Elementary Education, BS

An elementary study of the formal and historical aspects of architecture, sculpture, painting, and music, and an examination of their relation to Western civilization at its high points. Meets the general education creative and performing arts requirement. Prerequisite: ENGL 105 (Offered every semester.)

The content of this course focuses on using art, music, and movement to enhance student learning in the elementary classroom core curriculum. The course includes the study of tools, techniques, and technology of art, music, and movement. It provides candidates an understanding of the educational, communicative, and aesthetic values of dance, music, and visual arts and the role fine arts plays in reflecting history and culture. Field experiences required. (Offered fall semester.)

Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required. Prerequisite: EDUC 312 and admission to the Teacher Education Program. (Offered fall semester.)

A writing intensive course with special attention to the uses of expository writing and group discussion in interrogating culture, a sense of self, and one's calling. Through discussion of both fiction and non-fiction texts, students enhance the critical thinking ability required for meaningful academic communication (both written and oral) within the disciplines. Emphasis given to the development of thesis statements, logical organization, and the honest and effective use of sources in summary, analysis, and argument. Meets the general education written communication requirement. (Offered every semester.)

A comprehensive survey of the various types of poetry and prose for children, with considerable attention to the significant historical and folklore backgrounds. Meets the general education humanities/literature requirement. Prerequisite: ENGL 201, ENGL 243 or education major. (Offered every semester.)

Study of why the world works the way it does, how its unique regions have taken shape, and how those regions are increasingly interconnected. (Offered spring semester of even calendar years.)

This is the first mathematics course where the content of grades K-5 is carefully studied. Fundamental properties underlying the structure of numeration systems and various algorithms for computation are stressed. Basic algebra and problem solving is also reviewed and examined. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 144.

This is the second mathematics course where the content of grades K-5 is carefully studied. Topics including geometry, measurement, problem solving, probability, and statistics are stressed. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 143. Prerequisite: MATH 143.

The student is introduced to a variety of topics pertinent to health-related fitness. These include methods of training for cardiovascular fitness, muscular strength, strength and flexibility, nutrition, stress management, and chronic disease. This course also engages students in activities that afford health-related fitness. Students plan and execute a personal cardiovascular training program and participate in student based discussions of current wellness literature. Offered: Every semester.

This course covers general and fundamental areas of physical sciences that are important to educators. Readings and assessments will address scientific principles and underlying relationships from various branches of physical sciences, including earth and space sciences. In-class work revolves around some of the most common misconceptions of the physical sciences. Students use inquiry skills as they: investigate phenomena; collect, interpret, and analyze data; and generate evidence-based arguments and explanations. Students will explore and debate one current event topic where science, technology, and society intersect.

Examines structures, functions, and policies of the national government. (Offered spring semester.)

This course articulates the value of physical education for the elementary school student and trains elementary teachers in the design, development, implementation and evaluation of elementary physical education programs. (Offered spring semester.)

This course provides experience in formulating individualized performance objectives, key teaching and therapy skills, and programming for specific problems in organization and administration of students with disabilities. Provides a brief review of the legislative and history of adapted physical education. (Offered spring semester.)

Our everyday wellbeing and sustenance are connected to our environment in many ways, but many of these connections are not obvious. This course focuses on how human society relates to and depends on the environment. This course incorporates the topics of human population, patterns of resource use, energy, and pollution while considering how to move toward a sustainable future for the Creation. Some aspects of the following disciplines are included: ecology, animal and plant biology, physics, chemistry, oceanography, and atmospheric science. Three hours of lecture and two hours lab per week. Meets the general education laboratory science requirement. (Offered fall semester of odd calendar years.)

This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered every semester.) Corequisite: BIOL 110L

Major emphases in this course are the scientific method; structure and function of plants, and their economic and ecological importance; and discussion of current issues such as genetic modification of crops. Meets the general education laboratory science requirement. (Three hours lecture and two hours lab per week.) (Offered fall semester of even calendar years.) Corequisite: BIOL 115L

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.) $32 Fee.

The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement. Prerequisite: EDUC 110. (Offered fall semester) Course fee may apply.

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00

This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.

This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Twenty hours of field experience in a special education classroom are required. Students can take EDUC 110 and EDUC 280 at the same time.

This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement. Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)

This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required. Prerequisite: EDUC 280

This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored. Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)

After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)

This course is a general methods course to prepare candidates for teaching at the elementary level. It is conducted with a amajor emphasis on actual clinical experiences focusing on the role of the elementary school teacher within the community, school, and classroom. Methods and techniques of classroom management, lesson planning, student assessment, and reporting are also considered, as candidates work with clinical instructors. As part of this clinical experience, students will complete a practice edTPA. Professional ethics and dispositions are also covered. Meets the general education upper division writing intensive requirement.

For candidates completing the elementary program. Fifteen weeks of student teaching are required. Prerequisite: Admission to the Professional Internship. (Offered every semester.)

The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidate

A course in the reading sequence designed to acquaint candidates with a variety of reading programs and approaches used in contemporary elementary school classrooms. Emphasis is on the reading process and product from the early stages of readiness. Attention is given to strategies that aide in word identification such as using sight words, phonics, contextual analysis, and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special Needs students. There are 15 hourse of field experiences required. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)

This course explores methods and materials used in the teaching of the language arts at the elementary school level. Emphasis is placed on speaking skills, critical listening skills, using literature across the curriculum, and the writing process which includes grammar, spelling, handwriting, and word processing. Attention is given to writing in the Content Areas. Strategies to be used with ESL students are also presented. The integration of technology, diversity in the classroom, critical thinking skills, and assessment and evaluation are also examined. There are 15 hours of field experiences required. Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)

This course examines effective strategies for teaching math in the number and operation strand to elementary and middle school students. It emphasizes placing students in a role where they actively seek to make sense of mathematics and where they are extending their capacity to think, reason, and problem solve mathematically. Teaching mathematics effectively requires the development of a knowledge base and a variety of skill sets. This includes: (1) an understanding of learning progressions in the elementary math curriculum, as well as aspects of children

This course examines effective strategies for teaching math in the algebraic thinking, geometry, measurement, and data strand to elementary and middle school students. It emphasizes placing students in a role where they actively seek to make sense of mathematics and where they are extending their capacity to think, reason, and problem solve mathematically. Teaching mathematics effectively requires the development of a knowledge base and a variety of skill sets. This includes: (1) an understanding of how academic language in mathematics must be both fostered and scaffolded; (2) the capacity to merge understandings of student backgrounds and characteristics, knowledge of content and pedagogy, and assessment techniques to construct an age-appropriate and well-sequenced instructional plan; (3) the ability to analyze student error patterns to identify student needs and construct targeted interventions; (4) the knowledge to effectively use and sequence the use of multiple representations to make mathematical content accessible to all learners; and (5) the capacity to

This course explores methods, materials, and techniques used in the teaching of social studies. Emphasis is placed on the social studies goals, writing objectives and lesson plans, and the integration of other curricular areas. History, Geography, Civics and Government along with the Economics of Illinois, the US and World are examined as they apply to classroom methods. Cultural diversity, the integration of technology, and small group activities are also explored. There are 15 hours of field experiences required. Prerequisite: Admission to the Teacher Education (Offered fall semester.)

This course examines strategies for teaching science to elementary school students. The students will be exploring the nature of inquiry and strategies for promoting, supporting, and assessing students' scientific inquiry. This course will seek to provide students with instructional tools to help children develop conceptual understanding of scientific concepts. Students will examine strategies for questioning, sequencing of lessons, assessing students' understanding, meeting students' needs in multi-ability settings, and involving more girls and minorities. There are 15 hours of field experience required. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)

In this course, we will consider how Americans responded to rapidly changing conditions that followed the Civil War. We will consider how a national culture developed in the post-Civil War period, and we will evaluate the benefits and liabilities of this transition. Further we will examine the ways in which the United States assumed a new global identity through the course of the mid-nineteenth to the late twentieth century and consider the repercussions of this new consciousness. Finally, we will study the ways in which Americans placed limitations on state power in order to provide more consistent equality and equity for all. Offered fall semester of even calendar years.

This course examines the settlement, colonization and nation-building of the United States from roughly 1600-1865. This course focuses on the context in which European settlers and the Africans whom they enslaved built a nation, wresting North America from native tribes. We will investigate the loyalties that guided settlers' beliefs and actions; the multi-faceted conflicts that led future generations to demand liberty; and the conflicted notions of equality, democracy and justice that guided the United States in its first eight decades. (Offered fall semester.)