B.A. in Education with a Specialization in Elementary Education
Summary of Requirements
|Major and Related Courses||69|
Requirements for a Major in Elementary Education
For continuation in a teacher education program, an education major must maintain a cumulative degree average of 2.75 or better, with a B or higher in education courses and a C+ or better in all pre-major, pre-professional and related elective courses.
Required pre-major courses 15 hoursTo be taken in freshman or sophomore year:
Required major and related courses 63 hours
Required major electives 9 hours
Diversity/Social Justice - Choose one course:
Field Experience Requirements up to 100 Clock Hours
Students will complete field experiences in conjunction with the courses below. These field experience hours do not count in the summary of requirements for the specialization. Students will be required to pay a fee for suitability background checks prior to their initial field experiences in the program. The courses with field experiences include:
EDU 311 Foundations of Literacy: Teaching and Learning 30 clock hours
EDU 600 K-12 Curriculum and Instructional Technology 40 clock hours
EDU 631 Literacy Teaching and Learning: Elementary Grades 30 clock hours
ART 140 - Art History (3)
This course is designed to assist the student in a visual understanding of the art of the past and present. The Western tradition is analyzed, with emphasis upon art forms such as architecture, painting, and sculpture. The course highlights the major art periods starting with prehistory and ending with the modern era. Students are expected to take this course before taking major level courses in Art.
Prerequisites or Co-requisites: GSR 102 or the equivalent, and GSR 103
DST 311 - Dynamics of Oppression (3)
This course examines various forms of oppression by looking across different cultures and communities, then examines possible parallels occurring within the deaf community.
Prerequisite: DST 101 or GSR 103
DST 316 - Disability Studies (3)
This course will introduce students to the field of Disability Studies. As an emerging interdisciplinary field of study, Disability Studies does not approach disability as a "medical condition, but as a human condition" (Charlton). Instead of studying the causes and rehabilitation of persons with disabilities, we will explore the historical, social, political, religious, philosophical, and cultural influences that "construct" the category of "disability." We will also examine how persons with disabilities construct their own meanings and identities.
Prerequisite: DST 101 or GSR 103
EDU 250 - Introduction to Education and Teaching (3)
An overview and study of contemporary trends, problems, and issues in general education in terms of educational philosophies, types of educational programs, the relation of education to the individual and society, and curriculum and instruction. Some consideration of the relevance of regular education to special education and education of deaf and hard of hearing students. Discussion of organizations and agencies related to education.
EDU 311 - Foundations of Literacy Teaching and Learning (3)
This course is designed to provide students with a foundational understanding of the theories, research and literature in the area of language and literacy acquisition and learning. Students will examine their own beliefs and processes related to language and literacy acquisition and learning. This course will prepare students for subsequent courses that address literacy teaching and learning in the classroom and the home courses.
Prerequisites: EDU 250, LIN 101
Prerequisite or Co-requisites: EDU 323
EDU 323 - Educational Psychology (3)
The course addresses the application of psychological principles to the educational setting. Topics include learning theory, cognition and memory, individualized instruction, human development, intelligence, creativity, exceptionality, motivation, discipline, and measurement and evaluation.
Prerequisite: PSY 101
EDU 493 - Integrative Practicum and Seminar in Teaching (3)
In this course, the Undergraduate Education program students spend at least 36 hours serving and aiding teachers in a public school program. This course will address integrating content (Language Arts and Social Studies) and require students to apply what is learned in the previous coursework to practicum situations in school sites. Regular group seminars are held to discuss, analyze, and reflect on educational topics related to teaching. This course prepares students for a subsequent student teaching experience.
Prerequisites: An Approved Student Teaching Application and permission of the department.
EDU 600 - K-12 Curriculum and Instructional Technology (3)
This course will familiarize students with the nature and importance of curriculum in education from K-12. The course also provides an initial experience in integrated curriculum planning that incorporates the use of current technologies. Current theories of assessment, curriculum, instruction and learning across diverse educational settings are applied in classroom laboratory settings. Content assessments and evaluation in the candidate area(s) of study are emphasized. Field experience in a school setting is a required part of this course.
Prerequisites: Admission to the program or permission of the program director.
EDU 631 - Literacy Teaching and Learning: Elementary Grades (3)
This course for teacher candidates specializing in elementary education provides an integration of literacy theory and research, content-based instructional practices, and assessment and evaluation cycles for diverse learners including ASL-English bilingual learners, English Language Learners (ELL), struggling readers and writers, and students with disabilities. In this course, candidates will expand knowledge and appreciation for literature, model communication in written, oral and/or through-the-air expression, comprehend, analyze, and evaluate a range of print and non-print media appropriate for use in elementary settings; and experience and reflect on effective practices in literacy teaching and learning in elementary settings.
Prerequisites: EDU 600 and EDU 311 or EDU 601 and admission to the program or permission of the program director.
EDU 633 - Language Arts in Elementary Education (3)
This course provides the elementary education majors with the necessary content and methodology for developing a complete language arts program at the elementary school level, which includes the six modes of language: reading, writing, listening, speaking, viewing, and visually representing.
Prerequisites: EDU 600
Pre- or Co-requisite: EDU 631
EDU 635 - Elementary School Teaching Methods in Social Studies (3)
This course concentrates on curriculum trends, teaching techniques, and appropriate media for teaching social studies in today's elementary schools. The course stresses the specific learning skills required for the study of history, geography, economics, citizenship, and social problems, with a focus on the National Council for the Social Studies curriculum standards for kindergarten through grade six.
Pre- or Co-Requisite: EDU 600
EDU 637 - Elementary School Teaching Methods in Science (3)
In this course, teacher candidates will learn about the current curriculum, contents, materials, and methodologies utilized by educators in the elementary school science classroom. The teacher candidates will explore methodological principles and apply them by developing lesson plans, science portfolio, activities, and projects. Observation, laboratory activities and participation in a field experience are included in the course. The teacher candidates will learn science by doing science using (FOSS) Full Option Science System.
Pre- or Co-requisites: EDU 600; admission as a candidate to the Department of Education or permission of the program director.
EDU 638 - Student Teaching: Elementary Education (9)
This course is the final professional experience in the elementary education programs and is a required field experience in a school classroom for a period of at least ten weeks under the supervision of the classroom teacher (cooperating teacher) and a University Supervisor. During the course, the teacher candidate will take responsibility for planning, teaching, and evaluating all aspects of the classroom program. A required seminar is held weekly on campus for purposes of common problems and/or concerns, and exchange of useful teaching experiences.
Prerequisites: An approved student teaching application and permission of the Program Director.
Co-requisite: EDU 694
EDU 639 - Elementary School Teaching Methods in Mathematics (3)
Students will learn about the current curriculum, content, materials, and methodologies utilized by educators in the elementary school mathematics curriculum. Students will explore methodological principles and apply them by developing lesson plans, a mathematics portfolio, activities, and projects. Observation, laboratory activities and participation in a field experience are included in the course. Students will learn mathematics by doing mathematics using Childhood Education International (ACEI) & Elementary Education Standards and Supporting (EESS).
Pre- or Co-requisites: EDU 600 and admission to the program or permission of the program director.
EDU 665 - Children's Literature (3)
An in-depth study of children's literature primarily for early childhood and secondary education majors. Focuses on the evaluation, selection, and sharing of children's and young adult books in instructional settings. Participants will read, respond to, and evaluate picture books and chapter books of various genres. Emphasizes the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children's and young's adult literature in schools.
EDU 670 - Teaching Students with Disabilities (3)
This course is designed to familiarize students with the identification of exceptional children in terms of developmental needs, interpretation of assessment data, development and evaluation of appropriate intervention strategies for the regular classroom teacher, and legislation in special education. This course will prepare teacher candidates to work with children and youth with a broad range of disabilities and educational needs. Topics will include understanding disability; understanding principles of legislation and curriculum and instruction; establishing positive learning environments; and working collaboratively.
Prerequisite: Admission to the program or permission of the program director
EDU 694 - Student Teaching Seminar (3)
The student teaching seminar is a capstone course in which student teachers in the Undergraduate Education Program meet regularly as a group to discuss, analyze, reflect upon and resolve classroom issues that occur during their full-time internship experiences with hearing students. This course is designed to be taken in tandem with Student Teaching. Students will be participating in student teaching at various clinical sites every weekday for 10 weeks. Educational topics related to assessment, classroom management, certification, portfolio development, and related areas are covered in depth.
Co-requisites: EDU 628, EDU 638, or EDU 648; and permission of the Department of Education
GOV 370 - Human Rights (3)
The diverse beliefs of nations and classes, world divisions, and the racial rivalry reflected in various systems of law and politics all give changing meaning to such phrases as human rights and fundamental freedoms. This course will look at these rights and freedoms within the different belief systems, world divisions, and racial rivalries. Special attention will be given to the deaf communities in United States and their struggle to achieve full human rights and freedom.
HIS 111 - American History I (3)
This general survey of American history examines the colonial period through the end of the Civil War. Issues covered include: slavery, Native American experiences, women's history, and westward expansion. Students will examine America's change from a colony into an independent nation and the factors leading to America's Civil War.
HIS 112 - American History II (3)
This is a general survey of American history since the Civil War. Topics in this course include; Reconstruction, foreign policy, political reforms, women's history, technological and economic growth, immigration, civil rights, and America's complex identity in the 20th century.
Prerequisite: HIS 111 or permission of the instructor.
HIS 322 - Cultural Geography (3)
A survey of the way in which the physical environment influenced the development of cultures in the major regions of the world. Special stress will be given to the varieties of land use, current environmental threats, and cultural adaptations to modern world problems.
LIN 101 - Sign Language & Sign Systems (3)
An introduction to the major features of languages and to the structure, use, and variation in the sign languages and sign systems commonly used in the United States. The course will cover four major topics: (1) Language: The nature and definition of languages, the uniqueness of language, and contrasts between language and other forms of communication; (2) Language and Culture: The role of language in human society, with special focus on language acquisition, language identity, and bilingualism; (3) American Sign Language Structure: A survey of the major features of the linguistic structure of ASL. Topics are: Phonology: the structure of the physical signals; Morphology: the basic structure and composition of meaningful units of ASL; Syntax: word order and nonmanual syntactic signals in ASL sentences; (4) Language Variation: Language variation and language contact in the deaf community, including discussions of contact varieties of signing and systems for representing English.
Prerequisites: Qualifying performance on the English assessment or screening and passing ASL screening.
MAT 102 - Introductory Probability and Statistics (3)
Basic concepts of probability and statistics, and applications to the sciences, social sciences, and management. Probability, conditional probability, Bayes Formula, Bernoulli trials, expected value, frequency distributions, and measures of central tendency. Credit will not be allowed for MAT 102 if student has previously passed MAT 130; 102 will not be counted toward a major in the department.
Prerequisite: GSR 104 or MAT 055 or the equivalent, or permission of the Mathematics Program Director.
MAT 171 - Basic Concepts of Mathematics for Early Childhood and Elementary School Teachers I (3)
This course is the first part of a two-semester course sequence with MAT 172. This course is designed for prospective early childhood and elementary school teachers. The contents of this course include concepts and theories underlying early childhood and elementary school mathematics. The students will explore the "why" behind the mathematical concepts, ideas, and procedures. Topics include problem solving, whole numbers and numeration, whole numbers operations and properties, number theory, fractions, decimals, ratio and proportion, and integers.
Prerequisites: GSR 104 or the equivalent, or permission of the department chair. This course is not open to mathematics majors.
MAT 172 - Basic Concepts of Mathematics for Early Childhood and Elementary School Teachers II (3)
This course is the second part of a two-semester course sequence with MAT 171. This course is designed for prospective early childhood and elementary school teachers. The contents of this course include concepts and theories underlying early childhood and elementary school mathematics. The students will explore the "why" behind the mathematical concepts, ideas and procedures. Topics include rational and real numbers, introduction to algebra, Euclidean and solid geometry, statistics, and probability.
Prerequisites: MAT 171. This course is not open to mathematics majors.
PER 386 - Physical Education and Wellness in a School Environment (3)
This course will cover teaching and leading theories and techniques necessary for planning and delivering physical activities and wellness programs that foster health enhancing active participation, within a comprehensive school environment. Emphasis is given to the principles of motor development; assessment techniques; and the psychomotor, cognitive, psychological, and social developmental needs of children of various ages, diversity, and abilities. Also included is an overview of the many education, community, and government organizations that provide and advocate for health enhancing physical activity participation.
Prerequisites: PER 200, PER 201, PER 202, PER 203, PER 204, PER 205, PER 232, and declared PER major or declared elementary education or early childhood education major; or permission of the instructor.
PSY 101 - Introduction to Psychology (3)
An introduction to the scientific study of human behavior, providing an overview of the major problems, methods, and contributions of psychology. Content areas include development, language, learning, cognition, physiological psychology, motivation and emotion, perception, psychometrics, personality, and abnormal and social psychology. The course can be taken in one of two formats: traditional lecture or individualized instruction.
Prerequisite: GSR 102 or the equivalent
PSY 311 - Development I: Child Psychology (3)
This course examines the physical, psychological, social, and cognitive development from conception to the end of childhood. It will include discussion of the interaction of genetic and environmental factors in shaping of personality. It will describe language development and social and emotional adjustment of the child.
Prerequisite: "C" or better in PSY 210
SWK 318 - Human Diversity (3)
This course provides students an opportunity for examination of personal attitudes, stereotypes, biases, and misconceptions that affect ethnic-competent professional practice. Attention is given to increasing students' knowledge, understanding, appreciation, and sensitivity to diversity, oppression, and racism, and the implications of each for social work and other human services. While the course addresses the cognitive and conceptual aspects of learning, primary emphasis is on the affective process. In addition to learning about racism, discrimination, power/powerlessness, and ethnocentrism, students participate in experiential groups and role play. These exercises provide opportunities to explore new ways of thinking, feeling, and responding to people who experience discrimination or oppression because of their race, ethnic background, gender, age, disability, or sexual orientation, or because they are deaf or hard of hearing.
Prerequisite: Junior standing.
THE 472 - Educational Drama Grades 1-6 (3)
This course focuses on methodology and practice of educational drama applied to multidisciplinary learning within the first through sixth grade curricula. Students will be introduced to theme and story based improvisation, story dramatization, role play, and teacher-in-role strategies, and learn how to adapt activities for children with special needs. Curricular areas include language arts, social studies, science, and math, with additional focus on examining emotional development, and creativity. Current trends in assessment of drama will also be explored. Resources will include multiethnic themes, stories, and folklore.
Prerequisite: Junior or senior standing