Schools

School of Education

Elementary Education (Bachelor of Science in Education)

Coordinator:  Dr. Sau Hou Chang
Campus Offices:  Hillside Hall 0006
E-mail: sauchang@ius.edu
Telephone: (812) 941-2606
Fax: (812) 941-2667

Program Description

The IU Southeast School of Education offers an Elementary Education program (EEP) leading to the B.S. in Elementary Education.  It prepares candidates for the Indiana teaching license for Elementary Generalist (Kindergarten through Grade 6), and Kentucky teaching license for Elementary School (Primary through Grade 5).  Candidates who pursue a major in Elementary Education are prepared to teach effectively in language arts, mathematics, science, and social studies.

There are 120 credit hours in the EEP, including the following four components:

  1. General Education Courses—These courses meet the campus-wide general education requirements.
  2. Pre-Elementary Education Courses—These courses prepare students to take elementary education courses.
  3. Concentration Courses - These courses prepare students to master content knowledge.
  4. Elementary Education Courses - These courses prepare students to teach in elementary schools.

Student Learning Goals

Candidates majoring in elementary education are expected to be professionals at all times and demonstrate a commitment to the development of the whole child. Content and pedagogical knowledge expected of candidates is articulated through the InTASC standards. These standards are:

  1. Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  2. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  3. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
  4. Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
  5. Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  6. Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
  7. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  8. Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  9. Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  10. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Degree/Certificate Requirements

Applicants will be accepted into the Elementary Undergraduate Program in cohorts and will progress through the program together. Candidates who do not move through subsequent method blocks with their original cohort may only enter a later cohort if space permits.

For a bachelor’s degree in elementary education, students must satisfy all general rules for undergraduate education programs, rules for admission to the program, requirements for remaining in good standing, criteria for admission to student teaching, and eligibility for a degree described in the undergraduate general information section of the “School of Education” portion of this bulletin.

Degree completion is contingent upon students passing four summative decision points. The first decision point is at application. The second decision point is at the beginning of block 2 of the program. The third is application to student teach. The fourth decision point is at the end of student teaching and degree completion. At each summative decision point, candidates are formally evaluated on specific criteria and a decision is made regarding each student’s status in the program.  A candidate’s continuation status may be reevaluated at points other than summative decision points if significant difficulties are noted.

Application Process

All candidates applying for admission to the elementary education undergraduate program must complete the application for admission.  Applications must be submitted to the School of Education main office (HH00200) by October 15 for spring semester cohort and by February 15 for fall semester cohort.  Applicants will receive formal letters notifying of their admission status.

Program Admission Requirements

To apply for admission to the Elementary Education undergraduate program, students must meet the following criteria:

  1. An overall GPA 2.5 or better.
  2. A GPA 2.5 or better in each Content area (Language Arts, Math, Social Studies, Science).
  3. All General Education courses (except COAS-S 104), Pre-Elementary Education courses, and Concentration courses must have C or better. 
  4. Completed SPCH-S 121, MATH-T 101, EDUC-F 201, EDUC-F 202.
  5. Completed Language Arts content courses (ENG-W 131, ENG-W 250, ENG-L 101 or ENG-L 102).
  6. Including current enrollment, candidates have at least 55 credit hours towards their General Education courses, Pre-Elementary Education courses, and Concentration courses.
  7. Have a 24 on the ACT (without writing) or 1100 on the SAT (without writing) or Praxis I scores of Math 175, Reading 176, and Writing 172 or a combined score of 527 (taken prior to August 31, 2013) or CASA scores of Math 220, Reading 220, and Writing 220.

General Education Component - 30 credit hours

 Dept.

 Course Number

 Title

Credit Hours 

Minimum Grade 

Information Literacy  Library Instruction (FYS)

 

 

COAS-S 

104 

First Year Seminar

 1 

D 

Written Communication (Language Arts Content)

 

 

ENG-W

131

Elementary Composition

3

C

ENG-W

250

Writing in Context

3

C

 Oral Communication

 

 

SPCH-S

121

Public Speaking

3

C

 Quantitative Reasoning (Math Content) 

 

 

MATH-T

101

Mathematics for Elementary Teachers 1

3

C

 Scientific Ways of Knowing (Science content)

 

 
CHEM-C 104

Physical Science & Society 

5 

C

 Social/Behavioral Ways of Knowing (Social Science Content)

 

 

POLS-Y

103

Introduction to American Politics AND

3

C

HIST-H

105

American History I OR

3

C

HIST-H

106

American History II

3

C

 Humanistic & Artistic Ways of Knowing (Fine Arts Content)

 

 
ENG-L

101

Western World Masterpieces I OR

3

C

ENG-L

102

Western World Masterpieces II

3

C

 Reasoning About Ethical Issues or Diversity (Social Studies Content)

 

 
GEOG-G 201

World Regional Geography

 3

C 

Pre-Elementary Education Courses - 15 credit hours 

EDUC-F

201

Exploring the Personal Demands of Teaching

2

C

EDUC-F

202

Exploring the Personal Demands of Teaching Field Experiences

1

C

{EDUC-F 200 (3) is a substitute for EDUC-F 201 & EDUC-F 202}

Math Content - 6 credit hours

MATH-T

102

Mathematics for Elementary Teachers 2

3

C

MATH-T

103

Mathematics for Elementary Teachers 3

3

C

Science Content - 6 credit hours

BIOL-L

100

Humans and the Biological World

 3 

C

GEOG-G

107

Physical Systems of the Environment

3

C

Elementary Education Courses - 60 credit hours

Block 1 - 16 credit hours

EDUC-E

339

Methods of Teaching Language Arts

3

C

EDUC-M

300

Teaching in a Pluralistic Society

 3

C
EDUC-P

251

Educational Psychology for Elementary Teacher

 3

C
EDUC-P

248

Elementary School Child Development

2

C
EDUC-K

205

Introduction to Exceptional Children

 2

 C
EDUC-W

201

Beginning Technology Skills

 1

C

EDUC-M

101

Block 1 Clinical Experiences

1

S

EDUC-F

401

Block 1 Seminar

1

 S
Block 2 - 16 credit hours

EDUC-E

340

Methods of Teaching Reading 1

3

C

EDUC-E

325

Social Studies in the Elementary School

3

C

EDUC-E

343

Mathematics in the Elementary School

3

C

EDUC-M

323

Teaching Music in Elementary School

2

C

EDUC-M

333

Arts Experiences for the Elementary Teachers

2

C
EDUC-W

301

Integrating Technology into Teaching 1

1

 C
EDUC-M

201

Block 2 Clinical Experiences

1

 S
EDUC-F

401

Block 2 Seminar

1

 S
Block 3 - 16 credit hours

EDUC-E

341

Methods of Teaching Reading 2

3

C

EDUC-E

328

Science in the Elementary School

3

C

EDUC-N

443

Teaching Elementary School Math Problem Solving

2

C

EDUC-P

320

Classroom Assessment

3

C

EDUC-M

356

Health and Wellness for Teachers

2

C

EDUC-W

 401

Integrating Technology into Teaching 2

 1

C

EDUC-M

301

Block 3 Clinical Experiences

1

 S

EDUC-F

401

Block 3 Seminar

1

 S
Block 4 - 12 credit hours

EDUC- M

425

Student Teaching in the Elementary School

 11

S

EDUC-F

401

Block 4 Seminar

 1 S

Concentrations

All elementary undergraduate education candidates must have a concentration in at least one of the four major content areas (Language Arts, Mathematics, Social Studies, and Science) to apply for a K-6 teaching license in Indiana.

Language Arts Concentration (15 credit hours)

Dept.

Course Number

Title

Credit Hours

Minimum Grade

Two additional writing courses (6 credits) or approved substitute:

ENG-G

205

 Introduction to the English Language

3

C

ENG-G

 207

English Grammar & Usage

3

C

ENG-W

270

Argumentative Writing

3

C

ENG-W

350

Advanced Expository Writing

3

C

Two additional literature courses (6 credits) or approved substitute:
ENG-L

101

Western World Masterpieces I OR

3

C

ENG-L

102

Western World Masterpieces II (Choose one not taken in Language Arts content) OR

3

C

ENG-L

107

Oriental World Masterpieces OR

3

C
ENG-L 374 Ethnic American Literature OR 3 C
ENG-L 378 Studies in Women & Literature OR 3 C
AFRO-A 169 Introduction to African American Literature; 3 C
EDUC-E

449

Trade Books and Classroom Teachers

 3 

 C 

Electives

3

C
Mathematics Concentration (15 credit hours)

Dept.

Course Number

Title

Credit Hours

Minimum Grade

MATH-M

118

Finite Mathematics

3

C

MATH-M

122

College Algebra

3

C

MATH-M

126

Trigonometric Functions

3

C

MATH-K

300

Statistical Techniques Health Professions

3

C

Electives

3

C
Science Concentration (15 credit hours)

Dept.

Course Number

Title

Credit Hours

Minimum Grade

PHYS-P

100

Physics in the Modern World

5

C
BIOL-L

200

Environmental Biology & Conservation

3

C

One additional Astronomy course (3 credits) or approved substitute:

AST-A

100

The Solar System OR

3

C

AST-A

105

Stars and Galaxies OR

3

C

AST-A

200

Intro to Cosmology

3

C

Electives

4

C
Social Studies Concentration (15 credit hours)

Dept.

Course Number

Title

Credit Hours

Minimum Grade

Two additional History courses (6 credits) or approved substitute

HIST-H

105

American History I OR

3

C

HIST-H

106

American History II (Choose one not taken in Social Science content);

3

C

HIST-E

100

Introduction to African History OR

3

C

HIST-F

100

Issues in Latin American History OR

3

C

HIST-G

100

Introduction to Asian History OR

 3

C
HIST-H

101

World in 20th Century OR

3

C
HIST-W

101

World Civilization to 1500

3

C

One additional Economics course (3 credits) or approved substitute:
ECON-E 101

Survey of Economic Issues & Problems OR

3

C
ECON-E

201

Introduction to Microeconomics

3

C

One additional Sociology course (3 credits) or approved substitute

SOC-S

163

Social Problems

3

C
SOC-R

220

The Family

3

C
SOC-S

309

The Community

3

C

Electives

 3

C

Program Requirements 

  1. An overall GPA 2.5 or better.
  2. Each Elementary Education course must have C or better and a Satisfactory grade.
  3. To complete each block and graduate from the program, students must have passed the dispositional standards, summative decision points, and exit interviews.
  4. To begin Block 2, students must have completed all courses in Block 1, Social Studies content courses (POLS-Y 103, HIST-H 105 or HIST-H 106, GEOG-G 201), and Math content courses (MATH-T 102, MATH-T 103).
  5. To begin Block 3, students must have completed all courses in Block 2, and Science content courses (CHEM-C 104, BIOL-L 100, GEOG-G 107).
  6. To begin Block 4, students must have completed all course work.
  7. Students who student teach in Spring are required to complete an 8-day classroom experience at the beginning of the elementary school year in Fall.

Special Note for Transfer Students

If you are a student who have completed the State General Education Transfer Core, you must still have to complete the following courses if they are not a part of your General Education curriculum because they are also required for admission to the Elementary Education program. Each course must have C or better.

  1. SPCH-S121
  2. ENG-W131
  3. 2nd Writing Course
  4. MATH-T101
  5. CHEM-C104
  6. POLS-Y103
  7. HIST-H105 or HIST-H106
  8. ENG-L101 or ENG-L102
  9. GEOG-G201

Academic Bulletins

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