The BS in Elementary Education with an Emphasis in Math degree is offered for students who are preparing for a teaching career as an elementary math teacher, inclusive of elementary and middle school, and who are seeking initial teacher licensure. The format and courses of this regionally accredited and Arizona State Board of Education approved program are designed to maximize the content knowledge that the teacher candidate will possess upon graduation along with the content knowledge to meet the needs of 21st century learners by specializing in math.
As a teacher of Elementary Education, you will study topics such as curriculum development, classroom management, cultural diversity, English as a Second Language, methods of teaching technology in education, and educational psychology. All courses are directly aligned with professional teaching standards and the associated national content standards.
Although as an elementary teacher you‛ll be teaching all subjects, this may be an appropriate program for someone with a passion for math. In order to become an elementary math teacher, you‛ll study topics such as theory, functions, numeration systems, number theory, probability, data analysis, descriptive statistics, geometry, problem solving and critical thinking. In addition, you‛ll study the fundamental concepts from algebra and trigonometry. Content courses are aligned to the professional standards of the National Council of Teachers of Mathematics.
Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within many of the courses guide students through 105 hours of practicum/field experiences prior to student teaching, and the final semester of the program includes a full-time, 16-week student teaching component.
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
|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
|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
|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.
Required General Education Courses
|Course #||Course Title||Credits|
|MAT-134||Applications of Algebra||4|
|Required General Education Course Total Credit:||4|
|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. Fingerprint clearance not required.||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. Fingerprint clearance not required.||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. Fingerprint clearance required.||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. Fingerprint clearance not required.||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. Fingerprint clearance not required.||4|
|MAT-150||Mathematics for Elementary Teachers I||This is the first in a two-course sequence designed for prospective elementary school teachers. Concepts include set theory, functions, numeration systems, number theory and properties of the natural numbers, integers, rational numbers, ratios, proportions, decimals, and percents, with an emphasis on problem solving and critical thinking. Prerequisites: Grade of C or better in MAT 134.||4|
|MAT-151||Mathematics for Elementary Teachers II||This is the second in a two-course sequence designed for prospective elementary school teachers. Concepts include elementary probability, data analysis, descriptive statistics, geometry of shapes in two and three dimensions, congruence and similarity, measurement, and geometric transformations, with an emphasis on problem solving and critical thinking. Prerequisite: MAT-150.||4|
|MAT-250||College Algebra and Trigonometry||This course is a unified study of fundamental algebra and trigonometry concepts that provide the necessary background for the study of calculus. Topics include linear equations and inequalities in one and two variables; scatter diagrams and curve fitting; polynomial, rational, exponential, logarithmic, and trigonometric functions, their graphs, and their inverse functions; and systems of equations and inequalities. There is an emphasis on developing both a fundamental understanding of the concepts involved as well as their application to real-world problem solving. Prerequisite: Grade of C or better in MAT-134.||4|
|MAT-260||College Geometry||This course is an introduction to Euclidean geometry and mathematical proofs, including theorems and proofs, set theory, logic, congruent and similar polygons, circles, geometric constructions, areas, volumes, geometric loci, elementary logic, and deductive reasoning. Prerequisite: Grade of C or better in MAT 134.||4|
|MAT-274||Probability and Statistics||This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control population parameter estimation, and hypothesis testing. Prerequisites: Grade of C or better in MAT-134 or 1 year of high school algebra with a grade of C or better.||4|
|ESL-223N||SEI English Language Teaching: Foundations & Methodologies||The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum/field experience hours: 10. Fingerprint clearance required.||3|
|POS-301||Arizona and Federal Government||This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.||2|
|EED-465||Curriculum, Methods and Assessment: Social Studies||This course is designed to assist elementary teachers with methods of instruction, unit and daily lesson plan construction, use of literary materials and resources, and developing a coherent, assessment-based, data-driven program fostering social studies in the classroom. Laboratory experiences include multicultural classrooms. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: An undergraduate history or social science course, and one of the following combinations: EDU-215 and EDU-313N OR EDU-210 and EDU-213.||4|
|EED-364||Curriculum, Methods, and Assessment: Science and Mathematics||This course is designed to acquaint elementary teachers with the curriculum, theory, and effective techniques for the teaching and assessment of science and mathematics. Students are involved in formulation of programs, planning instruction, employing science and mathematics resources and materials that are currently being used in the public schools, and using instructional models. This course includes laboratory experiences. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: An undergraduate science course and one of the following combinations: EDU-215 and EDU-313N or EDU-210 and EDU-213.||4|
|EED-470||Curriculum, Methods and Assessment: Literacy and Language Arts K-3||This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisites: EDU-215 or 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 with consideration of diverse populations and environments. Prerequisites: EDU-230 and EDU-210.||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. Fingerprint clearance required. Prerequisites: EDU-215 or EDU-210.||4|
|ESL-433N||Advanced Methodologies of Structured English Immersion||In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ESL-223N.||3|
|EED-480NA||Student Teaching: Elementary Session A||Session A is the first of two 8-week sessions of the student teaching experience that includes practical classroom experiences, research and analysis, and teaching to support compilation and creation of a Teacher Work Sample (TWS). Prerequisites: Fingerprint Clearance; successful completion of all courses in POS and content area; senior status; a 2.8 GPA; successful completion of state mandated basic skills and content area exams or Praxis I® (Basic Skills) and Praxis II® (Content Area); and approval and placement by Office of Field Experience. Arizona residents will be required to take the Arizona Educator Proficiency Assessment (AEPA). All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.||6|
|EED-480NB||Student Teaching: Elementary Session B||This session is a continuation of Session A. Prerequisite for B: EED-480NA.||6|
|Required Course Total Credit:||80|
|General Education Requirements:||34 - 40 credits|
|Open Elective Credits:||0 - 6 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 GCUâ€™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.
* Please refer to the Academic Catalog for more information. Program subject to change.