Bachelor of Science (BS) in Elementary Education: STEM Emphasis
Prepare for a Role as an Elementary STEM Teacher
STEM includes the areas of science, technology, engineering and mathematics that concentrate on understanding the world and solving problems to transform our everyday lives. By enrolling in the Bachelor of Science in Elementary Education with an Emphasis in STEM degree at Grand Canyon University (GCU), you can grow into an elementary STEM teacher while being exposed to diverse occupations within STEM-related fields. This degree can prepare you to become the teacher who potentially fulfills roles within STEM fields.
STEM fields can be seen as innovative and instrumental in shaping the future of the global economy.1 As the world becomes more technologically advanced, the fields are calling for more STEM-qualified teachers who can ignite interest, curiosity and excitement in STEM education, starting at the elementary level.2 This career path can prepare you to introduce STEM awareness early, fostering a passion for learning and discovery in these crucial areas.
Earn Your Elementary STEM Education Emphasis From GCU
In education, STEM college and career readiness begins in elementary and middle schools where teachers are knowledgeable about STEM and passionate about making a difference in a child’s life and the future of our country. Starting students with STEM education in elementary school can improve their overall outcomes.1 You will be taught how to integrate STEM into the classroom with an interdisciplinary approach, promoting problem solving and creativity through inquiry and project-based, hands-on learning for elementary learners.
This program further connects you to opportunities (such as elementary education field experiences) to apply concepts, theories and research. Field experiences guide you through 130 hours of observational and practice-based learning. For further teacher-candidate experience, you’ll also complete a 15-week student teaching component. These STEM teacher courses can prepare you to move into the next steps.
Upon graduation, you will be eligible to work toward obtaining your elementary education teaching license. Be sure to check the specific licensing requirements in the state you wish to teach. Fill out the form on this page to speak to a university counselor about your specific needs.
Course Topics for Elementary STEM Teacher Preparation
STEM teacher course topics are designed to ignite your curiosity and unravel the mysteries of science, mathematics, technology and engineering through engaging and interactive coursework. From innovative teaching strategies to modern educational technologies, our courses are designed to inspire your passion for STEM by helping you create a learning environment for young minds.
Course topics include:
- Developmental psychology during early adolescence
- Instructional methods, planning and assessment
- Student engagement and engaging learning environments
- Instructional strategies for integrating science, health, social studies, the arts, English language arts, engineering and mathematics
- STEM tools for today’s classroom
- Integrating multiple disciplines for STEM teaching and learning
- Three-dimensional teaching
Elementary Education STEM Career Opportunities
With a Bachelor of Science in Elementary Education: STEM emphasis, you will be taught the skills needed to pursue potential positions in a variety of fields, such as an elementary education teacher. A STEM education with versatile skills can also ready you for various industries, including civil, mechanical, industrial and electrical engineering. These are the jobs of the future that require innovation, collaboration and critical thinking.1
The U.S. Bureau of Labor Statistics estimates job growth for STEM occupations to increase by about 10.8% from 2022 to 2032, faster than average, accounting for an estimated increase of 1,122,400 jobs in the field.3
Begin Your STEM Training for Elementary Teachers at an Accredited University
Aligned with the Arizona Department of Education, the BS in Elementary Education with a STEM emphasis supports GCU’s mission to produce career-ready graduates who can bring effective STEM education into schools and classrooms. If you are seeking initial teacher licensure to teach in both elementary and middle grade settings, this program may be for you. The curriculum is institutionally accredited and approved by the Arizona State Board of Education. Courses meet the standards of the Interstate Teacher Assessment and Support Consortium (InTASC), Association for Childhood Education International (ACEI) and International Society for Teaching in Education (ISTE).
Bachelor of Science in Elementary Education: STEM Emphasis FAQs
To help you gain a comprehensive understanding of our STEM elementary teacher BS degree, explore the frequently asked questions below to find the information you need to become a future STEM educator.
Upon completing this program, you will have been taught a strong foundation in STEM education and a comprehensive set of skills that can prepare you to pursue a STEM teaching role in elementary and postsecondary schools. The program's rigorous curriculum, hands-on experiences and guidance from faculty can help you grow, engage and inspire young minds in STEM subjects, making this degree program a great choice for those inspired to become a STEM teacher.
While in many states there is not a separate certification for STEM, this course is well-suited for elementary school teachers who are seeking to attain a STEM endorsement or “add on” to their initial teaching license. This program focuses on valuable insights that can enhance your teaching skills in the STEM subjects. This program can cater to your professional goals and support your journey toward a STEM educator.
Being an elementary STEM education teacher can be valuable, as it can help enhance your teaching methods and prepare you for future workforce needs while also helping your students develop their own critical thinking skills. The value of STEM training ultimately depends on your career goals and the desire to provide a more comprehensive and equitable education. Further, according to the U.S. Bureau of Labor Statistics, STEM occupations, including STEM occupations in postsecondary teaching occupations, had a median annual wage of $97,980 in May 2022.4
Embrace the path of innovation and be a catalyst for tomorrow's advancements. Start your journey today and empower the next generation of pioneers. To learn more about degree requirements and program qualifications, fill out the form on this page and a university counselor will contact you.
If you are seeking licensure/certification, please refer to the Accreditation and Compliance/State disclosures link for the specific program of interest’s website for your location and/or employment state licensure requirements, per 34 CFR 668.14(b)32 and 668.43(c).
1 Langdon, David. McKittrick, George. Beede, David. Khan, Beethika. Doms, Mark. (2011, July). STEM: Good Jobs Now and for the Future. U.S. Department of Commerce, Economics and Statistics Administration. Retrieved on Aug. 24, 2023.
2 National Science Board (n.d.). U.S. STEM Workforce: Definition, Size, and Growth. Science & Engineering Indicators. Retrieved on Aug. 24, 2023.
3 COVID-19 has adversely affected the global economy and data from 2020 and 2021 may be atypical compared to prior years. The pandemic may impact the predicted future workforce outcomes indicated by the Bureau of Labor Statistics as well. Accordingly, data shown is effective September 2023, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Employment in STEM Occupations, retrieved Sept. 13, 2023.
4 The earnings referenced were reported by the U.S. Bureau of Labor Statistics (“BLS”), STEM Occupations as of May 2022, retrieved on Sept. 13, 2023. Due to COVID-19, data from 2020 and 2021 may be atypical compared to prior years. BLS calculates the median using salaries of workers nationwide with varying levels of education and experience. It does not reflect the earnings of GCU graduates in STEM occupations, nor does it reflect earnings of workers in one city or region of the country or a typical entry-level salary. Median income is the statistical midpoint for the range of salaries in a specific occupation. It represents what you would earn if you were paid more money than half the workers in an occupation, and less than half the workers in an occupation. It may give you a basis to estimate what you might earn at some point if you enter this career. Grand Canyon University can make no guarantees on individual graduates’ salaries. Your employability will be determined by numerous factors over which GCU has no control, such as the employer the graduate chooses to apply to, the graduate’s experience level, individual characteristics, skills, etc., against a pool of candidates.
[Tuition, Fees and Financial Aid]
Online: $460 per credit
[Tuition, Fees and Financial Aid]
Cost of Attendance
General Education Requirements
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.
Requirements
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.
Course Options
- UNV-103, University Success: 4
- UNV-303, University Success: 4
- UNV-108, University Success in the College of Education: 4
Requirements
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.
Course Options
- UNV-104, 21st Century Skills: Communication and Information Literacy: 4
- ENG-105, English Composition I: 4
- ENG-106, English Composition II: 4
Requirements
Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV-101/CWV-301.
Course Options
- CWV-101, Christian Worldview: 4
- CWV-301, Christian Worldview: 4
Requirements
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.
Course Options
- MAT-154, Applications of College Algebra: 4
- MAT-144, College Mathematics: 4
- PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4
- BIO-220, Environmental Science: 4
Requirements
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, cross-cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.). If the predefined course is a part of the major, students need to take an additional course.
Course Options
- HIS-144, U.S. History Themes: 4
- PSY-102, General Psychology: 4
- SOC-100, Everyday Sociology: 4
Core Courses
Course Description
Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas. Teacher candidates explore the implications of growth and development for designing and implementing appropriate and challenging learning experiences. This survey of the theories and research related to how children and young adolescents grow and learn allows teacher candidates to build foundational knowledge for constructing learning experiences that take into consideration students' developmental levels, prior experiences, interests, and culture. Upon completion of this course, teacher candidates will have reflected on personal values and biases and established professional learning goals that reflect codes of ethics, professional standards practices, and relevant laws and policies related to the field of education. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates build foundational knowledge on learning theories to identify and design culturally responsive lessons and a variety of assessments that effectively engage and assess diverse learners. Teacher candidates will apply the major concepts, principles, theories, and research related to the cognitive, linguistic, social, emotional, and physical development of children and young adolescents to design and modify instruction and a variety of assessments. Focus is placed on strategies that support learners in self-reflection, goal setting, and identifying quality work. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
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.
Course Description
Teacher candidates are introduced to the educational needs of students with mild to moderate disabilities and their families, including the definitions, characteristics, prevalence, causes and educational approaches to these disabilities and disorders. Teacher candidates will identify preventative and responsive practices related to cognitive, linguistic, social, and emotional patterns of learning and development for students with mild to moderate disabilities. Emphasis is placed on identifying appropriate times to differentiate, modify, or accommodate to support student learning. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
In this writing intensive course, teacher candidates examine how to establish and maintain inclusive and collaborative learning environments that promote positive and safe relationships, active engagement, high expectations, and equity for all students. Teacher candidates focus on expanding students' ability to collaborate and communicate through multiple modes and forms of communication. Practicum/field experience hours: 20. Fingerprint clearance required.
Course Description
In this writing-intensive course, teacher candidates will explore multicultural education by engaging in research, communication, and ethical decision-making, focusing on developing educators' skills in creating equitable and inclusive learning environments. Through analysis of evidence and virtuous practice, the course will examine the critical role of educators as advocates for all students, empowering participants to address disparities and promote equitable opportunities for academic success. With a specific focus on the principles of multicultural education, teacher candidates will be encouraged to reflect on the influence of their own worldviews and perceptions. Emphasizing the concept of imago Dei, which sees every individual as made in the image of God, this course aims to foster culturally responsive classrooms that welcome diversity in all forms. Teacher candidates will explore strategies to effectively bridge the gaps between various diversities and academic achievement, to foster human flourishing within the educational sphere. The course blends content with practical application, highlighting the educator's role as an advocate for all students and promoting equitable academic opportunities.
Course Description
Teacher candidates examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Collaboration with all stakeholders when designing literacy instruction to meet the needs of specific learners is examined. The science surrounding reading instruction is explored and put into practice with this foundational knowledge. Additionally, teacher candidates use a variety of data to reflect on teaching practices, inform instruction, and improve student learning. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.
Course Description
This course is a survey of the Arizona constitution and government. It meets the teacher certification requirement for Arizona government.
Course Description
In this course, teacher candidates examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion (SEI) and other instructional programs and approaches for teaching English learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Teacher candidates identify strategies to promote English language development and improve student achievement as they plan, deliver, and evaluate standards-based instruction for English learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Teacher candidates develop strategies for literacy intervention and remediation to foster and support student autonomy in the classroom. Teacher candidates build knowledge and skills to analyze and use assessment data when planning literacy supports in all content areas, communicating student progress, promoting self-directed learning, and empowering students to set goals for their own learning outcomes. Language and literacy development is examined to inform intervention and remediation strategies and practices that support readers of varying ages and ability levels, including students with dyslexia and other reading disabilities. Emphasis is placed on identifying the strengths and needs of individuals when planning instruction and providing descriptive and timely feedback on student progress. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.
Course Description
In this course, teacher candidates will examine the fundamentals of three-dimensional teaching and learning and how to integrate these concepts into the planning and implementation of curricula that motivate students to innovate and nurture their creativity. Teacher candidates evaluate the elements of three-dimensional learning: practices, crosscutting concepts, and disciplinary core ideas. Focus is placed on creating instruction with appropriate scaffolding that encourages students to fully engage in STEM activities. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates will build an evidence-based foundation for teaching science standards including research on the ways students learn science effectively through creating real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Teacher candidates will examine and implement inquiry-based instructional strategies for teaching science lessons about physical science, earth and space science, life science, and health that integrate the science standards and practices. Emphasis is placed on collaboration and digital literacy to promote learner development, achievement, and well-being. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.
Course Description
Teacher candidates will learn how to utilize instructional methods for science, technology, engineering, and math to actively engage students with challenges that are real-world and relevant. In this course, teacher candidates will explore how students learn by utilizing authentic problem-solving and participating in projects, with an emphasis on STEM education. Focus is placed on providing alternative ways for students to demonstrate learning along with feedback that builds students’ growth mindset, including reflecting on their own learning using technology. Practicum/field experience hours: 20. Fingerprint clearance required.
Course Description
Teacher candidates examine a variety of instructional strategies to encourage students to develop a conceptual understanding of the mathematics standards and procedures that define elementary and middle school mathematics including: number sense, place value, basic operations, fractions and decimals, algebra concepts, measurement, and proportions. From this foundational knowledge, candidates select, adapt, and implement research-based methods, instructional strategies, and interventions to purposefully engage learners in using creative and critical-thinking skills and to ensure all students have an equitable learning experience in mathematics. Teacher candidates explore collaboration to promote a mathematical mindset that establishes a positive and supportive learning environment and nurtures learner growth and development. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-211.
Course Description
Teacher candidates, particularly those who intend to teach courses focused on science, technology, engineering, and mathematics (STEM), need to be equipped with technological skills in order to meet the demands and expectations of the changing educational environment. In this course, teacher candidates will research current and emerging technologies, examine their use in enhancing teaching and learning, and explore approaches to equip students with the necessary knowledge and skills to utilize them appropriately. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates will build foundational knowledge on how to use concepts from reading, language, and child development to teach and assess reading, writing, speaking, viewing, listening, and thinking skills using differentiated and standards-based instruction. From this foundational knowledge, teacher candidates will create opportunities for students to practice academic language and literacy across subject areas. Teacher candidates select, adapt, and implement research-based methods, instructional strategies, culturally responsive teaching, and inclusive practices to individualize meaningful and challenging learning for students, with an emphasis on literacy. Emphasis is placed on using a variety of data to monitor learner needs, reflect on student learning, and guide future instruction. Practicum/field experience hours: 25. Fingerprint clearance required. Prerequisite: ELM-316.
Course Description
Teacher candidates will examine a variety of instructional strategies to encourage students to independently and collaboratively develop a deep understanding of the major concepts and modes of inquiry from the study of social studies. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to critically analyze and make informed decisions that consider multiple perspectives as citizens of a culturally diverse local and global society. Teacher candidates will integrate the performing and visual arts as primary media for communication, creativity, and engagement among elementary students. Additionally, advocacy for students, families, schools, and the community to strengthen the learning environment, promote student success, and demonstrate leadership is explored. Practicum/field experience hours: None. Fingerprint clearance not required. Prerequisite: ELM-211.
Course Description
Teacher candidates will explore the importance and methodologies for developing innovative science, technology, engineering, and mathematics (STEM) curricula that integrates all academic areas in a relevant and cohesive manner. In this course, teacher candidates will examine the various aspects of STEM that can be integrated across content areas and disciplines. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates will explore project-based learning and design thinking within a STEM classroom. Focus will be placed on managing a project-based learning environment, facilitating student-led instruction, and fostering a classroom culture where students take ownership of their learning goals and outcomes in both independent and group settings. In this course, teacher candidates will develop cross-disciplinary, developmentally appropriate STEM instruction that promotes inquiry using technology. Additionally, advocacy for equitable access to education technology, digital content, and learning opportunities will be addressed. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Student Teaching Performance of Evaluation (STEP).Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to develop a Student Teaching Evaluation of Performance (STEP). The teacher candidate will have a GCU course instructor, a GCU faculty supervisor, and be placed in an approved school with a certified cooperating teacher/mentor. Fingerprint clearance required. Prerequisites: Successful completion of all courses in POS and content area; a 2.8 GPA; successful completion of NES or your state’s mandated content area exams; and approval and placement by the College of Education Office of Clinical Practice. All paperwork for student teaching must be submitted by the due date the semester prior to student teaching.
- GCU cannot and will not promise job placement, a job, graduate school placement, transfer of GCU program credits to another institution, promotion, salary, or salary increase. Please see the Career Services Policy in the University Policy Handbook.
- Please note that this list may contain programs and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
- Please refer to the Academic Catalog for more information. Programs or courses subject to change
Join Grand Canyon University’s vibrant and growing campus community, with daytime classes designed for traditional students. Immerse yourself in a full undergraduate experience, complete with curriculum designed within the context of our Christian worldview.
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