General Education Requirements
B.S.Ed. degree candidates must complete the following General Education courses required by the College of Education and the Missouri Department of Elementary and Secondary Education..
| Core Areas: | ||
| First Year Writing | ||
| ENGL 1100 | First-Year Writing (MOTR ENGL 200) | 3 |
| or HIST 1111 | Reacting to the Past | |
| Math Proficiency | ||
| MATH 1030 | College Algebra (MOTR MATH 130) | 3 |
| Communication Proficiency | ||
| EDUC 2222 | Interpretation: Connecting Audiences and Meaning | 3 |
| or COMM 1040 | Introduction to Public Speaking (MOTR COMM 110) | |
| Information Literacy | ||
| ED TECH 2230 | Information Literacy | 3 |
| American History and Government | ||
| POL SCI 1100 | Introduction to American Politics (MOTR POSC 101) | 3 |
| Explore Areas: | ||
| Humanities and Fine Arts | ||
| ART ED 2179 | Visual Art Activities for Elementary School | 3 |
| MUS ED 2770 | An Introduction to Music for the Elementary School Teacher | 3 |
| Additional Course in Humanities or Fine Arts | 3 | |
| Social Science | ||
| ED PSY 2212 | Child and Adolescent Development | 3 |
| GEOG 1001 | Introduction to Geography (MOTR GEOG 101) | 3 |
| or GEOG 1002 | World Regions (MOTR GEOG 101) | |
| HIST 1001 | American Civilization to 1865 (MOTR HIST 101) | 3 |
| or HIST 1002 | American Civilization 1865 to Present (MOTR HIST 102) | |
| Math and Life/Natural Sciences | ||
| BIOL 1012 | General Biology (MOTR BIOL 100) | 3 |
| GEOL 1001 | General Geology | 4 |
| Additional course in Chemistry OR Physics OR combines Chemistry/Physics | 3 | |
Related Area Requirements
| MATH 1150 | Structure of Mathematical Systems I | 3 |
| MATH 2510 | Structure of Mathematical Systems II | 3 |
| ECON 1052 | Microeconomics for the School Curriculum | 3 |
| ATM SCI 1001 | Elementary Meteorology | 4 |
| or ASTRON 1001 | Cosmic Evolution Introductory Astronomy (MOTR ASTR 100) | |
| HLTH PE 3432 | Teaching Health and Physical Education in Elementary Schools | 3 |
| ENGL 3100 | Junior-Level Writing | 3 |
Program Requirements
All students must complete the program requirements as well as the emphasis area courses.
Professional education courses must be completed with a grade point average of 3.0 and no grade lower than a C.
Note: Beginning with those students graduating in May, 2017 and receiving teacher certification, the Missouri Department of Elementary and Secondary Education requires a 3.0 GPA in professional education courses, a 3.0 GPA in the teaching content field, and a 2.75 overall GPA.
Students must pass the relevant exit test to receive the B.S.Ed. degree.
| Introduction to Education | ||
| TCH ED 1000 | Building Community, Culture, and Learning in Education | 1 |
| TCH ED 1001 | Early Clinical Experience: Community Agency | 1 |
| Level I: Education in Community Contexts | ||
| TCH ED 2000 | Becoming a Professional Educator | 1 |
| TCH ED 2001 | Early Clinical Experience: Schools | 1 |
| TCH ED 2209 | Foundations of Teaching in American Schools | 2 |
| Level II: Teaching and Learning Across Context and Clinical Experiences | ||
| ED PSY 3312 | Psychology of Learning, Instruction, and Assessment | 3 |
| ELE ED 3338 | Teaching Elementary Literacy in Inclusive Settings: Literacy Assessment and Learning | 3 |
| SPEC ED 3318 | Inclusive Classrooms | 3 |
| TCH ED 3001 | Mid-Level Clinical Experience: Diverse Learners | 1 |
| TCH ED 3212 | Sociolinguistics and Communication in the Classroom | 3 |
| ECH ED 3302 | Introduction to Inclusive Early Childhood Education | 3 |
| ECH ED 3332 | Literacy, Learning and Instruction for the Young Child | 3 |
| ECH ED 3350 | Family and Professional Partnerships within School/Community | 3 |
| Level III: Instructional Application in Studio Schools | ||
| ELE ED 3339 | Teaching Elementary Literacy in Inclusive Settings: Literacy Instruction and Learning | 4 |
| ELE ED 4246 | Teaching Elementary Mathematics in Inclusive Settings I | 3 |
| ELE ED 4342 | Teaching Elementary Mathematics in Inclusive Settings II | 3 |
| SPEC ED 4323 | Classroom Management and Positive Behavioral Supports in Inclusive Educational Settings | 3 |
Emphasis Area Requirements
All candidates must enroll in a program that includes levels I, II, and III course work above in the College of Education. In addition, students must complete the following Early Childhood/Early Childhood Special Education courses:
| ECH ED 3303 | Curriculum and Practice Laboratory: Infant/Toddler | 1 |
| ECH ED 3304 | Curriculum and Practice Laboratory: Preschool | 1 |
| ECH ED 3313 | Curriculum and Practice: Infant/Toddler | 2 |
| ECH ED 3314 | Curriculum and Practice: Preschool Education | 2 |
| ECH ED 4317 | Implementation, Evaluation, and Assessment in Early Childhood Education | 3 |
| ECH ED 4348 | The Acquisition of Mathematical and Science Concepts | 3 |
| SPEC ED 4315 | Language and Communication of Children with Special Needs | 3 |
| ECH ED 4989 | Practicum I: Early Childhood Education/Early Childhood Special Education Site Based Experience | 3 |
| ECH ED 4990 | Practicum II: Early Childhood Education/Early Childhood Special Education Site Based Experience | 12 |
Total for the B.S.Ed. in Early Childhood: minimum of 132 hours
Learning Outcomes
Upon completion of the program, graduates will be able to:
- Continually reflect on professional growth to improve student learning outcomes/enhance student learning.
- Integrate technology to create meaningful student learning within the context of a global digital society.
- Apply content and pedagogical knowledge to create authentic and deep learning experiences.
- Use learning science principles to design, implement, and evaluate curriculum based on learning standards.
- Foster effective working relationships with students, school colleagues, families, and community members to enhance student learning and well-being.
- Design and establish a safe, inclusive, and respectful learning environment that nurtures the intellectual, social, and personal development of all students.
- Use equitable frameworks and inclusive practices to create a variety of instructional and assessment opportunities adapted to diverse learners to encourage all students’ critical thinking, problem solving, and performance skills.