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Grand Canyon University's Bachelor of Science in Educational Studies develops educators for opportunities outside of the traditional classroom. An educational studies degree provides foundational skills that focus on developing and applying fundamental pedagogical practices to a variety of settings. The bachelor's degree in educational studies also includes study of educational psychology, literacy, diversity, instructional technology, communications and classroom management.
Teaching skills are a cornerstone for a variety of career opportunities. Traditionally, students graduating with an educational studies degree have been interested in education-related jobs that do not require traditional teacher certifications, including parks and recreation, non-profits, workplace training and community programs. After understanding the fundamentals of teaching and learning, students develop skills to effectively teach and train in diverse learning environments.
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University's General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
| Competency | Requirements | GCU Course Options | Total Credits |
| University Foundations | Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits. | UNV-103/303, University Success: 4 credits UNV-108, University Success in the College of Education: 4 credits |
4 credits |
| Effective Communication | Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition. | UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits ENG-105, English Composition I: 4 credits ENG-106, English Composition II: 4 credits |
9-12 credits |
| Christian Worldview | Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/301. | CWV-101/301, Christian Worldview: 4 credits | 4 credits |
| Critical Thinking | Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher. | PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits MAT-134, Applications of Algebra: 4 credits BIO-220, Environmental Science: 4 credits |
11-12 credits |
| Global Awareness, Perspective and Ethics | Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). | HIS-221, Themes in U. S. History: 4 credits PSY-100, Psychology in Everyday Life: 4 credits SOC-100, Everyday Sociology: 4 credits If the predefined course is a part of the major, students need to take an additional course. |
6-8 credits |
| Course # | Course Title | Course Description | Credits |
| EDU-210 | Foundations of Education | This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No practicum/field experience required. No Fingerprint Clearance necessary. | 4 |
| EDU-225 | Instructional Technology | This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge to better utilize emerging technology. No practicum/field experience required. No Fingerprint Clearance necessary. | 4 |
| EDU-213 | Educational Psychology | This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. No practicum/field experience required. No Fingerprint Clearance necessary. | 4 |
| EDU-230 | Cultural Diversity in the Classroom | This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No practicum/field experience required. No Fingerprint Clearance necessary. | 4 |
| SPE-226 | Educating the Exceptional Learner | This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance. | 4 |
| ECH-425 | Early Literacy Development | This course looks at research in language and literacy development, with an emphasis on effective strategies (such as phonemic awareness and decoding) in ages birth through age 8 years. NAEYC Standards 1-5 will be the focus of study. No practicum/field experience required. No Fingerprint Clearance necessary. | 4 |
| ECH-430 | Early Childhood Literature | This course is a study of literature written for children Birth to Age 5/Pre-K and K to Age 8/Grade 3. There is an emphasis on the different genres, examining each one's characteristics and contexts for use. Relevant teaching strategies and learning activities pertaining to each genre are also explored. Other topics covered in this course include criteria for evaluating, analyzing, and selecting children's literature, the integration of literature across the curriculum, and the involvement of families. No Fingerprint Clearance necessary. | 4 |
| EED-475 | Curriculum, Methods and Assessment: Literacy and Language Arts 4-8 | This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum/field experience hours: 20. Prerequisites: Fingerprint Clearance and one of the following: 1) EDU-215; or 2) EDU-210. | 4 |
| EDU-450 | Classroom Engagement and Management | This course is designed to allow prospective teachers the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. Prerequisites: EDU 230 and one of the following: 1) EDU 215; or 2) EDU 210. No Fingerprint Clearance necessary. | 4 |
| SPE-350 | Special Education Litigation and Law | Participants examine legal issues, recent court decisions, and current law relating to special education. Special attention is given to compliance, student and parent rights, local state and district policies and procedures, and advocacy through community organizations. No Fingerprint Clearance necessary. | 4 |
| SED-435 | Adolescent Literacy | This course is designed to assist teacher candidates in understanding, evaluating and implementing effective pedagogy in adolescent literacy. A graduate in adolescent literacy should be able to recognize and assess the defining elements of literacy, from decoding skills to higher level critical thinking applications. Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. Practicum/field experience hours: 30. Prerequisite: Fingerprint Clearance. | 4 |
| MGT-410 | Servant Leadership | This course focuses on servant leadership and ethical leadership, explores how servant leadership is different from other styles of leadership, and examines how this connects to ethics, accountability, and being a responsible leader. Also PSC-410. | 4 |
| ENT-435 | Intrapreneurship and Innovation | This course examines the importance of creating innovative work environments in small-, medium-, and large-scale organizations in order to ensure the long-term competitiveness of the firm. Innovation is explored from the perspectives of product development, internal process improvements, and strategic shifts. Students have the opportunity to participate in an experiential innovation project. Also AMP-435. | 4 |
| EDU-465 | Faith in Learning, Leading and Serving | This course provides students with an opportunity to develop and implement a project or plan that synthesizes skills and resources gained while in the educational studies program. Students complete on-site work in non-traditional educational settings that allows them to integrate faith in learning, leading and serving. Prerequisites: Fingerprint clearance; successful completion of pedagogical coursework. | 4 |
| Required Course Total Credit: | 56 | ||
| General Education Requirements: | 34 - 40 credits |
| Courses: | 56 credits |
| Open Elective Credits: | 24 - 30 credits |
| Total Degree Requirements: | 120 credits |
This program is offered in the following formats or locations:
Enjoy Grand Canyon University's traditional campus experience. As of fall 2014, our 179-acre campus serves a growing student population of approximately 11,000. New modern classrooms, suite-style residence halls, popular dining options, resort-style swimming pools and a focus on creating a rich student life make GCU a top choice for high school graduates and transfer students.
The dynamic capabilities of GCU’s online curriculum offer considerable flexibility and convenience for career oriented professionals who are pursuing their educational goals. Full time faculty members, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Our small class sizes provide an intimate environment that stimulates engaging and challenging discussions. Classes begin frequently.
The convenience of GCU’s evening programs cater to the demands of working professionals. Evening classes meet once per week and offer the interaction and discussion of a typical college classroom, filled with career minded individuals. Evening class sizes are kept small, providing a warm nurturing environment that supports an engaging experience. Classes begin frequently at various locations.
Program SOC
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On-campus program disclosures • Online/Evening program disclosures
* Please refer to the Academic Catalog for more information. Program subject to change.
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