Undergraduate Catalog 2020-2021 
    Jul 17, 2024  
Undergraduate Catalog 2020-2021 [ARCHIVED CATALOG]

Elementary Education, B.S.Ed.

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The undergraduate program in Elementary Education prepares teacher education candidates to teach children in pre-kindergarten school settings through fifth grade. There are two certification concentrations available to those completing the B.S.Ed. degree in Elementary Education:  Elementary Education or Elementary Education/Special Education-General Curriculum.  Admission to the Teacher Education program is required for enrollment in the block sequence of professional courses. A full year of field experiences in public schools occurs throughout the professional education courses.


Learning Outcomes:

1.0 Development, Learning, and Motivation: Candidates know, understand, and use the major concepts, principles, theories, and research related to the development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation (ACEI 1)

2.1 Reading, Writing, and Oral Language: Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situation, materials, and ideas.

2.2 Science: Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding of personal and social applications, and to convey the nature of science.

2.3 Mathematics: Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage in problem-solving, reasoning and proof, communication, connections, and representation.

2.4 Social Studies: Candidates know, understand, and use the major concepts and modes of inquiry from the social studies, the integrated study of history, geography, the social sciences, and other related areas to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

2.5 The Arts: Candidates know, understand, and use as appropriate to their own understanding and skills-the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students.

2.6 Health Education: Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

2.7 Physical Education: Candidates know, understand, and use as appropriate to their own understanding and skills-human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life for elementary students.

3.1 Integrating and applying knowledge for instruction: Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

3.2 Adaptation to diverse students: Candidates understand how elementary students differ in their development and approaches to learning and create instructional opportunities that are adapted to diverse students.

3.3 Development of critical thinking, problem-solving, performance skills: Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking, and problem-solving.

3.4 Active engagement in learning: Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments.

3.5 Communication to foster collaboration: Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom (ACEI 3).

4.0 Assessment for instruction: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student (ACEI 4).
5.1 Professional growth, reflection, and evaluation: Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.

5.2 Collaboration with families, colleagues, and community agencies: Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children.

5.4 Collaboration with colleagues and the community: Candidates foster relationships with school colleagues and agencies in the larger community to support students’ learning and well-being (ACEI 5).


Core Requirements


Core Area A (Essential Skills): 9 Hours (a)

Core Area B (Institutional Priorities): 5 Hours

Core Area C (Humanities/Arts): 6 Hours

Core Area D (Science, Math, Technology): 10 Hours

  • Science (lab) 4

Core Area E (Social Sciences): 12 Hours

Physical Education Requirement: 3 Hours

Courses Required for the Degree (a,c)


Professional Education: 66 Hours

Block IV: 12 Hours