Bachelor of Science (BS) in Elementary Education - STEM
What Is STEM?
STEM includes the areas of science, technology, engineering and mathematics that concentrate on understanding the world and solving problems to transform our everyday lives. STEM is the future of the global economy and the coalescence of various disciplines to innovate in the 21st century and keep our country competitive. Careers in STEM have been on the rise and continue to be in high demand as the world becomes more technologically advanced. To drive STEM, the fields are calling for more STEM-qualified teachers who can ignite interest, curiosity and excitement in STEM education, starting at the elementary level.
As of September 2021, the U.S. Bureau of Labor Statistics Occupational Outlook Handbook estimates job growth for STEM occupations to increase by about 10.5% from 2020 to 2030, faster than average, accounting for an estimated increase of 1,074,500 jobs in the field.1 Other top occupations throughout this decade include computer systems analysts, computer user support specialists, software developers, computer programmers, network and computer systems administrators, computer and information systems managers and web developers.
In-demand employment areas also include civil, mechanical, industrial and electrical engineers. These are the jobs of the future that require creativity, innovation, collaboration and critical thinking. 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.
BS in Elementary Education and STEM
Grand Canyon University’s Bachelor of Science in Elementary Education with an Emphasis in STEM prepares students to become the teachers who can fulfill these roles. Students will learn 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. Not only will this program prepare students to teach STEM, but it will expose students to today’s most in-demand occupations in STEM-related fields. This way, educators can introduce STEM career awareness early on in a student’s education and foster the early stages of learning in these areas.
Aligned with the Arizona Department of Education, the BS in elementary STEM education program supports GCU’s mission to produce career-ready graduates who can bring effective STEM education into schools and classrooms. This program is inclusive of elementary and middle schools and is designed for those seeking initial teacher licensure. Curriculum is regionally 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).
What Are the Bachelor’s Degree Requirements To Be an Elementary STEM Teacher?
Start your path toward a bachelor’s in elementary STEM education by applying to the College of Science, Engineering and Technology and completing the form located to the right. Learn more about degree requirements, program qualifications and admissions requirements. Applicants will follow the standard application steps.
Course topics include:
- Early adolescent development and psychology
- 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 the modern classroom
- Interdisciplinary teaching and learning in STEM
- Three-dimensional teaching in STEM classrooms
This program further connects students to opportunities (such as elementary education field experiences) to apply concepts, theories and research. Field experiences guide students through 130 hours of observational and practice-based learning. For further experience, teacher candidates also complete a 15-week student teaching component. Graduates of this program are eligible for an elementary education teaching credential in the state of Arizona (120 credits).
Elementary Education STEM Careers
Graduates may pursue potential positions in education such as elementary classroom teacher, computer science/technology) teacher, technology integration specialist, elementary math specialist/coach, math interventionist, elementary science specialist/coach and STEM teacher.
1 COVID-19 has adversely affected the global economy and data from 2020 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 based on 2020, which can be found here: U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Employment in STEM Occupations
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-112, Success in Science, Engineering and Technology & Lab: 4
- 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 while understanding the implications for designing and implementing developmentally appropriate and challenging learning experiences. This survey of the seminal concepts, principles, theories, and research related to development of children and young adolescents allows teacher candidates to build foundational knowledge for constructing learning opportunities that support individual student's development, acquisition of knowledge, and motivation. Practicum/field experience hours: None. Fingerprint clearance not required.
Course Description
Teacher candidates build foundational knowledge on planning instruction and formal and informal assessment strategies. Teacher candidates will examine instructional planning based on knowledge of students, learning theory, connection across the curriculum, curricular goals, and community. Formal and informal assessment strategies for planning, evaluating, and strengthening instruction for elementary students are also examined. Practicum/field experience hours: 5. Fingerprint clearance 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 cognitive, linguistic, social and emotional patterns of learning and development for students with mild to moderate disabilities. Teacher candidates also survey the special education process involving the application of various laws and regulations. Practicum/field experience hours: 5. Fingerprint clearance not required.
Course Description
In this writing intensive course, teacher candidates examine how to create environments that support individual and collaborative learning, and encourage students' positive social interaction, active engagement in learning, and self-motivation. Teacher candidates build foundational knowledge regarding the importance of establishing and maintaining positive collaborative relationships with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children. Practicum/field experience hours: 5. Fingerprint clearance required.
Course Description
Teacher candidates will 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 will build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Practicum/field experience hours: 20. Fingerprint clearance required. Prerequisite: ELM-210 or ECS-125.
Course Description
Teacher candidates examine a variety of instructional strategies to encourage students to develop a deep understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement and data, and probability. From this foundational knowledge, candidates select, adapt and use research-based methods, instructional strategies, and interventions to advance the mathematical abilities of students and have them apply their knowledge and abilities in meaningful ways. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
In this course, teacher candidates examine how to foster and support student autonomy in the classroom. Candidates analyze how to provide purposeful feedback and establish a learning environment in which students participate in their own learning and engage in collaborative goal setting, self-assessment of progress, reflective thinking, and questioning with intention. Practicum/field experience hours: 10. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
In this writing intensive course, teacher candidates study how to teach a diverse population of students by examining the foundations and dimensions of social justice in education, social constructs, privilege, prejudice, and oppression with the goal of becoming culturally competent educators. Practicum/field experience hours: None. Fingerprint clearance not required.
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 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. Teacher candidates identify strategies to promote English language development and improve student achievement. Through Universal Design for Learning they plan, deliver, and evaluate standards-based instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required.
Course Description
Teacher candidates will examine fundamental concepts of physical, life, earth and space sciences, and health education. Teacher candidates will build foundational knowledge on a variety of age-appropriate inquiry-based instructional strategies to teach science, to build student understanding of personal and social applications, to convey the nature of science, and student development for the practice of skills that contribute to good health. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
Teacher candidates will learn how to utilize instructional methods for science and engineering to actively engage students with challenges that are real-world and relevant. In this course, teacher candidates will explore how students learn utilizing authentic problems and participating in projects, with an emphasis on STEM education. Practicum/field experience hours: 10. Fingerprint clearance required.
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, 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
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. Teacher candidates evaluate the elements of three-dimensional learning: practices, crosscutting concepts, and disciplinary core ideas. Practicum/field experience hours: 5. Fingerprint clearance required.
Course Description
Teacher candidates will examine a variety of instructional strategies to encourage students to develop deep understanding of the major concepts and modes of inquiry from the integrated study of social studies and other related areas. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Teacher candidates will integrate the content, functions and achievements of the performing and visual arts as primary media for communication, inquiry and engagement among elementary students. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ELM-210.
Course Description
Teacher candidates will build foundational knowledge on how to use concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills. Teacher candidates select, adapt and use research-based methods, instructional strategies, and interventions to individualize meaningful and challenging learning for students, with an emphasis on literacy. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisites: ELM-210 and ELM-305.
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). 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.
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.
Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.
* 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.