The Bachelor of Science in Secondary Education with an Emphasis in Math prepares individuals seeking to become a high school math teacher or middle school math teacher. Graduates of this degree may seek, 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.
As a teacher of secondary education, the coursework may include topics such as: curriculum development, classroom management, cultural diversity, English as a Second Language, methods of teaching technology in education, and educational psychology. All core courses are directly aligned with professional teaching standards and the associated national content standards.
Additional coursework to become a high school math teacher or middle school math teacher will include a focus on algebra, trigonometry, calculus, and geometry. In addition, students will learn about probability, descriptive and inferential statistics, and decision making. Content courses are aligned to the standards of the National Council of Teachers of Mathematics (NCTM).
Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within many of the courses guide students through 120 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.
After successfully completing this degree, additional content areas may be added post-graduation through supplemental coursework and/or through passage of a state-developed content area test.
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||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 6 credits||ENG-105, English Composition I: 4 credits
UNV-104, 21st Century Skills: Communication and Information Literacy: 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. Students are required to take 8 credits of intermediate algebra or higher mathematics.||MAT-134, Applications of Algebra: 4 credits
MAT-260, College Geometry: 4 credits
|Global Awareness, Perspectives, Ethics and Humanities||Graduates of Grand Canyon University will be able to demonstrate a global perspective and an awareness and appreciation of the scope and variety of literary works as expressions of individual or broader human values. Graduates will demonstrate information literacy which will enable them to locate and analyze information from a variety of sources.||CWV-101, Foundations of a Christian Worldview: 4 credits
PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
|Social Sciences||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, as well as examine social institutions and processes across a range of historical periods, social structures, and cultures.||SOC-100, Everyday Sociology: 4 credits
PSY-100, Psychology in Everyday Life: 4 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 in order to better utilize emerging technology. 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|
|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|
|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|
|MAT-250||College Algebra and Trigonometry||This course is a unified study of fundamental concepts from algebra and trigonometry that provide the necessary background for the study of calculus. Topics include modeling linear equations and inequalities; functions and their graphs; polynomial, rational, exponential, logarithmic, and trigonometric functions; systems of equations and inequalities; matrices and determinants; and conic sections. There is an emphasis on developing both a fundamental understanding of these concepts as well as their application to real-world problem solving. Prerequisites: Grade of C or better in MAT 134 or 3 years of high school algebra with a grade of C or better.||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|
|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 or 3 years 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. Prerequisites: Fingerprint Clearance.||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|
|MAT-352||Calculus and Analytic Geometry I||This course covers in depth the differential calculus portion of a three-course calculus sequence. Topics include limits, continuity, and derivatives of algebraic, transcendental, and inverse functions; applications of the derivative; and integrals of algebraic and transcendental functions of one variable, with applications. Prerequisite: MAT 250.||4|
|MAT-353||Calculus and Analytic Geometry II||This course provides a rigorous treatment of integration and is the second calculus course in a three-course sequence. Topics include applications of definite integrals, further techniques of integration, indeterminate forms, L‛Hopital‛s Rule, improper integrals, infinite series, conic sections, parametric equations, polar coordinates, and differential equations. Prerequisite: MAT 352.||4|
|SED-444||Secondary Methods & Data Driven Pedagogy||This course is designed to help teachers and prospective teachers of young adults find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession. Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum/field experience hours: 30. Prerequisite: Fingerprint Clearance.||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|
|SED-482||Methods of Teaching Mathematics in Secondary Schools||This course is designed to develop an understanding and ability to apply the methods and principles of effective instruction using mathematics in the secondary classroom. This course examines different learning modalities, instructional strategies, and the use of technology to help design and deliver effective lessons that are aligned to standards and increase student achievement. Practicum/field experience hours: 15. Prerequisites: Fingerprint Clearance and SED 444.||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 215 and EDU 230. No Fingerprint Clearance necessary.||4|
|SED-455||Secondary Curriculum Development & Assessment||In this study of secondary school curriculum development, major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing a model curriculum. Practicum/field experience hours: 20. Prerequisites: Fingerprint Clearance and SED 444.||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. Prerequisite: Fingerprint Clearance and ESL 423N or ESL 223N.||3|
|SED-480NA||Student Teaching: Secondary Education: 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|
|SED-480NB||Student Teaching: Secondary Education: Session B||This session is a continuation of Session A. Prerequisite for B: SED 480NA.||6|
|Required Course Total Credit:||80|
|General Education Requirements:||36|
|Open Elective Credits:||4 credits|
|Total Degree Requirements:||120 credits|
This program is offered in the following formats or locations:
An online education allows you the flexibility to fulfill your educational goals without distracting you from your career. Full-time faculty members support our online students while our dynamic tools allow for engaging and challenging discussions with classmates. Classes start every month.
* Please refer to the Academic Catalog for more information. Program subject to change.
Grand Canyon University © 2012 - All Rights Reserved. GCU is an accredited university founded in 1949. We are a Christian university and offer online degree programs and campus based classes. As a private university in Arizona, GCU has six colleges offering business degree programs including an Executive MBA, health science degrees, liberal arts degrees, doctorate degrees, nursing programs, and teaching programs. Our Performing Arts College offers fine arts and production degree programs. GCU is a military friendly school and offers military tuition rates.