/or college) from all
institutions attended.
Freshman Admissions: Students entering Erskine College directly following graduation from high
school are considered freshman applicants. The following information is required of all freshman
applicants before the Admissions Committee can render a decision:
1. A completed application. There is a $25 fee for all applications.
2. A high school transcript from all schools attended, through completion of junior year.
3. Scores on the Scholastic Aptitude Test (SAT), the American College Testing Program (ACT), or the
Classic Learning Test (CLT).
4. A Personal Statement (located on the application).
Transfer Admissions: Students who enrolled in college courses after graduation from high school
are considered transfer applicants. The following information is required of all transfer applicants
before the Admissions Committee can render a decision:
1. A completed application. There is a $25 fee for all applications.
2. Ocial transcripts from all colleges and universities attended. If fewer than 24 semester
hours have been earned, the student must provide a high school transcript with SAT, ACT, or CLT
scores. .
3. A Personal Statement (located on the application).
International Students
1. Submitted application. There is a $25 fee for all applications.
2. Submission of transcript. Must be translated into a U.S. 4.0 grading scale and go through IEE,
WES, ECE., or other NACES approved member.
3. Scores on the Scholastic Aptitude Test (SAT), the American College Testing Program (ACT) or
Classic Learning Test (CLT).
4. English Language Prociency Test. English prociency is required when a student’s native
language is not English. Accepted exams and minimum scores: TOEFL 70 iBT (Internet-based test),
IELTS: 6.0, PTEAcademic: 48, Duolingo: 100, or CEFR: B2 (score must be translated into English). Upon
acceptance, students must submit an enrollment fee and Certicate of Finance. An I-20 will then be
issued so that the student may obtain a visa. The student is responsible for any fees associated with
acquiring the student visa.
Enrollment Fee
All admitted students are required to submit an enrollment fee to reserve their place in the
incoming class. Enrollment fees will be accepted as long as there is available space in the incoming
Admissions
14 Admissions
class. This enrollment fee is refundable for fall applicants unless otherwise specied, if requested in
writing by May 1.
Preparation/Requirements
Applicants should have earned at least 14 units in college preparatory courses, including four
courses in English, two in mathematics, two laboratory science courses, two social sciences, and
at least four other units earned from these subject areas: history, science, Latin, modern foreign
languages, advanced math and English. Preference is given to students with more than the minimum
preparation.
Examination-Based Credits (AP, IB, CLEP, Prociency)
Examination-based credits include credits earned through AP, IB, CLEP, or prociency testing. These
credits do not aect the student’s grade point average. If a student receives a score of four (4) or
higher on Advanced Placement (AP) tests, college credit will be awarded. If a student receives a score
of ve (5) or higher on a higher-level examination of the International Baccalaureate (IB) Program,
college credit will be awarded. The college may grant credits based on the results of the College Level
Examination Program (CLEP). Credit is awarded for subject examinations only; no credit is awarded
for general examinations. Prociency examinations may be requested through departmental chairs.
These tests may be prepared locally or obtained from the Education Testing Service or other nationally
recognized testing agencies. A fee may be charged by the administering department for a prociency
exam. Questions regarding examination-based credits should be referred to the Institutional
Registrar.
Credit In Escrow
Erskine allows high school students recommended by their principals and/or guidance counselors
to take basic courses at the college. Area high school students may take basic courses on the Erskine
campus for which there is no college prerequisite. College credit will be awarded in escrow to be
applied at Erskine or transferred subject to the regulations of other institutions.
Transfer Work
Courses taken during high school may be considered for credit at Erskine College upon
receipt of an ocial transcript of all college courses taken, submitted directly from the college(s)
attended.
Transfer applicants will be considered for acceptance by the Admissions Committee upon presentation
of satisfactory transcripts from accredited colleges and universities which grant A.A., A.S., or higher
degrees. The high school transcript is required in some cases.
Credit is awarded toward an Erskine degree for courses which correspond to those oered by Erskine
and on which grades earned were “C” or better. Courses which do not correspond to courses oered
by Erskine may be accepted as free electives, up to a maximum of six semester hours of credit toward
graduation requirements. The quality point ratio at Erskine is calculated only on courses attempted on
campus. Students must be eligible to return to their former institutions before an Erskine acceptance
is valid. A maximum of 64 semester hours may be accepted from an accredited two-year college.
15Admissions
Students who have completed a bachelor’s degree at an accredited institution and wish to pursue
a degree at Erskine College in a dierent major or major concentration shall have their coursework
evaluated as a transfer student.
Summer Session
The Erskine College Summer Session consists of two six-week terms to aid current (college)
students and high school graduates who wish to accelerate their program of study and to help meet
the certication requirements of elementary and secondary school teachers.
A variety of courses is oered to accommodate freshmen entering college for the rst time as well
as returning students. Exact information about course and tuition charges for the summer session is
published in the summer bulletin, available in the early spring. Financial aid is not normally available
for the summer session.
Compliance with the Civil Rights Act
Erskine College welcomes applications from all students who meet its requirements and qualications
regardless of race, gender, color, or national origin. The college has led with the Federal Government an
Assurance of Compliance with all requirements imposed by or pursuant to Title VI of the Civil Rights Act
of 1964.
Compliance with the Buckley Amendment
Erskine College is in compliance with the Family Educational Rights and Privacy Act of 1974
(Buckley Amendment) which provides students the right to review their own educational records
upon request. Erskine is prohibited from showing these records to unauthorized persons without the
student’s written consent.
Equity in Athletics Disclosure Act
In compliance with federal regulations, Erskine makes available a copy of the current Equity in
Athletics Disclosure Report. This report is made available on Oct. 1 for the previous budget year.
Interested parties should contact the Director of Athletics for a copy.
Student Records Policy
The permanent records of students at Erskine College shall consist of les in the Academic Oce, the
Business Oce, and the Oce of Student Services, and a placement folder. All information collected
on students during attendance at the college shall be retained during the time of attendance at the
college and for seven years thereafter. Students may examine their academic records by contacting
the Academic Oce to make an appointment. A sta person in the Academic Oce will obtain the le
and remain present while the student examines it.
After seven years the college will maintain only the following: 1. the application for admission; 2.
the academic records, including a listing of courses attempted, credits, grades, quality points earned,
notication of suspension or expulsion; 3. the transcript, which will list courses attempted, credits
earned, grades, and quality points, date of graduation, degree awarded, and Latin citation, if any;
and notication of expulsion; 4. the placement le; 5. the student nancial account; 6. a statement of
16
Admissions
honors, awards, activities, elective oces, etc., if provided by the student. As a service to alumni, the
Placement File is kept for 14 years. Because of the repayment period, Perkins Student Loan records
will be maintained for 10 years.
Copies of the College Catalog, the Pilot, the Arrow, the Mirror, and the Review are considered a part
of the permanent records of the college and will be maintained in McCain Library.
A complete policy on access to student records is on le in the Academic Oce.
Contact Us
The Oce of Admissions is located on the main oor of Belk Hall. All correspondence should be
addressed to Oce of Admissions, P.O. Box 338, Erskine College, Due West, SC 29639. The email
address is admissions@erskine.edu. The fax number is 864-379-3048.
17
Finances
Finances
The Cost of an Erskine Education (2022-23)
Resident Students Fall Semester Spring Semester Academic Year
Tuition $18,255.00 $18,255.00 $36,510.00
*Board (all plans) $3,026.00 $3,026.00 $6,052.00
**Room $2,947.00 $2,947.00 $5,894.00
***Total $24,228.00 $24,228.00 $48,456.00
Day Students Fall Semester Spring Semester Academic Year
Tuition $18,255.00 $18,255.00 $36,510.00
***Total Tuition $18,255.00 $18,255.00 $36,510.00
*Students residing in residence halls are required to take board in the Dining Hall.
**Additional cost per semester for Single Room, $825; Villages, $800 ; Apartments, $600 ; Honors Housing, $400.
***Totals do not include class-specic or other special fees. See list of other fees below.
Summer school tuition will be charged at $250 per credit hour plus corresponding book and lab fees.
Special students who enroll for eight semester hours or fewer will be charged $1,275 per credit hour.
Nine to 16 hours are considered a normal load during regular terms, and regular charges apply.
Students who wish to audit courses must have the approval of the Provost and Dean and the
professors concerned. A student with a GPA of at least 2.8 on the previous term’s work may audit one
course without charge. The charge for auditing a course is one-half the regular charge.
Applied music students are guaranteed a minimum of 12 or 24 lessons per term, depending on
whether the students takes one or two one-half-hour lessons per week. No deductions in fees can be
made for absences from music lessons. Lessons missed by absence of the student are not rescheduled.
Private music lesson charges are non-refundable.
Explanation of Required Fees
New Student Enrollment Fee. All new students attending Erskine College in the fall must pay
a $300 New Student Enrollment Fee. The New Student Enrollment Fee will be refundable until May 1.
Refunds must be requested in writing and submitted to the Admissions Oce by the postmark date
of May 1. After May 1, all New Student Enrollment Fees are non-refundable.
New students enrolling in January (spring term) are required to pay a $300 non-refundable New
Student Enrollment Fee by December 1 or within two weeks after acceptance.
Students will not be allowed to register for classes or reserve a room in the residence hall until the
Business Oce has received the New Student Enrollment Fee.
Special Fees. The following special fees will be charged where applicable:
Fleet Complete Program Fee (textbook rental program) ..........................................................................$25 per hour taken
Student Teaching Fee (ED 422-424, MU 425, SE 426) ......................................................................................................$260
Single Room Fee (per semester)........................................................................................................................................$825
18
Finances
Honors Housing (per semester).........................................................................................................................................$400
Erskine Apartments (per semester)....................................................................................................................................$600
Fleet Villages (per semester)..............................................................................................................................................$800
Graduation Fee (senior year).............................................................................................................................................$150
Lab Fees:
AR 105, 170, 240, 270, 272, 341, 342, 370..........................................................................................................................$130
AR 190, 195, 210, 225, 226, 227, 290, 295, 320, 365.........................................................................................................$230
HE 216....................................................................................................................................................................................$55
BA 225, 226, 227, 365..........................................................................................................................................................$230
BG 101, 110, 111...................................................................................................................................................................$130
CH 101, 102, 104, 105, 205, 207, 215, 217, 321, 323, 401, 402, 405...................................................................................$130
GL 101....................................................................................................................................................................................$130
IT 225, 226, 227................................................................................................................................................................. $230
MU 070, 370.........................................................................................................................................................................$175
MU 470................................................................................................................................................................................ $230
PH 106, 110, 111, 120, 121, 220..............................................................................................................................................$130
PY 310, 312, 319, 320..............................................................................................................................................................$130
Service Charge—per term*..............................................................................................................................................$100
Private Instruction (non-refundable):
Organ, 1 lesson a week, per term*........................................................................................................................................$325
Organ, 2 lessons a week, per term*.......................................................................................................................................$550
Piano, 1 lesson a week, per term*.........................................................................................................................................$325
Piano, 2 lessons a week, per term*....................................................................................................................................... $550
Voice, 1 lesson a week, per term* .........................................................................................................................................$325
Voice, 2 lessons a week, per term*........................................................................................................................................$550
Instrumental, 1 lesson a week, per term*.............................................................................................................................$325
Instrumental, 2 lessons a week, per term*............................................................................................................................$550
*Fall or Spring
Note: One (1) lesson = 30 minutes
Parking Fee (yearly)........................................................................................................................................................... $100
Any student may have an automobile or motorcycle on campus. All vehicles used by resident students, commuter students, or
o-campus students are required to have a permanent parking decal.
Laundry Fee (per semester) .................................................................................................................................................$50
Cost of Transcript (current students and alumni).................................................................................................................$10
Graduation Fee. A fee of $150 is charged all students applying for a degree. This covers expenses of the diploma, the cap and
gown, and other expenses related to graduation.
Regulations Regarding Payments
Financial plans for paying all college bills must be nalized with the Business Oce before the
beginning of each new term. Prior to the beginning of each term, students will receive their award
letter and will be responsible for communicating to the Business Oce which of the following
methods will be used to pay their remaining net balance:
19
Finances
1. Pay net balance in full before the beginning of the term.
2. Sign up for payment plan. Students will sign up for an auto-payment program that pays their
net balance in ve (5) payments using a credit card or automatic bank draft. Note: Monthly payments
will be automatically adjusted each month to incorporate any changes to the student’s bills.
3. Pay net balance with government, parent plus, or private loans. Note: loan paperwork must be
submitted before the start of the term.
Any student who does not have an approved nancial plan in place prior to the nal day of drop/
add will be withdrawn from enrollment.
All correspondence relating to nancial matters should be directed to the Business Oce of the
college at studentbilling@erskine.edu. A representative will respond and schedule an appointment.
All money orders, drafts, and checks should be made payable to Erskine College, and no receipts
will be mailed for payments. Checks will serve as receipts.
Billings are subject to adjustment according to changes in applicable fees, deposits, grants, and
scholarships. Students are responsible for checking their ebills for adjusted balances. Some billing
adjustments can take place following a term (dorm room damage fees, unreturned book fees, etc.)
Registration will not be permitted for any student who has an outstanding nancial obligation to
the College.
The college reserves the right to request the withdrawal of a student at any time if the student’s
nancial accounts have not been satisfactorily arranged. In the event of a withdrawal, there will be
no refund of money previously paid.
Because economic conditions uctuate, the college reserves the right to adjust tuition and other
charges accordingly.
Refund Policy
The College is committed to expenses based upon the enrollment anticipated at the beginning
of each term. Enrollment at Erskine is considered a contract binding students and their parents for
charges for the entire term. Refunds are granted in certain circumstances set forth in this section;
however, tuition will not be reduced or refunded regardless of the mode of instruction, including in
the event that instruction occurs remotely for any part of the academic year.
Withdrawal from the College
Students who withdraw from the College may receive a partial refund in accordance with the
schedule below. The date of withdrawal is established by the Registrar. Time frames and amounts of
proration for tuition refunds are based on the percentage of the term elapsed. Full tuition refunds are
available only prior to the rst day of the term.
If a Student Withdraws: Portion of Tuition Refunded:
First week 90 percent
Second week 75 percent
Third week 50 percent
Fourth week 25 percent
After fourth week None
20
Finances
Financial Aid recalculates federal nancial aid eligibility for students who withdraw from the
institution prior to completing 60 percent of the term in accordance with the Federal Return of Funds
regulations. (See Return of Federal, Institutional, and State Funds.) The recalculation is based on
the percentage of earned aid for the semester. When federal aid is returned, the student may owe a
balance to the College.
Money to be returned will be allocated in the following priority: FELP programs, Direct Loans,
Perkins, Pell, SEOG, other Title IV programs, State programs, institutional funds and direct student
payments.
Fees are not refundable. No refund will be made for room rent if the room is occupied for one day.
Board refund will be determined on a pro rata basis for the time in attendance.
No refund for tuition, room or fees will be made to the student who is asked to withdraw for
academic or disciplinary reasons. Medical withdrawals are reviewed on a case-by-case basis.
For Summer School, if a student withdraws within 6 days, tuition (–$50.00) will be refunded; if the
student withdraws after that point (for providential reasons), tuition may be refunded on a pro rata
basis (up to the midpoint of the term).
Collections
Erskine College reserves the right to utilize outside agencies for collection of past due accounts.
Student will be responsible for balance due plus any and all collection costs. By registering for classes,
the student agrees that if he or she fails to pay any unpaid balance on his account, he or she will
be personally responsible for, and agrees to pay, all costs of collection, including late payment fees,
transcript hold fees, interest, additional fees of third-party collection agencies or attorneys (up to
40 percent of the principal, interest, and late charges accrued prior to referral to such agency or
attorney), court costs, and/or any other charges necessary for the collection of this debt.
The student understands and agrees that, in order to service his or her account or collect any
amounts owed, Erskine College, its employees, agents, and service providers may contact the student
by telephone at any telephone number associated with his account, now or in the future, including
wireless telephone numbers. Erskine College, its employees, agents, and service providers may
also contact the student by sending text messages or emails, using any email address or telephone
number the student provides. Methods of contact may include using pre-recorded/articial voice
messages and/or use of an automatic dialing device, as applicable.
The student irrevocably consents to the jurisdiction of the state and federal courts located in the
state of South Carolina in any lawsuit arising out of or concerning the enforcement of any obligations
related to any unpaid balance and collection costs, including any lawsuit to collect amounts that the
student may owe.
No degrees are conferred upon students who have not met all their nancial obligations to the
college, and no student may obtain a transcript or an honorable dismissal until all bills are paid,
including timely payment of any loan fund notes.
Other concerns
Students required to take board in the Dining Hall who have special dietary needs should contact
the Oce of Student Development as well as Aramark Food Services. Aramark will make reasonable
21
Financial Aid
changes to meals to accommodate specic dietary needs as outlined by a student’s health care
professional.
The college will not be responsible for any personal property of the students, nor does it carry
insurance for that purpose.
Students participating in an approved o-campus study program may transfer eligible nancial
aid to be applied toward the student’s cost of the study abroad program. If funds are wired to the
study abroad university, the student will be responsible for any additional amount due as a result of
exchange rate dierences.
The Financial Aid Oce
The Erskine College Financial Aid Oce is committed to assisting students and their families in
their eorts to obtain sucient nancial resources in making attendance at Erskine an academic and
nancial reality. There are many dierent sources of nancial assistance available to qualied students.
Financial aid awards are based on economic need, merit, scholastic achievement, and extracurricular
activities. In order to establish an equitable basis for determining the family contribution, Erskine uses
the Free Application for Federal Student Aid (FAFSA). By completing the FAFSA, a student applies for
federal, state, and institutional need-based funds. Erskine College reserves the right to make revisions
to a student’s award package depending on the receipt of additional scholarships and/or information
relating to need. The Erskine College Financial Aid Oce awards aid to qualied applicants regardless
of race, religious creed, place of national origin, ethnic group, or physical disability.
How to Apply for Financial Assistance
1. Apply for admission to Erskine College.
2. Complete and submit a Free Application for Federal Student Aid (FAFSA):
www.fafsa.ed.gov (School Code: 003432)
For early estimator: www.fafsa4caster.ed.gov
3. Secure your FSA ID from the US Department of Education using any of the following federal websites:
www.fafsa.gov
www.nslds.ed.gov
www.StudentLoans.gov
www.StudentAid.gov
For an Agreement to Serve: www.teach-ats.ed.gov
4. Apply for any state and/or local scholarships.
5. Investigate sources of assistance related to your major or career choice.
Financial aid award packages are issued only after a student has been accepted for admission
to Erskine College.
All students must complete the FAFSA to be considered for Erskine College funds.
22 Financial Aid
Eligibility for Federal and State Need-Based Assistance
Applicants for all federal and state need-based programs must meet the following criteria:
1. Students must be U.S. citizens or eligible non-citizens enrolled in a degree-seeking program.
2. Students must maintain *satisfactory academic progress to be eligible for nancial assistance.
3. Students must not be in default on a student loan or obligated to pay a refund on a previous
federal program.
4. Students must demonstrate nancial need by ling the Free Application for Federal Student
Aid (FAFSA).
5. Male students must be registered with Selective Service (if required).
Please be aware that many types of nancial assistance can be awarded only to students who are
classied as full-time. The federal denition of a full-time student requires 12 credit hours per semester.
Types of Assistance
Financial Aid packages usually consist of three types of aid: (A) scholarship/grant, (B) work study and (C)
student, parent and alternative loans.
A. Scholarship/Grant
A scholarship/grant involves no repayment. This money is awarded by federal, state, local or
college agencies.
South Carolina Scholarships and Grants
South Carolina Tuition Grant – A state-funded program designed to assist South Carolina residents who are accepted by
or enrolled in independent colleges in the state of South Carolina. These grants are based on need and merit and are awarded
on an annual basis. The maximum amount that a student at Erskine can receive from this program for the 2022-23 academic
year is $4,500. The FAFSA serves as the application for the South Carolina Tuition Grant. For renewal purposes, students must
complete 24 cumulative hours per academic year. The FAFSA application deadline for SC Tuition Grant is June 30.
South Carolina HOPE Scholarship – A South Carolina state program awarded to incoming freshman students who
graduate from a South Carolina high school with a 3.0 cumulative grade point average and who are not eligible for the South
Carolina L.I.F.E. Scholarship or the Palmetto Fellows Scholarship. The amount of the HOPE Scholarship for the 2022-23 academic
year is $2,800. The HOPE is a freshman-only scholarship and is not renewable. If, at the end of the freshman year, a student has
a cumulative grade point average of 3.0 or higher and has 30 cumulative credit hours or more, the student will be eligible to
receive the L.I.F.E. Scholarship for the next academic year. In future academic years, in order to renew the L.I.F.E. Scholarship,
students must meet L.I.F.E. Scholarship renewal requirements.
South Carolina L.I.F.E. (Legislative Incentives for Future Excellence) Scholarships – A state program created to
assist South Carolina residents. Students must meet two (2) of the following three (3) criteria: (1) graduate from a South
Carolina high school with a cumulative 3.0 GPA on a 4.0 scale; (2) score at least an 1100 on the SAT or 24 on the ACT; (3)
graduate in the top 30% of their high school class. Students must be degree seeking and must be enrolled full-time (12 credit
hours per semester). For renewal purposes, student must maintain a 3.0 cumulative grade point average and complete 30
cumulative credit hours per academic year. The amount of the L.I.F.E. Scholarship for the 2022-23 academic year is $5,000.
South Carolina Palmetto Fellows Scholarships – A state program created to assist South Carolina residents. Students
must meet the following criteria: a 3.5 GPA, 1200 SAT or 27 ACT, and rank in the top 6% of the class. Students are also eligible
if they have a 1400 combined SAT score and a high school grade point average of 4.0 or higher. Eligible candidates must apply
through their high school guidance oce in the fall of their senior year. Students must be degree seeking and must enroll
full-time (12 credit hours per semester). For renewal purposes students must maintain a 3.0 GPA and complete 30 credit hours
per academic year. The amount of the Palmetto Fellows Scholarship for the 2022-23 academic year is $6,700 for freshmen and
$7,500 for sophomores, juniors, and seniors.
23
Financial Aid
Enhanced LIFE Scholarship, Palmetto Fellows Scholarship
The South Carolina General Assembly has passed legislation that enhances the value of LIFE and Palmetto Fellows awards
for students majoring in math and science disciplines.
Basic eligibility requirements for the enhanced awards are:
Palmetto Fellows Enhancement – in addition to the base Palmetto Fellows requirements:
Recipients with at least 30 hours, and who, as freshmen, earned 14 hours of approved math or science and who are
math or science majors will receive an additional amount of up to $2,500 for a maximum of $10,000. Freshmen are not
eligible for the Palmetto Fellows Enhancement.
LIFE Scholarship Enhancement– in addition to the base LIFE Scholarship requirements:
Recipients with over 30 hours, and who, as freshmen, earned 14 hours of approved math or science and who are math
or science majors will receive an additional amount of up to $2,500 for a maximum of $7,500. Freshmen are not eligible for
the LIFE Scholarship enhancement.
NOTE: In addition to dening eligible majors, individual courses must be identied that meet the 14 hours of math or
science during the freshman year requirement. Please note that current interpretation of the new legislation precludes
students from ever becoming eligible for the enhancements if the 14-hour requirement is not met by the end of freshman year.
AP credits and dual enrollment courses (college credit courses taken while still in high school) can satisfy the 14-hour rule.
Erskine approved courses to meet the 14 hours of math or science during the freshman
year requirement:
Biology 110, 111, 200, 201, 202, 204, 206, 207, 209, 210, 211, 214, 215, 220, 222
Chemistry 101, 102, 214, 215, 216, 217
Information Technology 170
Mathematics 107, 141, 142, 205
Physics 110, 111, 120, 121
Erskine-approved majors for Palmetto Fellows and Life Scholarship Enhancements:
Biology, Chemistry, Mathematics
Federal Financial Aid Programs
Federal Pell Grant – A federal program that can provide up to $6,895 for the 2022-23 academic year for students who
qualify. The FAFSA serves as the application for this program.
Federal Supplemental Educational Opportunity Grant - SEOG – A federal program that provides grants ranging
from $200 to $4,000 per year. Students eligible for this grant must be Pell Grant recipients. The FAFSA serves as the application
for this program with priority given to FAFSA applications received by March 1.
Erskine College Institutional Grants and Scholarships
Academic Scholarships
In order to renew an Academic Scholarship, students must maintain the required cumulative grade point average (GPA).
Presidential Full Scholarship recipients are required to maintain a 3.0 GPA and complete 30 hours per academic year in
order to renew the scholarship. Cumulative hours and GPA must be earned at Erskine College. Students receiving Presidential
Full Scholarships cannot receive other Erskine College institutional aid, including Erskine College athletic scholarships. This does
24
Financial Aid
not exclude students from receiving other aid from federal, state, local, and/or other assistance from outside resources. If you
fail to meet the qualications to renew the scholarship, you cannot regain the Presidential Scholarship. Losing the Presidential
Scholarship will result in a reduction of your nancial aid. This scholarship covers tuition, required fees, and room and board
minus any state, federal, and outside scholarships or grants.
Solomon and Wylie Award recipients are required to maintain a 3.0 grade point average (GPA) and complete 30 hours
each academic year (fall, spring, and summer) in order to renew the scholarship. Cumulative hours and GPA must be earned at
Erskine College. The Solomon scholarship covers up to 16 credit hours per semester, which is considered a full academic load.
If an overload is taken in any given semester, you will be responsible for the extra cost of those courses. If you fail to meet the
qualications to renew the scholarship, you cannot regain the Solomon or Wylie Scholarship. Losing the Solomon or Wylie
Scholarship will result in a reduction of your nancial aid.
Dean, Honors, Erskine, Towers, Garnet, or Gold Scholarship recipients must maintain *satisfactory academic
progress (see p. 32) and must earn a GPA that meets the requirements for continuing enrollment and graduation and complete
24 cumulative hours per academic year. Students receiving Dean, Honors, Erskine, Towers, Garnet, or Gold Scholarships may
receive additional Erskine College funds, including athletics, music and drama with limitations.
Erskine College Scholarships- Students can only receive up to $3,000 in any combination of special scholarship funds
which include Member of ARP Church, ARP Church Matching, and Child of Erskine Alumni. For example, for students receiving
Member of ARP Church and ARP Matching Grants, the combination of the two cannot exceed $3,000 in Erskine funds; a separate
application for each must be lled out yearly and returned to the Financial Aid Oce by the May 1 application deadline.
NOTE: Some scholarships may not be stackable. If you have questions, contact the Financial Aid Oce.
Athletic and Other Scholarships
Men’s athletic scholarships are oered in baseball, basketball, cross country, football, golf, soccer, tennis, track and eld, and
volleyball. Coaches recommend recipients of athletic scholarships.
Women’s athletic scholarships are oered in acrobatics and tumbling, basketball, beach volleyball, cross country, golf,
lacrosse, soccer, softball, tennis, track and eld, and volleyball. Coaches recommend recipients of athletic scholarships.
Drama/Music Scholarships are oered in drama, piano, voice, organ and wind instruments. Each spring auditions are held by
the ne arts faculty to select scholarship recipients.
Erskine College Institutional Grant Programs – Through the generosity of alumni and friends of the college, funds have been
made available for those who need nancial assistance. The student’s academic ability and nancial need determine the amount.
Outside Scholarships/Grants – Churches, high schools, banks and civic organizations often oer scholarships to students.
Check with your local Chamber of Commerce for scholarship information. For more information on outside scholarships check out
the Erskine nancial aid Web site: www.erskine.edu/nancialaid
NOTE: If students receive outside scholarships, Erskine institutional funds may be adjusted (reduced) dependent upon eligibility or
need for nancial aid. Erskine College reserves the right to withdraw any type of nancial aid award from students who, at the close
of any semester, have not made *satisfactory academic progress, or who, for other reasons, do not meet the standards of Erskine
College, or who have reached the cost of attendance of the college. All federal and state assistance recipients are required to meet
Erskine’s *satisfactory academic progress requirements. Students who change housing plans from on campus to o campus may
have a reduction of scholarships. Please contact the Financial Aid Oce if you are considering moving o campus.
B. Work-Study Scholarships
Federal College Work-Study Scholarships are awarded to students with nancial need. Work-Study
is designed not to interfere with a student’s class schedule. The FAFSA must be completed and led to
determine eligibility for work-study. Erskine also oers its own work program, which helps students
defray the costs of college and provides the college with needed services and/or special assistance.
NOTE: Work-Study funds are not credited to the student’s account. Students are paid for work-study
on a monthly basis after the online time card is approved by their supervisor. Students can earn up to the
amount listed on the nancial aid award letter. It is the students’ responsibility to make sure they do not
work over their awarded amount. Time worked over the awarded amount will not be paid.
25
Financial Aid
C. Loans
All programs in this category are loans that must be repaid and the interest charged varies with the
dierent programs.
Federal Direct Loans
Federal Direct Loans are long-term low-interest loans to help pay expenses related to attending
college. Subsidized Direct Loans are based on nancial need. The federal government pays the interest
on these loans while the student is in college. Unsubsidized Direct loans are not based on nancial need.
These loans are designed for students who do not qualify for a subsidized loan and the interest on these
loans are the responsibility of the borrower. The interest rate is variable and will never exceed 8.25%. To
receive Federal Direct Loans, students must be enrolled in college on at least a half-time basis. Students
must complete the Master Promissory Note and Entrance Counseling online through the Direct Loan
Program (www.studentloans.gov). Repayment begins six months after a student graduates, ceases to
be enrolled at least half-time or withdraws from college.
Loan Amounts:
Freshmen up to $5,500 (No more than $3,500 may be subsidized)
Sophomores up to $6,500 (No more than $4,500 may be subsidized)
Juniors up to $7,500 (No more than $5,500 may be subsidized)
Seniors up to $7,500 (No more than $5,500 may be subsidized)
Aggregate Direct Loan Limit for dependent undergraduate students is $31,000 (no more than $23,000
may be subsidized).
Students apply for their loans at www.studentloans.gov. In order to receive the Federal Direct
loan students are required to ll out the FAFSA as well as an entrance counseling exam and a master
promissory note through the Direct Loan Program (www.studentloans.gov). If a student wants to cancel
a loan he or she must submit a request in writing to the Financial Aid oce.
Federal PLUS Loan (Parent Loan for Undergraduate Students)
Federal PLUS loans are long-term low interest loans available to parents of dependent students
who are enrolled in college on at least a half-time basis. Eligibility is based on creditworthiness. The
interest rate is variable, not to exceed 9%. Repayment of the PLUS loan begins 60 days after the rst
disbursement. To receive a Federal Plus Loan, parents must apply and complete the Master Promissory
Note at www.studentloans.gov.
Loan Amounts: Parents may borrow up to the cost of education minus other nancial aid.
Private Loans
Private loans help bridge the gap between the cost of education and the limited amount of nancial
aid available through federal programs.
Private loans are long-term low-interest loans available to students who are enrolled in college on at
least a half-time basis. Eligibility is based on creditworthiness and requires a cosigner. The interest rate
is variable. Repayment of most Private Loans begins six months after a student graduates, withdraws or
drops below half-time status. Students may apply for a Private Loan through any lender of their choice.
26
Financial Aid
For more information, go to www.erskine.edu/student/nancial-aid (Click on Forms, see Loan
Information Sheet, p. 3.)
Loan Amounts: Students may borrow up to the cost of education minus other nancial aid.
South Carolina Teachers Loan
Entering freshmen must have been ranked in the top 40% of their high school graduatiing class
and have a score on the SAT or ACT equal to or greater than the S.C. average for the year of graduation.
Currently these scores are: SAT (two parts) 1021 and ACT 18. Students must be U.S. citizens, residents of
South Carolina, enrolled in and making satisfactory academic progress at an accredited institution on at
least a half-time basis, must be enrolled in a program of teacher education, or have expressed an intent
to enroll in such a program. Enrolled undergraduate students, including enrolled freshmen (second term
of freshman year) must have a cumulative grade point average of at least 2.75 on a 4.0 scale and must
have taken and passed the Praxis Core (or Praxis I prior to July 1, 2014). Students who took the SAT on
or after March 5, 2016, earning a total score of 1100 or greater (1650 for three-part exams taken March
1, 2005-March 4, 2016) or an ACT score of 22 or greater are exempt from the Praxis requirement. Other
Praxis exemptions may apply. Check with your college’s Education Department.
Loan Amounts:
Freshmen- up to $2,500
Sophomores- up to $2,500
Juniors- up to $7,500
Seniors- up to $7,500
Forgiveness of loan: The loan is forgiven at the rate of 20% or $3,000, whichever is greater, for each
year of full-time teaching in a critical subject or critical geographic area within South Carolina. If you
teach in both a critical subject and geographic area simultaneously, the rate of forgiveness increases to
33 1/3 % or $5,000, whichever is greater, for each year of full-time teaching. The subject areas deemed
critical at the time you apply will be honored for forgiveness when you begin teaching; critical geographic
areas must be deemed critical at the time of your employment. Failure to teach in an area of critical need
will require repayment of the full amount borrowed plus accrued interest. The interest rate shall be the
maximum interest rate on the Federal Staord Loan plus 2%, not to exceed 8.25%.
NOTE: Priority deadline for applying is April 30.
Financial Aid Regulations
Erskine College reserves the right to make revisions to a student’s award letter at any time upon receipt
of additional scholarship/grant funds and/or information relating to need. Erskine College reserves the
right to change institutional grants, scholarships, and awards with specic endowment funds as needed.
Erskine College reserves the right to withdraw any type of nancial award from students who, at the
close of any semester, have not made SAP (satisfactory academic progress), or who, for other reasons, do
not meet standards of the College. All federal aid recipients are required to meet Erskine’s SAP (satisfactory
academic progress) requirements which are listed under Academic Probation and Automatic Suspension.
Students may receive Erskine institutional nancial assistance for a total of four years or eight semesters.
Students must be enrolled full-time, 12 hours or more, to receive institutional funds, federal funds,
and all state funds (Pell Grant is an exception).
27Financial Aid
Students may not receive nancial aid funds in excess of tuition, fees, room, and board, regardless of
the source(s) of nancial assistance. Erskine College reserves the right to withdraw any type of nancial
aid award from students whose total award has reached the cost of attendance at the college.
Transfer Students
Transfer students are eligible for a limited amount of nancial aid. Transfer students may receive
nancial aid based on their academic status upon entering Erskine College, as determined by the
registrar, as follows.
• A transfer student who has freshman status is eligible for 4 years or 8 semesters of nancial aid.
• A transfer student who has sophomore status is eligible for 3 years or 6 semesters of nancial aid.
• A transfer student who has junior status is eligible for 2 years or 4 semesters of nancial aid.
• A transfer student who has senior status is eligible for one year or two semesters of nancial aid.
Return of Federal, Institutional, and State Funds
Return of Title IV Funds Federal Policy – The Return of Title IV Funds policy assumes that a
student earns his or her federal aid based on the period of time he or she remains enrolled. During the
rst 60% period, a student “earns” Title IV funds in direct proportion to the length of time he or she
remains enrolled. Unearned Title IV aid is the amount of disbursed Title IV aid that exceeds the amount
of Title IV aid earned under the formula. Unearned Title IV funds must be returned to the Department of
Education according to the Return of Title IV funds policy. A student who remains enrolled beyond the
60% point earns all aid for the period. No Federal Title IV aid will be returned when a student remains
enrolled beyond the 60% period. An example of the federal refund calculation is available upon request.
NOTE: When federal aid is returned the student may owe a balance to the College.
Institutional Funds Refund Policy – The Financial Aid Oce follows the Federal policy for
the return of institutional funds. The Institutional Policy assumes that a student also earns his or her
institutional aid based on the period of time he or she remains enrolled. For example, if a student
withdraws from school at the 30% point, the student would have earned 30% of his or her institutional
nancial aid for the period. Therefore, the student would have unearned institutional aid of 70% and
that 70% would be returned to the scholarship and nancial aid budget. A student who remains enrolled
beyond the 60% point earns all aid for the period.
South Carolina State Funds Refund Policy – No South Carolina State funds will be refunded if the
student is enrolled for one day.
Policy for Tuition Refunds – If a student withdraws from the College a refund of tuition will be
made based on the following:
If Student Withdraws: Portion of Tuition Refunded:
First week 90%
Second week 75%
Third week 50%
Fourth week 25%
After fourth week None
Money to be returned will be allocated in the following priority: Federal Loan Programs, Pell Grant,
Supplemental Grant, other Title IV programs, State programs, institutional funds and direct student
payments.
28 Financial Aid
No fees are refundable regardless of the cause of withdrawal. No refund will be made for room rent if
the room is occupied for one day.
Board refund will be determined on a pro rata basis for the time in attendance.
No refund for tuition, room and fees will be made to the student who is asked to withdraw for
academic or disciplinary reasons.
Refunds may be requested for meals missed as a result of o-campus internships, winter term, and
other extended time periods. A refund request form may be obtained in the Business Oce and must
be returned by the stated deadline to qualify for a refund. Any refund will be at the rate allowed by
ARAMARK Campus Dining Services. Short-term eld trips, etc., will not qualify for refund. No refund of
room rent will be made.
Academic Requirements for Maintaining Financial Aid
The Financial Aid Oce will use the following as a basis for the renewal of all academic Erskine College
nancial assistance: the Presidential Full Scholarship requires a 3.0 GPA for renewal; Solomon and
Wylie Scholarships require a 3.0 cumulative GPA for renewal; Erskine, Towers, Garnet, Gold, and Special
Achievement Scholarships must maintain satisfactory academic progress* and must earn a GPA that
meets the requirements for continuing enrollment and graduation and complete 24 cumulative hours
per academic year.
Students must maintain the cumulative grade point average listed below within the cumulative
hours attempted in order to renew any Erskine College nancial aid for the upcoming academic
year. This includes but is not limited to: Trustee, Erskine, Towers, Honors, Garnet, Gold, Erskine
Grant, Faculty/Sta Tuition Remission, Erskine Work, Endowed Scholarships/Grants, Child of Alumni,
Member of ARP Church, RYLA, Erskine Fellow, Boys’ State and Girls’ State, Achiever, Athletics, etc.
Required Cumulative GPA to renew Erskine nancial aid:
Hours Attempted GPA Required
0-32 1.70 GPA
33-64 1.80 GPA
65-93 1.90 GPA
94 and above 2.00 GPA
The following chart lists minimum cumulative GPA requirements and minimum completed hour
requirements per academic year to maintain South Carolina state and federal nancial aid.
State Aid Hours Completed GPA
Palmetto Fellows Scholarship 30 3.0
LIFE Scholarship 30 3.0
SC Tuition Grant 24 SAP*
Federal Aid Hours Completed GPA
Work Study SAP* SAP*
SEOG SAP* SAP*
Pell Grant At least 6 SAP*
Staord Loan At least 6 SAP*
29Financial Aid
*SAP - Satisfactory Academic Progress
The Erskine College Satisfactory Academic Progress Policy evaluates both the quality (grade point
ratio) and quantity (credit hours completed) of a student’s academic work. Students must earn a GPA
that meets the requirements for continuing enrollment and graduation.
NOTE: Students must maintain satisfactory academic progress to receive any type of nancial
assistance.
Satisfactory academic progress levels are established as of the last day to register or to
add classes. Satisfactory academic progress is evaluated at the end of the spring semester, and the
determination of satisfactory or unsatisfactory status is applicable to the succeeding academic year.
The student must have completed:
• 24 hours during the academic year if he or she was enrolled both semesters full time (12 or more
hours) as of the last day to register;
• 9 hours for any semester in which he or she was enrolled three-quarter time (9-11 hours) as of
the last day to register; and
• 6 hours for any semester in which he or she was enrolled half time (6-8 hours) as of the last day
to register.
NOTE: Part-time students must complete 80% of the credits for which they are assigned.
Satisfactory Academic Progress Appeals
After termination/denial of nancial aid, a student may appeal. Appeals for nancial aid will be
considered only when the following conditions have been met:
• Sucient credit hours are earned and
• GPA meets the required level for continuing enrollment or
• It is established through the nancial aid appeals process that the student encountered some
type of extenuating circumstance during the semester in question that hindered academic
performance (e.g., prolonged hospitalization, death in the family, etc.).
Students wishing to appeal must submit a letter to the Financial Aid Oce by July 1st stating their
reasons for failing to meet the satisfactory progress requirement and whether or not they have solved their
diculties.
Students who make unsatisfactory academic progress have the opportunity to earn credits to meet
the minimum requirements during summer school. However, because summer grades are not always
available in time for an appeal to be reviewed, students must pay out-of-pocket for fall semester.
Students will be reimbursed if their appeals are granted. Students who are decient in hours may
take transferable courses at other institutions; however, students who need to improve their GPA
must take their course work at Erskine College.
NOTE: Withdrawing from classes may not hurt a student’s GPA; however, it can hurt a student’s
satisfactory academic progress if sucient hours are not completed.
Study Abroad Programs
Erskine Approved Study Abroad programs include:
University of St. Andrews at St. Andrews in Scotland
The American Institute for Foreign Study Program at the Aix-en-Provence in France
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Financial Aid
The Tandem Escuela Internacional in Madrid, Spain
The Universidad Veracruzanna in Jalapa, Mexico
OSAP Program at Oxford University in England
Universidad de Alicante in Alicante, Spain
Students studying abroad must make an appointment with the Director of Financial Aid at least
three months prior to departure. To determine whether or not a student can use Erskine College
institutional nancial aid, state aid, or federal aid, students must provide the following:
1. A letter or memo from the Dean of the College indicating student has been selected to study at
an approved Study Abroad Program.
2. Dates of student’s study abroad program.
3. Total cost of attendance for your trip which includes: tuition, fees, room and board, books and
supplies, round trip airfare, local transportation, additional estimated expenses.
4. Name, phone and e-mail address of a contact person at the study abroad institution.
NOTE: Any deposits charged by the program or any upfront costs (housing deposit, fee to reserve
a place in a class, airfare, visa, etc.) are the responsibility of the student. Financial Aid cannot exceed
the cost of tuition room board and fees for the Study Abroad Program.
For questions concerning nancial aid for study abroad programs, contact the Financial Aid Oce
at 864-379-8832.
Freshman Tuition Scholarships for 2022-23
Presidential Scholars: Gavin Michael Lamb, William David Moore
Luke and Amelia Solomon Scholars: Rachel Jordan, Katherine Van Horn
Annual Scholarships 2021-22
Bailey Foundation: Alexandra Paden
Dominion Energy: Jacob Crawford, Charles Crouch, Christen Jordan, Sarah Naval, Katherine Torgerson
Sonoco Products Scholarship: Rashad Luckey Dowdy
South Carolina Student Loan Corporation: Travis Campbell, Kayreem Brown
South Carolina Student Loan Power: ED Grant: Chase Cole
Truist Bank: Madison Clayton
UPS Scholarship: Amaya Richardson
Lettie Pate Whitehead: Torri Bagwell, Kathleen Belue, Kaitlyn Blasick, Kennedy Bradley, Lauren Brzozowski, Madison
Clayton, Mariah Corry, Carly Egan, Chelsey Eison, Madyson Fischer, Kourtney Fowler, Reagan Gibbs, Amber Gray, Hailey
Holcomb, Makenzie Kinne, Jaime Kraemer, Valerie Lara, Aleiza Mann, Mariah Moody, Angie Munoz, Jimena Najera,
Hannah Patterson, Samantha Quintero, Bailey Smith, Charlotte Stiles, Ashlyn Stroud, Caroline Van Deusen
Williams & Fudge: Neal Blank
The Student Development Oce
The Student Development Oce is comprised of the Vice President for Student Success,
Administrative Assistant, College Physician, Nurse, and Counselor, Director of Student Engagement
and Leadership, Director of Residence Life and Housing, Director of Student Success, Resident
Directors, and Resident Assistants.
31Student Development
Residence Life
Erskine College is a residential campus. In order to provide the experiences and opportunities for
growth to meet the mission and goals of Erskine College, it is important that the Erskine student live,
study, exercise, worship, and socialize in the atmosphere expressly created for that purpose. To promote
this end, all students are expected to reside in the residence halls and eat in the dining hall during normal
academic terms. All students will automatically be charged a room and board fee by the Business Oce
unless a statement is received from the Student Development Oce indicating a change in this situation.
Every Erskine College student is required to live in a campus residence hall unless granted an
exemption. An exemption will not be considered unless the student meets one of the following criteria:
• Is legally married.
• Is legally responsible for someone else (as a caregiver, parent, guardian, etc.) and has
documentation demonstrating this responsibility.
• Resides with an approved blood relative within a 50-mile radius of the campus and must
-notify the Oce of Student Development that he/she wishes to commute (a Commuter
Certicate will be sent to the legal guardian)
- submit a Commuter Certicate, which must be on le in the Oce of Student Development
prior to the beginning of the semester the student becomes a commuter.
• Is at least 21 years of age and must
-have at least a 2.5 GPA and not be on academic probation/suspension
-have no signicant judicial history, veried by Vice President for Student Success
-have the approval of the Athletic Department if the student is an athlete.
• Has a documented medical exemption, with the appeal meeting the following criteria:
-the medical need must be compelling, such as post-hospitalization with ongoing care
-requirements for special medical equipment which cannot be met in campus housing
-the need for special care attendants to help the student.
Note: Issues such as social anxiety, mild depression and cognitive impairment are not typically considered
compelling reasons to live o campus. Requests for residing o campus due to asthma/allergies are not
typically granted. Students wishing to pursue this avenue need to obtain letters from treating physicians and/or other
medical professionals. They must also agree to full medical disclosure with the Oce of Student Development.
Food Services
The dining hall operates on a 10- or 15-meals per week basis, or on the basis of the All Access meal
plan. The Student Senate Committee on Food Services works closely with ARAMARK, which manages
the college dining facilities, Java City, Snapper’s, and POD. The college subscribes to the philosophy
that a wide variety of quality foods be served at each meal.
Student Success
As part of Student Development, the Oce of Student Success oers support to both freshmen and
upperclassmen.
Reaching academic, personal, and spiritual goals is critical to a rst-year student’s commitment
to persevere. Student Success provides programming and activities designed specically to assist
students in achieving success during their rst year of college.
32 Student Development
Student Success also oers a variety of career resources and opportunities to students as they move
toward a career or graduate school. These include assistance with preparing for graduate school,
résumé writing, honing interview skills, and identifying internship and job opportunities.
Statement on Services for Students with Disabilities
Erskine makes every eort to reasonably accommodate the needs of students with disabilities in
providing access to academic and nonacademic programs. This is done on an individual basis before the
student enrolls as well as after enrollment. Erskine provides lifts, elevators, ramps, specially marked parking,
and some special restroom facilities and continues to make every eort to provide easy accessibility for all
students.
Intramural Programs
The Oce of Student Development, under the direction of the Coordinator for Campus Life, oers
a variety of intramural activities for students to be involved in throughout the regular terms. These
activities may include ag football, soccer, softball, basketball and ultimate Frisbee, as well as others.
These activities are open to all students, faculty and sta of Erskine College and Theological Seminary.
Campus Police Department
The purpose of the Campus Police Department is to provide an environment in which students
can feel safe to pursue their academic goals; provide programs which will assist students in their
personal safety both while they are on campus and after they leave Erskine; and provide security for
the buildings on the Erskine campus. The Campus Police ocers work cooperatively with the Due
West Police Department to see that the campus is safe and secure.
Convocation Program
Convocation is held regularly throughout the year. Special lecture series bring renowned men and
women to the campus for convocation. Chapel speakers and musicians, along with special worship
services, are part of the convocation program and are approved for convocation credit. Students are
required to attend chapel and convocation. The details of this requirement are communicated to
students by the Oce of Student Development.
Cultural and Spiritual Growth
Erskine College provides cultural opportunities through plays, operas, concerts, and lectures
throughout the year in carefully planned convocations and a ne arts series. Members of the Music
Department and Theater Department also oer plays and recitals during the year. Student-directed
plays and musical theater productions have been staged in recent years, allowing our students to
hone their skills and showcase their talents.
Christian activities aimed at supporting spiritual growth, fostering healthy relationships, and
preparing students for lifelong service and ministry make up a signicant element of campus life. The
chaplain oers pastoral care, encouragement, and guidance for students and oversees occasions for
community worship, Bible study, and volunteer service. Student organizations—including Baptist
Collegiate Ministry, Fellowship of Christian Athletes, and Reformed University Fellowship— sponsor
33
Student Development
speakers, host Bible studies, and plan mission and service opportunities designed to engage college
students and assist them in their spiritual growth. The chaplain’s oce is located on the ground oor
of Watkins Student Center and is open to students seeking spiritual counsel and pastoral care or who
are interested in becoming more involved in campus ministry and service at Erskine.
College Regulations
In keeping with the goal of a drug-free campus, possession or consumption of alcohol anywhere
on the Erskine campus, including residence hall rooms, is not permitted. Erskine College prohibits the
possession or use of alcoholic beverages on campus or at functions elsewhere held by the College or its
organizations. Public display, drunkenness, and misconduct are violations of the College conduct rules
and those violating these rules will be sanctioned in accordance with the severity of the violation.
The College prohibits the possession, use or distribution of illegal drugs. Anyone apprehended using
or selling illegal drugs on campus will be subject to immediate dismissal.
The College reserves the right to conduct an inspection of any residence hall room or automobile
when it has good reason to believe that College regulations are being violated. The College also must
reserve the right to request at any time the withdrawal of a student who cannot make the required
progress toward graduation or whose conduct is detrimental to his or her health or whose conduct is not
satisfactory to College ocials.
Suspension can last from a day to as long as a year. Students suspended beyond the end of the
semester in which the suspension is invoked must submit a written request to the Director of Admissions
in order to resume his or her program after that semester. A student who is expelled will never be allowed
to return to campus.
A complete listing of the rules and regulations of the College can be found in the student handbook,
The Pilot, which is available on the website under “Student Development.”
Student and Campus Organizations
The Service and Leadership Team (SALT) consists of representatives, both elected and
appointed, from the campus community who come together with the goal of developing student
leaders and connecting various elements of campus life. The team includes members of the Erskine
Activities Board (EAB), student nance, Intersociety, and student ministries, as well as the Judicial
Council Chair. The team is led by the Coordinator for Campus Life and the Campus Chaplain.
Erskine Activities Board (EAB) ) provides programming by students, for students, for the purpose
of building community within the student body at Erskine. These opportunities range from smaller
activities such as campus-wide tag to larger events like Erskine’s Got Talent. EAB encourages participation
and input from all students to help make campus life vibrant, fun, and meaningful.
Intersociety Council is composed of representatives from each of the chartered literary societies on
campus. The purpose of this group is to address the issues related to the literary societies.
Judicial Council is the student judiciary system supervised by the Oce of Student Development.
The Council is responsible for interpreting and maintaining the code of conduct.
Other student organizations include the following:
Alpha Chi is a national honor society established for the promotion and recognition of scholarship
34
Student Development
and of those elements of character which make scholarship eective for good among students in the
academic divisions of colleges and universities in the United States of America and other countries.
Alpha Epsilon Delta is a national health preprofessional honor society dedicated to the
encouragement and recognition of excellence in preprofessional health scholarship in medicine,
dentistry, veterinary medicine, and other areas.
Alpha Psi Omega is an honorary fraternity. Membership in the Rho Psi Chapter at Erskine is
based upon accumulation of points by acting in productions or by working backstage in the eld of
dramatics. Admission standards are set by the national organization.
American Chemical Society membership is open to majors in chemistry, pre-medicine and
science who are recommended by American Chemical Society members. A student aliate branch of
the American Chemical Society was established at Erskine in 1969.
Beta Beta Beta, the National Biological Honor Society, oers outdoor activities, service projects,
and associate membership to any student, regardless of major, who has an interest in the life
sciences. Students excelling in biological or biochemical sciences can attain full membership, as well
as the opportunity to conduct and present laboratory or eld research projects at regional meetings.
Erskine’s Sigma Gamma Chapter was founded in 1967.
Council for Exceptional Children (CEC) is dedicated to “improving the success of children and
youth with disabilities and/or gifts and talents.” With student chapters at hundreds of colleges and
universities, CEC is a leader in setting professional standards and providing professional development
for special educators.
Denominational Groups, sponsored by various denominations represented on the Erskine
campus, include the Associate Reformed Presbyterian Student Union, Reformed University Fellowship,
and Baptist Collegiate Ministries. Other denominational groups form as interest dictates.
Ensembles, including Bella Voce, Chamber Singers, Choraleers, Jazz Band, and Sinfonia,
are sponsored by the Music Department for students from any major. Ensembles partricipate in
performances each semester.
Epsilon Sigma Tau, standing for “Erskine Student Teachers,” is a chapter of the Student National
Educational Association. Membership is open to all classes, and meetings are held monthly.
Erskine Players consists of students with an interest in dramatics. Membership is open to all
students who are interested in any phase of the theatre. Under capable direction, this group has
produced such outstanding plays as A Doll’s House, As You Like It, and She Stoops To Conquer.
Erskine Society for Psychology is to foster an environment for academic discussion and create
opportunities for delving into psychological topics of signicance for the Erskine community. This
purpose shall be partially fullled through community service, public seminars, and other projects.
Fellowship of Christian Athletes is open to players, coaches, trainers, and others interested
in sports in order to promote Christ on the campus and in the community. Club members enjoy
fellowship with one another and involvement in community service projects.
Literary Societies are academic and service-oriented organizations for Erskine students.
The Euphemian, Philomathean, and Chi Lambda Sigma Societies are for men and the Athenian,
Euphemian Little Sisters, Philomelean, Chi Little Sisters, and Chi Lambda Sigma Societies are for
women. Representatives of these organizations serve on the Intersociety Council, which is headed by
the Intersociety Chair. The Intersociety Chair is a member of the Student Leadership Team (SLT).
35Student Development
Omicron Delta Kappa is a national leadership honor society. A circle was organized at Erskine
College in 1964. Men and women of the junior and senior classes who excel in scholarship, leadership,
and service are selected for membership. The society also consists of faculty, administrators, and
alumni who have exhibited exceptional leadership and service.
Phi Alpha Theta is an international honor society in history. To qualify, students must rank in the
top third of their class, have a 3.1 grade-point ratio in history courses, and have completed at least
12 hours in history. Phi Alpha Theta honors meritorious scholarly works by its members with awards.
Members may also present papers at regional meetings. The Psi Xi Chapter was installed in 1978.
Sigma Tau Delta is a national honor society recognizing excellence in scholarship and creative
writing and achievements of local chapters with awards presented at its annual convention. Members
must be English majors or minors, rank in the top 35 percent of their class, have a minimum 3.0 GPR
in English courses, and have completed at least six hours of English courses above the freshman level.
The Xi Phi Chapter was installed at Erskine College in 1987.
South Carolina Student Legislature exists to promote student input into public policy-making
in South Carolina and to educate students about the functions of democratic government.
Theta Alpha Kappa is a national honor society recognizing success in the eld of religious studies.
Visual Arts Society of Erskine (VASE), open to all students, serves as an avenue for artistic
development and discovery, and promotes the visual arts on the campus.
Student Communications
The Erskine Arrow. The college yearbook is published annually by a student sta.
The Mirror. The campus newspaper is published several times every semester by a student sta.
The Pilot. This student handbook is published annually by Student Development. It provides
information about Erskine activities, organizations, policies, and traditions.
Student Awards
H.M. Young Ring. Funded by the family of H.M. Young, this highest award given to a senior is
based on scholarship, Christian character, and promise of future usefulness to society. 2022 recipient:
Mary Roberta Pratt
Algernon Sydney Sullivan Award. The Algernon Sydney Sullivan Foundation presents annually a
medallion to a young man of the senior class who manifests qualities of heart, mind, and conduct that
show a spirit of love for and helpfulness to others. 2022 recipient: John Ethan Wise
Mary Mildred Sullivan Award. The Algernon Sydney Sullivan Foundation presents annually a
medallion to a young woman of the senior class who manifests qualities of heart, mind, and conduct
that show a spirit of love for and helpfulness to others. 2022 recipient: Kara Alexis Ridlehuber
Distinguished Service Award. This award recognizes students whose character and leadership
have enabled the Erskine community to experience growth and development in all areas of campus life.
Circle of Leaders. Initiated in 2011, this award recognizes graduating seniors whose leadership has
made a lasting impression on the Erskine community.
Buddy Ferguson Legacy Award. This award is presented on behalf of Buddy Ferguson and the
Oce of Student Development to a recipient who exemplies excellence in service to Erskine.
Daniel Arnold Spirit of Erskine Award. The Spirit of Erskine Award was established in 2014-15. Its
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Student Development
name was changed following the death of Daniel Arnold, a student who exemplied school spirit.
Organization of the Year. This award is presented annually to the most outstanding student
organization on campus.
Resident Assistant of the Year. This award is presented annually to a current Resident Assistant
who lives out the mission, vision, and values of Erskine College and the Oce of Student Development.
Ruble Servant Leadership Award. Named for the late President Emeritus Dr. Randall T. Ruble, this
award recognizes servant leadership at Erskine College.
Athletic Programs
The college maintains sound and varied recreational and athletic programs. The college encourages
sports activities among all students in a belief that participation in sport at the intercollegiate,
intramural, or recreational level aids in the overall personal development of the individual.
Erskine competes dually on the intercollegiate level as a member of the National Collegiate Athletic
Association (NCAA) Division II as a member of Conference Carolinas and as a member of the National
Christian College Athletics Association (NCCAA). The College elds 25 intercollegiate teams: men’s and
women’s basketball, golf, indoor track and eld, outdoor track and eld, soccer, and volleyball; men’s
baseball and football; women’s beach volleyball, cross country, lacrosse, softball, and tennis; bass
shing, cheerleading, esports, pep band, and rodeo.
Mission of the Athletic Program
The Erskine College Department of Athletics is dedicated to the ideals of Erskine College and is a part
of the college’s mission to equip students to ourish as whole persons. Through a commitment to the
growth and development of our student-athletes, our coaches and sta strive to bring credit to the
College as a whole.
The mission of the department is to create an environment in which student-athletes can be
competitive both on the eld of play and in the classroom, while maintaining integrity, sportsmanship,
humility, and a Christlike attitude toward others. The department exists to enhance the diversity and
quality of student life and to aid in the character development of student-athletes. Members of the
department encourage habits that lead to lifelong well-being and provide equitable opportunities for
all student-athletes and coaches. Additionally, the department itself strives to follow all rules laid out by
the NCAA and Conference Carolinas.
To fulll this mission, the department stresses integrity and honesty in every area of operation and
has developed a philosophy to provide guidance and direction for the personnel in the department. This
mission and accompanying philosophy require a special dedication on the part of all associated with
Erskine Athletics.
37Academics
The Academic Oce
The Academic Oce is led by the Provost, with the assistance of the Dean of the College, the
Institutional Registrar, and a number of sta members.
The Curriculum
Erskine oers a broad-based education combining work in diverse disciplines, prociency in basic skills,
elds of major concentration, and elective courses.
Academic Calendar
Erskine’s academic calendar includes traditional fall and spring semesters. During each semester,
the student usually enrolls in a minimum of four courses.
Degrees Oered
The College oers the Bachelor of Arts degree and the Bachelor of Science degree. Erskine College
has oered both degrees since the 1930s. The Bachelor of Arts degree is oered for programs in the
liberal arts and sciences. The Bachelor of Science degree is oered in certain applied studies or career-
oriented programs and in specic programs in the natural sciences to prepare students for graduate
schools.
A candidate for the Bachelor of Arts degree can choose a major discipline from American Studies,
Bible and Religion, Biology, Chemistry, English, Health Science, History, Mathematics, Music, Political
Science, Psychology, and Social Studies.
A candidate for the Bachelor of Science degree can choose a major discipline from Biology, Business
Administration, Chemistry, Early Childhood Education, Elementary Education, Health Science, Music
Education, Physical Education and Coaching, Psychology, Special Education, and Sport Management.
Erskine also cooperates in dual degree programs in engineering elds with Clemson University.
Those earning a bachelor’s degree must fulll the following requirements:
1. Basic curriculum as listed on page 66;
2. Major course requirements as noted by each department;
3. Completion of 124 semester hours of credit measured at 2.0 grade point ratio (GPR);
4. Work of senior year (a minimum of 31 hours) taken on the Erskine campus with a GPR of
2.0 during that year;
5. A 2.0 GPR in major and minor courses taken at Erskine.
The senior year must be spent in residence at Erskine College. Attendance at Commencement
exercises is no longer required, but the Academic Oce must be notied of absence from this event at
least two weeks prior to the day of graduation. Transfer students are required to take at least one-half
of their credit hours in the major and minor at Erskine.
Student Responsibility for Graduation Requirements
While direction and advice will be oered by faculty advisors, each student is held responsible
for knowing and completing all requirements for graduation.
Academic Accommodations
A student who has a documented learning disability may be eligible for academic accommodations.
To be considered for academic accommodations, the student must submit a completed “Request for
Academic Accommodations” form and any supporting documentation to the Administrative Dean.
38 Academics
Academic Honors
To qualify for traditional Latin citation honors, students must have completed at least two years of
their baccalaureate program at Erskine. Having met the residency requirement, degree candidates with a
GPR of 3.85 or higher graduate summa cum laude; those with a GPR of 3.70 or higher, magna cum laude;
and those with a GPR of 3.60 or higher, cum laude.
Garnet Circle comprises the 25 students currently enrolled who attained the highest scholarship
record during the previous year.
The Dean’s List, published each fall and spring semester, recognizes those full-time students who earn
a GPR of at least 3.80.
Departmental Honors
Many departments at Erskine College recognize individual students who graduate with academic
distinction in their chosen eld of study. To graduate with honors in a particular discipline or major
within a department requires that the student meet the following requirements. Students must
achieve a 3.3 cumulative grade point average, a grade point average of at least 3.6 in the discipline
or major, complete all other departmental requirements, and complete a Declaration of Intent to
graduate with honors before starting the senior year. (See the catalog description of each department
for further requirements.) The Declaration of Intent to graduate with departmental honors should be
completed sometime in the junior year or not later than the rst day of the student’s senior year.
Pre-Professional Programs
The Academic Oce will direct students who plan careers in teaching, law, ministry, medicine,
dentistry, veterinary medicine, and allied health professional elds to the appropriate pre-
professional advisers. These advisers will help students plan the most benecial courses of study to
prepare for professional school. Erskine graduates have excellent records of acceptance in professional
and graduate schools.
Cooperative Programs
O-Campus Study. Erskine oers opportunities for study abroad with the University of St.
Andrews at St. Andrews in Scotland; with the OSAP program at Oxford University in England; with
the University of Aix in Aix-en-Provence, France; with Tandem Escuela Internacional in Madrid,
Spain; with the Universidad de Alicante in Alicante, Spain; and with the Universidad Veracruzana in
Jalapa, Mexico. A student may choose to take either fall or spring semester or a full year. A student’s
enrollment in one of these approved study abroad programs is considered enrollment at the home
institution for the purpose of applying for Title IV assistance.
A faculty committee monitors this program, receives and screens applications, interviews
candidates, and makes recommendations to the Administrative Dean of the College as to whom
should be selected each year. As a minimum, candidates should have a cumulative GPR of 3.0 and
a minimum combined score of GPA and SAT of 4.1 (according to exponential model). The following
table gives some minimal values of SAT and GPR:
SAT 1100 1090 1080 1070 1060 1050 1040 1030 1020 1010 1000
GPR 3 3.05 3.1 3.15 3.2 3.3 3.4 3.5 3.6 3.8 4
Interested students must submit their requests for candidacy to the O-Campus Study Committee by
March 1 of the year preceding the year of intended study. If approved, students must then apply to
the overseas institution for admission. The nal admissions decision is made by ocials at each of the
respective o-campus sites.
39Academics
St. Andrews is a comprehensive university and should be able to accommodate a student in almost
any eld. The Aix-en-Provence program hosts students from around the world who are studying
French language, civilization, and literature. Courses at Aix are oered in French and in English.
Students live and take meals with French families. At the Tandem Escuela Internacional in Madrid,
at the Universidad de Alicante In Alicante, and at the Universidad Veracruzana in Xalapa, a variety of
language, civilization, and literature courses taught in Spanish are available. Students live and take
meals in Spanish homes.
Travel course opportunities have taken students to Africa, China, Europe, the Galapagos Islands,
Russia, the United Kingdom, the West Indies, and Central and South America. Students participating
in an approved o-campus study program may transfer eligible nancial aid to be applied toward
the student’s cost of the study abroad program. If funds are wired to the study abroad university, the
student will be responsible for any additional amount due as a result of exchange rate dierences.
Actuarial Science. Erskine College maintains an actuarial science dual degree program with
Clemson University. This program oers a robust Christian liberal arts foundation coupled with a
signicant level of mathematical and statistical coursework in preparation for an actuarial career
path. Students in this program typically complete three years at Erskine and two years at Clemson,
earning a bachelor of science degree in mathematical sciences (with an emphasis in actuarial science)
from Clemson and a bachelor of arts degree in mathematics from Erskine.
Engineering. Erskine College maintains an engineering dual degree program with Clemson
University. This program oers a robust Christian liberal arts foundation coupled with a signicant
level of technical specialization. Students in this program typically complete three years at Erskine
and two to three years at Clemson, earning a bachelor of science degree in engineering from Clemson
and a bachelor of arts degree in biology, chemistry, or mathematics from Erskine.
Nursing. Erskine students wishing to receive a degree in nursing are able to complete all of the
prerequisite courses during two or three years of study at Erskine, after which they may transfer to any
accredited school of nursing to complete their degree. Students are urged to make early contact with
their academic advisor and the dean of the appropriate nursing school to ascertain that admissions
requirements will be met.
Pre-Professional Externships
Pre-professional externships at Erskine College are oered in several areas, including athletic
training, health-related elds (medicine, dentistry, medical technology, pharmacy, etc.), business,
engineering, journalism, law and government, library science, ministry, social services, and veterinary
medicine. Externships require an on-campus faculty sponsor and an o-campus professional sponsor.
Students are required to complete the appropriate form and submit it to the Academic Oce by the
announced date each year in order to qualify.
Students permitted to enroll in an externship should have, in the judgment of the appropriate
faculty, a realistic likelihood of being able to enter the profession under consideration. Before being
considered for an externship, the student must have attained at least sophomore status, have
a minimum overall grade point ratio of 2.0, and have at least one course in the appropriate eld.
Students taking pre-medical, pre-dental or pre-veterinary medical externships must have a GPR of at
least 3.0. Other departments may establish a higher minimum GPR for specic externships. A student
may receive credit for only one externship per major. Externships are graded Pass/Fail.
During the externship, the student is required to prepare a diary of each day’s activities and to
perform the duties and prepare the readings assigned by the professional sponsor. The student is
also required to submit a critical analysis of the experience and to meet other requirements set by the
faculty sponsor.
40
Academics
The faculty sponsor is responsible for informing the student and the professional sponsor of the
expectations of the college and for evaluating the work the student submits at the end of the term.
Faculty sponsors must be chosen as follows:
Business –Department of Economics and Business
Education – Department of Education
Engineering – Department of Mathematics
Health-Related Professions – Department of Biology; Chemistry and Physics
Journalism – Department of English
Law & Government – Department of History and Political Science
Library Science – Librarian
Ministry – Department of Bible, Religion, and Philosophy
Social Service – Department of Psychology and Sociology
Theater – Department of English
Veterinary Medicine – Department of Biology
Professional sponsors should be persons with appropriate educational and professional background
so as to be able to provide a satisfactory experience for the student. The professional sponsor may
not be a relative of the student. The professional sponsor is responsible for monitoring the student’s
attendance daily, providing time for discussion of the profession, and providing reading materials
illuminating important aspects of the eld. The professional sponsor must also certify to the faculty
sponsor whether the student’s participation in the externship was satisfactory or unsatisfactory.
The externship is a practical educational experience. The purpose is to provide the student with a
realistic, day-to-day view of the profession, rather than to ask the student to perform merely routine
tasks. The externship is dierent from a short-term job in several aspects: (1) the student is provided
with an overview of the profession rather than concentrating on one narrow area; (2) the professional
sponsor agrees to devote time to discussing the advantages and disadvantages of the eld and
ethical and philsophical considerations that may arise; (3) the student is provided readings in the
eld which he/she may be required to summarize and/or discuss with the professional and/or the
faculty sponsor; and (4) the student is required to provide a critical analysis of the externship at the
conclusion of the term. Because it is viewed primarily as an educational experience, the College does
not permit monetary compensation to the student; the student receives four credit hours toward the
Erskine degree. Pre-professional externships should be substantially dierent from the participant’s
prior experience.
Academic Advising
An important part of the philosophy of Erskine College is that each student should receive personal
advice and guidance about academic decisions. Such advice is especially important in the freshman
year. The College therefore assigns each freshman to a faculty advisor who assists with the design of
a program of study as well as any other problems which may occur.
The program of freshman advising is overseen by the Administrative Dean of the College and the
Registrar. If academic problems should occur during the year, the faculty advisor may require the
student to attend tutorial sessions or special study sessions.
Once students select a major eld of study and ocially declare a major with the Registrar’s Oce,
they receive counseling from faculty advisors within their chosen eld of study.
When confronted by unusual problems, the student may consult with the Registrar or
41Academics
Administrative Dean. If the problem involves personal dimensions, the student may consult with
the Oce of Student Development for assistance or referral. The Oce of Student Development also
oversees a program of career orientation and counseling.
Classication
Academic progress is measured both by semester hours and quality points. Students must earn
twice as many quality points as semester hours attempted at Erskine in order to graduate. Quality
points are awarded as outlined on page 61.
Credit transferred from other institutions is applied toward graduation, but does not aect a
student’s ratio of quality points to hours attempted at Erskine.
Students are divided into classes as indicated below:
Freshman fewer than 26 hours
Sophomore minimum of 26 hours
Junior minimum of 56 hours
Senior minimum of 87 hours
Denition of Credit Hours
Erskine operates on a traditional semester hour system. Students must complete at least 124 credit
hours to earn a baccalaureate degree. A full-time course load is 12-18 credit hours. A credit hour is
typically dened by one hour per week (50 minutes) of in-class instruction, plus another two hours
of work outside of class for some 16 weeks. Though Erskine semesters are shorter than 16 weeks,
50-minute classes are taught at least three times per week, and 80-minute classes at least twice per
week, thus falling well within the parameters of this Carnegie-based denition.
Exceptions to this denition include studio courses, clinical experiences, directed research,
internships, externships, practicums, and other experiences faculty oer to students outside of the
typical classroom or laboratory setting.
Study at Another Institution
Students wishing to be transient students during a semester or summer session at another
institution must get prior permission from the Registrar’s Oce. Only work completed with a grade of
“C” or better is considered for transfer/transient credit. Students must be in good academic standing
before permission is granted to study o-campus.
A maximum of 64 hours may be transferred from an accredited two-year institution. The last 30
hours and half the required hours in the major and minor areas must be completed at Erskine College.
Limitation of Semester Hours
Students whose cumulative grade-point ratio is lower than 3.0 will not be allowed to carry more
than the normal load of 12-18 hours. Freshmen are permitted to take a maximum of 16 hours.
Upperclassmen who wish to take a maximum of 21 credit hours must have a cumulative grade-
point ratio of 3.5 or higher and must secure the permission of the Administrative Dean. Only in the
rarest circumstances will a student be permitted to take more than 21 hours. A student on academic
probation may not take more than 16 hours in a semester. A rst-year student admitted provisionally
may not take more than 16 hours during the rst or second semester.
Students enrolled for fewer than nine semester hours of credit are classed as “special students” and
special fees apply.
Each student not classied as a “special student” must carry a minimum load of nine semester
hours to remain in college.
42
Academics
Any student wishing to audit a class must complete the application to audit a class prior to the
beginning of the appropriate semester. The form may be obtained from the Registrar’s Oce.
Part-time students wishing to audit courses may do so by paying at the rate of half the stated
charges. Except for an occasional visitor, no one is permitted in a class who is not regularly enrolled or
registered as an auditor for the particular course.
Online Courses
Students may take a maximum of 24 semester hours online, of which no more than 12 hours can
be taken at another institution. All 24 semester hours may be taken at Erskine. Students wishing to
transfer credits for an online course taken as a transient student at another institution should contact
the chair of the appropriate department if the course is required for the major or minor.
Courses Selected or Changed
During the third month of the spring term and the fall term each student should, in consultation
with the faculty advisor, select courses for the following term. Freshmen are not allowed to take 300-
or 400-level courses.
Any change in the course of study must be made at stated times during the rst week of the
semester with written permission.
Courses discontinued (with permission) after the rst week of the fall or spring term are recorded
WA (withdrawal authorized). Courses dropped after the date announced in the registration bulletin
for each long term are recorded WF (withdrew failing). The drop deadline is publicized at each
registration. Courses recorded WF are counted as hours attempted in the grade point ratio, while
grades of WA are ignored in computing the grade point ratio.
Independent Study
Students may be permitted to do independent academic work in close consultation with a
professor. They must have completed at least one course in the discipline, have an overall grade
point ratio of 2.50, and sophomore standing. Students may take no more than 10 percent of the total
semester hours in independent study. Such independent study is numbered 410 in the discipline and
must be supervised by a member of that department.
To register for independent study, a form which describes the chief requirements must be
completed, be endorsed by the department chair and Administrative Dean, and be led in the
Registrar’s oce.
Examinations and Grades
Examination periods are scheduled at the end of the fall and spring terms. Except in multiple-
section courses, each professor determines whether to give nal examinations. In multiple-section
courses, this decision is made by the department concerned.
Students may access their grades for the term via the Student Portal in CAMS (Comprehensive
Academic Management System) as soon as grades are veried by the Registrar’s Oce. Rank in each
subject is reported as follows:
43Academics
Grade quality points per semester hour:
Grade Grade Points
A 4.000
A- 3.700
B+ 3.300
B 3.000
B- 2.700
C+ 2.300
C 2.000
C- 1.700
D+ 1.300
D 1.000
F 0.000
E Conditional failure (see below)
I Incomplete
W Administrative withdrawal
WA Authorized withdrawal
WF Withdrew failing
P Passing grade of work (C or better)
LP Passing but at a low grade of work
CR Credit
An “E” or conditional failure in a one-term course entitles the student to a reexamination. In the
case of a two-term course, an “E” in the fall term may be raised to a “D” with the written permission of
the instructor if in the spring term the student achieves a grade of “C” or better.
An “E” (conditional failure) in a one-term course or “I” (incomplete) in any course must be removed
within six weeks of the beginning of the succeeding fall or spring term after the grade is received.
Otherwise, these grades automatically become “F.”
A course discontinued between Drop/Add Day and the announced date of the automatic WF is
recorded as WA. The date is publicized each semester.
Pass/Fail Option. Selected courses are graded Pass/Low Pass/Fail. The grade of Pass indicates
work at or above the “C” level. A student after the rst term may take one course per term Pass/Low
Pass/Fail except for courses meeting General Education Requirements. The 410 courses (Independent
Study) are excepted from this regulation since Pass/Low Pass/Fail is the norm in those instances.
Students taking courses under this system must properly register with the Registrar at the beginning
of the term. No courses required for the major or minor may be taken for pass/fail credit unless
otherwise indicated in the departmental section of the catalog. Exceptions to this policy are any
courses which are normally designated as pass/fail.
Right to Appeal a Grade
Students have the right to appeal a grade received in any course. Any appeal must be initiated with
the Academic Oce in writing within forty-ve days after the close of a term. It is the responsibility
of the student to check with the Registrar if grades are not posted in a timely fashion. The written
appeal must include specic issues regarding the grade and must be copied to the professor. If the
resulting correspondence between the faculty member and student does not resolve dierences, for
further appeal the student must make a written request to the Administrative Dean, providing a copy
of the correspondence between the student and faculty member. If dierences are not resolved with
the Administrative Dean, for nal appeal the student must submit a letter of appeal to the Chairman
of the Academic Regulations Committee, along with copies of all correspondence relating to the case
and any other documentation deemed appropriate.
Grade Point Ratio
In calculating a student’s grade point ratio, the total number of quality points accumulated by the
44
Academics
student is divided by the total number of semester hours attempted for a letter grade by the student
at Erskine College.
Courses taken at other institutions or on the Pass/Fail Option do not aect the grade point ratio.
Repeating Courses
A student may retake a course for the purpose of improving a grade only if a grade of “C-” or lower
was earned previously.
The last grade earned shall be used to determine credit for the course and in the computation of
the student’s grade point ratio, although the student’s record will list the course and grade each time
it is taken. This policy applies only when the student completes the course; and it may be applied to
no more than three dierent courses.
Should a fourth course be retaken, both grades for that course will be computed in the grade point
ratio. A student may not select the Pass/Low Pass/Fail option in repeating a course rst taken under
the standard grading scale.
No student who fails a course twice may take it a third time without permission from the
Administrative Dean of the College and the course professor.
Dismissal From Class
1. Course instructors may dismiss students from a course for adequate cause. Students dismissed
have the right to appeal the decision to the Academic Regulations Committee within 48 hours.
2. Before a student can be dismissed from a course, the professor must have given prior written
warning to the student that the student is in imminent danger of dismissal. If the student is later
dismissed, written notication must again be given. Copies of the notices shall be sent to the
Academic Oce and the Oce of Student Development.
3. If dismissal from a course causes the student’s course load to fall below that required to remain
in the residence hall, the student may petition the Oce of Student Development to modify this
requirement. Appeals may be made to the Presidential Appeals Committee.
Recording of Lectures
Students may record class sessions only with the approval of the course professor and only after
signing an agreement that the use of the resulting recordings, transcriptions, or copies thereof will be
restricted to studying for that or closely related courses and may not be released or used for any other
purpose. Forms are available in the Academic Oce.
Academic Success
Supplemental Instruction (SI) is an academic success program administered through the
Academic Oce. SI oers regularly scheduled peer-facilitated review sessions, led by tutors who have
previously completed the course. Tutors are trained to cover such topics as how students learn, as well
as instructional strategies aimed at strengthening academic performance. Students who attend SI
sessions practice appropriate application of study strategies as they review course content and have
the opportunity to become more actively involved in the course.
All SI sessions are free of charge, and all students are strongly encouraged to participate in the
program. Although Erskine does not oer a learning disabilities (LD) program, certain needs of
students with learning disabilities may be met within the structure of SI. Other special needs that
LD students might have can be addressed by the Director of SI. Special services may include private
tutoring and assistance in word processing papers.
45Academics
The Write Here Center is another free academic success program administered through the
Academic Oce. Led by student readers who have been trained to assist students with organization,
structure, mechanics, voice, and process, this service provides proofreading and revision services
for academic writing assignments. The Write Here Center is located on the rst oor of the Watkins
Student Center and is open most evenings.
Academic Probation and Automatic Suspension
Students whose academic progress gives little hope of graduation are suspended from the College.
Students whose work is below standard and who, therefore, are in danger of suspension are placed
on academic probation. Special allowances may be made for rst-term freshmen.
A student will be placed on probation in these circumstances:
1. Failure to earn at least six hours and nine quality points, or
2. Earning less than half of the hours attempted in the preceding grading period, or
3. Cumulative grade point ratio falling in the range shown in the following table:
Hours Attempted Automatic
Suspension
Probation Status Avg. Work
0-32
33-64
65-93
94-
less than 1.20
less than 1.40
less than 1.50
less than 1.70
1.20-1.60
1.40-1.70
1.50-1.80
1.70-1.90
2.00
2.00
2.00
2.00
When a student’s grade point ratio falls below the automatic suspension limits, the student
is suspended from the College. Notications to that eect will be sent as early as possible by the
Administrative Dean of the College. If the student believes there are extenuating circumstances
which warrant a reconsideration of suspension, the student should contact the Administrative Dean.
A decision will be made following consultation with professors who have taught the student. Any
reinstatement granted will be on a probationary basis.
Any student who has been suspended for failure to meet the minimum academic requirements
may apply for readmission after being out of college for one term. If readmitted, the student will be
under the rules of academic probation (see below).
The college will not accept credits earned at another institution while a student is suspended from
Erskine.
Probation/Suspension lists are published in January, June, and August of each year. Students
whose GPR falls within the ranges described above will be notied by the Academic Oce.
A student on academic probation is subject to the following regulations:
1. The student’s academic program must be approved by the faculty advisor and the Academic
Oce.
46
Academics
2. With the permission of the Academic Oce and the faculty advisor, the student may retake
courses failed.
3. The student must earn a GPR of 2.0 during the probationary term or raise the cumulative GPR
above the probationary range.
4. The student may be absent only one time without an excuse from each class. The student is not
eligible for excused absences as a member of college organizations, including athletic teams.
5. The student should confer with instructors and consult with the faculty advisor in order to get
all possible help from them.
6. The student may be advised or required to attend summer school at Erskine for the purpose of
improving the GPR.
If a student, during the probationary semester, earns a 2.0 GPR but fails to raise the cumulative
GPR above probationary status, permission may be granted for an extension of probation for one
term. If the student does not raise the cumulative GPR above probationary status by the end of the
second term of probation, the student will be automatically suspended.
Although the Academic Oce will notify the student by letter of the obligations and dangers of
the status of academic probation, each student is responsible for being aware of his/her own
academic status and the pertinent regulations.
Special Regulations for Students Receiving VA Benets
In compliance with guidelines issued by the Veterans Administration, the following special
regulations regarding students at Erskine who receive Veterans Administration benets (veterans and
orphans and widows of veterans) will supersede the corresponding regulations above:
1. These students may not receive VA benets if placed on academic probation for a
second consecutive term.
2. These students must drop courses not later than mid-term, except in extenuating
circumstances. Courses dropped after mid-term must be given the grade of “F.”
3. These students must report to the Registrar if they withdraw from a course or from the
institution.
4. Minimum credit hour load for a veteran to be considered a full-time student is 12 credit hours.
Policy for Involuntary Call to Active Military Duty
Any student who is involuntarily called to extended active military duty (other than the normal
two-week training period) and withdraws from Erskine College will be given special consideration
upon producing military orders showing a call to active duty. Procedures are as follows:
1. Military Orders must be presented to the Registrar’s Oce. The on-campus certifying
ocial for the Veteran’s Administration (VA) will le the necessary paperwork with the
VA upon submission of the withdrawal form. As needed, the Registrar will provide
copies of the ocial orders to all campus administrators.
2. A Withdrawal Form must be completed and submitted to the Registrar’s Oce. If the
student is unable to submit the form (leaves in the middle of the night, etc.) he/she
should appoint someone to do his/her paperwork, and give that person a signed note
showing the person is acting on the student’s behalf (a family member or friend).
Power of attorney paperwork must be shown if the student has appointed somone as
power of attorney.
47
Academics
3. Students may be given a Leave of Absence if requested in writing and attached to the
Withdrawal Form. The leave of absence can be for either one or two regular semesters.
This leave of absence may be extended beyond the two regular semesters provided proof
is shown that military active duty is required beyond this time.
4. A notation on the student’s transcript will show that the student is on extended active
military duty. This notation will read “Withdrew (DATE) due to Involuntary Activation
for Military Service.”
5. Tuition and course fees will be refunded as follows:
a. Students receiving nancial aid will be subject to the federal policy on return of
Title IV Funds. In some cases, a student who has already received excess nancial
aid funds may be required to return part or all of the nancial aid refund.
b. Students not receiving nancial aid may choose to receive a refund or a tuition
credit (to be used upon return from active duty).
c. No refund will be given for any courses in which a student is given a grade of “I”
(incomplete). In cases where a full-time students gets an incomplete on some
course(s) but not on others, the tuition and fees for the incomplete course(s)
will be computed on a credit hour basis plus any other fees related to the
particular course(s) in question. The amount computed in this manner will NOT be
refunded. The “incomplete” will remain until the student returns from active duty
at which time the work on the course must be completed within the normal time
specied by the Registrar’s Oce.
d. Fees for campus housing and meal plans will be prorated from the time the student
leaves for active military duty and appropriate refunds given.
Requirements for Graduation
Part 1: THE CORE CURRICULUM
Since Erskine’s founding in 1839, its undergraduate program in the Christian liberal arts has
embodied the motto Scientia cum moribus conjuncta—knowledge joined with morals—shaping
the lives of individuals for service to God and others. The current core curriculum continues this
worthy tradition by equipping students to ourish as whole persons through a course of study that
develops their intellect, character, and faith. The core curriculum encourages students not only to
nd their own voice and discover their talents, but also to recognize their responsibilities to others in
community. Ultimately it prepares graduates to be resourceful persons capable of responding wisely
to the challenges and opportunities in their own lives and in our diverse and changing world.
Providing the framework for the core curriculum are seven competencies that students acquire by
taking courses deemed to be foundational and formational. Foundation courses introduce students
to dierent disciplines, strengthen their communication and analytical skills, and impart knowledge
about humanity, nature, and Scripture. Together they prepare students for more advanced learning
in Formation courses. These upper level classes positively challenge students’ thinking about
themselves, the world, and God, as well as the relationships that exist among all three. Formation
courses hone skills and expand knowledge through discipline-specic perspectives, but they go
further in integrating critical analysis, problem-solving, and morals and ethics.
Foundation courses should be taken during students’ rst two years, whenever practicable. There
is no limit to the number of formation courses that may count toward a major or minor.
Transfer students who have earned an associate’s degree from an accredited institution are not
48 Academics
required to take the following courses: HS 105, PE 102, and WC 201.
Students must take two science courses in dierent disciplines (e.g., BG and CH; BG and PH; CH and
PH).
CORE COMPETENCIES
The core curriculum prepares students to demonstrate prociency in the following areas:
• Communicating Clearly and Creatively
• Analyzing Information Logically and Quantitatively
• Responding to the Human Story
• Exploring Nature as Inquirer and Steward
• Developing a Lifestyle for Wholeness
• Engaging Society as Neighbor and Citizen
• Seeking Faithful Understanding
FOUNDATION AND FORMATION COURSE REQUIREMENTS (a minimum of 56 s.h.)
Communicating Clearly and Creatively (13 s.h.)
Communication is at the heart of liberal arts learning. As one of the vital functions of the human
mind, communication allows a person to express individuality and to relate to others. It involves
listening and reecting, and conveying thoughts clearly, especially using the written and spoken
word. Eective communication skills enable students to express ideas and emotions, discover and
convey opinions, and construct convincing arguments.
In our globalized world, communicating clearly includes foreign language study, an endeavor
fostering humility while also facilitating cross-cultural understanding. Exposure to the arts reveals
other modes of communication that convey meaning in dierent ways, yet exert profound powers of
inuence. Equipped to communicate clearly and creatively, students are able to participate more fully
in diverse areas of life.
STUDENT LEARNING OUTCOMES for this core category:
1) Students will demonstrate the components of clear communication.
2) Students will demonstrate competency in or understanding of creative expression.
Foundation
Communicating Clearly ................................................................................................................4 s.h.
Composition and Literature: EN 102
Communication Skills: EC 102
Formation
*Communicating Across Cultures..................................................................................................6 s.h.
*See Modern Language section on page 154
Communicating Creatively............................................................................................................3 s.h.
Design: AR 105
Drawing 1: AR 170
Ceramics: AR 190
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Introduction to Sculpture: AR 195
Introduction to Digital Photography: AR 210
Publication & Illustration Graphics: AR/BA/IT 225
Image Design Graphics: AR/BA/IT 226
Theater Practicum (1 s.h., 3 s.h. required): EN 110/120
Public Speaking: EN 220
Introduction to Theater Arts: EN 223
Play Production: EN 224
Fiction Writing Workshop: EN 232
Creative Nonction Workshop: EN 233
Literature Workshop: EN 240
Introduction to Music: MU 203
Music Ensemble (1 s.h., 4 s.h. required): MU 112, 114, 143, 145
Sport Communication: SM 220
The Write Course: WC 201
Analyzing Information Logically and Quantitatively (6 s.h.)
Since antiquity mathematical tools of analysis have enabled humans to understand and engage
the world logically, whether by charting the heavens and measuring time or by developing currency
and accounting for business and commerce. The language of mathematics remains crucial today.
Students require mathematical and statistical literacy to make well-reasoned decisions personally
and professionally. In a time when technology has exponentially increased the availability of data,
students need critical thinking skills to evaluate and analyze information logically and transform it
into useful knowledge.
STUDENT LEARNING OUTCOMES for this core category:
1) Students will demonstrate competency in logical analysis.
2) Students will demonstrate competency in quantitative analysis.
Foundation
Analyzing Quantitatively...............................................................................................................3 s.h.
College Mathematics: MA 107 or Calculus I: MA 141
Formation
Analyzing Logically and Quantitatively..........................................................................................3 s.h.
Macroeconomics: BA 221
Microeconomics: BA 222
Principles of Accounting 1: BA 251
Introduction to Management Information Systems: BA 259
Personal Financial Planning: BA 260
Biostatistics: BG 300
Introduction to Information Technology: IT 101
Beginning Programming: IT 170
Computer Networking Principles: IT 190
Calculus II: MA 142
Elementary Statistics: MA 205
**Mathematics for K-6 Teachers: MA 351
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**Geometry for K-6 Teachers: MA 352
Logic: PL 152
**Prerequisite: admission to the teacher education program.
Responding to the Human Story (9 s.h.)
Humans share their lives with each other, passing on to subsequent generations what they have
known, imagined, and made. This process—universal and extending over millennia—is continually
renewed through the study of history, literature, philosophy, and the arts. In the humanities students
rediscover the human record and develop ethical and culturally sensitive responses to past attempts
to describe, evaluate and transform the world. They are challenged to acknowledge the commonality
of human experience across time and space, even in very dierent cultural manifestations. Through
the humanities’ appeal to reason, imagination, and emotion, students explore the myriad ways
people have sought answers to some of life’s ultimate questions.
STUDENT LEARNING OUTCOME for this core category:
Students will demonstrate a contextual understanding of diverse cultural interpretations of the universal
human search for truth and meaning.
Foundation
World History ...............................................................................................................................3 s.h.
World Civilizations to 1600: HS 101
World Civilizations since 1600: HS 102
Formation
Literature......................................................................................................................................3 s.h.
Survey of British Literature I: EN 201
Survey of British Literature II: EN 202
Survey of American Literature I: EN 205
Survey of American Literature II: EN 206
Survey of World Literature I: EN 215
Survey of World Literature II: EN 216
Special Topics Survey: EN 250
Medieval Literature: EN 300
Romantic Literature: EN 302
Victorian Literature: EN 303
American Romanticism: EN 306
Contemporary American Novel: EN 313
The British Novel: EN 314
Modern Poetry: EN 317
Modern Drama: EN 318
***Additional Humanities............................................................................................................3 s.h.
Art History I: AR 250
Art History II: AR 255
Church History I: BR 350
Church History II: BR 351
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Gateway to Asia: HS 260
Pharaohs, Prophets, and Tombs: The Ancient Middle East: HS 290
The Greeks and Romans: HS 309
Renaissance & Reformation: HS 311
Contemporary European History: HS 314
History of Women in America: HS 401
Music History c. 1715-1915: MUS 204
Introduction to Philosophy: PL 201
History of Western Philosophy I: PL 251
History of Western Philosophy II: PL 252
Ancient Political Philosophy: PO 306
Modern Political Philosophy: PO 307
***Includes all courses listed as formation options for this competency.
Exploring Nature as Inquirer and Steward (7-8 s.h.)
Scientic inquiry cultivates a deeper understanding of and appreciation for the beauty, complexity,
and wonder of the natural world. A basic knowledge of scientic principles and processes helps
students comprehend how nature supports and sustains human life and allows them to grasp the
impact of human activities on natural systems. Scientic literacy equips students to evaluate scientic
claims related to medicine and the environment and to respond to other ethical issues arising at the
intersection of science, culture, and faith. This knowledge and understanding allows students to
make sound personal, professional, and civic decisions and fosters a commitment to stewardship of
natural resources.
STUDENT LEARNING OUTCOMES for this core category:
1) Students will demonstrate competency in the rudiments of scientic methods and processes.
2) Students will demonstrate an understanding of the beauty and complexity of nature and its
stewardship.
Foundation
Introductory Lab Science...............................................................................................................4 s.h.
General Biology: BG 101
Concepts of Cellular Biology: BG 110
General Chemistry I: CH 101
Concepts in Chemistry: CH 105
Geology: GL 101
General Physics I: PH 110
Introductory Mechanics: PH 120
Formation
Exploring Nature........................................................................................................................3-4 s.h.
Concepts of Organismal Biology: BG 111
Environmental Biology: BG 204
General Chemistry II: CH 102
Astronomy: PH 106
General Physics II: PH 111
Introductory Electromagnetism: PH 121
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Note: Students may take two courses from either the foundation or formation category, but the two
courses must be in two dierent disciplines.
Developing a Lifestyle for Wholeness (7 s.h.)
Cultivating habits for physical and mental well-being is essential to the full enjoyment of life. This
lifelong endeavor requires students to understand how the body and the mind function and interact
and how both remain healthy. It also necessitates an awareness of the eects of diet, exercise, and
lifestyle choices on personal wellness. Such knowledge allows students to honestly assess their own
physical, mental, and spiritual condition. Familiarity with human development and the ways that
behavior can be inuenced by social, economic, and cultural pressures makes students more self-
aware and attentive in their relations with others. By developing a balanced lifestyle students possess
the strength and vitality to realize their full potential in life.
STUDENT LEARNING OUTCOMES for this core category:
1) Students will be able to apply the principles of wellness in pursuit of becoming a healthy, whole
person.
2) Students will be able to articulate an understanding of the factors related to wellness.
Foundation
Wellness.......................................................................................................................................4 s.h.
Foundations of Health and Wellness (includes physical activity): PE 102
Formation
Other Wellness..............................................................................................................................3 s.h.
Mechanisms of Disease: BG 200
Human Anatomy & Physiology I: BG 210
Human Anatomy & Physiology II: BG 211
Human Growth & Development: ED 210
Introduction to Psychology: PY 201
Marriage and Family: PY/SO 202
Psychology of Emotion: PY 207
Abnormal Psychology: PY 306
Developmental Psychology: PY 313
Learning and Motivation: PY 314
Human Sexuality: PY/SO 330
Engaging Society as Neighbor and Citizen (6-7 s.h.)
As social beings, humans reach their fullest potential in community. In the Western tradition,
which is rooted in Judeo-Christian and Greco-Roman thought, service and participation in public life
are a duty. Faithful involvement in society calls students to be aware of contemporary challenges that
confront the global community and to be able to recognize and respond individually and communally
to the needs of others, near and far. Civic engagement challenges students to grapple with the
relationship between freedom and responsibility as well as the tensions that exist in their overlapping
loyalties to diverse communities: family, church, nation, and humankind.
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STUDENT LEARNING OUTCOME for this core category:
Students will demonstrate prociency at analyzing local, national, and global issues.
Foundation
Global Awareness..........................................................................................................................3 s.h.
Contemporary Global Issues: HS 105/PO 105
Formation
Other Neighbor/Citizen............................................................................................................. 3-4 s.h.
Introduction to Global Health: BG 230
World Christianity: BR 255
History of Christianity in America: BR 352
World Religions: BR 354
Religion & Contemporary American Culture: BR 452
American History to 1876: HS 211
American History since 1876: HS 212
Latin America in Modern Times: HS 230
Africa in Modern Times: HS 270
The Modern Middle East: HS 350
Contemporary Ethical Issues: PL 377
American Government: PO 101
Introduction to International Relations: PO 113
Social Problems: PY/SO 102
Cultural Psychology: PY/SO 215
Social Gerontology: PY 321
Introduction to Exceptional Individuals: SE 212/213 (4 s.h.)
General Sociology: SO 101
Seeking Faithful Understanding (9 s.h.)
The Christian liberal arts guide students in the pursuit of truth and understanding about themselves
and the world, and also about the Creator. Central to this search is the study of Biblical literature in
historical context, as God’s revelation, and as the basis for Christian theology. It involves developing
the intellectual and spiritual capacity to discern appropriate responses to human challenges. This
search nds its greatest expression in love for God and in faith lived out through service to others—in
work enabling each individual to become the person God intended.
STUDENT LEARNING OUTCOME for this core category:
Students will articulate how Scripture, Christian theology, and a Christian worldview address issues
central to human life.
Foundation
Biblical Literacy ............................................................................................................................6 s.h.
Old Testament Literature & Interpretation: BR 125
New Testament Literature & Interpretation: BR 126
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Formation
Faith Development........................................................................................................................3 s.h.
Christian Leadership in Business: BA 220
Christianity and Economics: BA 240
Service-Learning in Biology: BG 299
Biblical Ethics: BR 200
Story of Redemption: BR 204
Biblical Interpretation: BR 205
Psalms & Wisdom Literature: BR 307
Christian Theology: BR 325
The Holocaust: HS 250
Philosophy of Religion: PL /BR 375
Ethics: PL 376
Christian Apologetics: PL/BR 378
Christian Political Thought: PO 222
Psychology of Religion: PY 220
Happiness, Christ, and The Real Good Life: PY 230
Part 2: THE MAJOR CONCENTRATION
Courses in the major department and additional courses specied by the major.
The Major
Candidates for the A.B. degree can choose the major discipline from: American Studies, Bible and
Religion, Biology, Chemistry, English, Health Science, History, Mathematics, Music, Political Science,
Psychology, and Social Studies.
Candidates for the B.S. degree can choose the major discipline from: Biology, Business
Administration, Chemistry, Early Childhood Education, Elementary Education, Health Science, Music
Education, Physical Education and Coaching, Psychology, Special Education, and Sport Management.
Every candidate for a degree must select a major subject by the end of the sophomore year. A GPR
of 2.0 in the major is required for graduation.
Major requirements are specied in prefaces to the individual department listings in this catalog.
Majors may require no more than 36 hours above the general education requirements for an A.B.
degree or 48 hours above the basic curriculum requirements for a B.S. degree.
The Minor
Students may choose from the following minors: Bible and Religion, Biology, Business
Administration, Chemistry, Christian Education, Christian Leadership, English, Family Studies, Global
Studies, Health, Healthcare Management, History, Information Technology, Mathematics, Music,
Music Studies, Philosophy, Physical Education, Physics, Political Science, Psychology, Secondary
Education, Social Entrepreneurship and Innovation, Theater, and Visual Art. A GPR of 2.0 in the minor
is required for graduation. Minor requirements are determined by individual departments. Minor
requirements are specied in the respective sections of this catalog.
Summary of Graduation Requirements
• Total Hours: 124 (A maximum of 2 additional hours of physical activities and a maximum of 8
hours of ensembles may be applied toward the required 124 hours.)
55Academics
• GPR at Erskine must be at least 2.0
• At least one half of the credit hours in the major and minor must be taken at Erskine College and
require a GPR of 2.0
• Work of the senior year--the last 31 hours--must be taken on the Erskine campus with a GPR
of 2.0 during that year.
• Only those students whose nancial obligations to the college have been paid in full will be
permitted to participate in graduation exercises.
Physical Activities and Personal Wellness
Students demonstrate prociency in developing a lifestyle for wholeness through completion of
the core curriculum. Foundations of Health and Wellness (PE 102) has a physical activity aspect that
includes participation in a variety of activities focused on lifelong tness and wellness.
A physical activity credit may be earned through participation in a sport. Only one credit may
be earned in this manner, regardless of the number of sports played or the number of years of
participation.
Use of the Library
Each student is required to receive instruction in the use of the library. Freshmen and sophomores
will learn basic techniques and tools of library use; juniors and seniors will be instructed in the basic
library research methods and techniques within the various majors oered at the college. Each
student is required to attend a session of instruction in library use relevant to the major.
English Usage: Junior-Senior Writing Assignment
Each student is required to complete acceptably in some upper-level course in the major an
extensive assignment (such as a term paper, research paper, or laboratory report) written according
to accepted standards of style within the discipline. This assignment will be evaluated on the basis of
content and quality of writing.
Pre-Medical, -Dental, -Veterinary Medical, -Health Career Preparation
The Pre-Medical Committee at Erskine consists of the Dean of the College and the Chairpersons
and other faculty representatives from the departments of biology and chemistry and physics.
The committee meets with pre-medical students to discuss recommended course schedules and
application to medical schools. Medical and dental school requirements make it expedient for most
students entering these areas to major in biology or chemistry.
Students considering these health-related elds must meet with the appropriate advisor early
and plan a suitable program of study. It is highly desirable to plan the entire four-year program so
that schedule conicts are minimized. In order to develop the needed knowledge and skills, as well
as to demonstrate the motivation and ability for advanced study, the student should undertake a
demanding course load, normally at least two science and/or mathematics courses during each long
term for the rst three years.
As a general guideline, nearly every medical or dental school requires a candidate for admission to
have the following: two terms each of mathematics, biology, and physics; and four terms of chemistry,
including general and organic chemistry.
Beyond these minimal credits, dierent schools require various courses in the sciences and
humanities.
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Academics
Course Descriptions
Numbering System
In numbering courses those on the 100 level are courses primarily for freshmen. Those on the 200
level are courses primarily for sophomores. Those on the 300 level are courses primarily for juniors and
seniors. Those on the 400 level are courses primarily for seniors.
The College reserves the right to withdraw courses as decreed appropriate.
General
EC 101. College Success Skills (1 s.h.)
A course designed to equip new students to ourish by providing them with the tools necessary for success in the Erskine
environment. Topics include time management, critical thinking, campus culture/policies, and eective reading, writing, and
note-taking strategies. Students will also complete inventories and participate in discussions geared toward identifying their
purpose and vocation.
EC 102. Communication Skills (1 s.h.)
This course is designed to give students condence and prociency in professional and academic communication,
including oral presentation skills and netiquette. Students must take Communication Skills (EC 102) by the end of the freshman
year. Transfer students must take Communication Skills (EC 102) in the rst year of their enrollment at Erskine College if they
transfer in fewer than 26 credit hours. Students who fail Communication Skills (EC 102) must repeat the course the following
semester.
TC 200. Travel Course (3-4 s.h.)
Prerequisite: Instructor approval. A travel course oers students an opportunity to take learning beyond the classroom.
These courses involve academic components combined with travel to another country, region, or state within the US. Each
course is designed to acquaint students with the history, geography, culture and society of other counties/regions. The specic
travel course will identify the area of study, with a syllabus outlining the travel and course requirements. Course fee: to be
determined by faculty hosting the course.
WC 201. The Write Course (3 s.h.)
Prerequisite: EN 102. Development of academic writing skills through study of critical issues within the various disciplines.
The writing included in the course will emphasize basic rhetorical patterns and advanced critical analysis of those issues.
Physical Activities (PA) (1 s.h. each)
All Physical Activity (PA) courses will meet for one hour per week. PA 110, Dance; PA 113, Karate; PA 115, Soccer; PA 116,
Cardio-sculpting; PA 117, Step Aerobics; PA 120, Weight Training; PA 123, Yoga; PA 130, Beginning Small Boat Sailing (once a week
for 3 hours); PA 131, Small Boat Sailing II: Intermediate Sailing/Introduction to Racing (once a week for 3 hours); PA 140, Rape
Aggression Defense (RAD); PA 141, Basic Self Defense; PA 150, Judo (students must purchase a uniform at an approximate cost of
$80); PA 160, Cardio Kickboxing; PA 161, Rock Climbing; PA 221, Badminton; PA 224, Golf; PA 225, Racquetball; and PA 227, Tennis.
Grading is Pass/Fail.
American Studies (AS)
The major in American Studies is a 35-hour major designed for students who desire an interdisciplinary
exploration of American history, politics, religious values, and cultural expression. It encourages students
57Academics
to integrate the insights of dierent disciplines as they encounter the complexities and diversity of the
American experience.
All majors are required to take the following core courses grouped in four areas of inquiry: History and
Literature (three courses from: HS211, HS212, EN205, EN206); Political Science (PO 101); and Religion
(BR 352 and BR 452). Each major must also take AS450 (Senior Seminar). Additional courses will be
chosen from the courses listed below as elective credit toward the major. At least half of the courses taken
for major credit must be at the 300 or 400 level.
Fifteen semester hours may be earned by participation in the American Studies Program of the Council
for Christian Colleges and Universities in Washington, D.C. Credit for these courses (AS300, AS310, AS320,
AS330, AS400, AS430) may be applied as elective hours toward the American Studies major at Erskine.
American History (HS)
211. American History to 1876 (3 s.h.)
An introductory course in American History from the settlement of the English colonies to the end of Reconstruction. A
sophomore-level course that provides a basic understanding of American history. Core option for AS majors.
212. American History Since 1876 (3 s.h.)
An introductory course in American History from the end of Reconstruction to the present. A sophomore-level course that
provides a basic understanding of American history. Core option for AS majors.
220. The American West (3 s.h.)
A survey of the trans-Mississippi West between the arrival of the rst Spanish explorers and the present. Elective for AS
majors.
401. History of Women in America (3 s.h.)
A survey of the diverse political, social, economic and cultural experiences of women in American history from the colonial
period to the present. Elective for AS majors.
403. South Carolina History (3 s.h.)
A survey of South Carolina history from the colonial period to the 20th century. (Oered irregularly.) Elective for AS
majors.
408. Colonial America (3 s.h.)
A survey of the economic, political, social, religious, ethnic, military, and environmental aspects of colonial British North
America from exploration and settlement to revolution and independence. Elective for AS majors.
409. History of the South (3 s.h.)
A study of the development of the social, economic, and political institutions of the South from colonial times. Elective for
AS majors.
413. The American Civil War (3 s.h.)
A study of the causes, military tactics and strategies, and politics of the American Civil War. Elective for AS majors.
415. Special Topics in History (Credit to be determined)
Exact title, nature of course, and credit are announced at the beginning of the term in which the course is oered. Oered on
58
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demand. With departmental approval, if the course focuses on some aspect(s) of American history, it may be taken for elective
credit toward the AS major.
Political Science (PO)
101. American Government (3 s.h.)
A study of the structure and function of the institutions of the U.S. national government. Core requirement for AS
majors.
212. American Political Thought (3 s.h.)
A survey of American political thought from the Founding to the 21st century. (Oered every other year.) Elective for AS
majors.
300. Constitutional Law (3 s.h.)
An introduction to the Supreme Court, its practice of judicial review, and the politics surrounding the
interpretation of the U.S. Constitution. The class covers 1) the Court’s decisions aecting the balance of
power between the three branches of the national government and 2) the Court’s decisions in the areas
of civil rights and civil liberties. (Oered every other fall semester.) Elective for AS majors..
303. U.S. Presidency (3 s.h.)
An historical and institutional analysis of the U.S. Presidency. This course includes a research component. Elective for AS
majors.
304. Congress (3 s.h.)
An historical and institutional analysis of the U.S. Congress. This course includes a research component. Elective for AS
majors.
415. Special Topics in Government (Credit to be determined)
A variety of courses that department faculty will oer based on research and pedagogical interests. Credit will vary with the
nature of the course oered, but if the course focuses on some aspect(s) of American politics, it may it may be taken for elective
credit toward the AS major.
American Literature (EN)
205. American Literature: Beginnings through Romanticism (3 s.h.)
Prerequisite: 102. A study of American literature from the colonial era to the 19th century, selected to explore relevant
themes, genres, or subjects. Alternate years. Core option for AS majors.
206. American Literature: Realism to Modernism (3 s.h.)
Prerequisite: 102. A study of American literature from the mid-19th century to mid-20th century, selected to explore
relevant themes, genres, or subjects. Alternate years. Core option for AS majors.
306. American Romanticism (3 s.h.)
Prerequisite: 102. A study of American themes and texts from the middle decades of the 19th century. Readings in ction,
poetry, and non-ction prose. Representative authors of the American renaissance - including Emerson, Thoreau, Hawthorne,
Melville, Stowe, Whitman, and Dickinson - are placed in the context of lesser-known contemporaries. Alternate years.
Elective for AS majors.
59Academics
313. The Contemporary American Novel (3 s.h.)
Prerequisite: 102. A study of selected American novels from the last half of the 20th century to the present. Emphasis on
theory of the novel and on various critical and historical approaches. Alternate years. Elective for AS majors.
430. Major American Author(s) (3 s.h.)
Advanced study of a single American writer (or two or three related authors). Emphasis on primary works, but attention
also to biography, criticism, and cultural contexts. With departmental approval, this course may be repeated for credit.
Alternate years. Elective for AS majors.
American Religion (BR)
352. History of Christianity in America (3 s.h.)
The religious history of North America from the arrival of the Puritans until the present. Colonial religion and theology,
frontier revivalism, the 19th century evangelical “united front,” the rise of religious liberalism and neo-orthodoxy, African-
American Christianity, the religious impact of the Vietnam War, the relationship between church and state, and the
contemporary American religious diversity. Core requirement for AS majors.
452. Religion and Contemporary American Culture (3 s.h.)
This seminar course examines the interaction of American religion with its cultural context. Topics treated include the
persistence of religious commitment in an increasingly secularized America, the “restructuring” of the contours of American
religion since the middle of the 20th century, the relationship of church and state, the relationship of religion and the media,
and the issues arising from the relationship of religion and sexuality. Core requirement for AS majors.
American Studies (AS)
CCCU American Studies Program, Washington, D.C.
The following courses are oered in conjunction with the American Studies Program of the Council for Christian Colleges
and Universities in Washington, D.C. Students must apply for and be accepted to this program. Please see the American Studies
chair for further information.
Public Policy Track:
300. The Politics of Public Policy (3 s.h.)
In this course, students directly engage Washington, D.C.-based policy experts and organizations—governmental and
non-governmental, national and international—to deepen their understanding of the roles and inuence of various political
actors and institutions during the formulation stage of policymaking. The course rst introduces students to models of
policymaking and the tools of policy analysis. Next, students will learn to apply these concepts to the study of both a foreign
and domestic policy issue through desk and eld research. By studying foreign and domestic policy simultaneously, students
will be able to identify and explain the dierences between them in political environment, policy participants, and public
discourse. The course emphasizes written and oral communication through the development of professional memo-writing
and presentation skills.
310. Christian Political Engagement: Contemporary Perspectives and Practices (3 s.h.)
This course provides students with an opportunity to learn how political theology is applied in the political environment
of Washington, D.C. The rst course module focuses on key questions found in the discipline of political theology, such as
the relationship between theology and politics, the relationship between church and state, the role of religion in public life,
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Academics
and to what extent religious belief ought to shape our public discourse. The second module investigates how key features of
modern and postmodern cultures—the context in which the faithful practice of politics takes place—inuence mainstream
political perspectives on identity, authority, justice, and community. The nal module engages a variety of Washington, D.C.-
based Christian political groups and professionals to better understand why dierent political identities and priorities exist
within Christianity and the diculties and concerns Christians share when putting political theology into practice. Classroom
conversations incorporate reections on internship and policy eldwork experiences to deepen understanding of the real-
world relevance of political theology and Christians’ own political responsibilities.
Strategic Communications Track:
320. Case Studies in Strategic Communication (3 s.h.)
This course provides an opportunity to directly engage Washington, D.C.-based communication professionals working in a
variety of organizational contexts (for-prot, governmental, and non-prot) to learn the dierent ways in which communicators
apply the concepts and skills of strategic planning in their work. The course rst introduces students to a strategic planning
framework for public relations. Next, students will learn how to apply these concepts to the practice of communications by
engaging professionals through a series of site visits. The course will also engage communication professionals in order to
highlight best practices in development and fund-raising. The course emphasizes written and oral communication through the
development of professional memo-writing and presentation skills.
330. Christian Public Engagement for Communicators: Contemporary Perspectives and Practices (3 s.h.)
This course provides an opportunity to learn how the issues and ideas presented in the study of communication ethics
manifest themselves in the professional environment of Washington, D.C. The rst course module focuses on key questions
found in the discipline of public theology, such as the relationship between church and other societal institutions (e.g., the
state), the role of religion in public life, and to what extent religious belief ought to shape our public discourse. The second
module investigates how key features of modern and postmodern cultures—the context in which the faithful practice of
communication takes place—inuence mainstream perspectives on identity, authority, justice, and community. The nal
module engages a variety of Washington, D.C.-based Christian organizations and communication professionals to deepen
students’ understanding of the ethical challenges Christian communication professionals encounter and what they are learning
from experience about how to engage them. Classroom conversations incorporate reections on internship and eldwork
experiences to enable students to explain with more clarity their own sense of responsibility to Christ and neighbor in their
work as communication professionals.
Practicum Courses:
400. Internship (8 s.h.)
An internship experience arranged by the American Studies Program in an agency or oce in the Washington, D.C. area.
Students will work an average of at least 28 hours per week during the semester.
430. Professional Development Practicum (1 s.h.)
This course complements the Internship course activities by introducing the student to career-building professional
development practices. The course provides personality and talent assessments, workshops on cover letter and resume writing,
LinkedIn prole management advice, and coaching on networking practices in large-group and one-on-one settings.
Art (AR)
Professor Boyd (Chair)
The Department of Art oers two distinct minors, Visual Art and Graphic Design. The department’s
course oerings are designed to present and clarify artistic traditions and contemporary practice
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and to instill understanding of and excitement for excellence in the visual arts. The Department also
provides service courses for the core curriculum. The Department seeks to help students to communicate
eectively and explore diverse cultural interpretations of the human story.
The Minor in Visual Art provides training in awareness of aesthetic sensibilities and eective creative
communication. Students address both two-dimensional and three-dimensional problem solving,
a skill that is applicable to many professional avenues. This minor is intentionally highly exible with
foundations in classic design, and versatility in studio arts. The minor consists of 18 semester hours from
the following courses: Design (AR 105), Drawing (AR 170, AR 272), Art History (AR 250, AR 255, AR 350),
Painting (AR 240, AR 341), Digital Photography (AR 210, AR 320), Ceramics (AR 190, AR 290), Sculpture
(AR 195, AR 295), or Topics in Studio Art (AR 270).
105. Design (3 s.h.)
An introduction to visual problem solving. Using the elements of art and the principles of design in a variety of media, both
two-dimensional and three-dimensional. Weekly lab. Fee required.
170. Drawing I (3 s.h.)
Observational drawing intended to develop the student’s conceptual and technical understanding of drawing as an
expressive medium. Various black and white drawing materials, methods, and subjects are explored as a means to cultivate
perceptual ability and descriptive drawing skills. The range of drawing concepts covered includes eective use of line, mass,
value, composition, and linear perspective. Weekly lab. Fee required.
190. Ceramics I (3 s.h.)
Technical study and experience with various traditional ceramic techniques and processes. Introduction to the history and
aesthetics behind select ceramic arts. Weekly lab. Fee required.
195. Introduction to Sculpture (3 s.h.)
Introduction to both additive and subtractive sculptural techniques. Production of both bas relief and in the round works.
Three-dimensional problem solving. Weekly lab. Fee required.
210. Introduction to Digital Photography (3 s.h.)
Exploring the fundamentals of digital photography, including exposure, aperture, ISO, white balance, framing, digital
image software, and composition. In addition, students will be expected to become procient in utilizing the manual
capabilities of DSLR/Mirrorless cameras while photographing a myriad of subjects throughout the semester. Digital single lens
reex camera (DSLR) with manual controls required. Fee required.
225. Publication and Illustration Graphics (3 s.h.)
Design using illustration and page layout programs. Students will gain an understanding and competency of vector
graphics used in creating logos, illustrations, and digital art. Students will also gain an understanding of page layout design
and electronic publishing. Various projects will be required. Fee required. Cross-listed as BA 225 and IT 225.
226. Image Design Graphics (3 s.h.)
Emphasis placed on image editing and photo manipulation using software programs combined with digital photography. Various
projects will be required. Fee required. Cross-listed as BA 226 and IT 226.
227. Professional Video Editing (3 s.h.)
Using Adobe Premiere Pro, the course is designed to give students the technical expertise necessary to edit professional quality
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videos. The course will include (but is not limited to) multiple sequence support, high bit-depth rendering, multi-camera editing, time
remapping, color correction tools, audio manipulation, and Bezier key framing. In addition, the course will cover the entire import-to-
output process necessary to produce a video production that can be used by YouTube, MP4, AAF, XML, QuickTime, etc. Fee required.
Cross-listed as BA227 and IT227.
240. Introduction to Painting: Oil (3 s.h.)
Prerequisite: AR 170 or equivalent. (Student may purchase acrylics.) Fundamental principles and techniques of oil addressed
through a wide range of problems. Preparation of various supports, use of painting tools, color mixing, and surface qualities.
Integration of drawing and design concepts are emphasized (color-value relationships, articulation of form, composition).
Observational subject matter such as still life, interiors, landscape, and replicated masterworks. Students need to purchase
their own paints, brushes and canvas. Weekly lab. Fee required.
250. Art History I: The World, Paleolithic through Medieval (3 s.h.)
Selected survey of the art and architecture of signicant Western and non-Western cultures.
255. Art History II: The World, Early Renaissance through Nineteenth Century (3 s.h.)
Selected survey of the art and architecture of signicant Western and non-Western cultures.
270. Topics in Studio Art (3 s.h.)
Mature, capable students may be permitted to pursue individual topics in studio art. Topics must be stated in writing,
approved by supervising faculty member, and denite conference schedule arranged prior to registration. May be repeated for
credit for varied subject matter. Fee required.
272. Drawing II (3 s.h.)
Prerequisite: AR 170. Increased emphasis on perception and observational skills of traditional subjects such as still life,
landscape, gure, and the interior. Explores the use of mixed media, color, the narrative, and introduces abstraction from life.
Individualized problems with broader conceptual base. Weekly lab. Fee required.
290. Ceramics II (3 s.h.)
Prerequisite: AR 190 or equivalent. An exploration of advanced forming techniques, surface treatment, and ring methods.
An examination of the ceramic arts of various world cultures in history as well as contemporary ceramic practices. Weekly lab.
Fee required.
295. Sculpture II (3 s.h.)
Prerequisite: AR 195 or equivalent. Introduction to casting. Continuation of additive and subtractive sculptural techniques.
Discussion of contemporary sculptural best practices and processes. Weekly lab. Fee required.
320. Digital Photography II (3 s.h.)
Prerequisite: AR 210 or equivalent. Continued exploration of the concepts introduced in AR 210 with emphasis upon
controlled studio lighting and the eects of various light sources upon the imagery. Introduction to the masters of contemporary
photography. DSLR camera with manual controls required. Fee required.
341. Painting II (3 s.h.)
Prerequisite: AR 240. Development of expressive ideas in oil or acrylics. Greater emphasis on personal direction. Projects
may include a study of the gure, a complex consideration of the picture plane, and abstraction from life. Weekly lab. Fee
required.
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342. Painting III (3 s.h.)
Prerequisite: AR 341 or equivalent. Independent development of a body of thematically unied work suitable for exhibition.
Exploration of personal imagery in painting. Weekly lab. Fee required.
350. Art History III: The 20th & 21st Centuries (3 s.h.)
An examination of Modern and Postmodern art and architecture.
365. Advertising Workow (3 s.h.)
Prerequisite: AR 225, AR 226 or permission of instructor. Builds upon digital concepts and applications of AR 225 and AR 226
emphasizing advertising concepts. Advanced graphic design using Photoshop, Illustrator, and InDesign will enable students to
employ the visual arts in print advertising. Emphasis will be on using Photography, Illustration, Page layout and Photoshop to
produce a professional portfolio to obtain professional graphic design employment. Fee required. Cross-listed as BA365.
370. Drawing III (3 s.h.)
Prerequisite: AR 272 or permission of instructor. An exploration of imagery in various color media such as pastel, colored
pencil, or mixed media in order to produce a unied body of work. Weekly lab. Fee required.
380. Junior Seminar (1 s.h.)
Preparation for advanced, independent work in studio art. Seminar begins with portfolio review and includes readings in
contemporary art and how to write an artist’s statement.
481. Senior Exhibition (2 s.h.)
The preparation and presentation of a coherent body of work for exhibition. Artist’s statement required.
Bible, Religion, and Philosophy
Professors Evans (Chair), Reiter, Smith
The Department of Bible, Religion, and Philosophy’s objectives include: providing all students with
courses that encourage the discovery and discussion of central issues of biblical studies, religious faith,
and ethics; relating the Christian faith and message of Scripture to contemporary thought, culture,
and life; enhancing the College’s curriculum, in keeping with the institution’s historic commitment
to the liberal arts tradition, by oering courses within the wider area of philosophy and religion;
exploring the relationships between the study of religion and philosophy and other academic
disciplines; developing in students an awareness of other religious traditions; assisting students to
develop skills in critical reading and listening, oral and written communication and critical reasoning;
and helping students become aware of their own special assets and limitations.
A major in Bible and Religion (Biblical and Theological Studies Track) consists of 30 hours beyond
the 100 level. Courses must include three courses in Christian tradition (325 and two courses chosen
from 240, 253, 350, 351, 352, or 420); three courses in Bible (one chosen from 200, 204, 205; a 300-
or 400-level Old Testament course; and a 300- or 400-level New Testament course); and two courses
dealing with Christianity in relation to culture or other religious traditions (354 and another course
chosen from 255, 375, 378, and 452).
A major in Bible and Religion (Christian Education Track) consists of 34 hours beyond the 100 level.
Courses must include two courses in Christian tradition (325 and another course chosen from 240,
253, 350, 351, 352, or 420); three courses in Bible (one chosen from 200, 204, 205; a 300- or 400-level
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Old Testament course; and a 300- or 400-level New Testament course); two courses dealing with
Christianity in relation to culture or other religious traditions (354 and another course chosen from
255, 375, 378, and 452); and four courses dealing with Christian Education methodology (312, 314,
412, and PY 416).
Minors may be earned in:
Bible and Religion
15 hours beyond basic requirements, to include 325, and at least one more course in Bible.
Christian Education
15 hours beyond basic requirements, to include 325, 312, and 314.
Philosophy
15 semester hours in philosophy to include 152 or 201, and either 251 or 252.
Students wishing to graduate with Honors in Bible and Religion must have a grade point average
of 3.6 or better in Bible and Religion courses, as well as an overall grade point average of 3.3 or
better. Honors students must also earn an “A” in BR 415, which involves research, the preparation of a
senior thesis, and a presentation at a meeting of a scholarly society or at an on-campus colloquium.
It is expected that the majority of coursework for the major will have been taken at Erskine College.
Students should declare their intent to graduate with departmental honors during their junior year.
Erskine College partners with Erskine Theological Seminary on the same campus. Courses in
the Department of Bible, Religion, and Philosophy may be taught by Erskine College and Erskine
Theological Seminary faculty. Approved students at Erskine College may take classes at Erskine
Theological Seminary. Students graduating with a major in Bible and Religion are eligible to receive
advanced standing with credit for programs at Erskine Theological Seminary (see Erskine Theological
Seminary Catalog).
A ve-year BA/MDiv program is oered to exceptional Bible and Religion students in conjunction
with Erskine Theological Seminary. Students may apply for admission to the Five-Year BA/MDiv
program prior to the end of the sophomore year at Erskine College. Applicants will major in Bible and
Religion (Biblical and Theological Studies track) and must demonstrate solid academic performance
(as evidenced by maintaining a GPA of at least 3.0/4) and aptitude for Christian ministry. Students in
the program must earn a grade of no lower than B in courses that will be used for Advanced Standing
with Credit at the Seminary. It is expected that students in the program will complete at least 90
semester hours in three years of study at the College, and that all general education and major
requirements will be completed at the end of three years. Students in the program shall take two
courses in either Greek or Hebrew to fulll the College’s “Communicating Across Cultures” formation
requirement. Because course scheduling is critical to completing the program in a timely manner,
interested students should contact the chair of the Department of Bible, Religion, and Philosophy
early in their time at Erskine.
Bible (BR)
125. Old Testament Literature and Interpretation (3 s.h.)
A survey of the literature and religious themes of the Old Testament. Special attention is given to the ancient Near Eastern
historical and cultural context of the Old Testament and to responsible methods of interpretation. The development of
redemptive history, the role of the Old Testament within the Christian canon, and the religious and ethical implications of the
Old Testament for modern living will be explored.
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126. New Testament Literature and Interpretation (3 s.h.)
Prerequisite: BR125. A survey of the literature and religious themes of the New Testament. Special attention is given to the
Graeco-Roman and Jewish backgrounds of the New Testament and to responsible methods of interpretation. The unity and
diversity of the New Testament’s witness to the life and signicance of Jesus, the rise of the Christian church, and the religious
and ethical implications of the New Testament documents for life today are explored.
200. Biblical Ethics (3 s.h.)
Prerequisite: BR 125. A study of selected Old and New Testament ethical texts that explores the nature, content and purpose
of “covenant behavior,” and discusses redemptive holiness and wholeness (integrity) as the goals of biblical ethics. Problematic
biblical texts seen as raising moral diculties are examined, as is the application of biblical ethics to today.
204. The Story of Redemption (3 s.h.)
Prerequisite: BR 125. An examination of the breadth, dynamics, and progress of God’s redemption plan for his people as it
unfolds from creation to consummation. Attention will be paid to both the richness and unity of the Bible’s message.
205. Biblical Interpretation (3 s.h.)
Prerequisite: BR 125 and 126. An overview of the history of biblical interpretation, an examination of hermeneutics in the
historical-critical tradition and current issues in modern hermeneutics. Orientation to the principles and practice of biblical
exegesis. Exploration of methodologies and approaches for the interpretation of the major biblical genres.
300. Pentateuch (3 s.h.)
Prerequisite: BR 125. A study of the creation of Israel as a people under God’s redemptive initiative: pre-Israelite history, the
patriarchs, exodus from Egypt, wilderness wanderings, Sinai covenant and law, tabernacle and worship. Examination of these texts
in their ancient Near Eastern literary and cultural background, emphasizing interpretive approaches and theological themes.
303. The Historical Books (3 s.h.)
Prerequisite: BR 125. A study of Joshua through Esther. Attention will be paid to covenant context, literary features,
historical contexts, theological themes. Special attention will be paid to each book’s unique contribution to the Old Testament.
304. The Life and Teachings of Paul (3 s.h.)
Prerequisite: BR 126. Paul’s life and teachings on the basis of his letters and Luke’s Acts of the Apostles.
305. Synoptic Gospels (3 s.h.)
Prerequisite: BR 126. Historical background, literary problems, and proposed methods of interpretation.
306. Prophetic Literature (3 s.h.)
Prerequisite: BR 125. Background, content, and interpretation of the Old Testament prophetic literature.
307. Psalms and Wisdom Literature (3 s.h.)
Prerequisite: BR 125. A study of Job, (selected) Psalms, Proverbs, Ecclesiastes and the Song of Songs. These books will
be studied in their literary, cultural and theological contexts. The continuing developments of wisdom literature in selected
intertestamental writings and in the New Testament will be explored.
308. Johannine Literature (3 s.h.)
Prerequisite: BR 126. A course in Johannine literature and theology (i.e., the Gospel of John, the Epistles of John, and
Revelation) with a focus on the fourth Gospel. Exegesis of selected passages in the light of contemporary research. These
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documents will be interpreted in light of the historical, cultural, and religious context of the late rst century. The importance
of Johannine theology for later Christian thought will also be explored.
309. General Epistles (3 s.h.)
Prerequisite: BR 126. An examination of Hebrews through Revelation. Selected passages will be examined in order to disclose
the structure and themes of these books, and the distinctive concerns of the Christian communities to which they were written.
310. Apocalyptic Literature and Worldview (3 s.h.)
Prerequisite: BR 125 and 126. An examination of the development of apocalyptic as a literary, sociological, and religious
phenomenon in ancient Judaism and early Christianity, with attention to its inuence on the New-Testament writers. The
character and hermeneutics of apocalyptic literature will be engaged through the reading of primary sources in translation.
Consideration will also be given to the intersection of apocalypticism and mysticism, and to contemporary expressions of an
apocalyptic mindset.
320. Apocrypha and Pseudepigrapha (3 s.h.)
Prerequisite: BR 125. This course will focus on the intertestamental literature. Attention will be paid to its value in
illuminating the history and religious context of the period, its interpretation of the Old Testament, its development of themes
aecting the New Testament, and its role in the creation of Early Judaism.
401. Advanced New Testament Studies (3 s.h.)
Prerequisite: BR 126. Systematic studies of selected areas of the New Testament. Since the area of study varies from year to
year, this course may be repeated for credit.
402. Advanced Old Testament Studies (3 s.h.)
Prerequisite: BR 125. Systematic studies of selected areas of the Old Testament. Since the area of study varies from year to
year, this course may be repeated for credit.
Christian Education (BR)
312. Christian Education (3 s.h.)
A basic course in Christian Education dealing with the theology and practice of teaching in the church with special attention
to curriculum, teaching methods, programs, and resources for adults, youth, and children.
314. Youth Ministry (3 s.h.)
The course is designed to give an overview of what is involved in youth ministry. Emphasis will be given to development of
adolescents, theology of youth ministry, planning a program for youth, and an introduction to resources.
412. Practicum in Ministry (4 s.h.)
The student will work in a specic ministry context under the supervision of a professional sponsor. At least 120 hours of
work shall be completed during the semester. Prerequisites of pre-professional externships apply. Hours earned will not count
toward the 30 semester hours required for the Biblical and Theological Studies track. Pass/Fail.
Religion (BR)
210. Christianity and the Quest for Meaning (3 s.h.)
This course explores the relationship between Christian faith and understandings of the human condition. A variety of
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worldview options, both Christian and non-Christian, will be examined. Special consideration will be given to the human quest
for meaning, the history of worldview thinking, and how the Christian worldview can shape daily life.
211. Christianity and Civic Life (3 s.h.)
This course explores the connections between the Christian faith and the experience of human beings as political creatures.
Special attention will be given to the connection between Christianity and political theory, Christian approaches to economics,
the role of the church in public life, and the Christian’s calling to work for the good of society.
212. Christianity and the Arts (3 s.h.)
This course explores the connections between Christian faith and aesthetic experience. Special attention is given to how
Christianity can inform the concepts of Truth, Goodness, and Beauty in the arts, the connection between artistic expression and
the image of God in human beings, Christian interpretations of the history of art, and theological interpretations of literature.
213. Christianity and Scientic Endeavor (3 s.h.)
This course explores the relationship between Christian faith and the scientic enterprise. Special attention is given to the
philosophy of science, the relationship between faith and science, and ethical issues involved in science and medicine.
240. Jesus in Faith and History (3 s.h.)
This course examines the role that the gure of Jesus has played in Christian faith and in Western intellectual/cultural
history. Attention is given to the presentation of the life and signicance of Jesus in the New Testament, and to interpretations
of Jesus and his signicance current at various times in church history. Popular and scholarly treatments of the “historical Jesus”
in the modern period will also be examined.
253. The Presbyterian and Reformed Tradition (3 s.h.)
An examination of the rise and development of the Presbyterian and Reformed tradition from the sixteenth century until
the present. Key themes (divine sovereignty, the covenant, the church and sacraments) will be explored. Key gures from the
Reformation, the period of Protestant Orthodoxy, and the nineteenth and twentieth centuries will be examined. Students will
gain an appreciation for both the unity and rich diversity of the Reformed tradition.
255. World Christianity (3 s.h.)
This course examines the state of Christianity in the global context. It explores the remarkable expansion of Christianity
in the global south (Africa, Latin America, Asia) and the ongoing eclipse of Christianity in the industrialized West (Western
Europe, North America). The historical background as well as the theological, cultural, and sociological implications of this shift
in gravity for the Christian community will be explored.
325. Christian Theology: Structures and Concepts (3 s.h.)
Prerequisites: BR 125 and 126. An examination of the methods, structures, and concepts of Christian theology. The Biblical
foundation and historical development of the major doctrines of the Christian faith will be explored, with an emphasis upon
the Reformed expression of these doctrines and their application to contemporary life and thought.
350. Church History I (3 s.h.)
The history and theology of the Christian Church from its beginning to the eve of the Reformation. The church’s relationship
to the Roman Empire, the history and doctrinal development of its Creeds, intellectual currents and institutional developments
within medieval Christendom, and the rise of Eastern Orthodoxy.
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351. Church History II (3 s.h.)
The history and theology of the Christian Church from the beginning of the Reformation to the present. The major Protestant
traditions (Reformed, Lutheran, and Anabaptist), their rise and development, Pietism, Enlightenment, and ensuing religious
and intellectual currents.
352. History of Christianity in America (3 s.h.)
The religious history of North America from the arrival of the Puritans until the present. Colonial religion and theology, frontier
revivalism, the 19th century evangelical “united front,“ the rise of religious liberalism and neo-orthodoxy, African-American
Christianity, the religious impact of the Vietnam War, the relationship between church and state, and the contemporary American
religious diversity.
354. World Religions (3 s.h.)
A study of the major world religions and religious philosophies, including Hinduism, Buddhism, Confucianism, Taoism, Judaism,
Christianity, and Islam. The origin, basic concepts, inuence, and present status of each religion will be studied, the various religions will
be compared and contrasted with one another, and attention will be given to developing a Christian perspective on the religions.
375. Philosophy of Religion (3 s.h.)
A study of philosophical questions that arise from religion, and particularly from the Judeo-Christian tradition. Issues
explored include the existence and nature of God, the nature of God’s relationship to the world, the problem of evil, the problem
of religious language, the rationality of religious belief, life after death, miracles, religious experience, religious plurality, and
the relation between religion and morality.
378. Christian Apologetics (3 s.h.)
A study of various approaches and problems in defending the Christian faith. Special attention will be given to contemporary
challenges to the Christian faith. Some consideration will also be given to the ways in which Christian apologetics is related to
philosophy, theology, and evangelism.
413. Selected Topics in Religion and Practical Theology (3 s.h.)
Studies of selected topics in the history, psychology, sociology, or philosophy of religion, ethics, theology, or the practice of
Christian education and ministry. Since the area of study varies from year to year, this course may be repeated for credit.
420. Contemporary Theology (3 s.h.)
Prerequisite: BR 325. An examination of the development of Christian theology from the Enlightenment to the
contemporary theological diversity. Attention will be paid to the impact of Enlightenment, post-Enlightenment, and post-
modern cultural and intellectual inuences on the theological enterprise. Key gures examined include Kant, Schleiermacher,
Hegel, Kierkegaard, Harnack, Machen, Barth, Tillich, and Bultmann, as well as contemporary liberation, African-American, and
feminist thinkers.
452. Religion and Contemporary American Culture (3 s.h.)
This seminar course examines the interaction of American religion with its cultural context. Topics treated include the
persistence of religious commitment in an increasingly secularized America, the “restructuring” of the contours of American
religion since the middle of the 20th century, the relationship of church and state, the relationship of religion and the media,
and the issues arising from the relationship of religion and sexuality.
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Bible, Christian Education, or Religion
410. Independent Study (Credit to be determined)
A thesis course in a particular area of the eld of Bible, of Religion, or of Christian Education. The student spends most of
the required time doing research work under the guidance of the professor. Independent study is not ordinarily given in lieu of
required courses.
415. Honors Program in Bible and Religion (1 s.h.)
Prerequisite: Approval of Department. Requirements include the preparation of a senior thesis based on careful research of
scholarly literature and other relevant information. The student will present the substance of the thesis ndings to a meeting
of a scholarly society or to an on-campus colloquium.
Philosophy (PL)
152. Logic (3 s.h.)
An introductory study of traditional and symbolic deductive logic. Attention will be focused primarily on methods of
analyzing and evaluating various sorts of deductive inferences.
201. Introduction to Philosophy (3 s.h.)
An introduction to the academic discipline of philosophy, focusing primarily on perennial philosophical problems (e.g., the
question of God’s existence, the problem of knowledge, the mind-body problem, and the question of the meaning of life) and
representative approaches employed by philosophers in attempting to solve those problems.
251. History of Western Philosophy I (3 s.h.)
An introductory survey of Western philosophy from the 6th century B.C. to the 16th century A.D. Attention will be focused
on major metaphysical and ethical issues addressed in the ancient period and on the issue of the relationship between faith
and reason in the medieval period. Special attention will be given to Plato, Aristotle, Augustine, and Thomas Aquinas.
252. History of Western Philosophy II (3 s.h.)
An introductory survey of Western philosophy from the 17th century A.D. to the 20th century A.D., and a continuation of PL
251. Attention will be focused on major epistemological issues during the modern period, with special concentration on the
philosophers of the 17th and 18th centuries (e.g., Descartes, Hume, Reid, and Kant).
301. Metaphysics (3 s.h.)
Prerequisite: PL 201, or PL 251, or PL 252; or approval of the instructor. A consideration of fundamental questions about
reality. Attention will be given to such topics as the nature of God, the relation between God and the world, the nature of the
human person, the nature of mind, the question of the meaning of life, the problem of freedom and determinism, the nature
of truth, and consideration of questions concerning essences and natural kinds.
302. Epistemology (3 s.h.)
Prerequisite: PL 201 or PL 252; or approval of the instructor. A study of the nature, structure, sources, types, and limits of
knowledge and rational belief. In addition to consideration of the main theories of knowledge and rationality, attention will
also be given to various forms of skepticism and the problems they pose.
306. Ancient Political Philosophy (3 s.h.)
A critical survey of some of the major texts in the Western tradition of political philosophy. Sources range from Homer to
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St. Augustine, and include the literature of epic, tragedy, history, philosophy, and theology. This course includes a research
component. (Cross-listed as PO 306.)
307. Modern Political Philosophy (3 s.h.)
A critical survey of some of the major texts in the Western tradition of political philosophy. Sources range from Machiavelli
to Marx to the post-moderns, and include the literature of Shakespearean tragedy, political essays, philosophy, and theology.
This course includes a research component. (Cross-listed as PO 307.)
322. Existentialism (3 s.h.)
An introduction to modern existentialism emphasizing the view of Kierkegaard, Nietzche, Dostoevski, Heidegger, Jaspers,
Tillich, Marcel, Sartre, Buber, and Berdyaev.
350. Philosophy of the Arts (3 s.h.)
Prerequisite: PL 201, or PL 251, or PL 252; or approval of the instructor. A study of philosophical issues concerning the ne
arts, including the nature of art, art and morality, aesthetic judgments, and the relation of art to worldviews.
375. Philosophy of Religion (3 s.h.)
A study of philosophical questions that arise from religion, and particularly from the Judeo-Christian tradition. Issues
explored include the existence and nature of God, the nature of God’s relation to the world, the problem of evil, the problem of
religious language, the rationality of religious belief, life after death, miracles, religious experience, religious plurality, and the
relationship between religion and morality.
376. Ethics (3 s.h.)
An examination of classical and contemporary ethical theories. Attention will be given to both meta-ethical issues (e.g., the
question of whether there is an objective moral order and the question of the relation of God to ethics) and normative ethical
theories (e.g., Kantian ethics, utilitarianism, and virtue theory).
377. Contemporary Ethical Issues (3 s.h.)
Prerequisite: PL 201, or PL 251, or PL 252; or approval of the instructor. Recommended: PL 376. A consideration of some of
the prominent ethical issues of our time, such as abortion, the death penalty, homosexuality, and armative action.
378. Christian Apologetics (3 s.h.)
A study of various approaches and problems in defending the Christian faith. Special attention will be given to contemporary
challenges to the Christian faith. Some consideration will also be given to the ways in which Christian apologetics is related to
philosophy, theology, and evangelism.
381. Special Topics (3 s.h.)
Prerequisite: PL 201, or PL 251, or PL 252; or approval of the instructor. A study of the thought of some historically
signicant philosopher(s) or of some important philosophical problem(s).
406. Seminar (3 s.h.)
Prerequisite: At least two 300-level philosophy courses. An advanced seminar on a topic of current interest in philosophy.
Requirements include preparation and presentation of a research paper.
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Biology (BG)
Professors Brownlee, Campbell, Mina (Chair), Nelsen
The Department of Biology oers two majors: a Bachelor of Science and a Bachelor of Arts
in Biology. With the Biology major graduates have a history of successfully entering a diversity of
professional and graduate programs, ranging from Medicine and Human Genetics to Environmental
Law and Toxicology. Other graduates directly enter competitive job markets, pursuing such careers as
veterinary medicine, wildlife biology, genetic technology, and management.
Our educational philosophy is simple. We seek to help our students understand (a) fundamental
and applied concepts in the biological sciences; (b) scientic ways of discovering, thinking, and
learning; (c) skills (both technical and cognitive) that will be needed for career or further study; and
(d) the role of biological principles and processes in society and the real world.
The Bachelor of Science degree in Biology is designed for students who plan to pursue a career
in scientic research and/or who wish to pursue advanced medical studies or graduate studies in
the biological sciences. The Bachelor of Arts degree in Biology is intended primarily for three groups
of students: (a) those wishing to maximize course-selection opportunities (e.g., a minor); (b) those
planning to enter environmental and health profession elds that do not require a doctoral degree or
its equivalent; and (c) students pursuing science-related careers such as teaching, law, or managerial/
compliance/quality assurance positions in science-related rms.
The Bachelor of Science degree in Biology with an emphasis in Biomedical Science (BS-Biomed)
is designed for students who plan to seek advanced degrees in medicine (e.g., M.D., P.A., M.S.N,
D.V.M., D.D.S., D.P.T.), Pharmacology/Pharmacy, and M.S. and Ph.D. programs such as Biomedical
Research, Forensic Science, Genetics, Physiology, and Biochemistry/Molecular Biology. Candidates for
this degree take 38 hours of Biology courses, consisting of 110, 111, 202, 324, 340 or 407, 403, 404
and an additional 16 hours of Biology electives, generally including some combination of 200, 201,
210, 211, 302, 303, 401 and/or 430. In addition, BS-Biomed candidates take Chemistry 101, 102, and
214-215; Physics 110 or 111 or 120; and Calculus or Scientic Statistics.
The Bachelor of Science degree in Biology with an emphasis in Ecology, Environmental Science,
and Wildlife Biology (BS-EEW) is designed for students seeking to work or pursue graduate studies
in conservation biology, ecology, zoology/botany, wildlife management, and environmental science.
Candidates for this degree take 38 hours of Biology courses, consisting of 110, 111, 202, 324, 340
or 407, 403, 404 and select an additional 16 hours of Biology electives, generally including some
combination of 204, 206, 207, 209, 214, 215, 220, 301, 302, 309, 406 and/or 408. In addition, BS-EEW
candidates take Chemistry 101, 102, and 214-215; Physics 110 or 111 or 120; and Calculus or Scientic
Statistics.
The Bachelor of Arts degree in Biology is intended for students who wish to maintain maximal
course-selection freedom while preparing for careers in business, environmental/ecological science,
or health profession elds such as nursing and physical or occupational therapy. Candidates for the
B.A. degree in Biology take 33 hours of Biology courses, consisting of 110, 111, 202 or 324, 340 or
407, 403, 404 and 15 hours of Biology electives (see preceding B.S. elective lists). Chemistry 101 and
102 are required, and additional courses in Math, Chemistry, Physics, Business, or Psychology may be
benecial, depending on career goals.
Students pursuing a Minor in Biology will take at least 20 hours in Biology, including up to two
100-level courses (101, 110, and/or 111) and 12 or more hours in (a) the medical/physiology area, (b)
the ecology/environment eld, or (c) a combination of both.
Students wishing to graduate with Honors in Biology must have a grade point average of 3.6 or
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better in the major, as well as an overall grade point average of 3.3 or better. Honors students must
also earn an “A” in BG 415, which involves a biological research project, a senior thesis based on that
project, and a presentation at a regional or national biological meeting or (in extraordinary cases) an
on-campus research forum. At least the last two years of coursework in the major must be completed
at Erskine.
Biology majors are expected to develop competence in the use of computer and information
technology, including word-processing (BG 110 and others), intranet-based classwork (BG 111
and others), Internet-based literature searching (BG 403 and others), computer-interfaced data
acquisition (BG 303 and others), and standard communication, analysis, and presentation software
(BG 407 and others).
The minor in Health Care Management introduces students to this growing eld from a perspective
of life science and business management. The health care management minor consists of 21 hours
which includes the following coursework: BA 201, 222, 251; BG 210, 211, HE 202, and one course
from BG 300 or MA 205. The following courses are recommended but not required: BA 252, 333, 334;
BG 200 and an externship/internship in the healthcare management eld.
Biology (BG)
101. General Biology (4 s.h.)
A basic study of biological principles for non-science majors. Lectures and laboratories address current biological and social
issues, such as emerging and resistant pathogens, genetic engineering and cloning, biodiversity, and other environmental
challenges and solutions. Weekly lab. Fee required.
110. Concepts of Cellular Biology (4 s.h.)
This course Introduces the biochemistry, anatomy, and physiology of living cells. Topics range from the biochemical and
genetic foundations of life to the roles of unicellular organisms in the environment and in human disease. Intended for science
majors and minors. Weekly 3-hour lab. Fee required.
111. Concepts of Organismal Biology (4 s.h.)
This course, intended for science majors and minors, covers the anatomy and physiology of multicellular animals, as well as
their interactions with the physical environment and with other organisms. Weekly 3-hour lab. Fee required.
200. Mechanisms of Disease (3 s.h.)
Prerequisite: BG 111 or consent of instructor. This course, intended primarily for students pursuing careers in health care and
education, introduces the major causes and consequences of human disease. Topics include global patterns of morbidity and
mortality, etiological factors, cancer, cardiovascular disease, nervous system disorders, reproductive disorders, communicable
diseases, and parasites.
201. Microbiology (4 s.h.)
Prerequisite: BG 110. This course focuses on the morphology, physiology, and taxonomy of bacteria and viruses, and then
addresses the mechanisms used by these microorganisms to cause disease and evade the immune system. Weekly 3-hour lab.
202. Genetics (4 s.h.)
Prerequisites: BG 110 or consent of Instructor. This course provides an overview of the following Important divisions of
genetics: transmission genetics (how traits are inherited from generation to generation), quantitative genetics (analysis of
complex characteristics using statistical procedures), and molecular genetics (structure and function of genetic material).
Weekly 3-hour lab.
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204. Environmental Biology (4 s.h.)
This course introduces important environmental issues, addressing them from both global and local perspectives and
examining the conicting ecological, economic, and political pressures that complicate resolution of environmental dilemmas.
Laboratory investigations include the biology of local natural communities, assessment of air and water quality, and discussion
of controversial issues. Alternate Fall terms. Weekly 3-hour lab.
206. General Zoology (4 s.h.)
A survey of vertebrate and invertebrate animal diversity, focusing on adaptations, interactions, and natural history of
regional ecosystem faunas. Laboratory investigations involve identication and sampling of representative groups, behavioral
observations, and eld trips to diverse Carolina ecosystems. Alternate Fall terms. Weekly 3-hour lab.
207. General Botany (4 s.h.)
This course examines the structure and function of plants, emphasizing their economic, aesthetic, and ecological
importance. Both eld studies and laboratory exercises are included. Weekly 3-hour lab.
209. Animal Behavior (3 s.h.)
Prerequisite: BG 101, BG 110, or BG 111. Animals, including humans, face daily challenges to their continued survival.
This course addresses such diverse behavioral contexts as learning, communication, navigation, feeding, aggression, defense,
reproduction, parental care, and social behavior. The underlying theme is the adaptive value of behavior.
210. Human Anatomy and Physiology I (4 s.h.)
This course is a study of human gross anatomy, histology, and physiological mechanisms of homeostasis and integration of systems.
Topics will include cell metabolism, tissues, and the integumentary, skeletal, muscular, and nervous systems. Freshman status requires
faculty approval. Weekly 3-hour lab.
211. Human Anatomy and Physiology II (4 s.h.)
This course is a study of basic human anatomy and histology of organs and physiological mechanisms of homeostasis and
integration of systems. Topics will include tissues, cardiovascular, endocrine, digestive, respiratory, urinary, and reproductive
systems. Freshman status requires faculty approval. Weekly 3-hour lab.
214. Carolina Vertebrates (3 s.h.)
Prerequisite: one semester of Biology. This course is a classroom-based study of vertebrates inhabiting the Carolinas.
Students will learn to identify representative vertebrates, become familiar with the natural history of selected groups, and
conduct research on a species of individual interest. Oered alternate Spring terms.
215. Vertebrate Studies (1 s.h.)
Corequisite: BG 214. A eld-based lab course focusing on techniques employed to study vertebrates in the wild. Intended
for students interested in ecology, evolution, environmental biology, and/or wildlife biology. Class size limited. Oered
alternate Spring terms. Meets one 3-hour period per week.
220. Field Botany (2 s.h.)
A eld-based course in plant biology, emphasizing collection and identication of local ora, herbarium techniques, and
the value of selected plants to humans and to Carolina ecosystems. Meets weekly for one 3-hour period.
222. Special Topics in Biology (1-3 s.h.)
Prerequisite: 101, 110, or 111. This elective provides an opportunity to explore areas of biology that are not part of the
regular curriculum, such as wildlife management, ornithology, and virology.
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230. Introduction to Global Health (3 s.h.)
This course examines current and emerging issues in global health and provides an overview of the key biological,
social, and environmental factors aecting health worldwide. Students will examine major health issues in developed and
developing countries, explore the relationship between health and economic development, and evaluate the role of agencies
and individuals in addressing global health issues.
299. Service-Learning in Biology (1-3 s.h.)
Prerequisites: Concurrent registration or completion of a Biology course designated as a service learning oering and
permission of the Biology faculty. This course provides students an opportunity to apply classroom content to meaningful
projects addressing real community needs. Students will be expected to complete a minimum of 40 hours of volunteer service
with an approved non-prot organization, government agency, or community group for each semester hour of credit received.
Students may repeat the course for a maximum total of 3 semester hours. Not for major or minor credit. Graded Pass/Fail only.
Oered during any regular term.
300. Biostatistics (3 s.h.)
Prerequisite: MA 107, MA 141, or permission of instructor. This course covers both the principles and the methods of
contemporary scientic statistics. Our goal is to achieve both conceptual understanding of and computational experience in
such diverse areas as graphical and numerical descriptive statistical techniques, probability distributions, hypothesis-testing
and inference, correlation, and linear regression. A major emphasis will be how to interpret and understand the calculated
statistics as opposed to simply computing them. In the end, students should be able to better understand and assess the
validity of reported research ndings.
301. Herpetology (4 s.h.)
A study of amphibians and reptiles with emphasis on species of the southeastern U.S., this course will cover the morphology,
physiology, behavior, and ecology of these ecologically important organisms. Major emphases will be the identication of
species and the roles amphibians and reptiles play in ecosystems. Weekly 3-hour lab. This course is open to both Biology majors
and non-majors.
302. Comparative Anatomy of the Vertebrates (4 s.h.)
Prerequisites: BG 110, 111. A systematic overview of the diversity of vertebrates that focuses on the relationship between
morphological form and function. Additional topics include the biogeography and classication of vertebrates. Morphological
dissection exercises will concentrate on higher vertebrates. Alternate Spring terms. Weekly 3-hour lab.
303. Human Physiology (4 s.h.)
Prerequisites: BG 110, 111, and junior standing. An introduction to the physiological processes of the human body. The
course includes basic physical and chemical processes in tissues, detailed consideration of organ systems, and an integrative
approach to understanding how the body maintains homeostasis. Weekly 3-hour lab.
309. Ethology Laboratory (1 s.h.)
Prerequisite or corequisite: BG 209, 406, or 407. A lab- and eld-based exploration of animal behavior. Students design
and conduct supervised research on an aspect of behavior ranging from foraging and migration to reproduction and defense
against predators. Meets one 3-hour period per week.
324. Molecular Cell Biology (4 s.h.)
Prerequisites: BG 110 and BG 111 or permission of instructor. An overview of the structure, organization, and function of
cells, with an emphasis on eukaryotic cellular and molecular processes. Weekly 3-hour lab.
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340. Evolutionary Biology (4 s.h.)
Prerequisites: BG 110, BG 111, and BG 202. This course addresses both the patterns (results) of organic evolution on Earth
and the processes (mechanisms) that have generated these patterns. Topics include biodiversity and biogeography (the
history, variety, and distribution of life on Earth); the reciprocal connections between ecology (interaction), microevolution
(adaptation), and macroevolution (diversication); mechanisms and patterns of genetic change within and beyond species
boundaries; and contemporary emphases (phylogenetic inference) and discussions in the eld of evolutionary biology. Weekly
3-hour lab.
399. Externship in Biology (1-4 s.h.)
Prerequisites: Junior standing. This course is an opportunity for students to work directly with professionals in their eld
of interest. Students will shadow professionals during their regular work and maintain a journal describing their activities and
thoughts regarding the profession. Students earn one hour of credit for every 40 contact hours. Not for major or minor credit.
May be repeated, but students may earn a maximum of four semester hours’ credit toward graduation for this course.
401. Animal Nutrition (3 s.h.)
Prerequisites: Junior status and permission of the instructor. A course concerning animal nutrition for Pre-Veterinary
students. The course includes a study of digestion; the role, metabolism and requirements of water, minerals, and trace
elements; and energy and the metabolism of carbohydrates, lipids, and proteins. Additional topics include nutritional
requirements, signs of nutrient deciency, reproduction, lactation, antibiotics, hormones and growth.
403. Senior Seminar I (1 s.h.)
A ‘capstone’ course that oers the opportunity for Biology seniors (or early graduates) to conduct in-depth research and
make a presentation on a topic of contemporary relevance to science and society. Fall terms.
404. Senior Seminar II (1 s.h.)
A ‘capstone’ course that oers the opportunity for Biology seniors (or early graduates) to conduct in-depth research and
moderate a group discussion on a topic of contemporary relevance to science and society. Spring terms.
406. Methods in Environmental and Field Biology (3 s.h.)
Prerequisite: Previous course in zoology, ecology, or eld biology. A eld-based course in practical methods of environmental
and ecological science. Topics include sampling and censusing of terrestrial and aquatic species, habitat delineation and
assessment, behavioral data collection, computer modeling, and analysis of eld data.
407. Ecology (4 s.h.)
Prerequisites: 110, 111, Junior or Senior status. A study of interrelationships among organisms and their environments,
including the study of natural ecological systems and the eects of human activity upon them. Laboratory investigations will
focus on characterization of regional ecosystems and quantitative data analysis. Weekly 3-hour lab.
408. Ornithology (4 s.h.)
Prerequisites: 110, 111. A study of avian taxonomy, morphology, physiology, behavior, communication, migration,
conservation, extinction, and other important topics related to the natural history and ecology of birds, with a focus on the
southeastern U.S. Laboratory investigations will focus on eld observations and techniques. Weekly 3-hour lab.
410. Independent Study (1-3 s.h.)
Prerequisites: One semester of biology and sophomore status. Students pursue independent study in approved areas of the
biological sciences. Except by written departmental approval, a maximum of four semester hours of independent study may be
used to fulll the course requirements for a major or minor in Biology.
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411. Research in Biology (1-3 s.h.)
Prerequisites: Three semesters of biology and sophomore status. Supervised research with a faculty member on a topic of
contemporary biological signicance. Pass/Fail.
415. Honors Program in Biology (1 s.h.)
Program requirements include a thesis based on original research and thorough review of relevant literature and an oral
presentation of the research at a scientic meeting or (in exceptional cases) an on-campus research forum. The program is open
to students meeting the general College criteria for departmental honors.
430. Neurobiology (3 s.h.)
Prerequisite: BG 210. This course is an extensive study of the structure and function of the nervous system. It is intended
to build upon the concepts learned in human anatomy and physiology. Beginning with the level of cell membrane receptors
and ion movements, students will learn how neurons communicate, how sensory and motor information is received, and the
pathways in which information is delivered. Also, complex processes such as memory, emotion, and speech will be discussed.
When appropriate, pathology and therapeutic options will be explored. Oered alternate fall terms.
444. Topics in Advanced Biology (2-4 s.h.)
An elective for juniors and seniors in Biology. Possible topics include marine biology, histology, parasitology, and
conservation biology.
Geology (GL)
101. Geology (4 s.h.)
An introduction to the natural processes that occur on and within the Earth. Topics include plate tectonics, earthquakes,
volcanoes, mountain building, weathering and erosion, glaciation, and oceans. Weekly 3-hour lab. Fee required.
Health Science (HE)
Professors Brownlee (Chair), Magee, Major, Novakovic
The Health Science degree is a co-sponsored degree between the Athletic Training faculty and the
Biology faculty. There are two majors within the Health Science curriculum: a Bachelor of Science and
a Bachelor of Arts. The Health Science degree is intended to prepare graduates to earn admission to a
wide array of allied health professional and graduate programs. Students must identify prerequisite
courses required by each graduate program to which they plan to apply, and arrange their academic
plan so they complete those courses.
The goal of the Health Science degree is to (a) teach students the fundamentals of health and
the sciences courses associated with human health; (b) engage students with professionals in the
health care network; (c) develop the skills of the students so that they will need to continue in further
study in healthcare; (d) create a mindset in the students which encourages them to pursue healthcare
research and explore topics that relate to eld.
The Bachelor of Science degree in Health Science is designed for students who plan to pursue
a career in elds that require scientic research and/or wish to pursue advanced allied healthcare
studies. Candidates for the B.S degree in Health Science take 17 hours of Health Science courses,
consisting of 201, 202, 203, 303, 317, 401, 402, and 403. Sixteen hours of Biology (BG 110, 111, 210,
211) and four hours of Chemistry (CH 101) are required. Students must complete eleven hours by
selecting one course from each of the following lists: PY 306, PY 313, ED 210, BG 230, BG 200, HE 417
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(3 hours); PH 110 or CH 102 (4 hours); and BG 201, 202 or 303, HE 204, 301 or PH 111 (3-4 hours).
The Bachelor of Arts degree in Health Science is intended primarily for three groups of students: (a)
those wishing to maximize course-selection opportunities (e.g., a minor); (b) those planning to enter
a health profession that does not require a doctoral degree or its equivalent; and (c) students who
are interested in pursuing non-patient oriented healthcare related elds such teaching, managerial,
or healthcare administration. Candidates for the B.A degree in Health Science take 8 hours of Health
Science courses, consisting of 201, 202, 203, 303, and 401. Students will also take 9 hours of Athletic
Training courses, consisting of 317, 402, and 403. Twelve hours of Biology are required including
110, 210, and 211. Students must take another 4 hours in Biology or Chemistry (BG 111 or CH 101).
Students must complete one course from PY 306, PY 313, ED 210, BG 230, or BG 200.
Students wishing to graduate with Honors in Health Science must have a grade point average of
3.6 or better in the major as well as an overall grade point average of 3.3 or better. At least the last
two years of coursework in the major must be completed at Erskine.
Health Science (HE)
201. Introduction to Healthcare (3 s.h.)
Intended for those interested in pursuing a career in an allied healthcare eld. Students will learn about various healthcare
professions, including educational requirements and professional practice, and will discuss the American healthcare system.
202. Medical Terminology (1 s.h.)
A study of the most commonly used terminology as it relates to allied healthcare.
203. Field Experience in Healthcare I (1 s.h.)
Prerequisite: sophomore status. An on-site clinical experience with a credentialed healthcare professional. Requires 50
hours of supervised experience.
204. Introduction to Pharmacology (3 s.h.)
Prerequisite: HE 201. Recommended prerequisite: one of the following: BG 110, BG 200 and/or BG 210 and/or 211 and
sophomore standing. The overall goal of this course will help students understand the basics of pharmacology and medical
therapeutics to help students understand the fundamental applications of pharmacology in healthcare. Throughout this
course, students will be introduced to pharmaceutical therapies with an analysis of how they aect metabolism, their
mechanisms of action, and potential side eects in patients.
216. Emergency Response (1 s.h.)
A comprehensive course for training and certication in emergency response which includes community rst aid; adult,
child and infant CPR; AED, oxygen administration, OSHA standards, communicable diseases, and transport. Fee required.
301. Fundamentals of Public Health (3 s.h.)
Prerequisite: HE 201, 202, and sophomore standing. Students will gain an understanding of public health as a broad,
collective enterprise that seeks to extend the benets of current biomedical, environmental, social, and behavioral knowledge
in ways that maximize its impact on the health status of a population. The course will provide an overview of the public health
approach including epidemiology, disease surveillance, sustainable solutions, social determinants of health, and disease
prevention. Through active learning, students will learn skills in identifying and addressing an ever-expanding list of health
problems that call for action to protect, promote and improve our nation’s health, primarily through preventive strategies.
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303. Field Experience in Healthcare II (1 s.h.)
Prerequisites: PY 201, HE 203 and junior status. A second on-site clinical experience with a credentialed healthcare
professional. Requires 50 hours of supervised experience.
317. Nutrition Counseling (3 s.h.)
An in-depth study of the science of nutrition, with special emphasis on diet counseling and tailoring nutrition programs to
meet individual aspirations and needs. Includes the use of computers in nutrition planning and an in-depth study of healthy
food preparation.
401. Research Methods in Health Science (2 s.h.)
Prerequisite: MA 205. A study of methodology used in healthcare research. Students will learn how to ask proper research
questions, how to perform and write a literature review, and how to collect research data.
402. Kinesiology (3 s.h.)
Prerequisite: BG 210 or 211. A study of the muscular and mechanical factors in bodily movements.
403. Physiology of Exercise (3 s.h.)
Prerequisite: BG 210 or 211. Introduction and overview of the physiological basis of physical education and athletics. The
eects of exercise on various systems will be considered. Practical application of exercise science to physical tness and athletic
performance will be emphasized.
404. Health Policy & Delivery Systems (3 s.h.)
Prerequisite: HE 201, 202, 203, and junior standing. This is a course will cover policies and laws governing what services are
available and on what terms, as well as their inuence on health status at both the individual and population levels. This course
examines the Constitutional, regulatory, political, and socio-economic bases for the policies that determine access, quality, cost
and equity in health services and population health programs. While the focus is principally on the US health care environment,
the course will also examine the framework for organizing and analyzing other national health systems, covering governance,
nancing, delivery systems, workforce, etc.
417. Essentials of Human and Sport Performance (3 s.h.)
Prerequisite: junior standing. A comprehensive study of exercise techniques and how an exercise program can be designed
to meet individual goals and needs. Goal-setting, motivational and time management techniques will be discussed, as well as
cardiovascular and strength training programs for specic sports.
Chemistry and Physics
Professors Boyd, Hayden, (Chair), Michonova
The Department of Chemistry and Physics prepares students for success in post-graduate academic
programs and for a wide range of career options. An undergraduate degree in chemistry from Erskine
College provides an excellent foundation for advanced study or careers in chemistry, biochemistry,
environmental science, and other related science and engineering elds. The Bachelor of Science
degree in chemistry is designed for those students intending to pursue a career in chemistry; either
those planning to attend graduate school, or those planning to become industrial or governmental
chemists. Students pursuing careers in health professions including medicine, dentistry, and
pharmacy are well-served by the BS degree with an emphasis in biochemistry. The BS in chemistry
with an environmental emphasis is designed for students interested in careers in environmental
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science, environmental engineering, or industrial chemistry. The Bachelor of Arts degree in chemistry
is primarily designed to provide a chemistry foundation for students with a primary BS degree in
another eld.
Since an understanding of chemistry and physics is essential in the study of many other disciplines
and for navigating the technological society in which we live, the Department provides service
courses for the basic curriculum and for other major areas of study. The Department seeks to help
students communicate eectively, reason abstractly, and develop an understanding of the natural
environment.
Chemistry Major (CH)
All chemistry majors are required to take the following courses in the “chemistry core”:
• CH 101, 102, 205, 214, 215, 216, 217, 315, 405 and 415
• MA 141, 142, 205
• PH 110 and 111 or 120 and 121
The Bachelor of Science degree in chemistry requires each of the following courses in addition to the
“chemistry core”:
• CH 401 and 402
• CH 306 or 320/321
The Bachelor of Science degree in Chemistry with an emphasis in Biochemistry requires the following
courses in addition to the “chemistry core”:
• CH 320, 321, 322, and 323
• CH 401 or 402
• Biology 110
• Biology 202 or Biology 211
The Bachelor of Science degree in Chemistry with an emphasis in Biochemistry requires the following
courses in addition to the “chemistry core”:
• CH 320, 321, 322, and 323
• CH 401 or 402
• Biology 110
• Biology 202 or Biology 211
The Bachelor of Science degree in Chemistry with an emphasis in Environmental Chemistry requires
the following courses in addition to the “chemistry core”:
• 207, 401
• Biology 204
• Biology 201 or Biology 407
The Bachelor of Arts degree in Chemistry requires the following courses in addition to the “chemistry
core”:
• CH 306 or 320/321
• CH 401 or 402
The Minor in chemistry requires CH 101 and 102, and a combination of chemistry courses to total at
least 20 s.h. including at least one chemistry course at the 300 level or higher.
The Department of Chemistry and Physics will grant the designation “Honors in Chemistry” to those
students meeting the following requirements:
1. Completion of the courses required for a Chemistry degree with a GPA of 3.60 or better.
2. Completion of 3 s.h. of research during the academic year or completion of a summer
undergraduate research program.
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3. A research presentation at a national or regional meeting of ACS, CUR or the equivalent.
4. An average national ranking of 60 percent or better on at least four of the ACS end of course exams.
101. General Chemistry I (4 s.h.)
Fundamental chemical principles are emphasized in class and laboratory. Topics covered include: atomic theory and atomic
structure, chemical formulas and equations, oxidation-reduction reactions, thermochemistry, behavior of gases, the periodic table;
chemical bonding, phase changes, and solutions. Weekly lab. Fee required. Credit may not be awarded for both Chemistry 101 and
Chemistry 105.
102. General Chemistry II (4 s.h.)
Prerequisite: 101. Topics covered include: intermolecular forces, thermodynamics, chemical equilibrium, rates of reaction, acids
and bases, coordination compounds, and electrochemistry. Weekly lab. Fee required.
103. Chemistry Honors Laboratory (0 s.h.)
Corequisite: CH 102 (4 s.h.). An honors section of CH 102 Laboratory. Enrollment by invitation only. Honors lab activities will
emphasize experiment design, data analysis, and scientic communication. (Pass/Fail). Weekly Lab.
104. Freshman Chemistry Laboratory (1 s.h.)
Prerequisite: consent of Department. A course consisting of the laboratory portion of Chemistry 101 or 102. The course is
restricted to incoming students who have earned credit for the course content of Chemistry 101 or 102 but who do not have college
level laboratory skills. Course may be repeated if a student requires laboratory instruction from both courses. Fee required.
105. Concepts in Chemistry (4 s.h.)
A course in chemistry for non-science majors designed to provide an understanding and appreciation of (1) the nature and
methods of science (2) some of the fundamental laws and theories of chemistry, and (3) the role of science in society and how it
relates to other areas of human endeavor. Students in this course will be taught to reason abstractly and to develop an understanding
of the natural environment. Weekly laboratory. Fee required. This course may not be used to satisfy the requirements for the
chemistry major or minor. Credit may not be awarded for both Chemistry 101 and Chemistry 105.
205. Analytical Chemistry (4 s.h.)
Prerequisite: Grade of “C” or better in 102. A course in analytical chemistry including gravimetric, volumetric and basic
instrumental methods of analysis. Topics covered include: acid-base equilibrium, acid-base titration, precipitation reactions;
oxidation-reduction reactions; electrochemical analysis; ultraviolet-visible spectroscopy; atomic absorption spectroscopy; and
gas chromatography. Laboratory (six hours a week) consists of analysis of unknowns by standard volumetric, gravimetric and
instrumental methods. Fee required.
207. Environmental Chemistry (4 s.h.)
Prerequisite: CH 101 or CH 105. A study of the chemistry underlying modern day environmental issues. The objective of the
course is to better understand the application of chemical principles to modern day environmental concerns. Topics to be covered
include: the atmosphere; acidic precipitation; air and water pollution and modern remedies; environmental toxicology; alternate
energy sources, including nuclear, electrochemical, hydrogen and solar. Weekly lab. Fee required.
211. Mentored Research in Chemistry (1-3 s.h.)
Prerequisite: consent of Department. A course in mentored research for exceptional freshman and sophomore students in a
variety of elds of Chemistry. Credit depends upon time devoted to project. Pass/Fail.
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214. Organic Chemistry I (3 s.h.)
Prerequisites: 101 and grade of “C” or better in 102 or equivalent. A systematic study is made of the principal classes of carbon-
containing compounds: their structures, nomenclature, physical properties, preparation, and characteristic reactions. These
unifying concepts are stressed: (1) the structures of organic compounds determine their properties and reactions, and (2) there
exists a limited number of mechanisms by which organic compounds react. This course emphasizes the mechanistic pathways and
synthetic utility of organic reactions.
215. Organic Chemistry I Lab (1 s.h.)
A laboratory course that must be taken concurrently with CH 214. Provides training in the preparation, purication, and
identication of organic compounds. Fee required.
216. Organic Chemistry II (3 s.h.)
Prerequisite: 214. This course continues the study of the principles of organic chemistry begun in 214. In addition, the
spectroscopic characterization of organic compounds is introduced.
217. Organic Chemistry II Lab (1 s.h.)
A laboratory course that must be taken concurrently with CH 216 and after completion of Organic Chemistry I Lab. Synthetic
techniques and the application of spectroscopy to structure determination are emphasized. Fee required.
306. Inorganic Chemistry (3 s.h.)
Prerequisites: 214-217. Selected topics in modern inorganic chemistry. Areas of emphasis to include: transition metal
complexes, crystal eld theory, reactions of transition metal complexes, bioinorganic complexes, solid state structures and theory,
and descriptive chemistry of some representative elements.
315. Junior Seminar (1 s.h.)
An introduction to the chemical literature and to scientic writing. Required of all majors.
320. Biochemistry (3 s.h.)
Prerequisite: a C or better in 216. An in-depth study of the structures and physical properties of amino acids, proteins, enzymes,
carbohydrates and lipids. Additional topics include enzyme kinetics, enzyme mechanisms and the thermodynamics and regulation
of biochemical processes.
321. Biochemistry Lab (1 s.h.)
A laboratory course that must be taken concurrently with CH 320. This course is an introduction to modern analytical techniques
used for the separation and characterization of biochemical macromolecules. Fee required.
322. Advanced Biochemistry (3 s.h.)
Prerequisites: 214-217; 320. An in-depth study of the chemical reactions that constitute metabolism. In particular, the ways in
which cells extract energy and reducing power from their environment will be examined. The pathways by which cells synthesize
amino acids, lipids, nucleotides and other biomolecules will be studied.
323. Advanced Biochemistry Lab (1 s.h.)
Prerequisite: 320. Laboratory work investigating areas such as enzyme catalyzed reactions, amino acid analysis, and protein
purication. Fee required.
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399. Externship in Chemistry (1-4 s.h.)
Prerequisite: Minimum of 56 s.h. This course is an opportunity for students to work directly with professionals in their eld
of interest. Students can choose health-related, environmental, industrial or other approved elds. Students will shadow
professionals and maintain a journal describing their activities and thoughts regarding the eld. Students earn one hour of credit
for every 40 contact hours. Not for major or minor credit. May be repeated, but students may earn a maximum of four semester
hours’ credit toward graduation with this course.
401. Physical Chemistry I (4 s.h.)
Prerequisites: grade of “C” or better in 102, Math 141 and 142. Classical thermodynamics will be examined with application to
the areas of chemical equilibrium, phase equilibria, and electrochemistry. Chemical kinetics will also be studied. Weekly lab. Fee
required.
402. Physical Chemistry II (4 s.h.)
Prerequisite: CH 401. The theories of quantum mechanics will be developed and applied to model systems. Applications of
quantum mechanics to spectroscopy and statistical mechanics will be examined. Weekly lab. Fee required.
405. Instrumental Analysis (4 s.h.)
A survey of the theory and practice of modern analytical instrumentation. Topics covered include: ultraviolet-visible spectroscopy,
infrared spectroscopy, nuclear magnetic resonance spectroscopy, mass spectrometry, gas and liquid chromatography, atomic
absorption spectroscopy, and electrochemical methods of analysis. Weekly lab. Fee required.
410. Independent Study (Credit to be determined)
Individual project
411. Research in Chemistry (1-3 s.h.)
Prerequisite: Consent of department. Honors course of supervised research in a variety of chemical elds. Credit depends on
problem selected and time devoted. Pass/Fail.
415. Senior Seminar (1 s.h.)
This course will provide students the opportunity to communicate the results of scientic investigation. Each student will give
two oral presentations to the class and submit a senior thesis. Required of all majors.
444. Special Topics in Chemistry (1-3 s.h.)
Prerequisite: Consent of instructor. An elective for advanced students. Oers an opportunity to study an advanced area of
chemistry. Specic course topics will vary according to professor and student interest. Possible topics include: group theory, liquid
crystals, surface chemistry, experimental techniques, stereochemistry, polymer chemistry, structure-reactivity relationships,
reaction mechanisms, and synthesis in organic and biochemistry. Oered on demand.
Physics (PH)
The Physics program oers a minor and courses designed to provide a good physics background for students
who are majoring in mathematics, chemistry and biology or who intend to pursue careers in engineering or
the health professions.
The Minor in Physics requires 110 or 120, 111 or 121, 220, and six additional hours in physics at the
200 level or above.
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106. Astronomy (4 s.h.)
Prerequisite: Prociency in algebra and trigonometry. An introduction to the constellations, history of astronomy, use of telescopes,
the solar system, spectra of stars, binary and variable stars, life cycle of stars, stellar distances, galaxies, relativity, and cosmology.
Includes weekly labs or observations. Fee required.
110. General Physics I (4 s.h.)
Prerequisite: Prociency In algebra and trigonometry. An introduction to motion, forces, energy, momentum, sound, and
waves. Labs give students hands-on experience applying physical concepts. Oered fall semester. Fee required.
111. General Physics II (4 s.h.)
Prerequisite: PH 110 or PH 120. An introduction to electricity and magnetism, optics, special relativity, atomic structure,
and nuclear physics. Labs give students hands-on experience applying physical concepts. Oered spring semester. Fee required.
120. Introductory Mechanics (4 s.h.)
Prerequisite: MA 142. A calculus-based introduction to linear and rotational motion, work and energy, momentum, uids,
gravitation, oscillations, and waves, using a hands-on guided discovery pedagogical approach. Oered alternate years. Fee
required.
121. Introductory Electromagnetism (4 s.h.)
Prerequisite: MA 142 and PH 120. A calculus-based introduction to electricity, magnetism, DC and AC circuits,
electromagnetic waves, and optics, using a hands-on guided discovery pedagogical approach. Oered alternate years. Fee
required.
220. Introductory Relativity and Quantum Physics (4 s.h.)
Prerequisites: MA 142 and either PH 111 or PH 121. An overview of principles of special relativity and quantum physics.
Topics include Lorentz transformations and simultaneity; wave/particle duality; solutions of the Schrödinger equation for
simple cases.. Includes weekly labs. Oered alternate years. Fee required.
344. Special Topics in Physics (1 - 4 s.h.)
Prerequisite: Consent of instructor. An opportunity to study topics outside of the regular physics curriculum. Some possible
topics are: optics, solid state physics, computational physics, mathematical methods of physics, and advanced quantum
mechanics. May be repeated for credit. Oered at departmental discretion.
399. Externship in Physics (1-4 s.h.)
Prerequisite: Minimum of 56 s.h. This course is an opportunity for students to work directly with professionals in their
eld of interest. Students can choose engineering, industrial, or other approved elds. Students will shadow professionals and
maintain a journal describing their activities and thoughts regarding the eld. Students earn one hour of credit for every 40
contact hours. Not for minor credit. May be repeated, but students may earn a maximum of four semester hours’ credit toward
graduation with this course.
410. Independent Study (Credit to be determined)
Prerequisite: Consent of instructor. Supervised study with a faculty member on a specialized topics in physics. Oered at
departmental discretion.
411. Research in Physics (1-3 s.h.)
Prerequisite: Consent of instructor. Supervised research with a faculty member on a contemporary topic in physics. Oered
at departmental discretion.
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Christian Leadership Minor
The purpose of the minor in Christian Leadership is to provide broad and well-rounded perspective
on diversity/culture, people’s behaviors, leadership, and ethics important for being a good leader
in the Church. In each of the three required courses, there will be coordination of leadership texts
to focus on good and bad examples of Christ-centered leadership from existential (Psychology),
contextual (Business), and normative (Bible) perspectives. This 18-hour program requires six hours
from each of three cognate areas:
Psychology: Required: PY 220 Psychology of Religion; Options (pick one): PY 215 Cultural
Psychology, PY 303 Social Psychology, PY 306 Abnormal Psychology, or PY 307 Industrial-
Organizational Psychology.
Business: Required: BA 220 Christian Leadership in Business; Options (pick one): BA 240
Christianity and Economics, BA 341 Organizational Behavior, or BA 375 Service Learning.
Bible & Religion: Required: BR 200 Biblical Ethics; Options (pick one): BR 354 World Religions, BR
378 Christian Apologetics, BR 452 Religion and Contemporary American Culture, or PL 376/377 Ethics.
Economics and Business (BA)
Professors Abraham, McAlister, McCurry (Chair)
Mission
The Department of Economics and Business aims to develop and enrich individuals through a
Christ-centered learning environment. Our goal is to prepare each student for the changing world
by providing a foundation of knowledge, skills, and ethics through high standards for excellence and
hands-on applications of business principles. In addition, we intend to encourage our future leaders
to become active members of the community around them.
Goals
1. Graduates can communicate eectively.
Successful students should understand the importance of eective communication. They should
be able to develop well-written reports, memos, and letters; make eective oral presentations;
explain and interpret ndings and conclusions; justify conclusions or recommendations; and
organize ideas into a coherent train of thought.
2. Graduates convey content specic knowledge in business.
Successful students demonstrate content specic knowledge in the foundation areas of business.
Business Administration Major
The Department of Economics and Business of Erskine College strives to prepare students to thrive
in their chosen business professions. The goal of the department is to graduate students who can
communicate eectively and who have a strong knowledge of the foundational areas of business.
Successful students are prepared to enter the workforce or pursue a graduate degree. Business
Administration majors concentrate in either accounting or business administration.
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A major in business administration requires 48 semester hours with nine fundamental courses:
• BA 221 Principles of Economics: Macroeconomics
• BA 222 Principles of Economics: Microeconomics
• BA 231 Business Law
• BA 251 Principles of Accounting I
• BA 252 Principles of Accounting II
• BA 259 Introduction to Management Information Systems
• BA 324 Business Finance*
• BA 333 Principles of Management
• BA 334 Principles of Marketing
* MA 205 Elementary Statistics is a prerequisite.
The business administration major also requires a concentration in one of two areas: Accounting or
Business. Each requires the following courses:
Accounting Concentration Business Concentration
- BA 351 Intermediate Accounting I - BA 345 Small Business Development or BA 380 Entrepreneurship
- BA 352 Intermediate Accounting II - BA 490 Business Strategy
- BA 354 Cost Accounting - BA 201 Introduction to Business or SM 201 Introduction to Sport Management
- BA 456 Income Tax - Four Courses from any BA 300 - 400
- BA 458 Auditing
- BA 460 Accounting Information Systems
- BA 480 Accounting Seminar
Modications from this program require written approval of the department. Students are encouraged
to take an internship in the summer between their junior and senior year.
Business Administration Minor
A minor may be earned in business administration by students in other majors consisting of 15 hours
which must include:
• BA 201 Introduction to Business
• BA 222 Principles of Economics: Microeconomics
• BA 251 Principles of Accounting I
• BA 252 Principles of Accounting II
• A choice of BA 231 Business Law, BA 324 Business Finance*, BA 333 Principles of Management, or BA 334 Principles of
Marketing
*MA 205 Elementary Statistics is a prerequisite.
Health Care Management Minor
As part of the liberal arts tradition, business students are also encouraged to explore their passions
through dual majors and minors such as the health care management minor. The minor in health care
management introduces students to this growing eld from a perspective of life science and business
management.
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The health care management minor consists of 21 hours which includes the following coursework:
• BA 201 Introduction to Business
• BA 222 Principles of Economics: Microeconomics
• BA 251 Principles of Accounting I
• BG 210 Human Anatomy and Physiology I
• BG 211 Human Anatomy and Physiology II
• HE 202 Medical Terminology
• A choice of BG 300 Scientic Statistics or MA 205 Elementary Statistics
The following courses are recommended but not required: BA 252, Principles of Accounting II; BA 333,
Principles of Management; BA 334, Principles of Marketing; BG 200, Mechanisms of Disease; and an
externship/internship in the healthcare management eld.
Sport Management Major
As part of the Department of Economics and Business Administration of Erskine College, the sport
management program is designed to prepare students to be leaders in sport and recreation programs
in private, public, and commercial settings. Students are also prepared to pursue a graduate degree.
In addition to completing an internship and eld experience, students take a blend of general
business and sport management courses.
A major in sport management requires 48 semester hours:
• SM 250 Sport Ethics (3)
• BA 222 Principles of Economics:Microeconomics or BA 221 Principles of Economics:
Macroeconomics (3)
• BA 251 Principles of Accounting I (3)
• BA 252 Principles of Accounting II (3)
• BA 259 Introduction to Management Information Systems or SM 220 Sport Communications (3)
• BA 333 Principles of Management (3)
• PE 218 Management of Sport, Fitness, Health, and Physical Education (3)
• PY 315 Sport Psychology or PE 308 Theory and Psychology of Coaching (3)
• SM 340 Organization and Administration of Sport, Physical Education and Recreation (3)
• SM 418 Field Experience in Sport Management (1)
• SM 419 Field Experience in Sport Management (1)
• SM 429 Sport Management Internship Reection (2)
• BA 231 Business Law (3)
• SM 326 Economics of Sport (3)
• BA 334 Principles of Marketing or SM 334 Sport Marketing (3)
• BA 343 Human Resource Management or BA 345 Small Business Development or BA 380
Entrepreneurship (3)
• SM 385 Event and Facility Management (3)
• SM 480 Sport Management Senior Seminar (2)
Additional Business-Related Majors: See American Studies
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Business Administration (BA)
201. Introduction to Business (3 s.h.)
This course is a realistic introduction and integration of several key business disciplines (e.g., accounting, production,
human resources, marketing, nance, management, and MIS) through the start-up and operation of a small business (e.g.,
doughnut shop, restaurant, etc.). It is designed to excite and prepare the prospective business student for more advanced
studies in the areas of accounting, management and marketing. This hands-on, project-based course requires numerous
student presentations which will be assessed by the entire business faculty as well as local business managers.
220. Christian Leadership in Business (3 s.h.)
Biblical principles of leadership will be explored in theory and in application in the context of for-prot and non-prot
business organizations. Students will study how Christian leadership contributes accomplishing organizational mission, goals,
and objectives. The concept of servant-leadership will be emphasized as a means to increase organizational and personal
eectiveness and eciency. Students will apply knowledge gained in analyzing case studies and resolving real world issues
pertaining to leading themselves, subordinates, teams, and organizations. Students will complete a research paper on an
individual or organization that exemplies Christian Leadership.
221. Principles of Economics: Macroeconomics (3 s.h.)
Prerequisite: Math 107. A study of human behavior as it aects our material well-being. The performance of the national
and international economy will be the primary focus of attention
222. Principles of Economics: Microeconomics (3 s.h.)
Prerequisite: Math 107. A study of human behavior as it aects our material well-being. The performance of a market-
oriented economy will be the primary focus of attention.
225. Publication and Illustration Graphics (3 s.h.)
Design using illustration and page layout programs. Students will gain an understanding and competency of vector
graphics used in creating logos, illustrations, and digital art. Students will also gain an understanding of page layout design
and electronic publishing. Various projects will be required. Fee required. Cross-listed as BA 225 and IT 225.
226. Image Design Graphics (3 s.h.)
Emphasis placed on image editing and photo manipulation using software programs combined with digital photography.
Various projects will be required. Fee required. Cross-listed as BA 226 and IT 226.
227. Professional Video Editing (3 s.h.)
Using Adobe Premiere Pro, the course is designed to give students the technical expertise necessary to edit professional
quality videos. The course will include (but is not limited to) multiple sequence support, high bit-depth rendering, multicamera
editing, time remapping, color correction tools, audio manipulation, and Bezier key framing. In addition, the course will cover
the entire import-to-output process necessary to produce a video production that can be used by YouTube, MP4, AAF, XML,
QuickTime, etc. Lab fee required. Cross-listed as AR 227 and IT 227.
231. Business Law (3 s.h.)
Prerequisite: Sophomore standing or departmental approval. A basic business course covering such legal topics as
government, business, and society; legal rights and social forces; contracts; personal property and bailments; sales; and
commercial paper.
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240. Christianity and Economics (3 s.h. )
Prerequisite: BA 221 or BA 222. This course examines what Christianity teaches about economic activity and what the
discipline of economics teaches about Christianity and the Christian church. Topics covered include Christian and economic
insights on wealth and poverty, economic growth, market and non-market resource allocation, the environment and natural
resources, institutions and organizations, church-state issues, religious participation, the role of business in society and the
Christian view of business and vocation. May not be used for major or minor credit.
251. Principles of Accounting I (3 s.h.)
Prerequisite: Math 107 or 141. An introduction to the principles, techniques, and uses of nancial accounting. The course
focuses primarily on the accounting cycle and the three primary nancial statements.
252. Principles of Accounting II (3 s.h.)
Prerequisite: 251. A continuation of accounting concepts introduced in BA 251, with emphasis on managerial accounting.
259. Introduction to Management Information Systems (3 s.h.)
An introduction to computers emphasizing concepts of computer hardware, software, and operations. Software coverage
includes business applications programs of word processing, spreadsheets, and presentation development. It is recommended
that students have their own laptop computers.
260. Personal Financial Planning (3 s.h.)
This course serves as an introduction to basic nancial skills. Topics will include budgeting, banking, saving and investing,
debt management (credit cards), major purchases (homes and cars), insurance basics, and risk management. A laptop with a
spreadsheet program is required for this course. This course is open to all students; no previous business or nancial experience
is required.
320. Project Management (3 s.h.)
Prerequisites: Business Administration Majors. Project Management is designed to introduce business majors in their junior
year to the skills and concepts necessary to manage elementary projects (or events). Specically, the course prepares the
student to develop a project vision, objectives, an operational strategy, timetables and a budget. Further, the student will be
given the tools and skills necessary to implement and evaluate project plans. This course places heavy emphasis on developing
leadership, coordination, teamwork, presentation skills, and the implementation of actual projects with local area businesses.
324. Business Finance (3 s.h.)
Prerequisites: 222, 251, 252 and MA 205. This course is the study of the procurement and use of funds by prot-seeking
enterprises; the conicting objectives of liquidity versus protability; the problems of raising funds, short-term, intermediate-
term, and long-term; investment of surplus funds.
326. Economics and Finance of Sport (3 s.h.)
Prerequisites: MA 107 or 205, and BA 251. This course applies the principles of economics and business nance to sports
enterprises. Topics covered include the economic analysis of team and organizational behavior, public nance and sport, the
analysis of short and long term nancial decisions, asset valuation, cost and revenue issues unique to sports, and nancial
planning and management in the context of sports.
333. Principles of Management (3 s.h.)
Prerequisites: BA 201 or permission of the instructor. This course provides basic theory and application of the management
principles: planning, organizing, controlling, and directing. Specically, the course emphasizes business planning and
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organizational development to accomplish missions. Leadership styles and the measurement of objectives and corrective
action planning are examined as key factors inuencing success.
334. Principles of Marketing (3 s.h.)
Prerequisites: BA 201 or permission of the instructor. This course provides an analysis of the exchange processes present
within various organizations. Emphasis will be on the interpretation and integration of the target market with the marketing
mix variables of product, distribution, price, and promotion. Attention will be given to the formation of a company-wide
customer orientation for both nonprot and for-prot organizations.
335. Consumer Behavior (3 s.h.)
Prerequisite: BA 334. This course provides an examination of the decision-making process in a marketing context.
The course will include concepts from economics, psychology, sociology, and other behavioral disciplines to illustrate why
consumers buy what they buy.
336. Sales Management (3 s.h.)
Prerequisite: BA 334. This course will examine all of the activities involved in the sale of products to the nal consumers.
The course will include an analysis of the basic types of retailing, the principles of store location, techniques of merchandising
and promotion, and the requirements for service and control.
341. Organizational Behavior (3 s.h.)
Prerequisites: Business Administration major and BA 333. This is an advanced management course that focuses on the
behavior of individuals and groups within an organization as well as managing organizational change and culture. This course
emphasizes building the skills needed for eective leadership to include conict resolution, communication, negotiation,
stress reduction, character development, and motivation.
342. Occupational Safety and Health Administration (3 s.h.)
Prerequisites: BA 201 or permission of the instructor. This course will focus on the federal and state mandated occupational
safety and health standards, Workers’ Compensation, and what employers and employees need to know to provide a workplace
free from recognized hazards. Students will be required to develop a general knowledge of OSHA Code of Federal Regulation
1910 (General Industry Standard), recordkeeping requirements, and how to prepare for and respond to an OSHA inspection.
343. Human Resource Management (3 s.h.)
Prerequisite: BA 333. This is a primary-level course in advanced management focusing on skills required for the eective
management of personnel in the private enterprise environment. Topics include recruitment, selection, motivation, training
and development of personnel; salary and wage administration; employee communications; and contract negotiations.
344. Production/Operations Management (3 s.h.)
Prerequisites: BA 251, 252, 333 and MA 205. This course is designed to develop prociency in the basic skills required by
managers in eectively solving the administrative, technical and behavioral problems one confronts in managing operations
in manufacturing and service organizations. Topics include inventory control, production control, quality control, work
measurement, and production methods and facilities.
345. Small Business Development (3 s.h.)
Prerequisites: BA 251, 252 and 333 or permission of instructor. This course is designed to give the future entrepreneur the
skills and insights necessary to minimize the risks associated with the undertaking of a new business venture. The students will
learn how to creatively develop and complete a business plan for a proposed business or nonprot enterprise. Additional focus
will be placed on the techniques required to manage a new venture after the creation process.
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347. Business Communications (3 s.h.)
Prerequisite: BA 201 or permission of the instructor. This course is designed to give students a comprehensive view of
communication, its scope and importance in business, and the role of communication in establishing a favorable outside the rm
environment, as well as an eective internal communications program. The various types of business communication media are
covered. This course develops an awareness of the importance of succinct written expression to modern business communication.
351. Intermediate Accounting I (3 s.h.)
Prerequisite: BA 251. BA 351 begins an in-depth study of nancial accounting. It is the rst in a sequence of courses necessary
for anyone preparing for a professional career in accounting. The course undertakes an intense study of the accounting cycle and
seeks to develop understandings of three of the primary nancial statements: the balance sheet, the income statement, and the
statement of retained earnings. Emphasis is placed on the theory undergirding the application of nancial account concepts.
352. Intermediate Accounting II (3 s.h.)
Prerequisite: BA 351. BA 352 concludes the study of the theory and application of basic accounting concepts. The course
deals with complex areas including pensions, accounting for income taxes, leases, and nancial statement analysis. Also,
students are exposed to the statement of cash ows, which completes the study of nancial statement presentation.
354. Cost Accounting (3 s.h.)
Prerequisite: BA 252. A concentrated study of cost accounting methodology and a review of current practices with emphasis
upon problem solving. Taught spring of odd-numbered years.
355. Accounting for Governments and Not for Prot Organizations (3 s.h.)
Prerequisite: 252. A study of the theory and application of fund accounting concepts. Alternate years.
359. Management Information Systems (3 s.h.)
Prerequisites: BA 222, 252, 259 and 333. The purpose of this course is to study the role of information systems within a
business organization. Emphasis is placed on developing an understanding of and an appreciation for the design and control
of information systems. The course includes an examination and application of particular information systems useful in
managerial decision making.
360. International and Cross-Cultural Marketing (3 s.h.)
Prerequisite: 334. The purpose of this course is to familiarize students with the range of analytical approaches used to
meet the opportunities and challenges of international marketing. An evaluation of similarities and dierences between
domestic and international markets will create a backdrop for discussions of relevant case studies and scholarly research. The
development of an international marketing mix will serve as the unifying theme of the course.
361. Multimedia Marketing (3 s.h.)
Prerequisite: 334. This course will introduce students to electronic marketing trends and theories. It includes topics such
as incorporating an on-line multimedia strategy into a marketing plan; using HTML to design virtual storefronts for use on the
World Wide Web; and both accessing and providing marketing and sales information.
365. Advertising Workow (3 s.h.)
Prerequisite: BA 225, BA 226 or permission of instructor. Builds upon digital concepts and applications of BA 225 and BA 226
emphasizing advertising concepts. Advanced graphic design using Photoshop, Illustrator, and InDesign will enable students to
employ the visual arts in print advertising. Emphasis will be on using Photography, Illustration, Page layout and Photoshop to
produce a professional portfolio to obtain professional graphic design employment. Fee required. Cross-listed as AR 365.
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370. Introduction to Hospitality and Tourism (3 s.h.)
Prerequisites: BA 201 or BA 333 or consent of the instructor. This course provides students an introductory overview on
the hospitality and tourism industry. Classes may include discussions on conventions, expositions, restaurants and lodging
establishments. Students are also introduced to the administrative aspects of hospitality, including management, human
resources and general marketing subjects.
375. Service Learning (3 s.h.)
Prerequisites: BA333 and BA334. Service learning combines in-class objectives with project-based learning that is mutually
benecial to the student, service provider, and community. The experience will give students a more comprehensive learning
experience to develop their whole person. Students will gain an understanding of social concerns within the community while
growing as an individual.
380. Entrepreneurship (3 s.h.)
Prerequisites: BA 251, BA 333, and BA 334, or permission of the instructor. Introduction to the concepts of entrepreneurship,
opportunity recognition, characteristics of entrepreneurs, creativity, the role of the entrepreneur in the economy and society,
and entrepreneurship in non-entrepreneurial settings.
385. Event and Facility Management (3 s.h.)
Prerequisites: BA 333 or permission of the instructor. This course will examine the business principles needed to manage
and operate special events and public assembly facilities such as arenas, stadiums, amphitheaters, convention centers and
recreational facilities. This course will include operations that take place in both the front-of-house and back-of-house
segments. Other topics will include event production, managing sta, volunteers and community stakeholders as well as
customer service issues. Cross-listed as SM 385.
400. Special Topics in Business (3 s.h.)
Prerequisites: BA 324, BA 333, BA 334 or permission of the instructor. Special Topics is designed to provide an in-depth
examination of areas requiring additional emphasis beyond materials covered by the Business Concentration (e.g., international
management, service quality, leadership, salesmanship, labor relations, current topics, consumer behavior, etc.). The course is
taught using a seminar format with a heavy emphasis on presentations and projects. Note: This course may be taken twice for
credit as long as the topics are dierent.
410. Independent Study (Credit to be determined)
Prerequisites: 221, 222, 251. This is an individualized course that centers on a particular problem in either business or
economics.
425. Advertising and Promotion (3 s.h.)
Prerequisites: 334 or permission of the instructor. A study of creating and executing integrated promotional campaigns
including a great deal of focus on advertising and sales. The class will also examine how advertising and sales are driven by an
organization’s greater marketing eorts.
427. Marketing Research (3 s.h.)
Prerequisites: BA 334 and MA 205. This course is designed to educate the student in the application of research methodology
to marketing and business problems. It emphasizes locating information sources, questionnaire construction, sampling, data
collection, analysis, and interpretation and presentation of data from both a consumer behavior and a business to business
perspective. The class will also examine how an understanding of marketing research and consumer behavior helps create
eective marketing.
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Academics
451. Advanced Accounting (3 s.h.)
Prerequisite: 351. Emphasizes the various aspects of accounting entities as related to business combinations, acquisitions,
consolidations, reorganizations, and liquidations. Alternate years.
456. Income Tax (3 s.h.)
Prerequisite: 251. The course provides an introduction to the nature and purpose of taxes with specic emphasis on the
federal income tax as it applies to individuals. This course should also provide a basic understanding of the role of taxes in
decision-making. Taught fall of even-numbered years.
458. Auditing (3 s.h.)
Prerequisite: 351. This course presents an introduction to auditing and the public accounting profession. Students will
review standards, ethics, planning, internal controls, procedures and reports as they relate to auditing and other assurance
services. Taught spring of even-numbered years.
460. Accounting Information Systems (3 s.h.)
Prerequisites: BA 222 and BA 252 and BA 259. A study of the role of information systems within a business organization.
Emphasis is placed on developing an understanding of and an appreciation for the design and control of information systems.
The course includes an examination of the interaction that accountants could have with accounting systems in both public and
corporate accounting. Taught fall of odd-numbered years.
480. Accounting Seminar (3 s.h.)
Prerequisites: BA 351, Senior Standing. Capstone class for students concentrating in accounting. Project-based course
designed to prepare students to solve more complex accounting and reporting issues. Course will focus on applying accounting
knowledge and skills to real world case problems.
490. Business Strategy (3 s.h.)
Prerequisites: BA 324, 333, 334, and 345. Strategic Management is the “capstone” or senior seminar course for the Business
Concentration designed to integrate the functional knowledge of accounting, nance, marketing and management in a
corporate (prot and non-prot) environment. Analyses and presentations of case studies are used to develop and implement
company strategies for creating sustainable competitive advantages. Further, the course presents materials necessary to
develop a corporate management audit plan (e.g., Malcolm Baldrige National Quality Award criteria).
499. Business Internship (3 s.h.)
Prerequisites: BA 221, 222, 251, 252, 333, 334 or permission of the instructor. This course is designed to give students
a practical work experience of at least 90 hours in a eld related to their concentration. The student receives prescribed
management and marketing experiences in a business under the supervision of professional employees and a faculty member.
Oering is dependent upon availability of qualied internship positions. Pass/Fail.
Sport Management Courses (SM)
201. Introduction to Sport Management (3 s.h.)
This introductory course emphasizes basic management principles as they relate to the business of sports. Students are
introduced to sports marketing, sports law, sports supervision, sports media, sports ethics, recreational sports management
and other related areas. There is an emphasis on developing and improving communication skills. An overview is provided with
regard to career opportunities in this eld.
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220. Sport Communications (3 s.h.)
Students will learn the basic fundamentals of writing athletic press releases and feature stories, the use and impact of
electronic media within sports, as well as an introduction to college athletics marketing and public relations.
231. Sport Law (3 s.h.)
This course will explore the legal aspect of sport, which incorporates dierent areas of law. Students will understand
concepts such as (but not limited to) Tort Law, Title IX, ADA, Contracts and Risk Management. As a result, they will understand
how they as future managers are impacted and how they can minimize liability for sport organizations.
250. Sport Ethics (3 s.h.)
Prerequisite: SM 201. This course will expose students to the conceptual framework used when making ethical decisions.
Topics such as gambling, cheating, doping, youth sports, social media and the concept of amateurism will be discussed.
255. Sport Entertainment (3 s.h.)
This course will examine the specic needs of properties within the eld of Entertainment. Examples of such properties
include music business, the live concert industry, promoting live family events as well as casinos, theme parks and cruise ships.
This course will focus on the perspective of the manager and not that of the entertainer. Business models currently being used,
and current issues will also be examined. Lastly, we will discuss the types of jobs that are available, and the skillsets needed in
order to be a successful candidate.
282. Careers in Sport Management (3 s.h.)
Prerequisite: SM 201. This course is designed to answer the question “what can I do with a sport management degree.”
Discussions about types of work within the industry and mapping the plan and the educational path to reach those goals.
326. Economics and Finance of Sport (3 s.h.)
Prerequisites: MA 107 or 205, and BA 251. This course applies the principles of economics and business nance to sports
enterprises. Topics covered include the economic analysis of team and organizational behavior, public nance and sport, the
analysis of short and long term nancial decisions, asset valuation, cost and revenue issues unique to sports, and nancial
planning and management in the context of sports.
334. Sport Marketing (3 s.h.)
Prerequisite: SM 201 or permission of the instructor. This course will examine the application of marketing principles
and theories in the eld of Sport and Entertainment. We will examine how these are used to promote sports and sport related
products (including but not limited to professional, college or amateur teams, special events, team/league operations and
recreation). Concepts that will be studied include the marketing mix, segmentation, positioning and promotion.
340. Organization and Administration of Sport, Physical Education, and Recreation (3 s.h.)
Prerequisite: PE 102. This course represents a study of organization and administration in sport, physical education, and
recreation. The major focus will be on the development of administrative skills necessary to become an eective manager.
The course will give particular reference to management, logistics, and legal issues surrounding sport, physical education and
recreation.
385. Event and Facility Management (3 s.h.)
Prerequisites: BA 333 or permission of the instructor. This course will examine the business principles needed to manage
and operate special events and public assembly facilities such as arenas, stadiums, amphitheaters, convention centers and
recreational facilities. This course will include operations that take place in both the front-of-house and back-of-house
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segments. Other topics will include event production, managing sta, volunteers and community stakeholders as well as
customer service issues. Cross-listed as BA 385.
390. Corporate Municipal Sponsorship and Fundraising (3 s.h.)
Prerequisites: BA 333, BA 334 or SM 334, SM 324 or permission of the instructor. This course will examine the concept of
acquiring, managing and evaluating corporate and municipal sponsorship as a means of funding and marketing. A central
focus will be on the business return and competitive advantage that must be provided as opposed to the donation model which
is an ineective and incorrect representation of the concept. We will also examine other common fundraising techniques such
as individual giving campaigns and promotions and how they complement sponsorship and benet Sport and Entertainment
properties. Prerequisites: BA 333, BA 334 or SM 334, SM 324 or permission of the instructor.
400. Special Topics in Sport Management (3 s.h.)
Prerequisite: Permission of Instructor. Special topics is designed to provide an in-depth examination of areas requiring
additional emphasis beyond materials covered by the Sport Management major (sport marketing, sport management, etc.)
Note: This course may be taken twice for credit as long as the topics are dierent.
418. Field Experience in Sport Management (1 s.h.)
Practical experience in the elds of tness, wellness, or sport administration. Pass/Fail.
419. Field Experience – Part II (1 s.h.)
Prerequisite: SM 418 Practical experience in the elds of tness, wellness, or sport administration. Pass/Fail.
429. Sport Management Internship Reection (3 s.h. )
Prerequisite: Completion of a preapproved work experience in the sport management eld. A reective course focusing on
the student internship experience. Discussions will include positives of what you learned as well as learning what you can take
from the absence of an obvious achievement. The goal of the course is to learn from successes and failures and to ready students
for future employment.
480. Sport Management Seminar (2 s.h.)
Prerequisite: Senior status in Sport Management or permission of instructor. This capstone course serves to integrate
major courses to prepare students to enter the sport industry. Developing a professional and personal philosophy of sport
management will be covered. Additional course content includes strategies for seeking entry-level employment, long-term
career planning and graduate school options. A topical project will be required.
499. Internship in Sport Management (3 s.h.)
Prerequisite: Senior Standing or permission of instructor. This course is designed to give students practical work experience
of at least 90 hours in the sport management eld. Pass/Fail. May be taken during Summer School.
Education
Professors Carter, Florence, Little, Robinson (Chair)
The Department of Education prepares teacher education candidates to assume professional
positions as certied teachers in public schools in South Carolina. The Teacher Education Program is
accredited by Council for the Accreditation of Educator Preparation (CAEP) and approved by the State
Board of Education. Majors may be earned in Early Childhood Education (grades PK-3), Elementary
Education (grades 2-6), Special Education Multi-Categorical Mild Disabilities (grades K-12), Physical
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Education (grades K-12) and Music (grades K-12). Minors in Secondary Education (grades 9-12) may
be earned in the following areas: English, Mathematics, and Social Studies.
Conceptual Framework
The mission of the Teacher Education Program at Erskine College is to prepare teachers who
transform education through captivating leadership, creative instruction and caring relationships.
By being transformational teachers, Erskine teacher candidates are knowledgeable, caring educators
who have a passion for learning and who can develop that passion in their students. Erskine
teacher candidates promote learning through designing and implementing innovative teaching
strategies that create successful experiences for all students. Erskine teacher candidates are skilled
communicators and collaborators who create supportive, inclusive environments for learning. They
are thoughtful educators who critically reect on practice. They are committed to lifelong learning in
order to help all students achieve their fullest potential.
Transformational teachers are professionals who believe that teaching is more than a career – it is a
calling. Erskine teacher candidates are committed to providing the leadership that changes individuals,
classrooms, schools and communities so that all people have an opportunity to develop and grow as
unique individuals. Erskine teacher candidates are willing to explore creative, research-based and
standards-based teaching strategies that meet diverse learning needs. They are dedicated to developing
the commitments and dispositions necessary to become caring teachers who as facilitators of learning
view themselves as counselors and advisors not just as imparters of knowledge.
Erskine College is a liberal arts college that focuses on “Christian commitment and excellence
in learning.” The campus environment supports the development of leading, learning, and caring
within a collaborative, collegial model of interacting. The Teacher Education Program is a eld-based
program where teacher candidates supported by this campus environment strengthen their skills as
leaders, instructors, and mentors through a program that continually links theory and classroom
practice. Erskine College is an educational experience that challenges students to join “Knowledge
with Morals”. The Conceptual Framework which stresses that teaching is a calling creates a framework
for teacher candidates to consider the impact of knowledge on the emotional, social, moral, and
cognitive development of the child.
Dispositions – Beliefs that Drive Actions
Erskine teacher candidates base their actions and decisions on the following beliefs:
1. A belief that teaching is a special calling;
2. A commitment to the concept that each child is unique and that developing learning
experiences based upon individual needs will lead to success;
3. A belief that maximum learning occurs in an environment based on the establishment of
caring relationships;
4. A commitment to the concept that a teacher is a leader who can change education through
implementation of best practices and involvement in the total learning community;
5. A belief that teaching is all about problem solving based on a commitment that there is never
just one way to meet the needs of diverse learners.
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Teacher Education Program Standards
(South Carolina Teaching Standards Expanded 4.0 Rubric for Classroom-Based Teachers)
All teacher candidates are evaluated both in Education class assignments and in eld experiences to
include student teaching using the EXPANDED ADEPT Support and Evaluation System. The EXPANDED
ADEPT Performance Standards are the standards adopted by South Carolina for evaluating teachers.
Within the EXPANDED ADEPT System, the South Carolina Teaching Standards (SCTS) 4.0 Rubric
serves as the observation instrument for classroom-based teacher evaluations. The SCTS 4.0 rubric is
based on sets of performance standards designed and validated by the National Institute for Excellence
in Teaching (NIET) and establishes the expectations for what classroom-based teachers are to know,
be able to do, and carry out as an integral part of their practice. These expectations, called the SCTS
Indicators, are the foundation for good teaching and are designed to grow classroom-based teachers
throughout their career continuum, beginning with teacher preparation and continuing through
Induction, high-stakes performance evaluations, and ongoing professional growth and development
that supports the growth of South Carolina educators. A classroom-based teacher’s prociency in each
of the standards is expected to occur developmentally and to increase continuously throughout the
entirety of the teaching career. There are twenty-three SCTS Indicators for classroom-based teachers.
These Indicators are grouped into four broad categories, or domains:
Planning Instruction Environment Professionalism
• Instructional Plans
• Student Work
• Assessment
• Standards & Objectives
• Motivating Students
• Presenting Instructional Content
• Lesson Structure & Pacing
• Activities & Materials
• Questing
• Academic Feedback
• Grouping Students
• Teacher Content Knowledge
• Teacher Knowledge of Students
• Thinking
• Problem Solving
• Managing Student Behavior
• Expectations
• Environment
• Respectful Culture
• Growing & Developing Professionally
• Reecting on Teaching
• Community Involvement
• School Responsibilities
Departmental Honors
The Department of Education will grant the designation “Honors in Education” to those students
majoring in Early Childhood Education, Elementary Education, or Special Education who meet the
following requirements:
1. Completion of all Education courses with a GPA of 3.6 or better.
2. Completion of all coursework with a cumulative GPA of 3.3 or better.
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3. Completion of a research paper and project supporting the Department of Education Conceptual
Framework and presentation of this research at a faculty approved regional Education conference.
4. A score on the required Specic Licensure Area Tests and Principles of Learning and Teaching for
the designated Education major of 10 percent or higher than the minimum required State
passing score.
Students seeking honors should declare their intent to the Department in their junior year.
Initial Coursework Prior to Admittance to the Teacher Education Program
Students planning to major in Early Childhood Education, Elementary Education, or Special
Education will begin taking Education courses prior to admission to the program: ED 202 during
spring term of freshman year; SE 212 and SE 213 during rst semester sophomore year; and ED 210,
SE 214 (Special Education major only) during second semester sophomore year.
Students seeking a Secondary Education minor will take ED 202 during Spring Term of freshman
year and SE 212 and SE 213 during the rst semester sophomore year.
Those students who receive credit for completing Teacher Cadets in a certied high school program
will receive three hours of credit (ED 103) and will not be required to take ED 202 during Spring Term
of the freshman year but will be required to take ED 104 during spring term of the freshman year.
Students who have not been admitted to the Teacher Education program by January 31 of their
junior year will not be allowed to take any more Education courses and will not be able to graduate
in four years with a degree in Education. Students who are not admitted to the Teacher Education
program by the end of the Sophomore year must petition the Teacher Education Committee to receive
permission to take 300 and 400 level Education/Special Education courses. Students petitioning must
be close to the 2.75 GPA and the PRAXIS scores requirements.
The new SAT exemption scores for teacher candidates who have taken the redesigned SAT exam
administered by The College Board beginning March 5, 2016 are stated. Candidates who earned a
total score of at least 1100 (Evidence-based Reading and Writing and Math) on the redesigned SAT
may exempt all three subtests of the PRAXIS Core exam requirement. A candidate with a score of 550
on the Evidence-based Reading and Writing portion of the SAT may exempt the Reading and Writing
subtests of PRAXIS Core. A Candidate who earned at least 550 on the Math portion of the SAT may
exempt the Mathematics subtest of PRAXIS Core. Candidates who earned a total score of at least 1650
(Math, Reading, and Writing) on the SAT administered between 2005 and 2019, may exempt all three
subtests of PRAXIS Core.
A candidate who earned a composite score of 22 on the ACT may exempt all three subtests of
PRAXIS Core. A candidate who earned a score of at least 22 on the English Test may exempt the
Reading and Writing subtests of PRAXIS Core. A candidate who earned a score of at least 22 on the
Math Test may exempt the Mathematics subtest of PRAXIS Core.
Gate 1: Admission to Teacher Education Program
Students who desire to major or minor in Education must apply to the Department of Education for
admission to the Teacher Education Program. In order to apply, students must have obtained passing
scores on the reading, mathematics, and writing tests of PRAXIS Core Academic Skills for Educators
or meet exemption scores. Scores should be submitted by April 1 of the sophomore year but no later
than November 1 of the junior year. Failure to be admitted by January 31 of the junior year will result
in the student being ineligible to remain as an education major or minor and to enroll in 300/400
level education classes. To be eligible for admission to the Teacher Education Program, the following
requirements must be met:
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To be eligible for admission to the Teacher Education Program, the following requirements must
be met:
1. Cumulative grade point average of 2.75 by end of the semester seeking admittance.
2. Passing scores on Core Academic Skills for Educators – reading, mathematics, writing – or
obtained 1100 verbal and mathematics scores on the SAT taken beginning March 5, 2019
or obtained a score of 22 on the ACT.
3. Obtain a 3.0 average or better (with no grade below a C) on following coursework:
English 102 or 103
PH 106 Astronomy, BG 101 Biology, or CH105 Chemistry, GL 101 Geology
Special Education 212 and Education 202 or 104
Mathematics 107 or 141
4. Passing grade on Field Experiences, ED 202 or ED 104 and SE 213.
5. Submit and gain approval on a Teaching Portfolio which must include:
A. Philosophy of Education Statement
B. Resume
C. Reective Summary of Prior Experiences and community service working with children,
young adults, or other individuals
D. Eective Teaching Prole
Field Experience Reections (ED 202 and SE 213)
Field Experience Evaluations (ED 202 and SE 213)
E. Spontaneous Writing Sample
6. Three recommendations from faculty members with an average score of 2.5 or better on a scale
of 1-4 with a score of one (1) being Disposition/characteristic needs improvement and four
(4) being Exemplary – in the top 10% of the peer group.
7. Provide a statement of disclosure concerning all prior convictions including felonies and
misdemeanors (as outlined by Policy Guidelines for South Carolina Teacher Education Units -
March 2006).
8. Successful interview with Teacher Education Committee representatives.
9. Approval by Teacher Education Committee. Possible Ratings: Recommended, Recommended
With Suggestions, Not Recommended (If candidate is Recommended With Suggestions, he/
she must meet with the Head of the Department of Education/Director of Teacher Education
to draft a remediation plan with benchmarks and timeline. Failure to meet the remediation
goals will result in dismissal from the Program.)
Gate 2: Maintenance of Good Standing
Teacher education candidates must maintain good standing within the Education Department
during their Junior Year of studies to include the following:
1. Minimum of 2.75 cumulative GPR.
2. Minimum of grade C in all professional education courses. All education courses and PE 102, PE
122, ED 309, MA 351, and MA 352 in which the teacher education candidate earns a letter grade
of D+ or less must be repeated.
3. Meeting the goals of the remediation plan if teacher candidate was admitted with suggestions to
the Teacher Education Program.
4. Ratings averaging 2.0 or higher by Education Faculty on Conceptual Framework,
Dispositions, and EXPANDED ADEPT NIET 4.0 should be an average of 2.5 at the end of the
Junior Year. If ratings fall below 2.5 or 2.0, the candidate must draft a remediation plan with
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the Head of the Department of Education/Director of Teacher Education. Failure to meet the
remediation plan goals will result in dismissal from the program.
5. Teacher education candidates whose GPR falls below 2.75 will be placed on academic probation
for one semester within the Education Department in order to bring the GPR up to 2.75 or better.
At the end of the academic probation semester, Education Department faculty and Teacher
Education Committee will meet to determine if the academic probation will be lifted or if the
student will be re-advised to a dierent major.
Gate 3: Acceptance to Student Teach
Student teaching is the culminating pre-professional experience in Teacher Education. Teacher
Education majors and minors must apply for admission to student teaching by April 1 of the junior
year for fall student teaching or Nov. 1 of the senior year for spring semester student teaching. Student
teaching admission requirements include the following:
1. Successfully completing Gates 1 and 2.
2. Application form and Goals sheet completed with Director of Teacher Education.
3. Maintain Cumulative Grade Point Average 2.75 (GPA cannot fall below a 2.75 the semester prior
to student teaching).
4. Completion of all coursework in Education with a minimum grade of “C” and pertinent
coursework in major if minoring in Education.
5. Taken or submit proof of registration for Praxis Subject Assessments and Principles of Learning
and Teaching. Must be taken by the semester before student teaching with a passing score.
6. Portfolio submitted and approved from Teacher Education Admission with following additions:
A. Management Philosophy
B. Updated Philosophy of Education
C. Updated Resume – reecting involvement and leadership
D. Eective Teaching Prole Updated
-Field Experience Reections (all 300/400 levels added)
-Field Experience Evaluations (all 300/400 levels added)
-Video Analysis of Field Experience Teaching
-Average Expanded ADEPT ratings of 2.5 or better on each of the Expanded ADEPT
Support and Evaluation System Performance Standards and Indicators that dene
these Standards.
-Average Ratings of 3.5 or better from Cooperating Teacher and College Supervisor on
Conceptual Framework dimensions and Dispositions Evaluations
E. Demonstration of Ability to Plan (Long and Short Range Plan Examples)
F. Demonstration of Ability to Analyze K-12 Student Work Samples for Instructional
Decision Making. – SLO and Achievement
G. Evidence of Professionalism – Organizations, Conferences, Readings, etc.
7. Successful Interview with Director of Teacher Education.
8. Approval by Teacher Education Committee. Possible Ratings: Recommended, Recommended
With Suggestions, Not Recommended (If candidate is Recommended With Suggestions, he/she
must meet with the Director of Teacher Education to draft a remediation plan with benchmarks
and timeline. Failure to meet the remediation goals will result in dismissal from the Program.)
Gate 4: Program Completion and Certication
Successfully completing the following requirements will result in the Teacher Education candidate
being recommended for certication in the major or minor eld of study.
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1. Successful completion of student teaching with average ratings of 2.5 or higher on each of the
Expanded ADEPT Support and Evaluation System (NIET 4.0), EXPANDED ADEPT Performance
Standards and 23 indicators that dene these Standards. Specic assessments may be included
for each Specialized Professional Association (SPA).
2. Successful completion of all coursework, student teaching (see syllabus), and other
requirements as listed in the Erskine catalog for graduation.
3. Ratings of 2.5 or better from Cooperating Teacher and College Supervisor on Conceptual
Framework dimensions and Dispositions Evaluations
4. Professional Showcase Portfolio with passing scores (see Student Teaching Syllabus).
5. Successful Interview/Presentation with Education Faculty.
6. Demonstration of Impact on K-12 Student Learning.
7. Pass both Praxis II in area of certication and Praxis II: Principles of Learning and Teaching for
appropriate grade level.
8. Maintained a 2.75 GPA.
Upon completion of all these requirements, the teacher candidate will be considered a program
completer and be recommended for certication and graduation.
(Program Completers will receive follow-up surveys after their initial year of teaching. It is the
expectation of this Program that these surveys will be returned.)
Petition Process
If a student fails to pass one of the four gates/transition points outlined for the Teacher Education
Program, he/she may petition the Teacher Education Committee (TEC) as an appeals process. The TEC
meets regularly in December and May. In order to petition, the student must:
1. Schedule a meeting with the Chair of Department of Education.
2. Write a letter of appeal (with any pertinent documentation attached) to the TEC.
3. Obtain a recommendation from advisor.
4. Meet with the TEC at a designated time for a 10-minute presentation and interview. (Student
must clear with the Chair of the Department or Director of Teacher Education if he/
she desires to bring other individuals to the meeting.)
5. Will receive written notication of decision made by TEC within 7 days.
Petitions for Fall Semester must be received by April 1. Petitions for Spring Semester must be
received by November 1.
Security Check
The South Carolina Department of Education requires that a teacher candidate must complete the
process of ngerprinting and certication security application by February 15 for Fall student teaching
and by June 15 for Spring student teaching. The teacher candidate will be required to submit a non-
refundable fee to the State Department of Education with this application. Although the student is
required to complete this process in a timely manner in order to student teach, going through this
process in no way guarantees that the student will pass the requirements for Gate 3: Acceptance to
Student Teach.
Handbooks
All students will be required to obtain a Student Handbook upon admission into the Teacher
Education Program. These handbooks can be found online. They contain policies that will guide the
student throughout the process of obtaining certication. The teacher candidate also will receive an
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EXPANDED ADEPT NIET 4.0 Training Handbook upon enrollment in Education 422, 423, 424 or Special
Education 426. This Handbook will guide the candidate through the nal gate of completing the
program and obtaining certication.
Early Childhood Education Major
The Early Childhood Education major prepares students to meet requirements for teacher
certication in prekindergarten through Grade 3 in the public schools of South Carolina.
Major Requirements:
In addition to core college requirements, the Early Childhood Education major requires the
following: Education 202, 210, 220,300, 309, 320, 321, 403, 404, 405, 407, 408, 409, 411, 413, 414,
415, 422; Mathematics 351, 352; Special Education 212, 213, and Physical Education 102,122. Course
sequence sheets available at the Education Department provide detail on when to enroll in the above
courses. The Education courses have been designed to be taken together as a block each semester in a
specic sequence with a supervised eld experience. The teacher candidate must enroll in the entire
“block” of courses during the junior and senior year.
The teacher candidate will be required to be admitted to the Teacher Education Program in
a timely manner as well as maintain good standing in the program, student teach, and complete
all requirements for certication and graduation. Failure to meet these requirements will result in
dismissal from the Teacher Education Program and the student will be required to declare a dierent
major or minor than Education unless permission to continue taking courses is obtained from the
Teacher Education Committee using the petition process.
Elementary Education Major
The Elementary Education major prepares students to meet requirements for teacher certication
in Grades 2-6 in the public schools of South Carolina.
Major Requirements:
In addition to the college core requirements, the Elementary Education major requires the
following: Education 202, 210, 220, 300, 309, 320, 321, 402, 403, 404, 405, 407, 408, 413, 414, 415,
422; Special Education 212, 213; Mathematics 351, 352; and Physical Education 102, 122. Course
sequence sheets available at the Education Department provide detail on when to enroll in the above
courses. The Education courses have been designed to be taken together as a block each semester in a
specic sequence with a supervised eld experience. The teacher candidate must enroll in the entire
“block” of courses during the Junior and Senior year.
The teacher candidate will be required to be admitted to the Teacher Education Program in
a timely manner as well as maintain good standing in the program, student teach, and complete
all requirements for certication and graduation. Failure to meet these requirements will result in
dismissal from the Teacher Education Program and the student will be required to declare a dierent
major or minor than Education unless permission to continue taking courses is obtained from the
Teacher Education Committee using the petition process.
Special Education Major
The Special Education Major prepares teacher education candidates to meet the requirements for South
Carolina teacher certication in Multi-Categorical Mild Disabilities for teaching students with mild/moderate
intellectual disabilities, learning disabilities and behavior disorders in grades K-12.
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Major Requirements:
In addition to the college core requirements, the Special Education major requires the following:
SE 212, 213, 214, 301, 302, 303, 407, 408, 409, 416, 417,418, 426; Education 202, 210, 220, 300,
309, 320, 321, 403; Mathematics 351, 352; and Physical Education 102,122. Course sequence sheets
available at the Education Department provide detail on when to enroll in the above courses. The
Education courses have been designed to be taken together as a block each semester in a specic
sequence with a supervised eld experience. The teacher candidate must enroll in the entire “block”
of courses during the junior and senior year.
The teacher candidate will be required to be admitted to the Teacher Education Program in
a timely manner as well as maintain good standing in the program, student teach, and complete
all requirements for certication and graduation. Failure to meet these requirements will result in
dismissal from the Teacher Education Program and the student will be required to declare a dierent
major than Education unless permission to continue taking courses is obtained from the Teacher
Education Committee using the petition process.
Secondary Education Program
The Secondary Education minor enables students to meet the requirements of the State Board of
Education and CAEP for teaching in the secondary public schools (grades 9-12) of South Carolina.
Minors in Secondary Education (grades 9-12) may be earned in the following areas: English,
Mathematics and Social Studies.
A student who plans to qualify for certication at the secondary level must major in the academic
eld in which certication will be sought. The student must complete the general, professional
education courses as well as major course requirements to meet CAEP and SC State Board of Education
approved requirements. Students should discuss their programs with their advisers in their major
content areas and with the Chair of the Department of Education or the Department coordinator for
secondary education early in their college careers.
Secondary minors must apply for admission into the Teacher Education Program by April 1 of the
sophomore year (or not later than November 1 of the junior year) and submit passing scores on the
required Praxis Core Academic Skills for Educators (or meet the SAT/ACT requirement) as well as
meet all the requirements listed in the Teacher Education Program Admission Requirements section
of this catalog. The Secondary Education minors must maintain good standing, must complete the
requirements for approval to student teach the semester prior to student teaching and must meet the
requirements for program completion and certication. Failure to meet these requirements will result
in dismissal from the Teacher Education Program and the student will be required to drop the minor
in Education unless permission to continue taking courses in Education is obtained from the Teacher
Education Committee using the petition process.
Courses that are requirements for minors in secondary teaching areas are also prerequisites for
student teaching. They should be taken in the following sequence and should be limited to one course
each semester. ED 202 (Foundations and Teacher Shadow – freshman, second semester), SE 212
and SE 213 (Intro to Exceptional Children – sophomore, Fall only), ED 306 (Literacy Foundations for
Secondary Teachers), ED 412 (Content Area Literacy for Secondary Teachers) and ED 418 (Secondary
Reading– senior, Fall only), ED 302, 303, 304, or 305 depending on their content area of certication
and ED 419 (Secondary Methods – junior, Spring only), and ED 300 (Principles of Learning and
Diversity – junior, Fall). In the senior year, each student preparing to teach must complete student
teaching (ED 423) and the corequisite course ED 408.
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In addition to the above courses for certication, all secondary teacher education students must complete
PE 102 as well as all requirements for their major and for teaching in the content area. During the student
teaching semester, no other courses except ED 408 may be taken without special permission.
Physical Education and Coaching Program (K-12)
The Physical Education and Coaching major enables students to meet the requirements of the State
Board of Education and CAEP for teaching physical education in public schools (grade K-12) of South
Carolina.
Physical Education and Coaching majors should apply for admission into the Teacher Education
Program by April 1 of the sophomore year or no later than November 1 of the junior year and submit
passing scores on the required tests (Reading, Writing, Mathematics) of PRAXIS Core Academic Skills
for Educators (or meet the SAT/ACT requirement) as well as meet all the requirements listed in the
Teacher Education Program Admission Requirements section of this catalog. The Physical Education
and Coaching majors must maintain good standing, must complete the requirements for approval to
student teach the semester prior to student teaching and must meet the requirements for program
completion and certication. Failure to meet these requirements will result in dismissal from the
Teacher Education Program and the student will be required to drop the certication program in
Physical Education unless permission to continue taking courses in education is obtained from the
Teacher Education Committee using the petition process.
Physical Education and Coaching majors must take a minimum of 45 hours in physical education
and coaching, and those seeking teacher certication must complete additional requirements
including eld experiences at both the elementary and secondary levels, student teaching, and a
sequence of required education courses. Candidates for certication must meet all requirements as
described in the student catalog.
Majors in Physical Education and Coaching will be expected to obtain an acceptable level of
general knowledge and understanding, within the biological sciences, relative to the structure and
functioning of the human body and principles of human movement. They will also be expected to
develop those specic skills and competencies needed for eective teaching in physical education.
These skills and competencies will include perceptual motor learning and general skill acquisition,
as well as teaching methods in lifetime and team sports, rhythms and dance, aquatics, and outdoor
recreational activities. Further, majors will be expected to demonstrate those competencies needed
for the ecient organization and administration of physical education, intramural, and athletic
programs.
Finally, Physical Education and Coaching majors at Erskine College will be expected to become
physical education enthusiasts. Majors are expected to become positive role models and excellent
motivators as well as inspirational leaders, dynamic teachers, and builders of self-esteem in
children.
The following are the departmental requirements for a major in Physical Education and Coaching:
Forty-ve hours of course work in physical education and coaching, including: HE 216, HE 402, 403 ; PE
102, 208, 210, 214, 218, 303, 308, and 420, and nine additional hours to be selected from: HE 317, 417;
PE 205, 206, and 207. In addition, students must take either Biology 210 or Biology 211, as a prerequisite
for both HE 402 and HE 403. All Physical Education and Coaching majors must complete a minimum of
45 hours in PE 411 eld experience in coaching a major sport (1 credit).
Majors who wish to be certied to teach physical education must meet all of the requirements stated
above, plus: ED 202/ED 104 (Teacher Cadet in High School) – Foundations & Teacher Shadow, PE 412 –
Field Experience in Elementary Teaching, ED 420 – Field Experience and Seminar in Secondary Teaching,
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ED/PE 424 – Student Teaching, and corequisite ED 408 – Collaboration and Professionalism. Further,
ED 210, ED 416 (and corequisite eld experience ED 418), and SE 212 (and corequisite eld experience
SE 213) and ED 300 are required. Applications for student teaching should be led with the Director of
Teacher Education by April 1 of the Junior year for Fall Semester or November 1 for Spring Semester.
Student teaching must be done during the year as specied by the head of the department and all credit
must be granted during one semester. A GPR of 2.75 at the end of the junior year is required.
A minor in Physical Education consists of 15 semester hours, including HE 402, 403; PE 208, 303, and
420.
A minor in Health consists of 15-16 semester hours to include the following courses: ED 210 or HE 216,
HE 317 and 417; PE 102 and BG 211.
Additional Information
1. The teacher education candidate must complete all Education coursework on-campus unless
permission from the Chair of the Education Department has been granted in writing to do otherwise.
2. The teacher education candidate must have satisfactory ratings in all areas from cooperating
and supervising teachers in all eld experience courses. Failure to receive a passing score will result in
immediate dismissal from the Teacher Education Program. Receiving a low pass in any eld experience
will require the candidate to make an appointment with the Director of Teacher Education and draft a
remediation plan to be completed by the end of the next semester. Failure to complete a remediation
plan is cause for dismissal from the Program.
3. If a student fails to meet requirements for Gates 1 and 2, he/she will be dropped from the Teacher
Education Program and be required to declare a new major. If a student fails to meet requirements for
Gate 3, he/she may declare another major or may petition the Teacher Education Committee to be allowed
to graduate with a degree in Education without certication. However, under most circumstances, it
is expected that each teacher candidate will complete all four gates (which means that each teacher
candidate is expected to complete student teaching in order to graduate with an Education major).
4. A student who does not complete the Teacher Education Program but maintains a 2.75 GPA,
passes all three parts (Reading, Writing, Mathematics)of PRAXIS Core Academic Skills for Educators prior
to graduation, or obtained 1100 combined verbal and mathematics score on the SAT taken beginning
March 5, 2019 or obtained a score of 22 on the ACT, completes all the requirements of the rst three
gates of the program, and obtains a degree from Erskine College will have TWO years from the date of
graduation to complete student teaching and be recommended for certication. A student who fails to
meet these requirements will not be allowed to obtain teacher certication from Erskine College.
5. Obtaining and maintaining a GPA of 2.75 passing PRAXIS Core Academic Skills for Educators:
Reading; PRAXIS Core Academic Skills for Educators: Writing; PRAXIS Core Academic Skills for Educators
Mathematics or obtained 1100 combined verbal and mathematics score on the SAT taken prior to March
2005 or 1650 on the SAT after March 2005 or obtained a score of 22 on the ACT, passing the appropriate
certication PRAXIS II area examinations, and completing admission procedures at program checkpoints
are requirements established by SC Legislation and enforced by the SC Department of Education and
NCATE/CAEP as minimum standards for completing a preparation program and obtaining teacher
certication.
6. To obtain recommendation for certication in Early Childhood from the Teacher Education
Program at Erskine College, the teacher candidate must pass two PRAXIS II tests. The rst test is Education
of Young Children, which is also required by the South Carolina Department of Education. The second test
is the Praxis II, which is required by the South Carolina Department of Education. To obtain Elementary
certication, the teacher candidate is required to take Elementary Education: Instructional Practice and
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Applications and Principles of Learning and Teaching: K-6. To obtain recommendation for certication
in Special Education, the teacher candidate is required to take Special Education: Core Knowledge and
Mild to Moderate Applications and Principles of Learning and Teaching Early Childhood or Principles of
Learning and Teaching K-6 or Principles of Learning and Teaching Grades 5-9 or Principles of Learning and
Teaching Grades 7-12.
Education (ED)
103. Professional Field Experience for Teacher Cadets (3 s.h.)
Prerequisite: Participation in high school Teacher Cadet Program in partnership with the Center for Educator Recruitment,
Retention & Advancement and an institution of higher education. Core requirements of this course must include daily classes
of at least one semester, study of various personnel in the educational system, discussion of all aspects of teaching, review
of current education issues, and in-depth observations and participation in PK-12 classes. ED 103 will be in lieu of the on-
campus four-credit course ED 202: Foundations and Teacher Shadow. However, to receive credit for ED 103, the student must
successfully complete the one-credit course, ED 104: Fundamentals of Education.
104. Fundamentals of Education (1 s.h.)
Prerequisite: Participation in high school Teacher Cadet Program in partnership with S.C. Center for Educator Recruitment,
Retention & Advancement and an institution of higher education. This course will be in lieu of three of the four credits of
the on-campus ED 202: Foundations and Teacher Shadow. The assignments in this course will be eld-based and theory
will be translated into practice experiences through a minimum of a 15-hour experience in PK-12 school settings to include
observation, participation and evaluation plus some lesson teaching. Live text and SLED check required. Recommended for
freshmen. (Spring Term)
202. Foundations and Teacher Shadow (4 s.h.)
This course will provide a survey of the eld of education, its objectives, organization, curriculum, administration and
current trends. Major points of study include the history of education, demographics and changing trends. Attention will
be directed to the requirements and qualication of teachers. The assignments in this course will be eld-based and theory
will be translated into practice experiences through a minimum of a 25-hour experience in PK-12 school settings to include
observation, participation and evaluation plus some lesson teaching. Recommended for freshmen. (Spring Term) (LiveText Fee
and SLED check required)
210. Human Growth and Development (3 s.h.)
Prerequisites: SE 212 or consent of instructor. This course will allow teacher candidates to study the growth and
development of the individual across the life span with specic emphasis on the child from birth through 21 years including
risk factors, developmental variations, and patterns of specic disabilities. The following areas of development will be studied:
cognitive, language and literacy, social/emotional, and physical. Teacher candidates will develop skills in observing, recording,
assessing, and reporting development of young children and youth through 10 hours of a eld experience.
220. Foundations in Literacy - English Language Arts (3 s.h.)
Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Explores the theoretical and evidence-
based foundations of the English Language Arts including the processes and instruction of reading, writing, listening,
speaking, viewing, and visually representing for early childhood, elementary and special education teachers. A developmental,
integrated balanced literacy approach to teaching reading with special emphasis given to scientic research, national and state
standards. Focus will be on language and early literacy, phonemic awareness, phonics, comprehension, vocabulary, uency,
writing, listening and speaking. Attention will be given to diverse learners and technology. (Sophomores, Spring)
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300. Principles of Learning and Diversity (3 s.h.)
Prerequisite: Admission to the Teacher Education Program. A consideration of psychological principles as they apply to
the learning and teaching processes; individual dierences including diversity and exceptionalities, theories of learning,
introduction to tests and measurements, and the relationship of teaching and learning theories to physical, social, emotional,
and intellectual development. Special emphasis will be placed on understanding factors that inuence the learning of diverse
and at-risk populations to include racial, ethnic, gender, socioeconomic, and cultural dierences. (Juniors, Fall only)
302. Methods of Secondary Education for Social Studies (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 419. An
examination and evaluation of the various methods used in high school teaching in the area of Social Studies. Topics
studied include classroom management, standards-based teaching (both SC Curriculum Standards and NCSS Standards),
preparation of long-range plans and daily plans, use of various teaching models, strategies and technology, development
and implementation of various forms of assessment, and modication of plans to meet the needs of exceptional learners. A
parallel advanced level eld experience (ED 419) of 45 hours of teaching lessons and units in a public school 9-12 Social Studies
classroom is required. (Juniors, Spring only)
303. Methods of Secondary Education for Mathematics (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 419. An
examination and evaluation of the various methods used in high school teaching in the area of Mathematics. Topics
studied include classroom management, standards-based teaching (both SC Curriculum Standards and NCTM Standards),
preparation of long-range plans and daily plans, use of various teaching models, strategies and technology, development and
implementation of various forms of assessment, and modication of plans to meet the needs of exceptional learners. A parallel
advanced level eld experience (ED 419) of 45 hours of teaching lessons and units in a public school 9-12 Mathematics
classroom is required. (Juniors, Spring only)
304. Methods of Secondary Education for English (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 419. An
examination and evaluation of the various methods used in high school teaching in the area of English. Topics studied include
classroom management, standards-based teaching (both SC Curriculum Standards and NCTE Standards), preparation of long-
range plans and daily plans, use of various teaching models, strategies and technology, development and implementation of
various forms of assessment, and modication of plans to meet the needs of exceptional learners. A parallel advanced level
eld experience (ED 419) of 45 hours of teaching lessons and units in a public school 9-12 English classroom (add) is required.
(Juniors, Spring only)
306. Literacy Foundations for Secondary Teachers (3 s.h.)
Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Examines the foundational knowledge
of the reading and writing processes. Focuses on emergent literacy topics, development of word recognition skills, and uency
within the context of the learning needs and characteristics of a secondary student. Evaluates a variety of assessments to
guide developmentally appropriate instruction and monitor student learning. Completion of a 25-hour eld experience where
candidates assess, plan, instruct, and reect on lessons and best practices is a required component. (Juniors, Fall)
309. Visual and Performing Arts for the Classroom (3 s.h.)
Prerequisite: Gate One Completion. The integration of study of art, music, drama, and movement with best practices for
implementing the content areas in the early childhood, elementary and special education classrooms.
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320. Instructional Practices for Literacy (3 s.h.)
Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Examines “best practices” in literacy
instruction with a specic emphasis on the stages of reading development. Focuses on using assessment to plan, dierentiated
word study, reading, and writing instruction for early childhood, elementary, and special education teachers. Completion
of eld experience hours where candidates assess, plan, instruct, and reect on lessons and best practices is a required
component. (Juniors, Fall)
321. Content Area Literacy for Early Childhood and Elementary Teachers (3 s.h.)
Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Explores the theories and practices for
reading, thinking, and writing in the content areas that support learning across the disciplines in early childhood, elementary,
and special education classes. This course assists candidates in the teaching of literacy using a wide variety of texts from
traditional print, digital and online resources taking into consideration the students’ background knowledge and academic
ability. Completion of eld experience hours where candidates assess, plan, instruct, and reect on lessons and best practices
is a required component. (Juniors, Spring)
402. Methods and Materials for Elementary Education (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 300, ED 406, ED
413, ED 309 , MA 351. A study of the essential aspects of teaching competency; planning, implementation, and assessment of
instruction based on state and national curriculum standards. Related topics include classroom organization and management;
teaching and learning strategies; instructional aids and resources; use of technology; and professional development. (Juniors, Fall
only)
403. Assessment in Literacy (Reading) (4 s.h.)
Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. . Examines the role of assessment-based
instructional practices with an emphasis on administering and analyzing literacy assessments and evaluating instruction used by
early childhood, elementary, and special education teachers. Select, develop, administer, and interpret formative and summative
assessment both traditional print and electronic. Communicate assessments, purposes and a summary of results to appropriate
audiences. Field experience completion of a Literacy Case Study is a required component. (Seniors, Fall)
404. Teaching of Social Studies PK-6 (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 309, ED 414,
MA 352, ED 411. A course designed to enable students to plan and implement lessons and units and assess appropriate
instruction in social studies for PK-6 students based on state and national curriculum standards. Focus will be on basic concepts
and principles that undergird the disciplines comprising the social studies, including knowledge, skills, processes, attitudes,
values and career clusters/pathways. (Juniors, Spring only)
405. Teaching Science and Math PK-6 (4 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 407, ED 415,
ED 403. A course designed to enable students to plan, implement, assess, and integrate appropriate instruction in science and
math for PK-6 students based on state and national curriculum standards. Focus will be on teaching knowledge and skills
that will enable PK-6 students to become scientically and mathematically literate individuals; to understand science and
math concepts and processes; to relate science, math, technology, and society; and to realize the value of science and math in
everyday life. (Seniors, Fall only)
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406. Children’s Literature PK-6 (3 s.h .)
A comprehensive study of literature in dierent cultures. Introduction to the range and types of literature available for
children/youth, that includes basic critical approaches to literature, and representative novels, stories, poems and informational
books with an emphasis on the reading-writing connection. (Juniors/Seniors).
407. Classroom Management (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 403, ED 405,
ED 407, ED 415. This course is designed to provide an overview of the current research and issues relating to individual and
classroom management for Early Childhood and Elementary classrooms. The primary components include: creating the
classroom environment; establishing a culture for learning; managing classroom procedures; managing student behavior
including crisis management, conict resolution and bullying. A major emphasis is on the primary discipline models in the
eld. Teacher candidates will be able to articulate a management philosophy and develop comprehensive management plans.
(Seniors, Fall only)
408. Collaboration/Professionalism (2 s.h.)
Prerequisite: Acceptance to Student Teach. Corequisite: ED 422, ED 423, or ED 424,/PE 424. This course will focus on the
development of multiple strategies to involve families in collaborative relationships that promote the intellectual, social,
emotional and physical growth of their children within the structured learning environment of schooling. Teacher candidates
will participate in collegial activities that sustain productive learning environments and support the well-being of students.
They will increase awareness of the resources of the larger community environment that inuences student learning.
Candidates will develop a systematic process for evaluating the eects of their professional decisions and actions on families
and other professionals. They will demonstrate an in-depth understanding of the interrelationships and interdependencies
among the various professionals and activities that constitute the disciplines, content, and processes of elementary, early
childhood, special education, secondary education and physical education. (Seniors)
409. Curriculum and Assessment of the Young Child (PK-3) (3 s.h.)
Prerequisite: Admission to Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 300, ED 406, ED
413, ED 309, MA 351. Focus of the course is on understanding principles of developmentally appropriate practice and eects
of the environment on cognitive, aective, and psychomotor development of the young child. Included are studies of the
historical context of early childhood education, developmental and curriculum theories, the role of the teacher, and parent
and community involvement. Candidates explore the goals, benets, and uses of assessment. Appropriate assessment tools
are used to evaluate student progress and to develop parent reports. Includes eld trips to a variety of early childhood provider
sites. (Juniors, Fall only)
410. Independent Study (Credit to be determined)
Prerequisite: Consent of instructor. Content will consist of investigation of problems of an advanced nature relative to the
major eld of study of particular interest to the student.
411. Methods and Materials in Early Childhood Education (PK-3) (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 404, ED
414, MA 352. A course emphasizing a developmentally appropriate approach to teaching and learning in an early childhood
environment. All aspects of child development are considered as students study planning techniques and building a repertoire
of instructional strategies and learning activities for diverse children. The primary components include understanding and
building relationships with families and children, classroom organization and management, positive discipline, learning
through technology, understanding content in each curriculum area, and building self-esteem. Observation in an early
childhood setting is required. (Juniors, Spring only)
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412. Content Area Literacy for Secondary Teachers (3 s.h.)
Corequisite: ED 418. Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Presents reading and
writing instructional strategies to increase and enhance student learning across disciplines. Applies the foundational knowledge
of literacy and emphasizes instructional approaches that develop adamancy vocabulary and enhance comprehension. Critically
examines educational practices, learning environments, and curriculum materials which embrace diversity. Completion of eld
experience hours in a public school classroom where candidates assess, plan instruct, and reect on best practice is a required
component. (Seniors, Fall)
413. Field Experience 2, Early Childhood/Elementary (1 s.h.)
Prerequisite: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: ED 300, ED 409, ED 402, ED 406,
ED 309, MA 351. An intermediate level experience consisting of a minimum of 90 clock hours in an early childhood or elementary
classroom. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and the
Conceptual Framework. Students observe and gradually participate through assisting individual students or small groups.
Planning and reective self-evaluations enable students to become aware of basics of teaching and progress toward managing the
tasks of teaching. Cumulative Field Experience Portfolio required. Pass/Low Pass/Fail. (Juniors, Fall only)
414. Field Experience 3, Early Childhood/Elementary (1 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 404, ED 308,
ED 411, MA 352. An intermediate level eld experience consisting of a minimum of 90 clock hours in an early childhood or
elementary classroom. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using Expanded
ADEPT and the Conceptual Framework. Students observe and gradually assume responsibility for planning, implementing, and
evaluating lessons and units. Reective self-evaluations assist students in critical review of the abilities to motivate student
learning and manage behavior. A Service-Learning Project is required of all students. Cumulative Field Experience Portfolio
required Pass/Low Pass/Fail. (Juniors, Spring only)
415. Field Experience 4, Early Childhood/Elementary (2 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: ED 405, ED 407.
An advanced level eld experience consisting of a minimum of 120 clock hours in the classroom. Teacher candidates are
evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and the Conceptual Framework. Students
will assume responsibility for planning, implementing, and evaluating lessons and a unit. Reective self-evaluations will assist
teacher candidates in critical review of their knowledge and skills in motivating student learning and managing behavior.
Teacher candidates will be required to develop communication systems with families, use community resources in teaching,
and team with mentors, peers, and curriculum specialists while planning and teaching. Grant writing and an action research
project are required of all students. Pass/Low Pass/Fail. (Seniors, Fall only)
416. Content Area Literacy for PK-12 Teachers (3 s.h.)
Corequisite: ED 418. Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Presents reading
and writing instructional strategies to increase and enhance student learning across disciplines. Provides an overview of the
reading and writing processes and emphasizes instructional approaches that value diversity and critically examines curriculum
materials for PK-12 teachers. Completion of eld experience hours in a public school classroom where candidates assess, plan,
instruct, and reect on best practice is a required component. (Seniors, Fall)
418. Field Experience, Reading/Secondary (1 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisite: ED 301, ED 306,
ED 412, ED 416. An intermediate level eld experience consisting of a minimum of 45 clock hours in a secondary school
classroom. Students observe and gradually participate through assisting individual students or small groups. Planning and
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Academics
reective self-evaluations enable students to become aware of basics of teaching and progress toward managing the tasks of
teaching. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and the
Conceptual Framework. An integration of reading and writing instructional strategies will be used to increase and enhance
student learning across disciplines. Cumulative Field Experience Portfolio required. Pass//Low Pass/Fail. (Seniors, Fall only)
419. Field Experience, Methods/Secondary (1 s.h.)
Prerequisite: Admission to the Teacher Education Program. Corequisite: ED 302, 303, 304, 305. An intermediate level eld
experience consisting of a minimum of 45 clock hours in a secondary school classroom. Students observe and gradually assume
responsibility for planning, implementing, and evaluating lessons and units. Reective self-evaluations assist students in
critical review of the abilities to motivate student learning and manage behavior. Teacher candidates are evaluated by College
Supervisors and Cooperating Teachers using ADEPT and the Conceptual Framework. Cumulative Field Experience Portfolio
required. Pass/Low Pass/Fail. (Juniors, Spring only)
420. Field Experience and Methods Seminar for Physical Education (2 s.h.)
An intermediate level eld experience of a minimum of 45 clock hours in a secondary physical education program. Students
observe and assume responsibility for planning, implementing and evaluating lessons and units. Teacher candidates are evaluated
by College Supervisors and Cooperating Teachers using EXPANDED ADEPT and the Conceptual Framework. The Field Experience will
include a one hour weekly seminar. The seminar will cover Expanded ADEPT evaluation procedures, management and assessment
theories, and unit development. Cumulative Field Experience Portfolio required. Pass/Low Pass/Fail. (Juniors, Spring only)
422. Elementary/Early Childhood Student Teaching (10 s.h.)
Prerequisites: All general education courses and all education course requirements for either elementary education or early
childhood education, Admission to Teacher Education Program, Maintenance of Good Standing, Acceptance to Student Teach.
Corequisite: ED 408. Student teaching is the culminating experience in the elementary/early childhood preparation program.
Student teaching is a semester-long teaching experience (minimum of 4 full weeks of full takeover). This experience provides
for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties.
The student teaching experience shall continue under the direction of the college supervisor and the cooperating practitioner
until the teacher candidate has met requirements for Program Completion, Certication and Follow-Up or the student teaching
is terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and
the Conceptual Framework. Attendance at various capstone seminars is required. Fee required.
423. Secondary Student Teaching (10 s.h.)
Prerequisites: All general education courses and all content courses in major area of study, Admission to Teacher Education
Program, Maintenance of Good Standing, Acceptance to Student Teach. Corequisite: ED 408. Student teaching is the culminating
experience in the secondary certication minor teacher preparation program. Student teaching is a semester-long teaching
experience (minimum of 4 full weeks of full takeover) in a 9-12 placement in the major area of study. This experience provides
for intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties.
The student teaching experience shall continue under the direction of the college supervisor and the cooperating practitioner
until the teacher candidate has met requirements for Program Completion, Certication and Follow-Up or the student teaching
is terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and
the Conceptual Framework. Attendance at various capstone seminars is required. Fee required.
424. Physical Education Student Teaching (10 s.h.)
Prerequisites: All general education courses and all content courses in physical education, Admission to Teacher Education
Program, Maintenance of Good Standing, Acceptance to Student Teach. Corequisite: ED 408. Student teaching is the
culminating experience in physical education. Student teaching is a semester-long teaching experience (minimum of 4 full
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Academics
weeks of full takeover) in a K-12 Physical Education setting. This experience provides for intensive and continuous involvement
until the student assumes major responsibility for the full range of teaching duties. The student teaching experience shall
continue under the direction of the college supervisor and the cooperating practitioner until the teacher candidate has met
requirements for Program Completion, Certication and Follow-Up or the student teaching is terminated. Teacher candidates
are evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and the Conceptual Framework.
Attendance at various capstone seminars is required. Fee required.
Special Education (SE)
212. Introduction to Exceptional Individuals (3 s.h.)
Prerequisite: Fall semester sophomore standing. Corequisite: SE 213. Required for all education majors and minors and a
prerequisite for all special education courses. This course is a general survey of exceptional individuals from birth-21 years and
an introduction to special education including history and law, disability causations, denitions and classication systems,
characteristics of all categories of exceptional learners (disabled and gifted), provision of services, and appropriate educational
interventions. (Live text and SLED check required) (Sophomores, Fall only)
213. Field Experience 1 (1 s.h.)
Prerequisite: Fall semester sophomore standing. Corequisite: SE 212. This course is a 25-hour beginning eld experience
component to complement SE 212. Students will be provided a wide variety of experiences including observation and
participation in special education classrooms, IEP and parent conferences, and case study experiences in public school settings
across the continuum of service delivery options and exceptionalities. Additionally, students will participate in a variety of
community-based eld trips. Cumulative Field Experience Portfolio required. (Live text and SLED check required) Pass/Low
Pass/Fail.
214. Introduction to Mild Disabilities (3 s.h.)
This course is an introduction to mild, moderate, and multicategorical disabilities (learning disabilities, behavior disorder,
and intellectual disabilities) including the historical aspects and legal foundations (federal and state statutes); theoretical
foundations of each mild disability categorical (learning disabilities, emotional disabilities, and mental disabilities) area,
denitions, classication systems, learning characteristics (cognitive, academic, social, behavioral, etc.) and best practice
teaching strategies. The course focuses on students in grades K-12 requiring an individualized general curriculum provided in
a variety of service delivery options. (Sophomores, Spring Only)
301. Elementary Special Education Methods (3 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 416, SE 302, MA 351, ED
300, ED 320. This course studies the curriculum, instructional strategies and methods used in educating elementary level
students with mild, moderate, and multicategorical disabilities (learning disabilities, behavior disorder, and intellectual
disabilities) served in general education classrooms, multicategorical resource classrooms, and self-contained classrooms. A
primary focus will be on modication of the general education curriculum and preparation of Individual Education Programs in
basic academic areas including reading, mathematics, written expression, oral expression, and social skills. (Juniors, Fall Only)
302. Assessment in Special Education-Mild Disabilities (3 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 301, SE 416, ED 300, ED 320,
MA 351. This course studies the collection and use of academic and behavioral data for special education purposes (screening,
eligibility for services, program planning, monitoring Individual Education Programs, program evaluation) and the application
of assessment results to Individual Education Program development. The course will focus on a variety of assessment procedures
including norm-referenced testing, criterion-referenced testing, curriculum-based assessment, ecological assessment, and
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systematic observation in the general elementary education curriculum areas of reading, mathematics, written expression,
oral expression, and social/behavioral skills including the functional behavioral assessment and the behavioral intervention
plan. (Juniors, Fall Only)
303. Language Arts for Mild Disabilities (3 s.h.)
Prerequisites: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 418, SE 409,
ED 403. This course concerns oral language development in the areas of phonology, morphology, syntax, semantics, and
pragmatics, and written language development. A major focus involves methods and materials in teaching a modied general
education curriculum in the integration of language-based subjects including reading, written expression with content area
subjects particularly in science and mathematics for student with mild disabilities. (Seniors, Fall Only)
407. Classroom Management (3 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 408, SE 418, SE
409, ED 403. This course is designed to provide an overview of the current research and issues relating to individual and classroom
management for special education. The primary components include: creating the classroom environment; establishing a culture
for learning; managing classroom procedures; managing student behavior including crisis management, applied behavior
analysis, and conict resolution. A major emphasis is on the primary discipline models in the eld. Teacher candidates will be able
to articulate a management philosophy and develop individual behavior management plans and complete a Behavior Change
Project. (Seniors, Fall only)
408. Collaboration/Professionalism (2 s.h.)
Prerequisite: Acceptance to Student Teach. Corequisites: SE 426. This course will focus on the development of multiple
strategies to involve families in collaborative relationships that promote the intellectual, social, emotional and physical
growth of their children within the structured learning environment of schooling. Teacher candidates will participate in
collegial activities that sustain productive learning environments and support the well-being and inclusion of students. They
will increase awareness of the resources of the larger community environment that inuences student learning. Candidates
will develop a systematic process for evaluating the eects of their professional decisions and actions on families and other
professionals. (Seniors)
409. Secondary Special Education Methods (3 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: ED 309, ED 321, MA 351. This
course concerns the instructional strategies, curriculum models, and materials used in educating secondary level students
with mild/moderate disabilities (learning disabilities, emotional disabilities, and intellectual disabilities) served primarily
in multicategorical resource classrooms, general education classrooms and self-contained classrooms. A major focus will be
the study of career and vocational curriculum and program planning, and preparation of Individual Education Programs for
secondary students with an emphasis on transition. (Juniors, Spring Only)
416. Field Experience 2 (1 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisites: SE 301, SE 302, ED 300, ED
320, MA 351. An intermediate level experience consisting of 90 clock hours in a PK-6 level Special Education setting. Teacher
candidates are evaluated by College Supervisors and Cooperating Teachers using EXPANDED ADEPT and the Conceptual
Framework. Students observe and gradually participate through assisting individual students or small groups. Planning and
reective self-evaluations enable students to become aware of basics of teaching and progress toward managing the tasks of
teaching. Students will also be involved in administering and interpreting a wide range of assessments including formal and
informal tests and procedures. Cumulative Field Experience Portfolio required. Pass/Low Pass/Fail. (Juniors, Fall only)
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417. Field Experience 3 (1 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 409, ED 309,
ED 321, MA 352. An intermediate level eld experience consisting of a minimum of 90 clock hours in a 7-12 special education
placement. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using EXPANDED ADEPT and the
Conceptual Framework. Students observe and gradually assume responsibility for planning, implementing, and evaluating
IEP’s with a particular emphasis on language-based academic skills. Reective self-evaluations assist students in critical review
of the abilities to motivate student learning and manage behavior. Cumulative Field Experience Portfolio required. Pass/Low
Pass/Fail. (Juniors, Spring only)
418. Field Experience 4 (2 s.h.)
Prerequisite: Admission to the Teacher Education Program, Maintenance of Good Standing. Corequisites: SE 407, 303. An
advanced level eld experience consisting of 120 clock hours in a PK-6 level special education placement. Teacher candidates are
evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and the Conceptual Framework. Students will
assume responsibility for planning, implementing, and evaluating IEPs and transition plans. Reective self-evaluations will assist
teacher candidates in critical review of their knowledge and skills in motivating student learning and managing behavior. Teacher
candidates will be required to develop communication systems with families, use community resources in teaching, and team with
mentors, peers, and curriculum specialists while planning and teaching. Grant writing and an Action Research Project are required
of all students. Cumulative Field Experience Portfolio required . Pass/Low Pass/Fail. (Seniors, Fall only)
426. Special Education Student Teaching (10 s.h.)
Prerequisites: All general education courses and all special education major courses, Admission to Teacher Education
Program, Maintenance of Good Standing, Acceptance to Student Teach. Corequisite: SE 408. Student teaching is the
culminating experience in the special education teacher preparation program. Student teaching is a semester-long teaching
experience (minimum of 4 full weeks of full takeover) in a K-12 mild disabilities placement. This experience provides for
intensive and continuous involvement until the student assumes major responsibility for the full range of teaching duties. The
student teaching experience shall continue under the direction of the college supervisor and the cooperating practitioner until
the teacher candidate has met requirements for Program Completion, Certication and Follow-Up or the student teaching is
terminated. Teacher candidates are evaluated by College Supervisors and Cooperating Teachers using Expanded ADEPT and the
Conceptual Framework. Attendance at various capstone seminars is required. Fee required.
Physical Education (PE)
102. Foundations of Health and Wellness (4 s.h.)
This course is designed for college students to understand the need and assume the responsibility for maintaining a
healthful lifestyle. This comprehensive course will cover all components of a health including physical, emotional, social,
intellectual and spiritual health. Topics covered in this course will include, but not limited to nutrition, exercise, stress
management, positive self-image, and peer relationships. Additionally, the course will address issues that are detrimental to
ones’s health including disease, tobacco, drugs and alcohol use. There is also a physical activity aspect to this course that will
include participation in a variety of activities focused on lifelong tness and wellness.
122. Health and Physical Activity Integration in Education (2 s.h.)
This is an integrated physical activity and theory course. This course is required for early childhood, elementary education
and special education majors and will feature a variety of developmental games and activities for elementary teachers
integrating health and physical education. (Limited to early childhood, elementary education and special education majors)
(Sophomore, Spring)
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204. Principles and Techniques in Strength Training for Physical Education and Coaching (3 s.h.)
This course will serve as a comprehensive guide to various strength training principles and techniques to include: proper
exercise technique, training methods, setting up a personal resistance training plan, and safety. The students in this course will
learn the appropriate methods necessary for safe and eective participation in a strength training program. Students will learn
how to use and administer assessments to attain their personal tness goals. This course will include a signicant amount of
hands on learning and execution. Priority given to Physical Education and Coaching majors. Class size limit 12.
206. Team Sports I (3 s.h.)
Techniques and skills necessary for teaching and ociating ag football, softball, volleyball, and aquatics. Every other
spring, alternating with Team Sports II. (Alternate Spring)
207. Team Sports II (3 s.h.)
Techniques and skills necessary for teaching and ociating soccer, basketball, lacrosse, and ultimate Frisbee. Every other
spring, alternating with Team Sports I. (Alternate Spring)
208. Introduction to Physical Education (3 s.h.)
The history and historical interpretations of the principles and objectives in health, physical education, recreation, and
safety. The investigation into the opportunities and scope of health, physical education, recreation, and safety. (Fall only)
210. Individual Sports (3 s.h.)
Skills and coaching techniques (including tactics) in individual sports such as golf, tennis, racquetball, and badminton.
Enrollment preference will be given to physical education majors or minors and enrollment is limited to 12 students. (Fall only)
214. Adaptive Physical Education Methods and Materials (3 s.h.)
Recommended prerequisite: PE 208. A study of the information necessary to understand and provide for the special needs,
interests, and abilities of children with various kinds of physical, mental, and emotional handicaps. Procedures for planning and
implementing a comprehensive physical education program for the handicapped. (Spring only)
218. Management of Sport, Fitness, Health and Physical Education (3 s.h.)
The study of general management principles, as well as principles of management relative to sport, the health and tness
industry, corporate wellness, public school physical education, public school health, intramurals and recreation. Required of all
Physical Education majors and Sport Management majors. (Spring only)
303. Elementary Physical Education Methods, Materials, and Assessment (4 s.h.)
Recommended prerequisite: PE 208. Recommended corequisite: PE 412. Elementary physical education methods,
materials, and assessment involved in organizing and teaching physical education on the elementary school level.
Assessment, curriculum development, instructional techniques, classroom management, motor learning, rhythmic dance, and
developmental games will be included along with a minimum of 15 hours of additional meeting times, experiences, and/or
work outside of class.
305. Principles and Techniques in Strength Training for Physical Education and Coaching (3 s.h.)
This course will serve as a comprehensive guide to various strength training principles and techniques to include: proper
exercise technique, training methods, setting up a personal resistance training plan, and safety. The students in this course will
learn the appropriate methods necessary for safe and eective participation in a strength training program. Students will learn
how to use and administer assessments to attain their personal tness goals. This course will include a signicant amount of
hands on learning and execution. Priority given to Physical Education and Coaching majors. Class size limit 12. (Alternate Fall)
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307. Methods and Techniques of Basketball (3 s.h.)
Theory and fundamentals of coaching.
308. Theory and Psychology of Coaching (3 s.h.)
The basic theories and psychology in coaching athletic sports; emphasis will be on various current and past practices. (Fall)
311. Driver Education (3 s.h.)
Prerequisite: Valid operator’s license. Designed to instruct potential teachers in the theory, techniques, and methods of
teaching driver education, for endorsement as high school or commercial driver education instructors. Deals with driving
techniques, trac statistics, trac engineering, etc. (Summer only)
312. Methods and Materials in Trac Safety (3 s.h.)
Prerequisite: PE 311 and teacher education endorsement. Advanced preparation for endorsement of high school driver
education to meet the needs of trac safety in school and community. Specialized research, information and techniques in
trac evaluation and new methods of teaching in Driver Education. Field studies in trac management. (Summer only.)
313. Simulation and Driving Ranges (3 s.h.)
Prerequisites: 311 and teacher education endorsement. The techniques and methods of teaching, research, and new
approaches in using the new Driving Simulator and Multiple-Car-Driving Ranges. (Summer only)
314. Safety Education (3 s.h.)
An introductory course to present materials and methods of safety education for the typical school, home, trac, and
other major elds of safety. It is the purpose of the course to prepare teachers to organize and teach accident prevention and
to provide teachers with comprehensive preparation in teaching aids and materials available for the enrichment of present
courses. Can be used for teacher education endorsement. (Summer only)
325. Clinical Externship in Allied Health Care (3 s.h. Pass/Fail)
A monthlong apprenticeship study in a chosen allied health eld. The student will shadow a licensed allied health care
provider and serve alongside this individual to gain a greater understanding of the daily goals and responsibilities of the
professional.
410. Independent Study (Credit to be determined)
Individual project on some phase of health, physical education, or recreation.
411. Field Experience in Coaching a Major Sport (1 s.h.)
Forty-ve hours of practical experience in the methods and techniques of coaching a specic sport (football, basketball,
baseball, softball, soccer, volleyball). Pass/Low Pass/Fail
412. Field Experience in Teaching Elementary Physical Education (1 s.h.)
Recommended corequisite: PE 303. Forty-ve hours of practical experience in the methods and techniques of teaching
elementary physical education. Students who wish to be certied to teach must have practical experiences at the elementary,
middle, and senior high school levels, as well as in special education. This course meets the requirement for grades K-5.
Additional eld experiences will be provided through ED 202, ED 418, SE 213, and ED 419, and ED 420. Candidates will develop
lessons, a unit, and be evaluated using the Expanded ADEPT system. Pass/Low Pass/Fail. (Juniors, Fall only)
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416. Content Area Literacy for PK-12 Teachers (3 s.h.)
Prerequisites: Admission to the Teacher Education Program and passing Praxis Core. Presents reading and writing
instructional strategies to increase and enhance student learning across disciplines. Provides an overview of the reading and
writing processes and emphasizes instructional approaches that value diversity and critically examines curriculum materials for
PK-12 teachers. Completion of 45 hours of eld experience hours in a public school classroom where candidates assess, plan,
instruct, and reect on best practice is a required component. (Seniors, Fall)
420. Materials , Methods, and Assessment in Middle School and Secondary Physical Education, Health, and
Coaching (4 s.h.)
Recommended corequisite: ED 420. Practical techniques and activities of eective teaching in middle school, secondary
physical education and athletic coaching programs. Assessment, curriculum development, instructional techniques, classroom
management and coaching principles are addressed. A minimum of 15 hours of additional meeting times, experiences, and/or
work outside of class will be included.
424. Student Teaching (Same as Education 424) (10 s.h.)
Corequisite: ED 408
Engineering
Erskine College maintains an engineering dual degree program with Clemson University. This
program oers a robust Christian liberal arts foundation coupled with a signicant level of technical
specialization. Students in this program typically complete three years at Erskine and two to three
years at Clemson, earning a bachelor of science degree in engineering from Clemson and a bachelor
of arts degree in biology, chemistry, or mathematics from Erskine. Before transferring to Clemson,
students must complete at least 93 hours of course work at Erskine, including CH 101, CH 102, MA
141, MA 142, MA 241, MA 242, PH 120, and PH 121. The students’ work at Erskine must satisfy all of
Erskine’s general education and dual degree major requirements and must include courses required
by Clemson for the dual degree program. The additional requirements for particular dual degree
majors at Erskine are:
Biology: BG 110, 111, 202, and 12 hours chosen from BG 201, 210, 211, 303, 340, 407, and
324, with minimum of one course at the 300 level or above.
Chemistry: CH 214, 215, 216, and 217; one from CH 205, 320, and 401; one from CH 322,
402, and 405; and CH 315.
Mathematics: IT 170, MA 321 and 322, MA 324 or 441, and 6 hours chosen from MA
courses at the 200 level or above.
The majors which students may pursue at Clemson under this agreement include:
Bioengineering Environmental Engineering
Biosystems Engineering Electrical Engineering
Chemical Engineering Industrial Engineering
Civil Engineering Materials Science and Engineering
Computer Engineering Mechanical Engineering
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To expedite completion of the Clemson portion of the program, students are advised to take specic
basic engineering courses in summer school. Students interested in the program must contact
Erskine’s Dual Degree Coordinator to declare their intent during their rst three terms at Erskine.
English (EN)
Professors Christie, Kinlaw, Schott (Chair)
The English program is designed to help English majors become condent communicators and
competent critical thinkers in the eld of literary arts. The English Department has four principal
objectives. It fosters oral and written communication skills in every student. It trains every student in
the critical analysis of literature. It introduces every student to at least one genre, period, or thematic
collection of literature. It oers to its majors a program containing two areas of interest: literature and
writing.
The Core Curriculum requirements in English are EN 102 and one 200- or 300-level literature course
as listed in the Core Curriculum.
The English major consists of 30 hours beyond EN 102. These credits must include EN 350, EN 450,
and 24 hours of electives, at least 9 of which must be 400-level and 3 of which must be in a course
focusing on pre-1800 literature.
The English minor consists of 15 hours beyond EN 102. These credits must include least 6 hours at
the 400-level. Theater courses may not be credited as elective hours toward the English minor.
Students seeking teacher certication in English must complete the requirements for the Bachelor
of Arts degree in English and a Minor in Secondary Education. An English major with a Minor in
Secondary Education must take both EN 405 and 408 as well as EN 309.
The Department of English will grant the designation of “Honors in English” to those students
meeting the following requirements:
1. Grade point average of 3.6 or better in the major.
2. Overall grade point average of 3.3 or better.
3. At least two years of course work in the major completed at Erskine College.
4. Earned “A” or “A-minus” on senior thesis project.
5. Presentation of the thesis before department faculty and peers.
6. Students seeking Honors in English should declare their intent to the English Department
in their junior year.
101. Freshman Composition (3 s.h.)
Development of communication skills through a study of the principles of composition, class discussion, and writing short
essays. Emphasis on diction, syntax, grammar, paragraph coherence, and methods of organizing and developing expository
prose. Does not apply to the fulllment of requirements for the English major or minor.
102. Composition and Literature (3 s.h.)
Development of communication skills through the study of selected literary works, class discussion, and writing analytic
essays about poetry, ction, or drama. Emphasis on the learning of a basic critical vocabulary, introduction to research tools and
skills, and the exercise of value judgments.
201. British Literature to 1700 (3 s.h.)
Prerequisite: 102. A study of British literature from the Old English period to the 18th century, selected to explore relevant
themes, genres, or subjects. Alternate years.
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202. British Literature from 1700-today (3 s.h.)
Prerequisite: 102. A study of British literature from 1700 to today, selected to explore relevant themes, genres, or subjects.
Alternate years.
205. American Literature: Beginnings through Romanticism (3 s.h.)
Prerequisite: 102. A study of American literature from the colonial era to the 19th century, selected to explore relevant
themes, genres, or subjects. Alternate years.
206. American Literature: Realism to Modernism (3 s.h.)
Prerequisite: 102. A study of American literature from the mid-19th century to mid-20th century, selected to explore
relevant themes, genres, or subjects. Alternate years.
215. World Literature to 1600 (3 s.h.)
Prerequisite: 102. A study of literature from ancient times to the 17th century, selected to explore relevant themes, genres,
or subjects. Alternate years.
216. World Literature 1600-today (3 s.h.)
Prerequisite: 102. A study of literature from the 17th century to today, selected to explore relevant themes, genres, or subjects.
Alternate years.
220. Public Speaking (3 s.h.)
A course in preparing and delivering various types of speeches. Examination and implementation of both classical and contemporary
principles of eective oral communication. Speeches assigned on various topics and constructive criticism given. Oered on demand.
232. Fiction Writing Workshop (3 s.h.)
Study of the principles and techniques of creative writing. Individual and group evaluation and analysis of student work.
Alternate years.
233. Creative Nonction Workshop (3 s.h.)
Study of the principles and techniques of creative nonction. Combining journalism with creative writing, the course
explores the subgenres of memoir, (auto)biography, travel writing, and reviews (such as reviews of food and culture).
Individual and group evaluation of student work. Alternate years.
240. Literature Seminar (3 s.h.)
Prerequisite: 102. A discussion-based analysis of primary texts and criticism on a topic or theme decided upon by the
professor. Students will be required to participate in Socratic-style discussions premised upon close-readings of literature,
poetry, and criticism on the given topic or theme. Such topics might include but are not limited to heroism, death and dying,
faith, war, and race. Students will construct and workshop a research essay over the course of the semester. Recommended
course for English majors and minors.
250. Special Topics Survey (3 s.h.)
Prerequisite: 102. Survey of selected texts and traditions intended for general population students as well as majors.
Specic topics will vary among genre, period, and thematic studies. Such topics might include but are not limited to specic
authors or genre surveys, the study of forms like graphic novels, and the analysis of lm adaptations. With departmental
approval, this course may be repeated for credit. Oered on demand.
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300. Medieval Literature (3 s.h.)
Prerequisite: EN 102. A study of representative Western literature from the 5th century to the late 15th century. An in-
depth study of medieval works in translation, such as the Arthurian romances of Chretien de Troyes, the Nibelungenlied, Sir
Gawain and the Green Knight, the Icelandic “family sagas,” and troubadour poetry. Alternate years.
302. Romantic Literature (3 s.h.)
Prerequisite: 102. A study of representative poetry and prose of the English Romantic period. Emphasis on the poetry of
Wordsworth, Coleridge, and Keats, with additional study of selected poems by Shelley and Byron. Reading of selected novels.
Alternate years.
303. Victorian Literature (3 s.h.)
Prerequisite: 102. A study of representative poetry, non-ction prose, and novels of the Victorian Age in England. Alternate
years.
306. American Romanticism (3 s.h.)
Prerequisite: 102. A study of American themes and texts from the middle decades of the 19th century. Readings in ction,
poetry, and non-ction prose. Representative authors of the American renaissance— including Emerson, Thoreau, Hawthorne,
Melville, Stowe, Whitman, and Dickinson— are placed in the context of lesser-known contemporaries. Alternate years.
307. American Literature after 1945 (3 s.h.)
Prerequisite: 102. A study of American literature from the mid-20th century to today, selected to explore relevant themes,
genres, or subjects. Alternate years.
308. Journalistic Writing and Reporting (3 s.h.)
Prerequisite: 102 . Basic course in newswriting, reporting, and interviewing. Class members are encouraged to help publish
the Mirror under the direction of the editor. Class members participate in at least one eld trip per term to a local commercial
newspaper. Oered on demand.
309. Literature for Young Adults (3 s.h.)
Prerequisite: 102. Introduction to the range and types of literature available to young adults, to basic critical approaches to
literature, and to representative novels. Alternate years.
313. The Contemporary American Novel (3 s.h.)
Prerequisite: 102. A study of selected American novels from the last half of the 20th century to the present. Emphasis on
theory of the novel and on various critical and historical approaches. Alternate years.
314. The British Novel (3 s.h.)
Prerequisite: 102: A study of representative British novels from the 18th century to the present. Alternate years.
317. Modern Poetry (3 s.h.)
Prerequisite: 102. A study of selected poems written in English since 1850. Emphasis on critical and historical approaches to
the poems. Alternate years.
318. Modern Drama (3 s.h.)
Prerequisite: 102. A study of selected plays (American, English, and Continental) written since the time of Ibsen. Emphasis on
critical and historical approaches to the plays. Alternate years.
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350. Literary Criticism and Theory (3 s.h.)
Prerequisite: 102. A study of literary critical models and theories of interpretation relevant for making literary judgments,
writing about texts, and situating textual analysis within larger interpretive frameworks within historical and contemporary
contexts.
400. Chaucer and the Middle Ages (3 s.h.)
A study of Chaucer’s Canterbury Tales and minor poetry and other important works from the Middle Ages. Alternate years.
402. 17th Century Literature (3 s.h.)
A study of English literature of the 17th century, with primary emphasis on the poetry of Milton and Donne, together with
some works by other writers in the Metaphysical and Cavalier schools. Oered on demand.
404. 18th Century Literature (3 s.h.)
A study of English poetry, prose, and drama of the 18th century. Oered on demand.
405. The English Language: History and Structure (3 s.h.)
Prerequisite: 201 or permission of instructor. A study of language in general and the English language in particular. Study of
changes in phonology, morphology, syntax, and semantics; introduction to traditional and modern grammars; and exploration
of various personal, social and communicative purposes of language. Alternate years.
407. Shakespeare (3 s.h.)
A study of representative histories, comedies, tragedies, and late romances. Attention also given to Elizabethan
philosophical and literary backgrounds and to Shakespearean criticism.
408. Advanced Composition and Grammar (3 s.h.)
Reading and analysis of expository prose types, along with frequent compositions based on these forms, and review of
traditional grammar. Alternate years.
409. Comparative Literature (3 s.h.)
A comparative study of non-English literature in translation. Oered on demand.
410. Independent Study (Credit to be determined)
Independent study of a particular area of English to be determined by student interest and aptitude. Under direct guidance
of professor, with regular conferences, research, and papers. Limited to English majors.
414. Special Topics Advanced Study (3 s.h.)
Specialized or in-depth study of a selected topic, genre, author, or theme. With departmental approval, this course may be
repeated for credit. On demand.
430. Major American Author(s) (3 s.h.)
Advanced study of a single American writer (or two or three related authors). Emphasis on primary works, but attention also to
biography, criticism, and cultural contexts. With departmental approval, this course may be repeated for credit. Alternate years.
450. Senior Seminar (3 s.h.)
A course supporting the writing of the senior thesis. Students will propose a thesis project in an academic or creative subject and
complete this project over the course of the semester. The project will then be presented to the department and the students’ peers.
Required of all English majors, ordinarily in the fall of their senior year. Minors may take the course with instructor permission.
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499. English Externship (1-4 s.h.)
Prerequisite: permission of the instructor. A course designed to allow English majors to gain professional work experience in a
eld related to their interests. Fields include but are not limited to communications, publishing, theater, and journalism. Students
will work under the supervision of a professional sponsor and a faculty member. Topic and number of hours to be determined on an
individual basis.
Theater Courses
010. Theater Practicum (0 s.h.)
A course providing “hands-on” experience in specic aspects of theater production. Students earn course credit by
successfully completing assigned responsibilities for some aspect(s) of mounting a stage production with a local theater
company. Minimum hours are required. Credit is awarded only for quality work, contracted with and supervised by local
production sta. A maximum of eight practicum hours may be applied toward graduation requirements.
020. Theater Practicum (0 s.h.)
A course providing “hands-on” experience in specic aspects of theater production. Students earn course credit by
successfully completing assigned responsibilities for some aspect(s) of mounting a stage production with a local theater
company. Minimum hours are required. Credit is awarded only for quality work, contracted with and supervised by local
production sta. A maximum of eight practicum hours may be applied toward graduation requirements.
110. Theater Practicum (1 s.h.)
A course providing “hands-on” experience in specic aspects of theater production. Students earn course credit by
successfully completing assigned responsibilities for some aspect(s) of mounting a stage production with a local theater
company. Minimum hours are required. Credit is awarded only for quality work, contracted with and supervised by local
production sta. A maximum of eight practicum hours may be applied toward graduation requirements.
120. Theater Practicum (1 s.h.)
A course providing “hands-on” experience in specic aspects of theater production. Students earn course credit by
successfully completing assigned responsibilities for some aspect(s) of mounting a stage production with a local theater
company. Minimum hours are required. Credit is awarded only for quality work, contracted with and supervised by local
production sta. A maximum of eight practicum hours may be applied toward graduation requirements.
223. Introduction to Theater Arts (3 s.h.)
Introduction to dramatic theory and criticism as these relate specically to the living theater. Study of the theater and of
dramatic literature from cultural and historical perspectives. Alternate years.
224. Play Production (3 s.h.)
Introduction to elements of putting on a play, to include play selecting, casting, rehearsing, set design, and familiarization
with the technical aspects of production. Alternate years.
Global Studies
The minor in Global Studies is an interdisciplinary minor allowing the student to concentrate
study on select areas of the world, excluding Europe and the United States. The minor consists of 18
semester hours to include courses in at least three dierent disciplines. Courses that count toward the
minor include: English 216; Bible 354; History 230, 260, 270, 280, 290, 350, 420, 450; and Political
Science 114.
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History (HS) and Political Science (PO)
Professors Abu Sarah, Brivio (Chair), Cawvey, Gressang, Harris
The Department of History and Political Science oers three majors (History, Social Studies, and
Political Science) and two minors (History and Political Science).
History (HS)
The major in history prepares students to pursue a wide range of careers, from law, business, and
information management, to education, ministry, and public service. Many history majors go on to
earn graduate and professional degrees. The study of history oers a fascinating way to impart skills
in reading critically, writing clearly, and researching responsibly—all of which equip graduates to
be exible as they seek meaningful work in a rapidly changing job market. History majors learn to
communicate eectively and manage and interpret information logically. They gain an understanding
of current events in global and historical contexts, translate cultural dierences across time and space
with empathy, and develop ethical responses to some of life’s most challenging questions.
Requirements for the major consist of 30 hours in history beyond the foundation-level general
education requirements. History majors must take 211, 212, 399, 400; any two of the following: 309,
310, 311, 312, 313, 314, 317, 319; two courses from 230, 260, 270, 280, 420, 450; and 6 hours of electives
in history.
The social studies major is designed for students seeking teacher certication in social studies.
Requirements for the social studies major are as follows: 1) History--22 hours above the 100-level,
including 211, 212, two courses from the sequence 309-317, 399, one course in non-western history,
and two electives; 2) Social Sciences--15 hours, consisting of BA 221, BA 222, PO 101, PY 201, and SO
101. Students seeking teacher certication in social studies also must take courses in the Department
of Education that satisfy the Secondary Education Program requirements.
A minor in history consists of 15 hours beyond the general education requirements. These courses
may include any combination of American, European, or World history.
To earn the designation “Honors in History” students must meet the following requirements:
• Have a contract committing to the program led with the student’s adviser and the registrar
during the junior year.
• Maintain a grade point average in history of 3.6 or above, and a grade point average overall of
3.3 or above.
• Complete a minimum of 24 hours in history, including HS 399 and 400.
• Receive from the department faculty a designation of “Honors” on the seminar paper completed
for HS 400.
• Present the HS 399 or HS 400 paper at a national or regional meeting or the equivalent.
101. World Civilizations to 1600 (3 s.h.)
This course provides an overview of the world’s most inuential empires and enduring belief systems, and of the increasing
interaction among civilizations prior to 1600. The course also introduces students to the use of primary and secondary sources.
102. World Civilizations Since 1600 (3 s.h.)
This course provides an overview of the emergence of urban industrial societies, the development of modern world
empires, and the escalation of global interaction, especially through trade, war, revolution, and technology. The course also
introduces students to the use of primary and secondary sources.
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105. Contemporary Global Issues (3 s.h.)
An introduction to a wide range of contemporary issues that aect the stability, peace, and health and well-being of the human
community. The course explores the origins and scope of these issues, as well as possible responses and solutions.
211. American History to 1876 (3 s.h.)
An introductory course in American History from the settlement of the English colonies to the end of Reconstruction. A
sophomore-level course that provides a basic understanding of American history. Required of all history majors.
212. American History Since 1876 (3 s.h.)
An introductory course in American History from the end of Reconstruction to the present. A sophomore-level course that
provides a basic understanding of American history. Required of all history majors.
220. The American West (3 s.h.)
A survey of the trans-Mississippi West between the arrival of the rst Spanish explorers and the present.
230. Latin America in Modern Times. (3 s.h.)
A survey of political, economic, social, religious, and cultural changes in Latin America from the colonial era to modern
times.
240. The Italian Renaissance Goes to Hollywood: Understanding the Renaissance between Facts and Fiction (3 s.h.)
This course provides an overview of the major political, cultural, and artistic developments known as the “Italian
Renaissance.” Additionally, it introduces the issue of historical accuracy in cinematographic and television productions.
250. The Holocaust (3 s.h.)
An examination of the persecution and attempted annihilation of European Jews during Hitler’s reign from 1933 to 1945,
with emphasis upon the roles of perpetrators, bystanders, and victims, as well as the response of Christians to the suering of
their neighbors.
260. Gateway to Asia (3 s.h.)
A survey of Asian history, this course introduces to students to China, the Korean Peninsula, Vietnam, Japan, and the Indian
subcontinent. Exploring the religion, culture, and politics of the region, the course fosters appreciation for the diversity and
complexity of Asian cultures.
270. Africa in Modern Times (3 s.h.)
A survey of political, economic, social, and cultural developments in Africa from the colonial era to the present.
280. The Global Cold War (3 s.h.)
A survey of the long- and short-term origins of the Cold War, its global dimensions through nuclear stando, proxy wars,
and economic aid packages, and its nonviolent and violent end.
290. Pharaohs, Prophets, and Tombs: The Ancient Middle East (3 s.h.)
From Egyptology and Assyriology to the prophetic movements of Late Antiquity, this course surveys the archaeology,
history, and culture of the ancient Near East. Learn about Mesopotamian food, Zoroastrian myths, Jewish kingdoms,
and modern debates in Biblical archaeology. The course concludes with the rise of Islam, exploring why this new religious
movement expanded out of Arabia to become a dominant force in the region.
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302. History of Medicine: Antiquity to the Scientic Revolution (3 s.h.)
A survey of the development of Western medical thought and practice from antiquity to the 18th century.
309. The Greeks and the Romans (3 s.h.)
A survey of the political, social, economic, and cultural life of the ancient world from the late fourth millennium BC to the
late Roman Empire, with particular attention to the primary sources.
310. Medieval History (3 s.h.)
A survey of the civilization of Western Europe from about 400 to 1450 including detailed study of religious thought and
institutions and political and economic development.
311. Renaissance and Reformation (3 s.h.)
A study of Europe between the late 1300s and the 1600s, with emphasis on the Renaissance, the Reformation and wars of
religion, the voyages of exploration, trade, and empire-building, the rise of Western science, and the beginnings of the modern
state.
312. Early Modern European History, 1550-1763 (3 s.h.)
Analysis of major social, economic, and political developments of Europe from the religious wars to the Peace of Paris.
313. Modern European History, 1763-1900 (3 s.h.)
A course that examines a volatile period of European history, with emphasis on the French Revolution, revolutionary
movements of the 1820s-1840s, major changes in industrial production, the growth of socialism, liberalism, and nationalism,
and the unication of Italy and Germany.
314. Contemporary European History, 1900-present (3 s.h.)
A survey of political, military, social and economic developments in twentieth-century Europe and its colonial dependencies
from industrialization, World War I, World War II, and the Cold War to the present.
317. Crusades (3 s.h.)
This course explores the Crusades as a phenomenon in world history, from the rst preaching of the Cross at Clermont in
1095 to the fall of Hospitaller Malta in 1798, and investigates the political and ideological concerns that inuence interest in
the Crusades today, including debates over the legacy of European colonialism, the origins of modern tensions between Islamic
and Christian societies, and the legitimacy of using force to advance even worthy causes.
319. Great Britain Since 1815 (3 s.h.)
Study of foreign and domestic policy in Britain from the defeat of Napoleon to the present, with special emphasis on the
world wars, relationships between Britain and its colonies, and the establishment of the welfare state.
330. European Military History (3 s.h.)
An examination of European military history, broadly construed, since 1500. Themes will include technologies of war,
administration of armies, and the social and political signicance of warfare, as well as battle history and the development of
strategy and tactics.
350. The Modern Middle East (3 s.h.)
A survey of modern Middle Eastern history since the 18th century, this course explores transnational ows of missionaries,
merchants, slaves, and soldiers to and from the region. Special topics include Middle Eastern food, music and comedy, the
Israeli-Palestinian conict, terrorism and warfare, gender and sexuality, and Muslims in the United States and Europe.
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360. History at the Movies: A Global Survey (3 s.h.)
Journeying through global lm history, this course explores the development of world cinema genres such as Bollywood
musicals, Hong Kong kung fu, Japanese horror, Nollywood (Nigerian) romance, and Middle Eastern comedy. Discussions
consider how movies intersect with identity, politics, and culture, while contemplating both lm portrayals of history and lm
as a historical source.
399. Historical Skills and Methods (3 s.h.)
A team-taught course to be taken the spring semester of the junior year, designed to teach students the skills required to
read and write history. Required of all History majors.
400. Senior Thesis in History (3 s.h.)
A team-taught course to be taken by all majors during the fall semester of their senior year, which emphasizes writing a
major research paper, and also includes an introduction to historiography. Required for History majors.
401. History of Women in America (3 s.h.)
A survey of the diverse political, social, economic and cultural experiences of women in American history from the colonial
period to the present.
403. South Carolina History (3 s.h.)
A survey of South Carolina history from the colonial period to the 20th century. Oered irregularly.
408. Colonial America (3 s.h.)
A survey of the economic, political, social, religious, cultural, ethnic, military, and environmental aspects of colonial British
North America from exploration and settlement to revolution and independence.
409. History of the South (3 s.h.)
A study of the development of the social, economic, and political institutions of the South from colonial times.
410. Independent Study (Credit to be determined)
Prerequisites: Advanced standing in the department and permission of the instructor. Individual study projects may be
chosen from the areas of oral history, reading seminars, or research and writing seminars.
411. O-Campus Study in History (1-3 s.h.)
Study of topics in history in o-campus programs approved by the department of history. Oered for pass/fail credit only.
412. Applied History (1-2 s.h.)
A course designed to give students practical experience in applying historical skills and methods in work at museums,
historic monuments, archives, and special collections. Oered for pass/fail credit only. Prerequisites: a 3.0 GPR or above in
history courses, sophomore standing, and departmental interview.
413. The American Civil War (3 s.h.)
A study of the causes, politics, military action, and immediate aftermath of the American Civil War.
415. Special Topics in History (Credit to be determined)
Exact title, nature of course, and credit are announced at the beginning of the term in which the course is oered. On demand.
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420. The Atlantic World, 1400-1830 (3 s.h.)
This course examines the history of the Atlantic basin from the initial European explorations of sub-Saharan Africa and the
Americas to the collapse of trans-Atlantic empires during the Age of Revolutions. Themes include migration, trade, culture,
conict, and religion.
421. The French Revolution and Napoleonic Era (3 s.h.)
The French Revolution and Napoleonic wars transformed society, economics, culture, politics, and warfare on a global scale.
This course seeks to understand the French Revolution, Haitian Revolution, and Napoleonic era as they spread revolutionary
values across the globe. Students will develop an appreciation of how much our modern world was shaped by France between
the years 1789 and 1815.
450. The Transatlantic Slave Trade (3 s.h.)
An examination of the largest forced migration in human history from its rise in the 1400s to its demise in the 1860s,
focusing on the Europeans, Africans, and Americans who were involved in it.
Political Science (PO)
The Political Science major at Erskine College serves students who desire to acquire knowledge of
public aairs. The general aim of the department is to foster a deeper appreciation of government and
politics by developing an understanding of the nature and role of political behavior and governmental
institutions. The core courses in the major also make a rich contribution to the liberal arts mission of
the College.
In fullling this aim, the department: oers courses that expose students to the major areas of
the discipline of political science, including American government, international politics, comparative
politics and political philosophy; emphasizes concepts, theories and tools that are essential in political
analysis; addresses key issues involved in the building of just and peaceful political communities; and
examines the relationship between Christianity and politics.
The major in Political Science seeks to prepare students for:
• graduate study in politics, government, and related elds, including area studies, public policy
and public administration
• law school
• careers in government and public aairs
• work in the private and non-prot sectors that require knowledge of government and politics
The Political Science major totals 34 credit hours and includes the following distribution of
requirements:
1. 30 hours of Politics courses that include: a) 12 hours of courses in the four major sub-elds of
the discipline of political science (PO 101, 112, 113, 114; all of which must be taken at Erskine), b)
12 hours of electives in the major (2 each from the 200-300 level courses), c) an internship, and d) a
senior Thesis.
2. 4 hours of PY 310 (Intro to Psych Stats) to provide an introduction and training in some of the
standard methodologies employed in the social sciences.
To earn the designation “Honors in Political Science,” students must meet the following
requirements:
• Maintain a grade point average in political science of 3.6 or above, and a grade point average
overall of 3.3 or above.
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• Maintain a grade point average in history of 3.6 or above, and a grade point average overall of
3.3 or above.
• Complete a minimum of 24 hours in political science, including PO 450 and 451.
• Receive from the department faculty a designation of “Honors” on the seminar paper completed
for PO 451. .
• Present the PO 451 paper or another paper (approved by the PO 451 instructor) at a national or
regional meeting or the equivalent.
A minor in Political Science may be earned by taking 15 hours of coursework that includes the four
core courses of the major (PO 101, 112, 113, 114) plus one upper-level course in the Political Science
Department.
The Department also urges students who major in politics to consider the following: 1) a heavy
concentration in a modern foreign language, 2) the following courses in Economics: BA 221, BA 334,
BA 360, and BA 428, 3) participation in the CCCU program, the American Studies Program; a semester
residential program in Washington, D.C., and/or 4) a semester abroad program (see Department Chair
for information.)
101. American Government (3 s.h.)
A study of the structure and function of the institutions of the U.S. national government.
105. Contemporary Global Issues (3 s.h.)
An introduction to a wide range of contemporary issues that aect the stability, peace, and health and well-being of the
human community. The course explores the origins and scope of these issues, as well as possible responses and solutions.
112. Introduction to Political Philosophy (3 s.h.)
An interdisciplinary and multimedia survey of the basic themes in the tradition of political philosophy.
113. Introduction to International Relations (3 s.h.)
A study of the basic issues and themes in the relationships between nations, sub-national actors, and international institutions.
114. Introduction to Comparative Politics (3 s.h.)
An introduction to the comparative analysis of how nations structure their governments and develop their policies.
212. American Political Thought (3 s.h.)
A survey of American political thought from the Founding to the 21st century. (Oered every other year.)
213. Ethics and Foreign Policy (3 s.h.)
A consideration of the various ethical issues raised in the formation and conduct of U.S. foreign policy.
214. European Politics (3 s.h.)
An analysis of the institutions and policies of the major European nations.
222. Christian Political Thought (3 s.h.)
A survey of how Christians have, across time and space, thought about matters such as war and peace, church and state, the
purpose(s) of government, and the political role(s) of the church. Oered every other year.
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224. Public Opinion and Political Participation (3 s.h.)
A survey of how Christians have, across time and space, thought about matters such as war and peace, church and state, the
purpose(s) of government, and the political role(s) of the church. Oered every other year.
300. Constitutional Law (3 s.h.)
An introduction to the Supreme Court, its practice of judicial review and the politics surrounding the interpretation of
the U.S. Constitution. The class covers 1) the Court’s decisions aecting the balance of power between the three branches
of the national government and 2) the Court’s decisions in the areas of civil rights and civil liberties. (Oered every other fall
semester.)
303. U.S. Presidency (3 s.h.)
An historical and institutional analysis of the U.S. Presidency. This course includes a research component.
304. Congress (3 s.h.)
An historical and institutional analysis of the U.S. Congress. This course includes a research component.
306. Ancient Political Philosophy (3 s.h.)
A critical survey of some of the major texts in the Western tradition of political philosophy. Sources range from Homer to St.
Augustine, and include the literature of epic, tragedy, history, philosophy, and theology. This course includes a research component.
307. Modern Political Philosophy (3 s.h.)
A critical survey of some of the major texts in the Western tradition of political philosophy Sources range from Machiavelli
to Marx to the post-moderns, and include the literature of Shakespearean tragedy, political essays, philosophy, and theology.
This course includes a research component.
313. International Political Economy (3 s.h.)
A critical examination of the forces of globalization and the major actors in international political economy. This course
includes a research component.
314. European Union (3 s.h.)
The evolution and institutions of the European Union, focusing on the major policy debates within the E.U. and the
challenges of European integration, especially those posed by enlargement to include former communist countries.
315. Special Topics in Political Science (Credit to be determined)
A variety of courses, including the Erskine in D.C. program, that department faculty will oer based on research and
pedagogical interests. Credit will vary with the nature of the course oered, but all credit from these courses will count toward
fulllment of the major.
324. Political Psychology (3 s.h.)
An interdisciplinary exploration of the intersection of politics and psychology in the United States and other countries.
Topics will include the impacts of personality and emotions on the political attitudes and actions of citizens and politicians.
401. Internship (3 s.h.)
An internship with a governmental organization (local, state, national or international) or with a non-governmental
organization that has a public orientation and focus. To be arranged in consultation with the department chair.
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410. Independent Study in Political Science (Credit to be determined)
Prerequisites: Political Science major and permission of the instructor. A study of government through individual projects.
450. Senior Thesis: Research Design (1 s.h.)
A workshop for senior majors in preparation for the nal senior thesis. Oered in the fall. Required of all senior majors.
451. Senior Thesis (2 s.h.)
A workshop for senior majors in preparation for the nal senior thesis. Oered in the fall. Required of all senior majors.
Information Technology (IT)
The minor in Information Technology introduces students to state-of-the-art technology and its
use so that they may integrate this technology into a system for solving problems. It broadens the
strong liberal arts education as it develops skills, foundational concepts, and analytical capability.
Combining the liberal arts education with this minor prepares students to utilize the changing
technologies of the future, educating students to be problem solvers, not technicians. It enables them
to be leaders in applying new technologies within a variety of disciplines. This minor recognizes that
the computer (the current focus of technology) is an important tool that should be used by students
to enhance what they investigate in almost every discipline they study at Erskine College. While some
components of this computer-related minor will involve mastery of skills, the emphasis remains on
thinking analytically, communicating well, and exploring new ideas.
The Information Technology Minor requires 17 or more hours. Three courses, IT 101, IT 170, and IT
190, are required. The remaining hours are to be selected from the following courses: AR 225/BA 225/
IT 225, AR 226/BA 226/IT 226, BA 259, BA 359, IT 110 and IT 270.
101. An Introduction to Information Technology (3 s.h)
This course covers topics in the history of computers and related technologies, mathematical modeling, and real-world
simulations. It investigates aspects of computer hardware and software, and may involve others topics. One goal of the course is to
give a basic background so that students are prepared to study in depth some of the areas developed briey in this course. Another
goal of the course is to introduce students to a wide range of topics so they can choose more advanced topics more intelligently.
110. Introduction to Computer Systems (3 s.h)
This course covers computer architecture, conguration, upgrading, and troubleshooting. Specic topics include bus structures,
processor functions, operating systems, networking, security, and peripheral devices. Preparing the student for CompTIA A+
certication is among the goals for this course.
170. Computer Programming 1 (3 s.h.)
This course will introduce students to solving complex problems by writing computer programs. Students will learn to
develop algorithms in a systematic way and use the Visual Basic programs to implement them. Specic topics covered include
structured and event-driven programming, decision and loop structures, data typing, and graphical interface design. The
course will consist of both lecture and lab.
190. Computer Networking Principles (3 s.h.)
This course covers the technical principles of local and wide area networks. Topics will include analyzing current trends in the design
of small home/oce networks, large corporate networks, and the Internet. The OSI network model will be examined with particular
emphasis on Ethernet and the TCP/IP protocol suites. Techniques in network management and security will also be covered.
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195. E-commerce Development and Management (3 s.h.)
A study of trends and tools in e-commerce with a focus on creation, development, and management of internet web sites.
This course will also explore the necessary back end applications needed to facilitate e-commerce. A particular emphasis will be
placed on exposing students to the importance of choosing, setting up, and operation of content management tools.
225. Publication and Illustration Graphics (3 s.h.)
Design using illustration and page layout programs. Students will gain an understanding and competency of vector
graphics used in creating logos, illustrations, and digital art. Students will also gain an understanding of page layout design
and electronic publishing. Various projects will be required. Fee required. Cross-listed as AR 225 and BA 225.
226. Image Design Graphics (3 s.h.)
Emphasis placed on image editing and photo manipulation using software programs combined with digital photography.
Various projects will be required. Fee required. Cross-listed as AR 226 and BA 226.
227. Professional Video Editing (3 s.h.)
Using Adobe Premiere Pro, the course is designed to give students the technical expertise necessary to edit professional quality
videos. The course will include (but is not limited to) multiple sequence support, high bit-depth rendering, multicamera editing, time
remapping, color correction tools, audio manipulation, and Bezier key framing. In addition, the course will cover the entire import-to-
output process necessary to produce a video production that can be used by YouTube, MP4, AAF, XML, QuickTime, etc. Lab fee required.
Cross-listed as AR 227 and BA 227.
270. Computer Programming 2 (3 s.h.)
Prerequisite: IT 170. Building upon the foundations in IT 170, this course will further develop programming and problem-
solving skills through advanced data structures, algorithms, and object-oriented programming in Visual Basic. The course will
consist of both lecture and lab.
Mathematics (MA)
Professors Abalo (Chair), Gorka, White
The primary objective of the mathematics department is to help all students increase their problem-
solving skills and abstract reasoning ability in order to prepare them for a rapidly changing society.
A major in mathematics consists of a minimum of 35 hours of mathematics courses above the basic
studies requirement. The core for all majors must include IT 170 and MA 142, 241, 242, 321, 401. In
addition, Physics 120-121 must be taken. The major in pure mathematics must include MA 322, 324, 441,
and three electives at or above the 200 level, including IT 270.
A minor in mathematics consists of 15 hours above the basic requirement to include MA 142, 241, 242,
321, and either IT 170 or one math elective at or above the 200 level.
Students planning to certify to teach mathematics on the secondary level must complete a major
in mathematics. This must include MA 305, 307, 322, 324, 380. Students must complete the general
and professional education courses to meet State Board of Education and NCATE/CAEP approved
requirements. Students should discuss their programs with their advisers and with the Chair of the
Department of Education or the college coordinator for secondary education early in their college careers.
Secondary education minors must apply for admission into the Teacher Education Program by April
1 of the sophomore year (or not later than November 1 of the junior year) and submit passing scores on
the required Praxis Core Academic Skills for Educators (or meet the SAT/ACT requirement) as well as meet
all the requirements listed in the Teacher Education Program Admission Requirements section of this
catalog. Please see the Education minor listed earlier in this catalog for other information.
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The Department of Mathematics will grant the designation of “Honors in Mathematics” to those
students meeting the following requirements. A project will be presented to the department as part of
the seminar required of all majors. (The requirement for all majors is an oral presentation, one-half hour
in length, of some topic of senior level mathematics together with a well-written paper.) For honors in
mathematics, the department will require a more complete (one hour in length) development of a topic
with quality sucient for a possible presentation at a professional meeting such as the MAA regional
meeting. The presentation, oral and written, will be given to the entire department and other invited
guests. One independent study to be done beginning the spring term of the junior year or fall term of
the senior year and terminating with development of the honors project will be required. Students must
declare an intent to participate in the honors program by the end of their junior year, maintain a 3.6 GPR
within the major and a 3.3 cumulative GPR, have approval of all members of the department and show
a real desire and enthusiasm to do mathematics.
Erskine College maintains an actuarial science dual degree program with Clemson University. This
program oers a robust Christian liberal arts foundation coupled with a signicant level of mathematical
and statistical coursework in preparation for an actuarial career path. Students in this program typically
complete three years at Erskine and two years at Clemson, earning a Bachelor of Science degree in
mathematical sciences (with an emphasis in actuarial science) from Clemson and a Bachelor of Arts
degree in mathematics from Erskine. Before transferring to Clemson, students must complete at least
93 hours of course work at Erskine, including BA 221, BA 222, BA 251, BA 324, PH 120, and PH 121.
The students’ work at Erskine must satisfy all of Erskine’s general education and dual degree major
requirements and must include courses required by Clemson for the dual degree program. The additional
requirements for particular dual degree majors at Erskine are: IT 170, MA 141, 142, 241, 242, 321, and
322, MA 324 or 441, and 6 hours chosen from MA courses at the 200 level or above.
Students interested in the actuarial science dual degree program must contact Erskine’s Dual Degree
Coordinator to declare their intent during their rst three terms at Erskine.
101. Pre-Calculus (3 s.h.)
Topics in algebra and trigonometry specically needed for Calculus I, and II. Subsets of the real line, functions, absolute
value, polynomial, rational, inverse, exponential, logarithmic, trigonometric functions, analytic trigonometry.
107. College Mathematics (3 s.h.)
A course designed to study combinations, permutations, other counting problems, probability, and statistics. The emphasis
will be on the understanding of basic concepts. May not be used for major or minor credit in the Department of Mathematics.
141. Calculus I (3 s.h.)
Prerequisite: Math 101 or high school Pre-Calculus credit. A study of elementary functions, limits, continuity, derivatives,
applications of derivatives. The emphasis is on understanding the derivative in problem-solving situations.
142. Calculus II (3 s.h.)
Prerequisite: Math 141. Integration theory, techniques of integration, applications of integration. An introduction to
dierential equations.
205. Elementary Statistics (3 s.h.)
Prerequisite: Math 107 or 141. Elementary descriptive statistics, probability, and introductory analytical inferential
statistics with applications to business, the natural sciences, and the social sciences. Measures of central tendency, measures of
dispersion, discrete random variables, binomial and normal distributions, sampling, and the central limit theorem. Hypothesis
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testing for single variable statistics, mostly large samples, least squared regression, and time series analysis. The three hours
per week will include some laboratory work using Excel.
241. Calculus III (3 s.h.)
Prerequisite: Math 142. Parametric equations and polar coordinates; convergence of innite sequences and series; Mclaurin
series, and Taylor series.
242. Calculus IV (3 s.h.)
Prerequisite: Math 241. Vectors and vector functions; functions of several variables, partial derivatives, directional
derivatives and the gradient; vector calculus; methods of solutions of rst and second linear dierential equations.
305. Mathematical Statistics (3 s.h.)
Prerequisite: Math 242. Probability and descriptive statistics. The mathematical foundations of statistics. Required for
prospective teachers of mathematics.
307. Geometry (3 s.h.)
Prerequisite: Math 241. The axiomatic method applied to the foundations of geometry. Euclidean, non-Euclidean, and nite
geometries. Required of prospective teachers of mathematics. Alternate years.
321. Linear Algebra (3 s.h.)
Prerequisite: Math 242. Systems of linear equations, matrices, and vector spaces.
322. Foundations of Mathematics (3 s.h.)
Corequisite or prerequisite: Math 321. The axiomatic method, sets and functions, methods of proof, a little history and
philosophy of mathematics.
324. Abstract Algebra (3 s.h.)
Prerequisite: Math 322. Methods of proof, an introduction to group theory, and a survey of other algebraic structures.
Alternate years.
325. Abstract Algebra II (3 s.h.)
Prerequisite: Math 324. Rings and elds. A complete study of polynomial rings. Oered on demand.
341. Ordinary Dierential Equations (3 s.h.)
Prerequisite: Math 242. Methods of solving rst order dierential equations: separable homogeneous, exact, etc. The
theory and applications of linear dierential equations including power series methods.
351. Mathematics for K-6 Teachers (3 s.h.)
Prerequisite: Math 107. Problem-solving techniques, the foundations of arithmetic (structures and number systems), and
number theory will be extensively studied from the point of view of the professional elementary teacher of mathematics. May
not be used for major or minor credit in the Department of Mathematics.
352. Geometry for K-6 Teachers (3 s.h.)
Prerequisite: Math 351. A course designed for elementary teachers of mathematics. The emphasis will be on the foundations
of geometry and the understanding of basic geometrical concepts of two and three dimensions. Many concepts are developed
with the use of geometric constructions. Measurements using various units will be examined with emphasis on the metric
system. May not be used for major or minor credit in the Department of Mathematics.
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380. Mathematics for Secondary Teachers (3 s.h.)
Prequisite: Math 241. A course designed for the Mathematics Major with Teacher Certication. The course should be taken
the Spring Semester of the Junior Year. Topics from pre-calculus, calculus, geometry, probability, and statistics. Topics from the
history of mathematics will be integrated into the course. May not be used for regular Math Major or Math Minor credit.
401. Senior Seminar (2 s.h.)
Prerequisite: Senior standing. A study of topics designed to review the mathematics program and gain a deeper appreciation
of mathematics
410. Independent Study (Credit to be determined)
Prerequisite: Consent of the instructor. Material will be chosen to suit the needs of the individual student and will be of a
more advanced nature than that ordinarily covered. Topics can be chosen in an area of particular interest to the student.
441. Introduction to Real Analysis (3 s.h.)
Prerequisite: Math 322. An introduction to real analysis. The theory and foundations of limits, derivatives, and integrals.
Proofs of the elementary theorems of calculus. Alternate years.
Modern Languages
Students may meet the formation Core Curriculum requirement for Communicating across Cultures (6 s.h.)
through any of the following options. All individual options are subject to approval by the Academic Oce.
A. High School and College Transfer Credit Options
1. Three years of the same high school-level second language with a nal grade of C or 80 (or
better) in the nal course. This option carries no college course credit.
2. Two semesters of the same college-level second language (ancient or modern) with grades of
C or better in each course. The Registrar’s Oce approves transfer credit from accredited two-
year or four-year institutions. This option carries course credits as elective hours.
3. One semester of study abroad. Grades earned must be C or better. This option carries course
credits as elective hours.
B. Prociency-Based Assessment Options
Options earning course credits:
1. Score of 4 or 5 on an Advanced Placement (AP) Foreign Language Test. This option carries three
hours of college course credit.
2. Score of 5 on an International Baccalaureate (IB) Higher Level Foreign Language Exam. This
option carries three hours of college course credit.
3. Score of 50 or higher on a CLEP Foreign Language Exam. This option carries three hours of
college course credit.
Options earning NO course credits:
4. Score of 500 or higher on an SAT Foreign Language Subject Test. This option carries no college
course credit.
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5. Score of at least novice-high on the American Council on the Teaching of Foreign Languages
(ACTFL) Oral Prociency Interview. This option carries no college course credit.
6. Score of Pass (satisfactory performance) on the Brigham Young Foreign Language Assessment
Test (BYU FLAT). This option carries no college course credit.
7. Documentation of pre-college education satisfactorily completed in a school where English
was not the language of instruction. Such documentation must be veried (at cost to the
student) by a third-party agency specied by the College. This option carries no college course
credit.
C. Cross-Cultural Studies Options
Students may choose one of the following cross-cultural studies options:
1. One course in an ancient or modern language plus one cross-cultural studies course, listed
below .
2. Two cross-cultural studies courses, listed below.
Students choosing a cross-cultural studies option for the Communicating across Cultures
requirement may not also use those courses to satisfy another Core Curriculum requirement.
All of the courses below, approved as cross-cultural studies options, include requirements
emphasizing verbal skills (e.g., a research paper and/or oral presentation). Each of these courses
carries 3 semester hours of course credit.
I. Communicating Clearly and Creatively
Introduction to Theater Arts: EN 223
II. Analyzing Information Logically and Quantitatively
Macroeconomics: BA 221
III. Responding to the Human Story
World Literature to 1600: EN 215
World Literature 1600-today: EN 216
Medieval Literature: EN 300
Modern Drama: EN 318
Art History I: AR 250
Art History II: AR 255
Gateway to Asia: HS 260
Pharaohs, Prophets, and Tombs: The Ancient Middle East: HS 290
Contemporary European History, 1900-Present: HS 314
Music History c. 1715-1915: MU 204
History of Western Philosophy I: PL 251
History of Western Philosophy II: PL 252
Modern Political Philosophy: PO 307
IV. Developing a Lifestyle for Wholeness
Social Problems: SO 201
V. Engaging Society as Neighbor and Citizen
Introduction to Global Health: BG 230
World Religions: BR 354
Latin America in Modern Times: HS 230
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Africa in Modern Times: HS 270
The Modern Middle East: HS 350
Introduction to International Relations: PO 113
Social Problems: PY/SO 102
Cultural Psychology: PY/SO 215
Introduction to Sociology: SO 101
VI. Seeking Faithful Understanding
The Holocaust: HS 250
VII. Other Catalog Courses (Not part of the Core Curriculum)
Children’s Literature: ED 406
Introduction to Comparative Politics: PO 114
Travel Course: TC 200
This list of courses is subject to change as determined by Faculty approval.
Music
Professors Caldwell, Timms (Chair), Hicks
The Department of Music oers course work leading to a Bachelor of Arts degree in music
with concentrations in performance and church music, and a Bachelor of Science degree in music
education with an emphasis in either choral or instrumental music. Uniquely designed concentrations
are available.
The music major for the Bachelor of Arts degree consists of: Music 090 (each semester), 101, 102,
105, 106, 204, 205, 206, 207, 208, 209, 310, 370 (or equivalent approved project), ensemble(s) each
semester, appropriate applied study and either nine semester hours of approved music electives or
a concentration in PERFORMANCE or CHURCH MUSIC. It is recommended that all music majors and
minors enroll in 110 in their rst semester. General majors are required six semesters of applied
study (with at least four at the 200-level). Performance concentrates are required eight semesters of
applied study (with at least two at the 200-level and four at the 300-level) plus 406 or 407, and 470.
Church Music concentrates are required eight semesters of principal applied study (at least the last six
of which must be at the 200-level or higher), two semesters of secondary applied study in keyboard
or voice (at the 100-level or higher), and 211, 212, 403, 404, a church music externship, and Bible 312
or 325.
The K-12 music education major for the Bachelor of Science degree has the same admission
standards as all other education programs at the college. (See Education section listed earlier in
this catalog regarding the gate system administered by the Department of Education.) Course
requirements for the music education major are: MU 074, MU 075, MU 077, MU 078, MU 090 (seven
semesters), MU 110, MU 101, MU 102, MU 105, MU 106, MU 179, MU 204, MU 205, MU 206, MU
207, MU 208, MU 209, MU 218, MU 219, MU 303, MU 304, MU 420, MU 421; applied study of major
instrument (seven semesters—four at the 100-level, three at the 200-level, and the MU 370 degree
recital), music ensemble (seven semesters), MU 403 and MU 404, MU 425, ED 202, ED 210, SE 212, SE
213, ED 300, ED 408, ED 416, ED 418; Choral Emphasis students are required MU 216; Instrumental
Emphasis students are required MU 217.
Other concentrations proposed by students with faculty assistance may be pursued if approved by
the music faculty and the Provost of the College.
A minor in music consists of Music 101, 102, 105, 106, six semesters of applied study at the 100-level
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or higher (together with Music 090 each semester), ensembles, and any of the following: Music 204
(with co-requisite 208), 207, 209, or another music elective approved by the department.
A minor in music studies consists of Music 101, 102, 105, 106, two semesters of keyboard study
(Music 074-075/174-175, or 081/181 or 082/182 as appropriate), MU 090 every semester, and 12
hours of music electives drawn from the following: Music 204 (with co-requisite 208), 207, 209, 210,
211, 212, and 310, or another music elective approved by the department.
Piano prociency is required of all majors. Prociency requirements are determined and monitored
by the Director of Keyboard Studies. Students are expected to enroll in piano until prociency is
attained. See the Department of Music Handbook for specic standards.
Music (MU)
041. Opera Workshop (0 s.h.)
A laboratory course in opera performance and production. Participation by audition. Opera workshop does not count
toward music ensemble hours; however, up to two hours of opera workshop can count toward the music major elective hours.
Pass/Fail.
090. Performance Seminar (0 s.h.)
Weekly departmental master classes. Students enrolled in this course attend on-campus musical and ne arts
performances. Required of all music majors and minors who are enrolled in Applied Music for one to three semester hours
credit. See the Department of Music Handbook for specic requirements. Pass/Fail.
101. Music Theory I (3 s.h.)
Prerequisite: 105 and 110 (or passing prociency exam in music fundamentals). Basic elements of music, including
intervals, scales, triads, and seventh chords, as well as typical harmonic progressions and voice leading practices.
102. Music Theory II (3 s.h.)
Prerequisite: 101. Corequisite: 106. Intermediate level musical elements, including secondary dominants, modulation,
borrowed chords, and Neapolitan chords. augmented sixth chords, and enharmonicism.
105. Aural Skills I (1 s.h.)
Basic sight-singing skills, as well as melodic, harmonic, and rhythmic dictation.
106. Aural Skills II (1 s.h.)
Prerequisite: 105. Elementary sight-singing skills, as well as melodic, harmonic, and rhythmic dictation.
110. Music Fundamentals and Keyboard Skills (2 s.h.)
Corequisite 105. A course designed to prepare students for MU 101 by solidifying the rudiments of music, and to introduce
specic basic keyboard skills. May be exempted by prociency exam.
141. Opera Workshop (1 s.h.)
A laboratory course in opera performance and production. Participation by audition. Opera workshop does not count
toward music ensemble hours; however, up to two hours of opera workshop can count toward the music major elective hours.
203. Introduction to Music (3 s.h.)
Introduction to music, explanation of its elements, and historical overview of the great composers. Students in this course
experience a variety of musical styles by listening to recordings and attending live on-campus concerts.
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204. Music History c. 1715-1915 (3 s.h.)
The history of Western Music in its social context from the early eighteenth century until World War I, with a special focus
on the relationship between composers and paying audiences.
205. Aural Skills III (1 s.h.)
Prerequisite: 106. Intermediate sight-singing skills, as well as melodic, harmonic, and rhythmic dictation.
206. Aural Skills IV (1 s.h.)
Prerequisite: 205. Advanced sight-singing skills, as well as melodic, harmonic and rhythmic dictation.
207. History & Analysis—The Rise of Counterpoint (3 s.h.)
Prerequisite: 101. The history of Western Music from the earliest transmission of liturgical chant though the development
of polyphony to c. 1700; a practical study of counterpoint in two, three, and four voices.
208. Tonal Analysis c. 1715-1915 (1 s.h.)
Prerequisite: 101; co-requisite: 204. Extensive harmonic and formal analysis of representative works; analysis of increasing
harmonic ambiguity and chromaticism.
209. History & Analysis—An Age of Crisis (3 s.h.)
Prerequisites: 101, 102. The history of Western Music from c. 1900 to the present day, taking into account global musical
inuences and popular music. Twentieth century compositional and analytical methods are explored in depth.
210. Diction and Vocal Pedagogy (3 s.h.)
This course explores the basics of vocal pedagogy, including anatomy and mechanics, diagnosis and correction of common
vocal problems, and vocal teaching philosophies. The diction portion focuses on gaining uency in the International Phonetic
Alphabet and the pronunciation of German, French, and Italian diction.
211. History of Sacred Music (3 s.h.)
A historical survey of the church’s music from Bible times to the present, focusing on the congregation’s experience of
church music, especially congregational song. Oered on demand.
212. Church Music Methods and Materials (2 s.h.)
Practical skills required of church musicians such as graded choir methods and materials, planning and selecting choral
music, administration of a church music program, sta relations, keyboard improvisation and conducting, and developing
resumes for job application. Oered on demand.
216. Choral Music Pedagogy and Literature (3 s.h.)
Prerequisite: Permission of instructor. This course investigates the pedagogical approaches to enhancing tone, blend,
balance and intonation within the choral ensemble. It incorporates a survey of standard and new choral literature in practical
context of concert programming for a broad range of choral ensembles and performance situations. Choral music sources,
performance practice and conducting issues, as well as music administration concepts unique to a choral ensemble are
explored.
217. Instrumental Music Pedagogy and Literature (3 s.h.)
Prerequisite: Permission of instructor. This course investigates the pedagogical approaches to enhancing tone, blend, balance
and intonation within the instrumental ensemble. It incorporates a survey of standard and new instrumental literature
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in practical context of concert programming for a broad range of instrumental ensembles and performance situations.
Instrumental music sources, performance practice and conducting issues, as well as music administration concepts unique to
an instrumental ensemble are explored.
218. Instrumental Methods- Brass and Woodwinds (1 s.h.)
Prerequisite: Permission of instructor. This course provides music students with experiences, methods, and techniques for
instrumental music instruction and a fundamental knowledge of and prociency on woodwind and brass instruments.
219. Instrumental Methods- Strings and Percussion (1 s.h.)
Prerequisite: Permission of instructor. This course provides music students with experiences, methods, and techniques for
instrumental music instruction and a fundamental knowledge of and prociency on percussion, and string instruments.
241. Opera Workshop (2 s.h.)
Prerequisite: Permission of the Department; successful audition for signicant role. A laboratory course in opera
performance and production. Participation by audition. Opera workshop does not count toward music ensemble hours;
however, up to two hours of opera workshop can count toward the music major elective hours.
244. Special Topics in Music (1-2 s.h.)
Opportunity to study some aspect of music theory, music production, or music performance. Specic course topics will vary
according to faculty expertise and student interest.
303. Elementary Music Methods and Materials (3.s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisite: MU 304. This course prepares
prospective general track music specialists for all aspects of the role including curriculum design and the incorporation of a
wide variety of methodologies into classroom instruction. The course contains goals for development of specic teaching skills,
including classroom management, techniques and materials to support the role of the elementary/general music teacher. A
eld experience component and peer teaching is required. This course is a REQUIREMENT for all music education majors.
304. Field Experience in Teaching Elementary Music (1 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisite: MU 303. This course provides
25 hours of practical experience in the methods and techniques of teaching elementary music education. Students who wish
to be certied to teach must have practical experiences at the elementary, middle, and senior high school levels, as well as in
special education. This course meets the requirement for grades K-5. Additional eld experiences will be provided through ED
202, ED 418, SE 213, and MU 420.
310. Research and Criticism (3 s.h.)
Prerequisites: 207, 208, and 209. The capstone seminar in the music major, developing the student’s abilities to perceive
and communicate musical information. Among a variety of written assignments across a broad repertoire, each student
prepares a nal independent research project/term paper.
403. Conducting I (2 s.h.)
Prerequisite: 102. An introduction to basic techniques of conducting, including conducting patterns, preparatory gestures,
posture, releases, subdivision of beats, dynamics, and cues. Elementary score reading terms and skills. Alternate years.
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404. Conducting II (2 s.h.)
Prerequisite: 403. A continuation of conducting gestures with more advanced techniques including mixed meter,
independence of hands, phrasing, cues, and releases. Score study, including instrumental transpositions, rehearsal techniques,
and planning is emphasized. Alternate years.
406. Literature of the Instrument (3 s.h.)
A study of the literature for the voice, piano, organ, or wind, or string instrument. Oered on demand.
407. Piano Pedagogy and Literature (3 s.h.)
This course will introduce students to a wide variety of piano teaching methodologies for beginner-intermediate level
pianists, and students will gain valuable experience observing piano lessons and practice teaching. A comprehensive survey of
keyboard literature from the pre-Baroque to the present is also included.
410. Independent Study (Credit to be determined)
Advanced work on an individual basis under the direction of a member of the music faculty, evidence of the quality and
extent of such work to be demonstrated by the presentation of a paper, lecture-recital, composition, or the like.
420. Middle and Secondary Music Methods and Materials (3 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisite: MU 421. Middle and Secondary
Music Methods is a comprehensive study in materials, techniques, methods, and problem-solving strategies for the teacher
of choral/instrumental music in the public schools. Instruction focuses primarily on pedagogical methods and assessments
appropriate for both performance based music classes (choral and instrumental) and non-performance based music classes.
Additional instruction and assignments address philosophy of music education; lesson, unit, and curriculum planning; and
cultural issues. A eld experience component and peer teaching is required. This course is a REQUIREMENT for all music
education majors.
421. Field Experience in Teaching Middle and Secondary Music (1 s.h.)
Prerequisites: Admission to Teacher Education, Maintenance of Good Standing. Corequisite: MU 420. This course provides
25 hours of practical experience in the methods and techniques of teaching middle and secondary music education. Students
who wish to be certied to teach must have practical experiences at the elementary, middle, and senior high school levels, as
well as in special education. This course meets the requirement for grades 6-12. Additional eld experiences will be provided
through ED 202, ED 418, SE 213, and MU 304.
425. Music Education Student Teaching (10 s.h.)
Prerequisites: All general education courses and all content courses in music education, Admission to Teacher Education
Program, Maintenance of Good Standing, and Acceptance to Student Teach. Corequisite: ED 408. Student teaching is the
culminating experience in music education. Student teaching is a semester-long teaching experience (minimum of 4 full
weeks of full takeover) in a K-12 Music Education setting. This experience provides for intensive and continuous involvement
until the student assumes major responsibility for the full range of teaching duties. The student teaching experience shall
continue under the direction of the campus supervisor and the cooperating practitioner until the teacher candidate has met
requirements for Program Completion, Certication and Follow-Up, or the student teaching is terminated. Teacher candidates
are evaluated by College Supervisors and Cooperating Teachers using ADEPT and the Conceptual Framework. Attendance at
various seminars is required. Fee required.
444. Special Topics in Music (3 s.h.)
An elective for advanced students in music. Opportunities to explore in depth some aspect of music theory, music history
and literature, or composition. Specic course topics will vary according to student/teacher interests.
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Applied Music (MU)
Music majors must elect a primary applied music area in which study should proceed each semester
of enrollment. Secondary applied areas are required of church music majors (two hours). Minors must
elect a primary applied area and should study in that area for six semesters. Music majors and minors
are required to enroll in Music 090 (Performance Seminar) for the duration of their applied study.
Non-majors wishing to receive college credit for applied study must have the approval of the music
faculty. Non-majors may credit a maximum of eight semester hours in applied music toward graduation.
Jury examinations are required each semester of music majors and in the spring semester for
music minors and Music Scholarship recipients. A Sophomore Review will take place at the end of
the student’s fourth semester, at which point music majors will be examined by the music faculty
and advised of their tness for continued study in music. For more information on applied study, jury
examinations and sophomore review, see the Department of Music Handbook.
Applied instruction may be oered in any instrument in which the college has sucient demand
to merit faculty. Study in historical (harpsichord, recorder, clavichord) or vernacular (banjo, jazz guitar,
etc.) instruments, when available, do not count toward a Performance concentration.
All applied lessons entail an additional lab fee.
Non-credit Level One half-hour lesson per week. Prerequisite: permission of the instructor (unless
otherwise noted).
080. Applied Music: VOICE (0 s.h.)
081. Applied Music: PIANO (0 s.h.)
082. Applied Music: ORGAN (0 s.h.)
083. Applied Music: CLASSICAL GUITAR (0 s.h.)
084. Applied Music: STRINGS (0 s.h.)
085. Applied Music: WOODWINDS (0 s.h.)
086. Applied Music: BRASS (0 s.h.)
087. Applied Music: PERCUSSION (0 s.h.)
088. Applied Music: VERNACULAR INSTRUMENTS (0 s.h.)
Prerequisite: approval by music department chair.
089. Applied Music: HISTORICAL INSTRUMENTS (0 s.h.)
Prerequisite: approval by music department chair.
Beginning Guitar
173. Guitar Class I (1 s.h.)
Introduction to and development of foundation skills for guitar. Oered on demand.
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Beginning Piano/Keyboard Prociency
074. Piano Class I (0 s.h.)
Introduction to and development of foundation skills for keyboard instruments. Pass/Fail.
075. Piano Class II (0 s.h.)
Prerequisite: permission of instructor. Continuation of MU 074/174, emphasizing basic keyboard skills and the development
of facility at the piano. Pass/Fail.
077. Piano Class III (0 s.h.)
Prerequisite: MU 075/175. Continuing development of piano uency.
078. Piano Class IV (0 s.h.)
Prerequisite: MU 077. Development of independence at the keyboard.
174. Piano Class I (1 s.h.)
Introduction to and development of foundation skills for keyboard instruments.
175. Piano Class II (1 s.h.)
Prerequisite: permission of instructor. Continuation of MU 074/174, emphasizing basic keyboard skills and the development
of facility at the piano.
176. Keyboard Skills and Prociency (1 s.h.)
Prerequisite: Elementary or intermediate level of piano prociency. A course designed to cover all the piano prociency
requirements for music majors. (Not for beginning piano students.)
179. Piano Accompanying (1 s.h.)
Prerequisite: MU 075/175 or keyboard uency. This course prepares prospective music specialists in the techniques used for
accompanying general music students, choirs or instrumentalists on the piano. The course contains goals for the development
of collaborative music-making skills at a level sucient for classroom instruction.
Secondary/Minor Level: One half-hour lesson per week; corequisite Music 090.
180. Applied Music: VOICE (1 or 0 s.h.)
181. Applied Music: PIANO (1 or 0 s.h.)
182. Applied Music: ORGAN (1 or 0 s.h.)
183. Applied Music: CLASSICAL GUITAR (1 or 0 s.h.)
184. Applied Music: STRINGS (1 or 0 s.h.)
185. Applied Music: WOODWINDS (1 or 0 s.h.)
186. Applied Music: BRASS (1 or 0 s.h.)
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187. Applied Music: PERCUSSION (1 or 0 s.h.)
188. Applied Music: VERNACULAR INSTRUMENTS (1 or 0 s.h.)
Prerequisite: approval by music department chair.
189. Applied Music: HISTORICAL INSTRUMENTS (1 or 0 s.h.)
Prerequisite: approval by music department chair.
Major Level: One hour lesson per week; corequisite Music 090. Prerequisite to begin major-level
study: approval by music department chair, with at least one semester of Music 090.
280. Applied Music: VOICE (2 s.h.)
281. Applied Music: PIANO (2 s.h.)
282. Applied Music: ORGAN (2 s.h.)
283. Applied Music: CLASSICAL GUITAR (2 s.h.)
284. Applied Music: STRINGS (2 s.h.)
285. Applied Music: WOODWINDS (2 s.h.)
286. Applied Music: BRASS (2 s.h.)
287. Applied Music: PERCUSSION (2 s.h.)
288. Applied Music: VERNACULAR INSTRUMENTS (2 s.h.)
289. Applied Music: HISTORICAL INSTRUMENTS (2 s.h.)
Performance Concentration Level: Two hour lessons per week; corequisite Music 090. Prerequisite
to begin concentration-level applied study: approval by music department at Sophomore Review.
380. Applied Music: VOICE (3 s.h.)
381. Applied Music: PIANO (3 s.h.)
382. Applied Music: ORGAN (3 s.h.)
383. Applied Music: CLASSICAL GUITAR (3 s.h.)
384. Applied Music: STRINGS (3 s.h.)
385. Applied Music: WOODWINDS (3 s.h.)
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386. Applied Music: BRASS (3 s.h.)
387. Applied Music: PERCUSSION (3 s.h.)
388. Applied Music: VERNACULAR INSTRUMENTS (3 s.h.)
Co-requisite: Music 090. Prerequisite to begin advanced applied study: program approval by music department.
389. Applied Music: HISTORICAL INSTRUMENTS (3 s.h.)
Co-requisite: Music 090. Prerequisite to begin advanced applied study: program approval by music department.
Recitals
070. Recital (0 s.h.)
Co-requisite: 100- or 200- level applied study; permission of the music faculty. Fee required. Pass/Fail.
370. Recital (1 s.h.)
Co-requisite: 200-level applied study and permission of music faculty. Fee required.
470. Recital (2 s.h.)
Co-requisite: 300-level applied study and permission of music faculty. Fee required.
Ensembles
Majors must participate in at least one major ensemble each semester. Students receiving
scholarship aid will participate in ensembles at the direction of the faculty in music. A maximum of
eight hours in ensembles can be credited toward the 124 hours required for graduation.
012. Choraleers (0 s.h.)
The Choraleers is the select, mixed-voice ensemble of Erskine College. The ensemble performs literature from all major
musical periods, concentrating on but not limited to sacred literature. It performs on and o campus and tours annually.
Participation is by audition. Pass/Fail.
013. Chamber Singers (0 s.h.)
Chamber Singers consists of a smaller select group of singers that performs vocal chamber music. Literature is taken from
all major musical periods and includes madrigals, part songs, Renaissance motets, and vocal jazz. The ensemble rehearses two
hours per week, and participation is by audition. Pass/Fail.
014. Bella Voce (0 s.h.)
Bella Voce is an ensemble open to any female student of the College or Seminary dedicated to performing literature for treble
voices. The ensemble will perform literature from all major historical periods including sacred and secular works. The ensemble
performs on and o campus several times each semester. An audition for voice placement only is required. Pass/Fail.
042. Accompanying (0 s.h.)
Accompanying is open to students who are taking piano lessons. Each accompanying student will be assigned to a few
vocal and/or instrumental students and will be required to perform with them and to attend a certain number of their lessons.
Audition is required to register. Pass/Fail.
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043. Sinfonia (0 s.h.)
Sinfonia is the select instrumental ensemble of Erskine College. It oers string, wind, and percussion players an opportunity
to rehearse and perform classical literature. Audition is required to register. Pass/Fail.
044. Chamber Music (0 s.h.)
Chamber Music is open to students who participate in one of Erskine College’s instrumental ensembles. Enrollment in
Sinfonia and an audition for a specic chamber ensemble are required to register. Pass/Fail.
045. Jazz Band (0 s.h.)
Audition is required to register. Pass/Fail.
112. Choraleers (1 s.h.)
The Choraleers is the select, mixed-voice ensemble of Erskine College. The ensemble performs literature from all major
musical periods, concentrating on but not limited to sacred literature. It performs on and o campus and tours annually.
Participation is by audition.
113. Chamber Singers (1 s.h.)
Chamber Singers consists of a smaller select group of singers that performs vocal chamber music. Literature is taken from
all major musical periods and includes madrigals, part songs, Renaissance motets, and vocal jazz. The ensemble rehearses two
hours per week, and participation is by audition.
114. Bella Voce (1 s.h.)
Bella Voce is an ensemble open to any female student of the College or Seminary dedicated to performing literature for
treble voices. The ensemble will perform literature from all major historical periods including sacred and secular works. It
performs on and o campus several times each semester. An audition for voice placement only is required. Letter grade.
142. Accompanying (1 s.h.)
Accompanying is open to students who are taking piano lessons. Each accompanying student will be assigned to a few
vocal and/or instrumental students and will be required to perform with them and to attend a certain number of their lessons.
Audition is required to register. Letter grade.
143. Sinfonia (1 s.h.)
Sinfonia is the select instrumental ensemble of Erskine College. It oers string,wind, and percussion players an opportunity
to rehearse and perform classical literature. Audition is required to register.
144. Chamber Music (1 s.h.)
Chamber Music is open to students who participate in one of Erskine College’s instrumental ensembles. Enrollment in
Sinfonia and an audition for a specic chamber ensemble are required to register. Letter grade.
145. Jazz Band (1 s.h.)
Audition is required to register. Letter grade.
145Academics
Psychology and Sociology
Professors Midcalf, Van Scoy (Chair)
Psychology Major
The Psychology major presents psychology as a science and requires of each student an
understanding of research ndings as well as their principal applications and ramications. Each
student is required to develop skills in the critical evaluation of systems employing psychological
principles or procedures. The students are encouraged to acquire an appreciation of a broad range
of psychological disciplines ranging from physiological studies to socially organized behavior. The
curriculum is designed to prepare graduates for study towards advanced degrees, or as entry level
professionals in psychology.
Erskine’s Psychology Department oers plans of study leading to either a Bachelor of Arts (B.A.)
degree or a Bachelor of Science (B.S.) degree.
Graduates of the B.A. program have gone on to graduate study in applied areas such as clinical or
counseling psychology, developmental psychology, clinical social work, and public health, as well
as diverse elds such as law school, business school, nursing school, or entrepreneurship, as well
as entry level positions in a variety of other careers. Requirements for this degree are 30 hours in
psychology to include 201, 306, 310, 312, and 405. Students may take PO 324 Political Psychology as
an elective for the major.
The B.S. program provides a broad-based preparation in psychology and adds a more intensive
quantitative and research orientation. Thus, it is designed to prepare graduates for entry into more
research based graduate programs as well as other graduate programs and careers that emphasize
quantitative and scientic methods. Requirements for this degree are 36 hours in psychology to
include 201, 306, 310, 312, 313, 314, and 405. Students may take PO 324 Political Psychology as an
elective for the major. The student must earn minimum grades of B (3.0) in PY 201, PY 310, and PY
312 (or have the approval of the department), and have an overall GPA of 2.5 in psychology courses
taken at Erskine. Additional requirements are BG 210, a choice of either BG 101 or BG 110, and a choice
of either CH 105 or CH 101. Also encouraged are additional courses in biology, chemistry, information
technology, and mathematics.
Psychology Minor
A minor in psychology consists of 15 hours in psychology beyond Psychology 201. Students may take
PO 324 Political Psychology as part of the minor.
Family Studies Minor
The Family Studies minor examines the development of individuals and families throughout the life
span. The minor requires SO 101, PY 201, and PY/SO 202. One course chosen from PY 313, PY 321, or PY/
SO 325. Two courses chosen from PY/SO 102, PY/SO 215, PY/SO 303, PY/SO 330 or PY/SO 415.
Psychology Honors Program
The Psychology Department Honors Program provides special opportunities for gifted students,
including a Senior Honors seminar and research in collaboration with faculty members. Students will
146 Academics
be accepted for the Honors program at the end of the second semester of their junior year, with special
exceptions during the rst two years of the program to allow for current students to enter. Requirements
for entrance are 1) Overall GPA of 3.3 or higher, 3.6 within Psychology courses attempted, including no
grades below “C” in the Department; 2) an honors thesis developed from the PY 312 research project;
and 3) formal or informal evidence of being a superior student. The third requirement may be in the form
of letters of support and other documentation of exemplary service and scholarship, or in the form of a
portfolio of action and activities elucidating the attainments of the student. Honors students must take
PY 313 (Developmental Psychology) and PY 314 (Learning and Motivation). The Psychology (Honors)
Seminar, PY 407, must be taken in the spring semester of the senior year. Statistics and research methods
courses must be completed by the end of the student’s junior year.
Psychology (PY)
102. Social Problems (3 s.h.)
A survey of some of the major problems of modern societies; family, crime, religious conicts, health care, war, pollution,
etc. (Cross-listed as SO 102.)
201. General Psychology (3 s.h.)
An introduction to the science of psychology. Selected topics from biological bases; developmental, personality, and
psychometric concepts; learning, sensation, perception, thinking, motivation, emotion; frustration; mental health; and social
factors.
202. Marriage and the Family (3 s.h.)
A sociological view of the institution of family which includes historical, cross-cultural, and cross-social class perspectives.
Topics covered include the nature of the family, marital adjustment, sexual behavior, parenthood, alternate forms of marriage,
and the future of the family. (Cross-listed as SO 202.)
207. Psychology of Emotion (3 s.h.)
Introduction to current theories and research on emotion and bodily feelings, with an emphasis on the links between
emotion and cognition. Topics include theories of emotion, endocrinology, emotional regulation, expression and experience,
the role of emotion in decision-making, and the relationship between emotion, motivation, and behavior. Oered on demand.
208. Theories of Personality (3 s.h.)
A study of the major theories, concepts, and research in the eld of personality. Attention will be given to the organization,
dynamics, development, and assessment of personality. It is the goal of the course to present these materials in a manner that
will allow the students to recognize, understand, and become aware of how the various theories emphasize dierent factors
including biological, social, unconscious, cognitive, social, and evolutionary perspectives. Students will be expected to compare
and contrast the major theoretical modes of personality development as well as relevant research ndings and to demonstrate
college level thinking and writing skills.
215. Cultural Psychology (3 s.h.)
This general survey course will focus on understanding and appreciating cultural diversity in human life and experience.
The course will examine how sociocultural factors impact a variety of psychological and sociological processes. Current issues
related to prejudice and discrimination in society will be discussed.
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220. Psychology of Religion (3 s.h.)
This course serves as an introduction to the major issues, theories and empirical approaches to the psychology of religion,
using critical analysis of both classic and modern texts. The course illuminates the role of religion as a powerful meaning system
that can aect the lives of individuals in terms of their beliefs, motivations, emotions and behaviors, and can inuence their
interactions on both interpersonal and intergroup levels.
230. Happiness, Christ, and The Real Good Life (3 s.h.)
Our worldview can predict how we handle happiness. This course addresses the issues of Christian and other worldviews
and how they inuence how people can live better lives. Topics will be grounded in scholarly and scriptural approaches to
happiness, positive psychology, cognitive biases, and meaningful career selection. Discussion of psychological insights into
living the gospel through protecting the environment, improving education, promoting charitable giving, and inspiring
healthier lifestyles. Students will practice strategies taught in the course to promote their own positive behavior change.
301. Addiction: Theories and Interventions (3 s.h.)
An overview of the problems associated with alcohol and drug abuse, the characteristics of the addictive personality, and
the treatment approaches for dealing with alcohol and drug clients. (Cross-listed as SO 301.)
302. Cognitive Psychology. (3 s.h.)
Prerequisite: PY 201. Contemporary theories of human information processing. Major topics include attention, mental
representations, categorization, short-term and long-term memory, psycholinguistics, reasoning, problem-solving, judgment,
and decision making. Laboratory/research experience is included. Oered on demand.
303. Social Psychology (3 s.h.)
Prerequisite: PY 201 or SO 101. An examination of how individuals interact with other individuals and groups. The course
covers such topics as aliation, personal attraction, attitudes and attitude change, person perception, group behavior,
conformity, and altruism. (Cross-listed as SO 303.)
304. Group Processes (3 s.h.)
Prerequisite: Consent of the instructor. A study of the factors operating in small group interactions. The emphasis is on
awareness and sharing of immediate personal and interpersonal experience in a climate that encourages experimentation,
learning, understanding, and insight. A human relations laboratory approach will be used along with readings and projects.
306. Abnormal Psychology (3 s.h.)
A study of the description, causation, and treatment of a wide range of abnormal behaviors according to dierent
theoretical approaches.
307. Industrial-Organizational Psychology (3 s.h.)
Prerequisite: 201. The examination of the principles of psychology signicant and basic to a coverage of personnel and
industrial psychology.
309. Tests and Measurements (4 s.h.)
Prerequisite: 201. A study of the essentials of psychological testing and educational measurement pertinent to the
appraisal of the individual, including practical exposure to more frequently used individual and standardized tests in the
schools, colleges, and helping agencies. Three lecture periods and one laboratory session.
148 Academics
310. Psychological Statistics (4 s.h.)
Prerequisites: PY 201 and MA 205, or consent of instructor. Introduction to classical and computer-aided statistics with
application to experimental design in the behavioral sciences. Designed to provide introduction and background for the course
experimental psychology. Three hours lecture; one laboratory session. Fee required.
312. Experimental Methodology (4 s.h.)
Prerequisites: PY 201 and 310. An introduction to the traditional content of experimental psychology with accent on the
experimental approach and methodology and with supporting laboratory work. Designed for psychology majors. Three hours
lecture; one laboratory session. Fee required.
313. Developmental Psychology (3 s.h.)
Prerequisite: 201. A study of the descriptions and explanations of developmental changes in behavior as a result of the
interaction between heredity and experience. The lifespan development of behaviors such as sensory, motor, intellectual, and
emotional are examined in a variety of species with particular emphasis on humans.
314. Learning and Motivation (3 s.h.)
Prerequisite: PY 201. This course covers the biological and psychological principles and theories of learning and motivation
in human and non-human species. The course will include an examination of learning principles as applied to behavior change
in a variety of settings. Covered topics will include: homeostasis and the endocrine system, classical conditioning, operant
conditioning, comparative cognition, observational learning, and behavior modication.
315. Sport Psychology (3 s.h.)
Prerequisite: PY 201. An introduction to the eld of sport psychology, with a focus on psychological interventions in sport.
316. Professional Psychology (3 s.h.)
Prerequisites: PY 201, 306 and permission of instructor. An introduction to the professional practice of psychology. Students
will learn to recognize the characteristics of individuals with select mental disorders, investigate some of the biopsychosocial
etiology of these disorders, and become familiar with the various treatment modalities that are currently employed with such
individuals. The course will require a minimum of 100 clock hours of supervised observation/participation at a community
mental health agency. Pass/Fail.
317. Forensic Psychology (3 s.h.)
Prerequisite: PY 201. An introduction to the relationship between psychology and the law. An examination of the potential
roles for psychologists on many levels of the legal process, including jury selection, determining competency for trial, not guilty
by reason of insanity, and malingering. Seminar format.
319. Cognitive Neuroscience (4 s.h.)
Prerequisite: PY 201. An investigation of the biological foundations of behavior with particular emphasis on the role of the
nervous system. Neuroanatomy, neurophysiology, endocrinology, and genetic contributions to behavior will be introduced in
this lab course. Weekly Lab. Fee Required.
320. Sensation and Perception (4 s.h.)
Prerequisite: PY 201. This course investigates the sensory systems involved in vision, audition, gustation, olfaction,
trigeminal stimulation, and haptics/somatasensory stimulation Receptor mechanisms, psychological methods, and selected
perceptual phenomena will be discussed. Perceptual processing of sensory information will be elucidated, and laboratory work
will provide integration of the various research methodologies. Fee required.
149Academics
321. Social Gerontology (3 s.h.)
Prerequisite: PY 201. An in-depth study of the problems which aect the elderly in our society. The social, psychological,
physical, economic and spiritual problems which aect the quality of life for the elderly will be examined. In addition, an
exploration of the social role of the aged individual in social institutions such as the family and the church is taken.
325. Childhood and Adolescence (3 s.h.)
Prerequisite: PY 201. An in-depth study of the development of the infant through adolescence and the accompanying
social changes. Particular attention will be paid to physiological, cognitive, and socio-emotional changes as they aect
interaction with family, school, and community environments. (Cross-listed as SO 325.)
330. Human Sexuality (3 s.h.)
A survey of the broad scope of human sexual development and expressions. Particular attention will be devoted to
sexual development, sexual behavior over the life cycle, sexual variance, law, ethics, and cross-cultural perspectives. Sexual
dysfunction and problems related to intimacy will also be considered. (Cross-listed as SO 330.)
350. Special Topics in Psychology (3 s.h.)
This course will oer opportunities to explore in-depth some aspect of psychology not dealt with in other regular catalog
courses and will vary according to student/teacher interests.
400. Psychology Internship (3 s.h.)
Prerequisite: PY 201, 310, 306, 312, and permission of instructor. This course is designed to give students practical
non-clinical work experience of at least 90 contact hours in the eld of psychology, and will develop professional skills and
understanding of theoretical bases for psychological application. Pass/fail.
401. Psychology and Law (3 s.h.)
Prerequisite: PY 201. Examines the legal system from the perspective of psychology methods and research, with foci on
ethics and criminal law. Discusses dilemmas within the law and between the legal system and psychology with an emphasis
on bias, memory, and eyewitness testimony. Oered on demand.
405. History and Systems of Psychology (3 s.h.)
Prerequisite: PY 201 and a minimum of nine semester hours in psychology. A consideration of historical backgrounds
and trends in the development of modern psychology together with contemporary systems and schools arising therefrom.
Primarily designed for advanced students to gain more mature perspective and review of whole eld of psychology.
407. Senior Seminar (2 s.h.)
Prerequisites: 312, senior standing, psychology major. Senior seminar designed to consider in-depth the major issues and
controversies in psychology. Required for Honors Students.
410. Independent Study (Credit to be determined)
Prerequisites: junior or senior status, psychology major, and consent of instructor. Guided independent research project.
Literature review, submission of a proposal, execution of experiment, and written report are required.
415. Family Theory (3 s.h.)
Prerequisite: A minimum of nine semester hours in sociology. The student will study the processes, components and
methods of theory building. Theoretical orientations (e.g. exchange theory, role theory-symbolic interaction, and systems
150 Academics
theory) will be explored as well as an overview of various contemporary theoretical concepts (e.g. mate selection, antecedents
and consequences of marital timing, social processes, and social networks.) Intensive readings and seminar reports. (Cross-
listed as SO 415.)
416. Counseling Theories and Skills (4 s.h.)
Prerequisite PY 201 & PY 306. This course is designed to give students an in-depth experience of the eld of counseling.
Students will learn the basics principles and techniques found in the major approaches to counseling. Students will develop
basic counseling skills. Intensive reading, writing, and practice will be required.
417. Counseling Skills and Interventions (3 s.h.) Prerequisite: PY 201 & 306. Corequisite: 416. A practical course
focusing on specic counseling skills such as active listening, discrimination of cognition and aect, therapeutic responding
and interview management using role playing, audio and video taping and interpersonal feedback. Students will learn case
conceptualization, treatment planning, goal setting, use of specic intervention strategies, and clinical writing.
420. Capstone Honors Research (3 s.h.)
Prerequisites: completion of 310 & 312, Senior Honors Standing, and permission of instructor. This capstone course is
designed to further develop the individual research begun in PY 310/312 and prepare the manuscript for publication in peer-
reviewed scholarly journals. This is an intensive research course that will require signicant time and intense work with the
faculty members.
450. Psychopharmacology (3 s.h.)
Prerequisites: PY 416. Principles and advanced concepts in basic and applied psychopharmacology as an aspect of holistic
treatment. An overview of the neurobiological basis of brain dysfunction, with a focus on drugs used in the treatment of
psychiatric and behavioral disorders as well as novel pharmacological approaches to treatment. Oered on demand.
Sociology (SO)
101. General Sociology (3 s.h.)
An overview of the basic concepts of sociology: culture, socialization, self-concept, groups, social stratication, collective
behavior, social institutions and social change. Emphasis is placed on the relevance of sociology to the students’ daily lives.
102. Social Problems (3 s.h.)
A survey of some of the major problems of modern societies; family, crime, religious conicts, health care, war, pollution,
etc. (Cross-listed as PY 102.)
202. Marriage and the Family (3 s.h.)
A sociological view of the institution of family which includes historical, cross-cultural, and cross-social class perspectives.
Topics covered include the nature of the family, marital adjustment, sexual behavior, parenthood, alternate forms of marriage,
and the future of the family. . (Cross-listed as PY 202.)
215. Race and Ethnic Relations (3 s.h.)
Prerequisites: SO 101 or PY 201. This general survey course will focus on psychosocial concepts pertaining to the multicultural
diversity in human life and experience. Culture, society, and personality are studied within the framework of social institutions with
emphasis on: a) dening key concepts associated with the study of race and ethnicity; b) discussing the dynamics of prejudice and
discrimination and how negative attitudes and images of racial and ethnic minorities are maintained; c) debating controversial
social and public policy issues; and d) applying key course ideas to racial and ethnic relations. Oered on demand.
151Academics
301. Addiction: Theories and Interventions (4 s.h.)
Prerequisite: SO 101 or PY 201. An introduction to the various theories pertaining to chemical and behavioral addictions. In
addition, the course will address: clinical interventions, preventive strategies, impact upon individuals, families, communities,
and society as a whole, as well as the impact of public policy pertaining to addiction. Utilizing a strengths-based perspective,
biological, psychological, social, and spiritual factors will be considered as they relate to addiction issues. (Cross-listed as PY
301.)
303. Social Psychology (3 s.h.)
Prerequisite: PY 201 or SO 101. An examination of how individuals interact with other individuals and groups. The course
covers such topics as aliation, personal attraction, attitudes and attitude change, person perception, group behavior,
conformity, and altruism. (Cross-listed as PY 303.)
325. Childhood and Adolescence (3 s.h.)
Prerequisite: PY 201. An in-depth study of the development of the infant through adolescence and the accompanying
social changes. Particular attention will be paid to physiological, cognitive, and socio-emotional changes as they aect
interaction with family, school, and community environments. (Cross-listed as PY 325.)
330. Human Sexuality (3 s.h.)
An in-depth study of the development of the infant through adolescence and the accompanying social changes. Particular
attention will be paid to physiological, cognitive, and socio-emotional changes as they aect interaction with family, school,
and community environments. (Cross-listed as PY 330.)
410. Independent Study (Credit to be determined)
Studies of special topics by selected students. Preference will be given to eld work and statistical studies. Research will
be conducted in sociology or in related elds provided that the key variables are related to human social behavior.
415. Family Theory
Prerequisite: A minimum of nine semester hours in sociology. The student will study the processes, components
and methods of theory building. Theoretical orientations (e.g. exchange theory, role theory-symbolic interaction, and
systems theory) will be explored as well as an overview of various contemporary theoretical concepts (e.g. mate selection,
antecedents and consequences of marital timing, social processes, and social networks.) Intensive readings and seminar
reports. (Cross-listed as PY 415.)
Social Entrepreneurship and Innovation (EI) Minor
The Social Entrepreneurship and Innovation (EI) minor, housed in the Department of Psychology and Sociology, is a strongly
interdisciplinary minor which empowers students to solve social problems at a systemic level using innovative, sustainable,
scalable, and measurable approaches. A minor in Social Entrepreneurship consists of 18 hours: EI 400, EI 450 and one other
course (3 Hours) focusing on the eld of social entrepreneurship oered through the Sullivan Foundation Service and Social
Entrepreneurship Institute or other approved Social Entrepreneurship programs, and one course each from the following three
groups 1) BA 201, BA 220, BA 221, BA 320, BA 333, BA 341; 2) BR 200, BR 375, PL 376, PL 377, PO 114, PO 222 and 3) PY 303,
PY 314, SO 102.
400. Social Entrepreneurship and Innovation Field Experience (3 s.h.)
Prerequisite: permission of instructor. This course is designed to give students practical work experience of at least 90
contact hours in the work of an organization that demonstrates social entrepreneurship through innovative and sustainable
problem solving in the global community. Requirements include several essays and keeping a journal. Pass/Fail.
152
450. Executive Program in Social Entrepreneurship (3 s.h.)
This one-week intensive class will be interactive and hands-on throughout the course. Regular participation will be
a necessary component of this course for students to succeed. There will be a variety of sessions including lectures, guest
speakers, roundtable discussions, book review sessions with interpretive analysis, and interactive group projects.
Social Studies (See History and Political Science)
Special Education (See Education)
Academics
153
Board of Trustees
Ocers 2022-23
Mr. Michael S. Whitehurst, Chair Chapin, S.C.
The Rev. Andrew Shoger, Vice Chair Mooresville, N.C.
Ms. Margaret M. Kiser, Secretary Rock Hill, S.C.
Mr. Christian M. Habeger, Treasurer Due West, S.C.
Mrs. Polly G. Jones, Assistant Secretary Due West, S.C.
2023
The Rev. Brian Howard Jamestown, N.C.
Mr. Lance Ragsdale French Camp, Miss.
The Rev. Lee A. Shelnutt Huntersville, N.C.
2024
Dr. John Bouwkamp Adelphi, Md.
The Rev. Alexander C. Campbell Anderson, S.C.
Mr. Michael W. Whitehurst Chapin, S.C.
2025
Ms. Margaret M. Kiser Rock Hill, S.C.
The Rev. Andrew F. Shoger Mooresville, N.C.
Mrs. Kelly C. Sims Lancaster, S.C.
2026
Mrs. Karen Claxton Albemarle, N.C.
Dr. Rob Nelson Huntsville, Ala.
The Rev. Mackay Smith Lake Wales, Fla.
2027
The Rev. Elijah Ray Greer, S.C.
Mr. C. Alan Runyan Beaufort, N.C.
Mr. Claude M. Walker, Jr. Columbia, S.C.
Ex Ocio
Moderator, ARP General Synod (2022-23)
Mr. Bill McCay Woodstock, Ontario, Canada
President, Erskine Alumni Association (2022-23)
Mr. E. Phillip Cook Clinton, S.C.
Advisors to the Board
President
Dr. Steve Adamson Due West, S.C.
Provost
TBA
Personnel
Dean of the College (Undergraduate Unit)
Mr. Shane Bradley Due West, S.C.
Dean of the Seminary (Graduate Unit)
Dr. Seth Nelson Greenville, S.C.
Vice President of Finance
TBA
Erskine Alumni Association
Board of Directors
President
E. Phillip Cook ’92 Clinton, S.C.
President-Elect
Sanita Savage Cousar ’77 Columbia, S.C.
Secretary
Anna Pettus ’16 Fort Mill, S.C.
Class of 2023
E. Phillip Cook ’92 Clinton, S.C.
Sanita Savage Cousar ’77 Columbia, S.C.
Sarah Dagenhart ’82 Rock Hill, S.C.
Jacob DeLuca ’15 St. Augustine, Fla.
Jennifer Gibson ’96 Greer, S.C.
Anna Pettus ’16 Fort Mill, S.C.
Maynard Pittendreigh ’76, ETS ’80 Orlando, Fla.
Richard Taylor ’69 Greenville, S.C.
Justin Van Riper ’18 Houston, Texas
Class of 2024
Tripp Boykin ’92 Alcolu, S.C.
David Danehower ’74 Apex, N.C.
Peggy Harrill ’76 Timmonsville, S.C.
Chris Kennelly ’14 Easley, S.C.
Walker Riley ’16 Simpsonville, S.C.
John Wingate ’99 Simpsonville, S.C.
Class of 2025
Gary “Andy” Anderson ’93 Columbia, S.C.
Lloyd Kelso ’73 Gastonia, N.C.
Mary Elizabeth Land ’90 Abbeville, S.C.
Michael Noble ’99 Anderson, S.C.
Jim Rambo ’62 Laurens, S.C.
Kenneth Robinson ’78 Greenwood, S.C.
154
Administration
President’s Oce
Steve Adamson, President
B.S., M.S., University of Nebraska;
M.Div., Sangre de Cristo Seminary;
Ph.D., University of Aberdeen
Polly Jones, Assistant to the President
Buck F. Brown Jr., Non-Discrimination Coordinator,
Title IX Coordinator
B.S., M.Ed., Mississippi State University;
Ph.D. Candidate, Indiana University
John L. Carson, President Emeritus (1998-2005)
A.B., Erskine College; M.Div., Reformed Theological
Seminary; Ph.D., University of Aberdeen
Academic Administration
Provost
TBA
Shane Bradley, Dean of the College,
Director of Writing Program
B.A., Anderson College; M.A.T., Lander University;
M.Ed., Clemson University
Seth Nelson, Dean of the Seminary
B.A., Moody Bible Institute; M.Div., Westminster Theological
Seminary; Ph.D., Trinity Evangelical Divinity School
Tracy M. Spires, Institutional Registrar
B.S., Anderson University
Marissa Niño, Assistant Registrar
B.S., M.B.A., Colorado Technical University
Susan H. Nance, Administrative Assistant to the
Institutional Registrar
Jeanne N. Bell, Coordinator of Supplemental
Instruction
A.B., Erskine College; M.A., Appalachian State University
Admissions
Gabe Hollingsworth, Director of Admissions
B.A., M.H.R.D., Clemson University
Personnel
Madyson Barton, Athletic Recruitment Coordinator
B.S., Anderson University
Julio Delgado, Admissions Counselor
B.S., Lander University
Carly Rogers, Athletic Recruitment Coordinator
B.A., Newberry College
Elizabeth Sims, Admissions Counselor
B.S., Erskine College
Advancement and Alumni
Paul Bell, Vice President for Advancement and
Alumni Relations
A.B., Erskine College; M.A., Appalachian State University
Luisa Chmielecki, Coordinator of Advancement
Services
B.S., Eastern Connecticut State University
Jeanne N. Bell, Executive Assistant
A.B., Erskine College; M.A., Appalachian State University
Hope Crenshaw Seymour, Coordinator of Alumni
Relations
A.B., Erskine College
Elizabeth Boyd, Director of Special Gifts and Events
B.A., University of the South
Kayli Hibbard, Executive Director of Bowie Arts
Center
B.F.A., Greensboro College
Athletics
Mark L. Peeler, Vice President for Athletics
B.A., University of the South; M.A., Winthrop University
Rebecca B. Magee, LAT, ATC, Deputy Athletic Director,
Senior Women’s Administrator
B.S., Erskine College;
M.S., University of North Carolina-Greensboro
Heath Major, LAT, ATC
Associate Athletic Director for Sports Medicine
B.S., Erskine College; M.S., East Stroudsburg University
Andrew J. Wallace, Associate Athletic Director
for Operations and External Relations
B.S., Erskine College; M.B.A., Arizona State University
155
Ben Auten, Director of Sports Information
B.S., Texas Christian University
Jason Allen, Director of Golf, Head Men’s Golf Coach
Class A PGA Professional
A.A., Horry Georgetown Technical College
Dylan Anderson, Head Track & Field/Cross Country
Coach
B.A., North Greenville University
Mikayla Austin, Assistant Athletic Trainer
B.S., Erskine College
A. Shapleigh ‘Shap’ Boyd, Head Football Coach
B.A., University of the South;
M.S., Middle Tennessee State University
Justin Brubaker, Men’s Volleyball Coach
B.A., Cairn University
Rachel Brubaker, Head Beach Volleyball Coach
B.A., Lindenwood University
Kelly Burdeau, Head Women’s Volleyball Coach
B.A., Catawba College; M.S., Liberty University
Barry Casterlin, Assistant Football Coach
B.A., University of South Carolina
Austin Castles, Assistant Golf Coach
B.S., Erskine College
John Chisolm, Head Men’s Soccer Coach
B.S., University of Louisiana-Monroe
Jason Cody, Women’s Lacrosse Coach
B.S., University of Central Florida
John Cody, Assistant Football Coach
B.A., LaGrange College
Mark Crocco, Head Baseball Coach
B.A., Wingate University
Joshua Drew, Assistant Football Coach
B.S., Minot State University
Drew Engels, Assistant Track & Field/Cross Country
Coach
B.A., Hope College; M.A., Western MIchigan University
Personnel
Andre Green, Assistant Football Coach
B.A., Eastern Kentucky University
Neil Harrell, Assistant Football Coach
B.S., Georgia Southern University
Alleen E. Hawkins, Head Softball Coach
B.A., Salisbury State University
Dez Hopkins, Assistant Football Coach
B.A., University of Virginia-Wise
Corbin Huntley, Head Cheerleading/Dance Coach
B.S., Lander University
Will Kaufman, Associate Baseball Coach
B.S., M.S., California University of Pennsylvania
Eli Kaczinski, Assistant Cross Country and Track Coach
B.A., Wartburg College
Kelly McAlhaney, Head Rodeo Coach
B.A., Converse College; M.S., Strayer University
Robert McClure, Assistant Men’s Basketball Coach
B.A., Valor Christian College
Kimberly Nuckolls, Assistant Rodeo Coach
Brandon Oberle, Head Esports Coach
B.S., Erskine College
Calhoun B. Parr, Head Women’s Tennis Coach
B.S., Clemson University
Mark Peeler, Women’s Basketball Coach
B.A., University of the South; M.A., Winthrop University
Michelle Reeves, LAT, ATC, Assistant Athletic Trainer
B.S., Charleston Southern University
Cody Rowland, ATC, Assistant Athletic Trainer
B.S., Liberty University
Lee Sartor, Head Men’s Basketball Coach
B.A., University of South Carolina-Upstate
Robin Smith, Women’s Soccer Coach
B.S., Winthrop University; M.Ed., Tusculum College
Ryan Teems, Head Bass Fishing Coach
B.S., Erskine College
156
Colin Wilson, Assistant Men’s Soccer Coach
B.A., Georgia State University
Campus Ministry
Joshua C. Chiles, Chaplain
B.A., Gardner-Webb University;
M.Div., Erskine Theological Seminary
Erskine College Police
Department
C. Matthew Busby, Chief
South Carolina Criminal Justice Academy
Daniel Woodson, Sergeant
South Carolina Criminal Justice Academy
Jennifer Cooley, Assistant to Chief of Police/
Victims Advocate
B.B.A., Anderson University
Terry Cooley, Parking Enforcement
B.S., Limestone College
Finance and Operations
Shelby Crowley, Financial Controller
B.S., Lander University
Andrea Norman, Director of Human Resources
B.S., Lander University; M.B.A., North Greenville University
Demarco Ryan, Accounting Supervisor
A.A.S., Piedmont Technical College
Michael Shiles, Senior Accountant
B.S., Erskine College
Financial Aid
Amanda Taylor, Director of Financial Aid
B.H.S., Anderson University
Bridget Partain, Financial Aid Counselor
Katie Tessier, Financial Aid Counselor
Personnel
Information Technology
Stephanie Hudson, Director
B.S., Georgia Southwestern State University
Cameron Spires, Information Technology Specialist
A.B., Erskine College
Harrison Timms, Information Technology Specialist
B.S., Erskine College
Institutional Eectiveness
John F. Kennerly, Jr., Associate Dean for Institutional
Eectiveness
B.A., Charleston Southern University;
M.L.I.S., University of South Carolina
Buck F. Brown Jr., Director of Institutional Research
B.S., M.Ed., Mississippi State University;
Ph.D. Candidate, Indiana University
McCain Library
John F. Kennerly, Jr., Associate Dean for the Library,
Associate Professor
B.A., Charleston Southern University;
M.L.I.S., University of South Carolina
Alayna Sanders, Reference Librarian
B.A., Lander University; M.A., University of South Carolina
Shirley R. Adams, Acquisitions and Oce Manager
A.B., Erskine College
Edith M. Brawley, Cataloger and Archivist
A.B., Erskine College; M.A., Indiana University
Bob Santee, Circulation Manager
B.A., M.S., Olivet Nazarene University
Marketing and Communications
Taylor Fox, Graphic Designer
B.A., Anderson University
Joyce Guyette, Senior Editor for Marketing and
Communications
B.A., M.A., Florida State University
157
Brianne Holmes, Director of Marketing and
Communications
B.A., Anderson University; M.A., East Carolina University
Grant L. Lawson, Creative Production Coordinator
B.A., Carson-Newman University
Grayson Reames, Social Media Coordinator
B.S., Erskine College
Student Development
Wendi J. Santee, Vice President for Student Success
B.A., Mid America Nazarene College;
M.S., Avila College; Ed.D., Azusa Pacic University
Samuel Barrick, Director of Residence Life and
Housing
B.A., Bryan College; M.A., Geneva College
William Johnson, Director of Student Success
B.S., M.S., Lander University
Sarah Smith Stoel, Director of Student
Engagement and Leadership
B.A., Simpson University;
M.Ed., Abilene Christian University
Turunda Bolden, Administrative Assistant
B.S., Limestone College
Jessica Becker, Resident Director and Assistant
Housing Coordinator
B.S., Messiah University
Thomas Zentmyer, Resident Director
B.A., M.A., Moody Bible Institute
Nolan Meadows, Resident Director
B.A., Mississippi College
Morgan Roberts, Resident Director and Debate Coach
B.A., Moody Bible Institute
Aramark Higher Education
Services
Randy B. Moore, General Manager
W. Raleigh Davenport, Assistant Manger
B.S., Erskine College
Michael Lewis, Facilities Director
Personnel
The Faculty 2022-23
(Date following name indicates beginning of term of service.)
Kokou Y. Abalo (2001)
Dr. and Mrs. James Rogers Young Professor of
Mathematics
B.S., College Protestant; M.S., Kharkov State University;
M.S., University of Illinois; Ph.D., Clemson University
Jack Abraham (2012)
Assistant Professor of Business Administration
B.S., Virginia Polytechnic Institute and State University;
M.A., Webster University; Ed.D., Clemson University
Christiane-Marie Abu Sarah (2020)
Assistant Professor of History
B.A., Eastern Washington University; M.A., George Mason
University; Ph.D., University of Maryland
Joel E. Boyd (2013)
Professor of Chemistry
B.S., Wayland Baptist University; Ph.D., Rice University
Kerri Boyd (2017)
Assistant Professor of Art
B.A., Houston Baptist University;
M.F.A., Academy of Art University
Noel Brownlee (2021)
Professor of Biology and Special Assistant
to the President for Medical Programs
B.A., B.S., Woord College;
Ph.D., University of South Carolina School of Medicine
Charleston; M.D., University of South Carolina Charleston
Alessandra Brivio (2018)
Assistant Professor of History
B.A., Universitá degli Studi, Milan;
M.A., Ph.D., University of California, San Diego
Deborah Caldwell (2019)
Assistant Professor of Music and Director of
Instrumental Studies
B.M.E., Ouachita Baptist University;
M.M., Kansas State University;
D.M.A., University of Georgia
Matthew Campbell (2018)
Associate Professor of Biology
B.S., College of William and Mary;
M.S., University of North Carolina, Chapel Hill;
Ph.D., Indiana University
158
Teresa Carter (2019)
Associate Professor of Education
B.A., University of South Carolina;
M.A., Coastal Carolina University; Ed.D., Walden University
Matthew Cawvey (2019)
Assistant Professor of Political Science
B.S., Olivet Nazarene University;
M.A., Ph.D., University of Illinois at Urbana-Champaign
N. Bradley Christie (1991)
Professor of English
A.B., Davidson College; M.A., University of Virginia;
Ph.D., Duke University; M.Div., Erskine Theological Seminary
William B. Evans (1993)
Eunice Witherspoon Bell Younts and Willie Camp
Younts Professor of Bible and Religion
B.A., Taylor University; M.A.R., Th.M., Westminster
Theological Seminary; M.A., Ph.D., Vanderbilt University
Lori Florence (2021)
Associate Professor of Education
B.S., Lander University;
M.S.,Winthrop University; M.A., Furman University
Artur J. Gorka (2004)
Associate Professor of Mathematics
M.Sc., Nicolaus Copernicus University;
Ph.D., Clemson University
Corinne A. Gressang (2020)
Assistant Professor of History
B.A., Grove City College; M.A., Ph.D., University of Kentucky;
John A.E. Harris (2017)
McDonald-Boswell Assistant Professor of History
B.A., M.A., Queens University, U.K.;
M.A., Ph.D., Johns Hopkins University
Tiany R. Hayden (2009)
Associate Professor of Chemistry and Physics
B.S., University of Texas at Austin;
M.S., University of Pittsburgh; Ph.D., Baylor University
Sharalynn Hicks (2019)
Assistant Professor of Music
B.Mus., M.Mus., Bob Jones University
John F. Kennerly, Jr. (1995)
Head Librarian and Associate Professor
B.A., Charleston Southern University;
M.L.I.S., University of South Carolina
Personnel
Dennis Kinlaw (2021)
Associate Professor of English
B.A., Harvard University;
M.Litt., Ph.D., University of St. Andrews
Sarah Little (2022)
Associate Professor of Education
B.S., Erskine College; M.Ed., Southern Wesleyan University;
Ed.S., Converse College; M.Ed., Ed.D., University of South
Carolina
Tracy L. McCurry (2010)
Assistant Professor of Business Administration
B.S., Lander University; M.B.A., Clemson University
Ekaterina I. Michonova (2007)
Associate Professor of Physics
M.S., Soa University, Bulgaria;
M.Ph., Ph.D., Mount Sinai School of Medicine of NYU
Albert C. Mina (2008)
Professor of Biology
B.S., Clemson University;
M.D., Medical University of South Carolina
Naoma S. Nelsen (2008)
Associate Professor of Biology
B.S. Southwest Missouri State University;
M.S., Texas A & M University; Ph.D., Clemson University
Christianna Novacovic (2021)
Instructor of Health Science
B.S. Furman University;
M.H.A., Medical University of South Carolina
David D. Reiter (2007)
Professor of Philosophy
B.A., Covenant College; M.A.R., Westminster Seminary;
Ph.D., University of Nebraska-Lincoln
Sandy Robinson (2019)
Associate Professor of Education
B.A., M. Ed., Clemson University
Christine M. Schott (2012)
Associate Professor of English
B.A., Dartmouth College; M.A., University of Iceland;
M.A., Ph.D., University of Virginia
Adrian Smith (2021)
Associate Professor of Bible and Religion
B.S., London University; Dip. Th., Free Church of Scotland
College; Th.M., Ph.D., Westminster Theological Seminary
159Personnel
Keith D. Timms (2015)
Associate Professor of Music
B.S., Erskine College; M.A., Furman University;
Ph.D., Shenandoah Conservatory of Music
Briana Van Scoy (2013)
Assistant Professor of Psychology
B.A., Grove City College;
M.A., Ph.D., Fuller Graduate School of Psychology
Catherine B. White (2012)
Assistant Professor of Mathematics
B.S, Presbyterian College; M.S., Ph.D., Clemson University
Part-Time Faculty
Shane Bradley (2013)
Assistant Professor of English
B.A., Anderson College; M.A.T., Lander University;
M.Ed., Clemson University
Janice H. Haldeman (1967)
Professor Emerita of Biology
B.S., Rollins College; M.A., George Peabody College of
Vanderbilt University; Ph.D., Clemson University
Professors Emeriti
W. Gideon Alston (1987-2013)
Professor Emeritus of Physical Education and Health
B.S., Atlantic Christian College;
B.S., University of North Carolina at Wilmington;
M.A.T., Ph.D., University of North Carolina-Chapel Hill
Ann F. Bowe (1980-2008)
Professor Emerita of Mathematics
A.B., Salem College; M.S., University of South Carolina;
Ph.D., University of Kentucky
James J. Bowe (1979-2004)
Dr. and Mrs. James Rogers Young Professor Emeritus
of Mathematics
B.S., University of Florida; M.M., University of South
Carolina; Ph.D.,University of Kentucky
James W. Gettys Jr. (1965-2007)
McDonald-Boswell Professor Emeritus of History
A.B., Erskine College;
M.A., Ph.D., University of South Carolina
Howard D. Grier (1991-2020)
McDonald-Boswell Professor Emeritus of History
A.B., Erskine College;
M.A., Ph.D., University of North Carolina-Chapel Hill
Janice H. Haldeman (1967-2002)
Professor Emerita of Biology
B.S., Rollins College;
M.A., George Peabody College of Vanderbilt University;
Ph.D., Clemson University
Joan E. Little (1976-2021)
Dorn-Reeder Professor Emerita of English
A.B., Agnes Scott College; M.A., Ph.D., University of Illinois
Bright A. Lowry III (1974-2002)
Dr. and Mrs. James Rogers Young Professor Emeritus
of Chemistry and Physics
B.S., Massachusetts Institute of Technology;
Ph.D., University of Chicago
Wilbur H. Reames Jr. (1973-2010)
Professor Emeritus of English
A.B., Woord College; M.A., Ph.D., University of Georgia
Stephen B. Sniteman (1993-2020)
Professor Emeritus of Sociology
B.A., East Carolina University; M.S., Troy State University;
Ph.D., Utah State University
Howard E. Thomas (1976-2021)
Dr. and Mrs. James Rogers Young Professor Emeritus
of Chemistry
B.Sc., Ph.D., University of Bristol, England
Sta Emeriti
Dorothy J. Carter, Director Emerita of Admissions &
Financial Aid
Charlene Haynes, Registrar Emerita
Visiting Lecturers
Frances Cardwell Lecture Series-In memory of Dr.
Frances Livingston Cardwell, Dean of Women, Academic
Counselor, and Professor of English, a successful female
graduate of Erskine annually speaks to the student body.
Mary McDill Family Life Institute Lectures-The
Institute brings to Erskine outstanding lecturers in Family
Life Studies. It was established by Dr. Lila Bonner-Miller,
distinguished psychiatrist, in honor of Mary E. McDill,
Professor-Emeritus of Home Economics.
Staley Distinguished Christian Scholar - The Thomas
F. Staley Foundation brings a distinguished Christian scholar
to Erskine for a lecture series.
160
Joseph T. Stukes Lecture Series-Students and
colleagues of the late Dr. J.T. Stukes, former Academic Vice
President and Professor of History, established a fund which
annually brings a distinguished lecturer in history to Erskine.
Woodrow Wilson Visiting Fellow-The Woodrow
Wilson Foundation and friends of the College bring to Erskine
successful men and women from the arts, business, the
professions, and the arts for weeklong residencies.
Faculty and Sta Honors
The Caldwell Professorship in Music is endowed
through a gift from Mr. Charles C. Caldwell, a native of Greer,
S.C., in memory of his wife, Harriet Pressly Smith Caldwell.
The Dorn-Reeder Professorship in Languages is
endowed by a gift from Mrs. Thomas H. Reeder of Atlanta,
Ga., in memory of her husband, Thomas Hope Reeder, and of
her mother, Mrs. Hanora Cuddy Dorn (Class of 1895).
Dr. and Mrs. J.R. Young Professorships in Bible and
Religion, Chemistry and Mathematics were established
through a bequest from Mrs. Charles E. Daniel in memory of
Dr. and Mrs. J.R. Young of Anderson, S.C.
The Younts Professorship in Bible and Religion was
endowed through a gift from the late Dr. C. R. Younts and his
wife, the late Dr. Willie Camp Younts. It is a memorial to Dr. C.
R. Younts’s mother, Eunice Bell Younts, and to his wife.
The Younts Professorship in Bible and Religion is
presented annually to a member of the faculty. A cash gift is
provided in memory of Dr. C.R. Younts of Atlanta, Ga.
Personnel
161
Index
Academic Advising 40
Academic and Administrative Facilities 7
Academic Calendar 3
Academic Probation 45
Academic Success 44
Accounting, Courses in 87
Accreditation 5
Activities Facilities 8
Administrative Ocers and Sta 154
Admission Requirements 14
Advanced Placement 14
Alumni Association 153
American Studies Major 56
Art, Courses in 61
Athletic Facilities 9
Auditing Courses 17
Awards (see Honors)
Bible, Courses in 64
Biology, Courses in 72
Board (see Room and Board)
Board of Trustees 153
Buildings 7
Business (see Economics and Business)
Chemistry, Courses in 80
Choraleers (see Music)
Christian Education, Courses in 66
Christian Leadership Minor 84
Classication 41
CLEP 14
College Campus 7
Communications, Student 35
Compliance 15
Computer Courses 129
Convocation 32
Cooperative Programs 38
Courses Selected or Changed 42
Credit in Escrow 14
Curriculum 37,47
Degrees Oered 37
Description of Courses 56
Dining Hall 9, 31
Discipline (see Regulations)
Dismissal from class 44
Dual Degree Programs 39
Early Childhood Education 101
Economics and Business 84
Education, Courses in 105
Elementary Education 101
Engineering 39, 116
English, Courses in 117
English Usage Requirement 55
Ensembles (see Music)
Examinations 42
Externships, Pre-Professional 39
Faculty 157
Family Studies Minor 145
Fees (see Finances)
Finances 17
Charges 17
Graduation Fee 18
New Student Enrollment Fee 17
Payments 18
Payment Plans 19
Refunds 19
Financial Aid 21
Financial Aid Packages 21
Grants 22
Loans 25
Scholarships 22
Tuition Grants 22
Work Scholarships 24
Fine Arts Series 32
Foreign Study 38
Freshman Counselors 40
Garnet Circle 38
Geology 76
Government, Courses in (see Politics)
Grades 42
162 Index
Grade Point Ratio 43
Graduation Requirements 37,47
Health-Related Professions 55
Health Science 76
History and Politics, Courses in 122
History of the College 6
Honor Code 11
Honors and Awards, Faculty 160
Student 35
Independent Study 42
Information Technology Minor 129
International Baccalaureate (IB) 14
International Students 13
Journalism and Communication 119
Judicial Council 33
Latin Citations 38
Lecture Series 159
Loans (see Financial Aid)
Major Fields 54
Mathematics, Courses in 131
Minor Fields 54
Mission Statements 6
Modern Languages 133
Music 135
Applied 140
Ensembles 143
Private Instruction Fees 18
Nursing 39
Organ (see Music)
Organizations, Student 33
Overseas Study (see Foreign Study)
Pass-Fail Option 43
Philosophy, Courses in 69
Physical Activity 55
Physical Education Major 103
Physics 82
Piano (see Music)
Political Science Major 126
Pre-Medical Courses 55
Pre-Professional Programs 38
Privacy Act 15
Probation (see Academic Probation)
Psychology, Courses in 146
Publications, Student 35
Quality Points 43
Recording of Lectures 44
Records Policy 15
Recreation 32
Recreational Facilities 9
Refunds 19
Regulations, General 33
Regulations, Regarding Payments 18
Religion, Courses in 64
Religious Life 32
Repeating Courses 44
Residential Facilities 10
Room and Board, Charges for 17
Scholarships (see Financial Aid)
Semester Hours, Limitation of 41
Seminary, Theological 5
Social Entrepreneurship 151
Sociology, Courses in 150
Special Education Major 101
Sport Management Major 86
Student Development 30
Summer Session 15
Suspension, Automatic 45
Transfer Students 13
Transcripts 18
Tuition 17
Tuition Grants 22
Tutorial Program (see Academic Success)
163
VA Benets 46
Voice (see Music)
Write Course 56
Index
Visitors are Welcome
The College welcomes visitors to the campus. The Administrative Oces
located in Belk Hall are open Monday through Friday from 8 a.m. to 4:30 p.m.
The Admissions Oce is also open by appointment from 9 a.m. to 12 noon
on Saturdays. Campus tours may be arranged by contacting the Admissions
Oce (864-379-8838). Visitors desiring interviews with members of the
sta are urged to make appointments in advance. Admissions can also be
contacted by e-mail at: [email protected]
Telephone 1-864-379-8838
www.erskine.edu
2022-23 Catalog
I certify that this catalog is true and correct in content
and policy as required by 38 CFR21.4253(d)(1) of the
Federal Code and states progress requirements for
graduation.
Dr. Steven C. Adamson
President
Erskine College is an equal opportunity college open to any qualied individual
without regard to race, religion, sex, age, color, national or ethnic origin, or
disability. Pursuant to all applicable federal anti-discrimination laws and
regulations, Erskine does not discriminate against any of the protected categories
of individuals in the administration of its policies, programs or activities. This
non-discriminatory policy includes admissions policies, scholarship and loan
programs, employment practices, and athletic and other school-administered
programs except where required by specic religious tenets held by the
institution.
Published August 2022
