The School of Education's programs are nationally accredited by the Teacher Education Accreditation Council (TEAC) and the Council for the Accreditation of Educator Preparation (CAEP), and have received continuing approval by the Minnesota Board of Teaching.
Students who complete the program will earn their Bachelor of Science in Elementary Education and will have completed the requirements for a Minnesota K-6 teaching license.
Program completion time will vary by student based on type of associate's degree and number of applicable transfer credits earned.
Contact your admissions counselor to receive a transcript review.
128 semester credits are required for graduation. Students will meet this requirement through a combination of transfer credits from a community college or an associate's degree, prerequisite coursework and the 63-68 credits required for the Elementary Education Degree Completion program.
The program curriculum is divided over a two-year period. Students must maintain a 2.8 GPA, earn a minimum grade of C in required and prerequisite courses, and follow the Program's policy on state-required licensure exams.
A new Cohort starts every fall. Students must have met several of the prerequisite courses listed below (equivalencies have been identified below). Call or email for more details and to determine your eligibility to start.
Examines children’s cognitive, social, moral, and emotional development as a function of their social and cultural context: the school. The course introduces theories of intelligence, learning, memory, motivation, and behavior. Application of theory to practice is emphasized, with a focus on critical thinking, metacognition, models of instruction, and classroom management approaches.
This field experience involves observing and helping in local schools. The student will connect learning from EDU course(s) to the field experience and produce documentation of said learning. Note: Completing and passing the SOE background study is required prior to starting this field experience.
This course stresses understanding, knowledge, attitudes and habits necessary for healthful living. It explores elementary school physical and health education content and pedagogy and prepares the K-6 educator for meaningful strategies that promote physical and health education in the classroom and beyond. Alcohol, drugs, and mood altering chemicals and their effects on the individual, the family and society are also addressed. School as well as community resources dealing with prevention, intervention, treatment and follow up are explored.
Examines the arts as a basic and essential form of human communication. Explores and analyzes integration of the arts as a way to increase student achievement. Students learn to integrate literature, art, drama, dance, and music throughout the curriculum by gaining a basic knowledge of the arts, reasons for integration, and integration strategies and principles. Students examine research and current school programs that integrate the arts across the curriculum.
This is a pre-practicum course for individuals planning to teach science in grades K - 6. Emphasis will be placed on understanding the Nature of Science, teaching science as inquiry, and addressing student misconceptions. Methods for using technology effectively, managing materials and students safely and using state and district learner outcomes in planning will be addressed.
While students will gain knowledge in the content of the social sciences, the primary goal of this course is to guide students in developing the knowledge, skills, and attitudes for effective teaching of elementary social studies. In addition to an emphasis on integrating technology into the Social Studies curriculum, students will experience the kinds of instructional methods and strategies that are recommended as current best practices. Students will engage in activities and assignments that will foster reflection and discussion addressing the components of geography, history, government, economics, and sociology.
Apply skills and knowledge examined in EDU 2270 and EDU 2271 in an elementary classroom setting. Students will focus on classroom culture and teacher professionalism, social studies and science methods, technology, and reflection. The field experience portion of the communications block must be taken concurrently with EDU 2270 and 2271.
Provides students with an introduction to the Capstone Portfolio that is used as an ongoing assessment throughout the teacher licensure programs. Students are provided access to the electronic portfolio system and support in creating portfolio submissions.
Addresses teacher’s roles in educating children and youth with disabilities. Students examine the social construction of disability, disability legislation; rights and responsibilities of parents, educators, and students; and universal design for learning. Topics include historical and theoretical frameworks and legal mandates that have shaped the current field of special education, as well as the needs and characteristics of individuals with exceptionalities.
Focuses on best practices and current research trends that enable learners to be successful teachers of mathematics in the K-6 classroom. Learners analyze and evaluate current research, teaching strategies and philosophies related to teaching K-6 mathematics. Helps future teachers build a basic foundation concerning pedagogy, standards based instruction, technology use, and equity issues. Special attention is given to teaching practices that can help ALL K-6 students be successful in mathematics. Field experience activities and application from EDU 3250 may be required in this course dependent on the students’ course sequence.
Reflects on her/his experience in the field placement classroom. Students apply skills and knowledge examined in EDU 3615 in an elementary classroom setting. The focus is on observation of classroom culture and teacher professionalism, math methods, technology, and reflection. The field experience portion of the communications block must be taken concurrently with EDU 3615. Field experience activities and application from EDU 3250 may be required in this course dependent on the student's course sequence.
Inquires into the essence of the assessment process. The purpose and process of assessment will be investigated from a theoretical, phenomenological, personal, and experiential perspective. Topics include a brief history of assessment in education, underlying assumptions driving our assessment practices, the forms, purposes and effects of assessment used in classrooms today and new directions for assessment being advocated. This course is also listed as a benchmark course for the teaching portfolio. Students will share their whole portfolio with the education faculty to receive feedback.
Applies skills and knowledge examined in EDU 3710 in an elementary classroom setting. The focus is on observation of classroom culture and teacher professionalism, emphasizing literacy, reflection, and discussion while providing an opportunity to work with groups of children. The field experience portion of the communications block must be taken concurrently with EDU 3710. Field experience activities and application from EDU 3250 may be required in this course dependent on the student's course sequence.
Examines the characteristics of a well-balanced developmental reading/language arts program. The primary purpose of the course is to prepare elementary school education majors to be successful teachers of reading and its related language arts components. Students examine how theory and practice come together in developing effective instructional strategies for elementary school students. Students become familiar with a variety of teaching methods. They learn how to effectively implement instruction in the reading areas of phonemic awareness, phonics, fluency, vocabulary, and text comprehension as well as spelling, oral and written language. Assessment, analysis, and resultant remediation plans will be conducted with elementary students as well as through classroom activities. Current research trends that emphasize a balanced approach to literacy instruction are the framework for the course. To gain skills in accessing and evaluating research, students will examine current research supporting effective reading/language arts instruction best practices.
Provides an in-depth study of children's literature that focuses on the evaluation, selection, and sharing of children's books in instructional settings. Students will read, respond to, and evaluate picture books and chapter books of various genres. There is an emphasis on the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children's literature in schools.
Provides students with a practical teaching experience in a local elementary or middle school under the supervision of a licensed teacher. This placement includes maintaining an environment conducive to learning; planning and teaching learning units (using both long-term and daily planning tools); developing assessments to evaluate students' learning; working with students with diverse learning needs; communicating effectively with students, parents/guardians, colleagues, and school support personnel; and participating in school activities.
Helps students reflect on and deal with situations encountered in their student teaching experience. Attendance is required. Class discussions and reflections come from the daily challenges of being with students in a classroom setting. Time is also spent on discussing the job application, portfolio development, and licensure processes. Must be taken concurrently with EDU 4500.
Addresses the full spectrum of K-8 math when combined with MTH1211, from a conceptual as well a procedural standpoint to meet the mathematical strands of the Minnesota Board of Teaching Standards for elementary teachers. Examines the concepts and diverse modalities by which students learn patterns and functions, problem solving, probability, sets, number sense, computational procedures, relationships of integers, properties of real numbers, and number theory including divisibility, factors, multiples, and prime factors. Learners analyze these concepts while examining the reasonableness of student's answers, drawing connections to real world applications, and as well showing understanding of the connections between various mathematical domains. Understanding of multiple problem solving methods for the concepts covered and understanding the mathematical properties and processes involved are key focuses of the course. Admission to this course requires Graduate Teaching Licensure Program enrollment, or permission of the instructor, based on having ACT math sub-score 26 or higher.
Addresses the full spectrum of K-8 math when combined with MTH1210, from a conceptual as well a procedural standpoint, to meet the mathematical strands of the Minnesota Board of Teaching Standards for elementary teachers. Examines the concepts and diverse modalities by which students learn properties and relationships of 2D and 3D geometric figures, measurement, usage of geometric learning tools, data investigations, randomness and uncertainty, and algebraic representation. Learners will demonstrate knowledge and application of concepts from abstract and concrete perspectives as well as real world applications, quantitative and qualitative approaches to answering questions, ability to communicate mathematics effectively at a variety of levels, relationships between mathematics and other fields, how to integrate the history of math and the relations between various cultures and mathematics as well as how to integrate technological and tools with mathematics. Understanding of multiple problem solving methods for the concepts covered and understanding the mathematical properties and processes involved are key focuses of the course. Admission to this course requires Graduate Teaching Licensure Program enrollment, or permission of the instructor based on having ACT math sub-score 26 or higher.
Students must also complete a religious studies course, plus one additional 4 credit upper-division elective.