Bachelor of Arts inEducation: Elementary Education (K-6)

Majoring in Elementary Education involves the study of pedagogy, or the method and practice of teaching. You’ll develop the skills and insights to become an effective elementary school (K-6) teacher and lifelong learner. Concordia also offers a variety of pre-school, kindergarten and middle-level (Grades 5-8) specialty endorsements (including Communication Arts/Literature, Mathematics, Science, and Social Studies) for you to extend your major to include additional grade levels at which you would like to teach.

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Education: Elementary Education (K-6) Curriculum Overview

Majoring in Elementary Education involves the study of pedagogy, or the method and practice of teaching. You’ll develop the skills and insights to become an effective elementary school (K-6) teacher and lifelong learner. Concordia also offers a variety of pre-school, kindergarten and middle-level (Grades 5-8) specialty endorsements (including Communication Arts/Literature, Mathematics, Science, and Social Studies) for you to extend your major to include additional grade levels at which you would like to teach.

You’ll gain knowledge and skills that are important for any teaching career as you take 57 credit hours towards a Bachelor of Arts degree, and the elementary education curriculum meets the Minnesota Department of Education requirements for a teaching credential (passage of standardized examinations of content and pedagogy are also required).

Your program will be bolstered with a series of classes, field experiences and student teaching opportunities that make for an effective blend of theory and practice. Because we design our elementary education program to be responsive to the exact needs of the marketplace (the department has key partnerships with Concordia’s Hmong Culture and Language program, St. Paul and Minneapolis Public Schools, Lutheran Church-Missouri Synod schools and five Twin Cities public charter schools authorized by Concordia), it will be a relevant degree if you’re considering a career teaching grades K-6 within private or public elementary schools.

 

Prerequisites from General Education
Course ID Course Name Credit Hours
ART - 101 Approaching Art 2
BIO - 100 Biology Today 3
ESC - 160 Earth Science 4
MAT - 200 Found of Elem Math 3
MUS - 120 Listening to Life:West. Clscl 2
PSY - 101 Introduction to Psychology 4

This course lays the foundation for approaching visual art by introducing fundamental aspects of the nature of art and art making. The course will investigate four areas which are key to appreciating art. These four units will include the importance perceptual skills, the nature of the creative process, the place of art in its cultural context, and the role and processes of abstraction. The course will involve looking at art, reading, writing and speaking about art using acquired vocabulary and knowledge.

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This course challenges students to confront, evaluate, and integrate the major discoveries and principles of the biological sciences within their worldview as members of contemporary society. Major themes of the course include the role of genes and inheritance in human growth and development; health and behavior; human origin and relationship to the Earth's biodiversity; and human impact on, role within, and responsibility for the integrity of the biosphere. Lectures, readings, discussions, films, and laboratory activities comprise the course. (Prerequisites: none. Students planning further study in biology or other natural sciences should complete BIO120 and BIO130.)

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This introductory course covers the areas of geology, meteorology and astronomy. Knowledge is gained from the text, supplementary sources, class sessions, field work and by use of geology, meteorology and astronomy equipment. A great variety of supplementary aids, including the use of web sites, enhance the course. Three lectures and one two hour laboratory per week.

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This course gives students the mathematical foundation necessary to teach K-6 mathematics and to prepare for the Minnesota Teaching Licensure Basic Skills Exam. Topics include basic algebra, set theory, probability, statistics, geometry, and problem-solving techniques. (Prerequisite: Minimum grade of C- in MAT100 or MAT105 or level 4 placement on the Math Placement Exam.)

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Using music primarily from the classical Western tradition, this course teaches music listening skills, relates music to history and culture, and reveals music as a conveyer of human emotions, thoughts, and ideals. The course also touches briefly on ethnic folk music, global art music, and popular music (American jazz, musical theatre, and pop music.) (This course earns 2 credits towards the 4 credit Fine Arts component of the general education curriculum. Offered every fall and spring, summers to be announced. No prerequisite. Can serve as a prerequisite to Music History.)

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This course introduces the scientific study of behavior and mental processes. Psychological, behavioral, cognitive, humanistic, psychodynamic and social-cultural perspectives are explored. Topics such as scientific method, statistical reasoning, neuroscience, learning, cognitive processes, development, psychological adjustment, therapy, social psychology, diversity and community are studied.

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Required: 57 credits Prerequisites to Admission to Teacher Education: 10 credits
Course ID Course Name Credit Hours
ED - 201 Foundations & Intro to Edu 3
PSY - 210 Child Psychology and Dev 4
ED - 336 Educational Psychology 3

Concordia's teacher education program and its conceptual framework are introduced to students in this course. This course introduces students to the philosophical, historical, sociological, and legal foundations upon which current educational theory and practice is constructed. During the duration of the course students need to register for required MTLE Basic Skills Test (additional fee). A 15-hour field experience that satisfies a portion of the university's human relations requirement is included. Admission to Program is an outcome including development of efolio and admittance to program interview.

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A broad sketch of human growth and development is provided from the prenatal stages to the adolescent years. Developmental processes are studied from both a biological and social-cultural perspective to understand physical and perceptual development, cognition and language, personality and social development. Child studies of children at the studentsÀ projected levels of teacher certification are required. (Prerequisite: PSY101)

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This course applies the basic principles of human development and behavior to the classroom situation. Emphasis is given to the teacher education conceptual framework, theoretical backgrounds in learning, and their application to the classroom. Topics include the characteristics of children, student variability, educational planning and instructional objectives, classroom management and assessment. A 15 hour field experience that satisfies a portion of the university's human relations requirement is included.

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Prerequisites to Practicum Block: 13 credits
Course ID Course Name Credit Hours
ECE - 323 Kindergarten Methods 2
ECE - 324 Lang Dev & Emergent Literacy 3
MAT - 330 Advanced Prob & Stats 4
ED - 345 Effective Elementary Teacher 2
ECE - 425 Young Child with Special Need 2
ED - 439 The Inclusive Classroom 2
KHS - 470 Health Education for Teachers 2

Emphasis is placed on an understanding of the history and current trends for kindergarten. The focus of the course includes the development of appropriate learning environments, activities, interactions, and strategies for intentional teaching in all curricula areas. This course, like all early childhood courses, includes the themes of developmentally and culturally appropriate practices, play, behavior guidance, and partnerships with parents.

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This course is designed to prepare educators and allied professionals to guide young children through the process of language acquisition and emergent literacy. The research and stages of language development from birth through age seven are extensively explored. Literacy strategies are explained, modeled, and experienced. The process of acquiring English as a second language and supportive strategies from adults and peers is also explored. This course, like all early childhood courses, includes the themes of developmentally and culturally appropriate practices, play, behavior guidance and partnerships with parents. Twenty-five hours working with young children is required. (Prerequisite: PSY210)

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This course is a Calculus-based look at Probability and Statistics. Assuming students have been exposed to the basics through an introductory course, this course will build upon that experience. Topics include an in depth investigations of probability, discrete and continuous random variables, parameter estimation, hypothesis testing, inference using the normal and binomial distributions, goodness of fit, regression and correlation, and ANOVA. The course will include a statistical software component. (Prerequisites: Minimum grade of C- in MAT145 and MAT110)

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Instructional methods and materials that have wide application to the elementary grade levels are examined. Particular emphasis is given to such topics as the decision-making inherent in teaching (CSP model), effective instruction (planning, critical presentation skills, student interest, motivation, and involvement, etc.) and effective classroom management. (Prerequisite: admission to Teacher Education Program) Enrollment is concurrent with ED371 Teaching Practicum.

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This course is designed to introduce students to the laws and techniques needed to develop curricula and instruction to meet the unique needs of individual children in the early childhood setting. Emphasis is given to the integration of theories, research, practical application, and promotion of collaboration between early childhood professionals, special educators, and parents. Particular attention is given to authentic assessment which informs instruction, program planning, and individualization of activities. Also included is the presentation and discussion of the theory of behavior guidance in an inclusive early childhood classroom. May be taken in lieu of ED439. If so, 25+ human relations hours working with students with disabilities are required. This course, like all early childhood courses, includes the themes of developmentally and culturally appropriate practices, play, behavior guidance and partnerships with parents. (Prerequisite: PSY210)

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Prospective educators are introduced to legislation and practices related to the inclusion of students with unique learning needs into regular classrooms. Topics include the classroom teacher's role is assessing, developing, and implementing unique learning experiences and managing group and individual behaviors. A 15-hour field experience that satisfies a portion of the university's human relations requirement is included. (Prerequisite: upper level standing)

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This course investigates personal and community health issues facing society and especially children. The National Health Education Standards and the Centers for Disease Control and Prevention (CDC) Priority Health Risk Behaviors are addressed. (Prerequisite: Admission to Teacher Education Program)

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Practicum Block (Prerequisite: Admission to Teacher Education): 18 credits
Course ID Course Name Credit Hours
ED - 342 Teaching Literacy 4
ED - 356 Teach Elem Science/Envirn Ed 3
ED - 357 Teach Elem Social Studies 2
ED - 360 Content & Mthd for K-6 Mathema 3
ED - 446 Teaching Elementary Music 1
ED - 447 Teaching Elementary Art 1
ED - 448 Teach Meth EL/MS Movmt Ed 1
ED - 371 Teaching Practicum 4
ED - 471 Student Teaching 4

The important connection between all the literacy skills: reading, writing, listening, thinking and speaking is addressed. An understanding of a balanced reading approach is emphasized. The approach includes methods of embedding a wide variety of children's literature in the classroom through literature circles, thematic units, reading and writing conferences, reading and writing workshops, process writing and authentic assessment. Teaching strategies for building comprehension, word recognition and word analysis skills are presented as well as appropriate developmental and instructional orientation to spelling, grammar and punctuation. (Prerequisite: admission to Teacher Education Program) Enrollment is concurrent with ED371 Teaching Practicum.

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In a laboratory setting, students actively explore science concepts and skills. They become familiar with materials and methodology especially well suited to the teaching of elementary school science and assessment of the associated learning, as well as recognize the central role of science in the development of enthusiastic learning and innovative, integrative and critical thought. (Prerequisite: admission to Teacher Education Program) Enrollment is concurrent with ED371 Teaching Practicum.

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This course reviews the content, methods, materials and research related to the teaching of elementary social studies (KÀ6th Grade). Attention is given to the content of the social studies curriculum and its basis within the social sciences, global education, experiential learning, concept development, inquiry methods, moral development, assessment, Minnesota standards, and critical thinking. (Prerequisite: admission to Teacher Education Program) Enrollment is concurrent with ED371 Teaching Practicum.

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This course provides opportunity for students to learn and apply the content, conceptual framework, and theories of teaching and learning of the elementary school mathematics curriculum. (Prerequisite: Admission to Teacher Education program.)

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This course presents the principles, objectives and materials of music education in the elementary schools espoused by the leading pedagogical methods. (Prerequisites: minimal competency in music as demonstrated by test, successful completion of Class Piano and/or MUS120 or 121, admission to Teacher Education Program.) Enrollment is concurrent with ED371 Teaching Practicum.

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This course seeks to develop in the prospective elementary school teacher the fundamental understandings, attitudes and skills needed for the effective teaching of art in the elementary school. (Prerequisites: ART101 Approaching Art and admission to Teacher Education Program.) Enrollment is concurrent with ED371 Teaching Practicum..

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This course provides students with the basic principles of effective instruction in movement education at the Elementary/Middle School level (KÀ8). The course addresses curriculum content, philosophy development, objective writing and annual/unit/daily lesson planning teaching skills, methods, class organization, progression of skill, and evaluation as it relates to creating an effective physical education program that promotes lifelong physical activity. Instructional subjects will include locomotor/non-locomotor skills, manipulatives, elementary games, fitness activities, and some sport skill development. (Prerequisite: Admission to Teacher Education Program.) Prerequisite to student teaching. (Not required if student completes KHS330)

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This course provides an early field experience for students prior to student teaching. Students are assigned to work with a cooperating teacher at a grade level appropriate to their license. The course is taken concurrently with methods courses to relate theory to practice. Students are usually placed in diverse, urban classrooms. (Prerequisite: Admission to Teacher Education Program)

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Student teaching provides direct teaching experience for students to develop the understanding, skills, and dispositions necessary for implementing developmentally appropriate practices in classrooms for young children. Typically, students are assigned to work with two cooperating teachers in two different classrooms for one full semester. Seminars are held on campus and a capstone portfolio is required. (Birth-Grade 3 Practicum.)

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Bachelor of Arts degrees at Concordia University, St. Paul consists of a major of typically 32 to 44 credits or two minors, general education courses, and elective courses totaling a minimum of 128 credits.

Meet Your Professors

Mrs. Oluwatoyin Akinde Fakuajo Term Faculty of Education

Dr. Oluwatoyin Akinde Fakuajo brings a practical approach to Leadership in Education.

Dr. Sally Baas Director of SEAT Program, Associate Professor of Education

Dr. Baas has devoted her teaching to preparing future educators for diversity in the classroom and developing teaching methods to best serve students of various ethnic backgrounds.

Richard Benson Instructor of Kinesiology and Health Sciences and Teacher Education

Rick has been a faculty member at Concordia University St. Paul since 1999 serving as an Instructor in both the Undergraduate Teacher Education Department and the Kinesiology

Dr. James Brooks Term Faculty of Education
Dr. Cheryl Chatman Ed.D Executive Vice President, Dean of Diversity, Professor of Education

Dr. Chatman works with the president and campus to help provide a climate necessary for institutional excellence, and serves as a link between and among the campus and community.

Dr. Lynn Gehrke Associate Professor of Education

Dr. Gehrke specializes in early childhood and elementary education.

Diane Harr Assistant Professor of Special Education, Coordinator of Special Education and Chair of Undergraduate/Initial Licensure Programs

Harr coordinates and teaches in graduate special education programs and undergraduate criminal justice.

Dr. Donald Helmstetter Dean of the College of Education and Science, Associate Professor of Education

In addition to his administrative duties at Concordia, Dr. Helmstetter continues to teach leadership courses at the graduate and post-graduate level.

Lonn Maly Associate Dean of the School of Education, Assistant Professor of Education

Lonn Maly is a graduate of Concordia University who worked for 14 years as a teacher and a principal in Lutheran schools in Michigan and Southern California.

Mr. Jerry Robicheau Term Faculty of Education

Career Potential

You'll have real opportunities to learn in a series of classes, field experiences and student teaching opportunities that make for an effective blend of theory and practice. Because we design our elementary education program to be responsive to the exact needs of the marketplace (the department has key partnerships with Concordia’s Hmong Culture and Language program, St. Paul and Minneapolis Public Schools, Lutheran Church-Missouri Synod schools and five Twin Cities public charter schools authorized by Concordia), it will be a relevant degree if you’re considering a career teaching grades K-6 within private or public elementary schools.

  • Public School Teacher (K-6)
  • Private School Teacher (K-6)
  • Middle School Communication Arts / Literature Teacher
  • Middle School Mathematics Teacher
  • Middle School Science Teacher
  • Middle School Social Studies Teacher
  • Preschool Teacher
Student Success Stories Sarah Pieper ’15 - Accounting and Finance

"I really feel like all of the information in my courses was relevant and useful for life after college."

Related Programs
Discover Similar Programs at CSP

Bachelor of Arts in Early Childhood Education

Credit Hours: 63

Bachelor of Arts in Education: Elementary Education (K-6)

Credit Hours: 57

Bachelor of Arts in Education: Secondary Ed. (5-12 or 9-12)

Credit Hours:

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