Elementary Education: K-6 Teacher Preparation Concentration, Bachelor of Science
The Elementary Education major, which leads to a B.S. degree, is intended to provide a strong liberal arts education for future elementary education teachers. Core requirements build upon students’ experiences in General Education to provide both breadth and depth in the arts and humanities, English, math, sciences, and social sciences. Required courses provide support in each area of the Colorado Content Standards. Students are required to select an area of concentration or concentration for an additional 15 hours of study. Areas of concentration may be chosen from Art, English, Health, Language and Linguistics, Math, Modern World Languages, Music, Science, and Social Studies.
Students completing a major in Elementary Education are required to complete a minor in education and meet all other requirements outlined by the School of Education.
Program Goals
At CSU Pueblo, teacher education is a campus wide responsibility, and overall program goals reflect components of both the Elementary Education major and Education minor. It is the purpose of the Elementary Education major to assure that students will develop breadth and depth of knowledge of the liberal arts, and it is the responsibility of the Education minor to assure students become proficient at transforming this knowledge into curriculum and instruction for young children.
Program Design
The program is planned as a coherent whole, with four components:
General Education
Specific General Education courses form the foundation of knowledge for all students with this major. These courses fulfill CSU Pueblo graduation requirements and are essential to meet many of the content standards for elementary teachers. Courses in the arts and humanities, English, math, history, sciences, and social sciences contribute to the General Education core.
Liberal Studies Core
Liberal Studies Core requirements build upon students’ experiences in General Education to provide both breadth and depth to the program to meet program goals. concentration is placed on each area relative to K-6 content standards to assure depth of knowledge in the humanities, social sciences, math, and sciences.
Area of Emphasis in a Specific Discipline
Students are required to select an area of emphasis within which they will study an additional 15 credit hours. Areas of emphasis may be chosen from Art, English, Health, Language and Linguistics, Math, Modern World Languages, Music, Reading, Science, Social Studies and Special Education.
Education Minor
All students must complete a minor in Education. The Education minor, which has been developed to coordinate with the major, requires completion of 40 credit hours. Please refer to School of Education section: Specific Requirements for the Elementary Teaching Endorsement. Education has special requirements for admission and retention. Please refer to School of Education section: Admission to the School of Education and Retention.
Expected Student Learning Outcomes
It is the joint responsibility of both the major and minor to prepare future teachers to evaluate information critically, to study and research independently, and to communicate knowledge effectively. The following four program goals have been established for the Elementary Education Degree. Goal 1 is largely the responsibility of the Elementary Education major and Goal 4 the responsibility of the Elementary Education minor; benchmarks for Goals 2 and 3 have been designed across the entire degree program.
- Acquisition of Knowledge. Graduates are broadly educated in the liberal arts and sciences:
- Understanding the significant ideas, concepts, structures and values within disciplines, including theoretical, ethical, and practical implications.
- Mastering content knowledge in all areas taught in elementary schools: the arts, math literature and language, social sciences, sciences, and human development and learning.
- Balancing a breadth of knowledge in the liberal arts and sciences with depth of knowledge within a discipline.
- Construction of Knowledge. Graduates demonstrate habits of thinking, including analytical skills, independent thinking, reasoned judgment, mature values, and imagination:
- Utilizing the tools of inquiry of the humanities, arts, mathematics, and behavioral, social, and natural sciences to understand and evaluate ideas.
- Developing habits of critical intellectual inquiry, including self-direction and self-reflection.
- Making connections from different intellectual perspectives and multiple viewpoints to form cross-disciplinary connections.
- Utilizing research skills of the liberal arts and sciences, including library and data retrieval skills, to study and evaluate information.
- Communication of Knowledge. Graduates communicate effectively:
- Writing clearly in a variety of academic and practical formats.
- Speaking effectively in a variety of settings.
- Utilizing technology as a tool to inform and communicate.
- Application of Knowledge. Graduates create standards-based learning experiences that make knowledge accessible, exciting, and meaningful for all students:
- Using multiple representations and explanations of disciplinary concepts that capture key ideas and link them to students’ prior understandings.
- Using different viewpoints, theories, “ways of knowing,’ and methods of inquiry in teaching of subject matter content.
- Evaluating curriculum for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts.
- Engaging students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline
- Developing and using curricula that encourage students to see and interpret ideas from diverse perspectives.
- Creating interdisciplinary learning experiences that allow inquiry from several subject areas.
Outcomes Assessment Activities
The knowledge and skills of students in the Elementary Education major are assessed at three points in their program: admission to education, admission to student teaching, and during the student teaching semester (program completion). Assessment activities include the faculty’s review of:
- Performance documented in students’ eportfolios;
- Scores on standardized tests of general education and content knowledge;
- Ratings of proficiency on program standards by K-12 classroom teachers, University faculty, and student teacher supervisors based on direct observation of teaching;
- Self-evaluations/ ratings of proficiency on program standards by program completers and graduates one year after teaching; and
- Ratings of proficiency by K-12 supervisors after graduates have taught for one year.
Standardized tests completed by students in Elementary Education include the Educational Testing Service’s (ETS) Proficiency Profile and all Praxis exams required by the Colorado Department of Education.
Program Assessment
Assessment will be ongoing, with evaluations at three check points (admission to education, admission to student teaching, and program completion), as well as follow-up assessments at the end of one year after program completion. Student outcomes will be evaluated through,
- Formal assessments at the sophomore (e.g., Proficiency Profile) and senior level (PRAXIS Exams),
- Faculty recommendations of student progress,
- Portfolio assessment, and
- Assessment of the application of knowledge in students’ field experiences and student teaching.
The contents of the electronic portfolio required of all students will include representative work from courses, as well as student-directed evaluations of progress.
Specific Program Requirements
Program Overview
| Course | Title | Credits |
|---|---|---|
| General Education Requirements | 35-37 | |
| Elementary Education Core Requirements | 34 | |
| Required Emphasis in Discipline Area | 15 | |
| Elementary Education Requirements | 40 | |
| Total Credits | 124-126 | |
Requirements for admission and retention in teacher education are included in the description of the Teacher Education Program in this catalog and in the Teacher Education Handbook.
Students must receive a grade of C or greater in all courses listed as requirements; a minimum cumulative GPA of 2.500 in courses completed in the major at CSU Pueblo Pueblo is required for admission to student teaching.
General Education Requirements
| Course | Title | Credits |
|---|---|---|
| General Education Requirements | ||
| Genearl Education Skill Requirements | ||
| ENG 101 | Rhetoric & Writing I (GT-CO1) | 3 |
| ENG 102 | Rhetoric & Writing II (GT-CO2) | 3 |
| Select one of the following: | 3-5 | |
| Introductory College Mathematics (GT-MA1) | 3 | |
| Mathematical Explorations (GT-MA1) | 3 | |
| Introduction to Statistics (GT-MA1) | 3 | |
| College Algebra (GT-MA1) | 3 | |
| Calculus & Analytic Geometry I (GT-MA1) | 5 | |
| General Education Knowledge Requirements: | ||
| BIOL 100 & 100L | Principles of Biology (GT-SC2) and Principles of Biology Lab (GT-SC1) | 4 |
| CID 103 | Speaking & Listening | 3 |
| ENG 130 | Introduction to Literature (GT-AH2) | 3 |
| GEOG 103 | World Regional Geography (GT-SS2) | 3 |
| GEOL 101 & 101L | Earth Science (GT-SC2) and Earth Science Lab (GT-SC1) | 4 |
| PSYC 151 | Human Development (GT-SS3) | 3 |
| ART 100 | Visual Dynamics (GT-AH1) | 3 |
| or MUS 118 | Music Appreciation (GT-AH1) | |
| HIST 110 | World History to 1500 (GT-HI1) | 3 |
| or HIST 111 | World History since 1500 (GT-HI1) | |
| Total Credits | 35-37 | |
Specific Core Requirements
| Course | Title | Credits |
|---|---|---|
| Elementary Education Core Requirements | ||
| ENGLISH: | ||
| ED 351 | Children's Literature | 3 |
| ENG 303 | Advanced Rhetoric & Writing | 3 |
| HISTORY: | ||
| HIST 201 | U.S. History I (GT-HI1) | 3 |
| or HIST 202 | U.S. History II (GT-HI1) | |
| FINE ARTS: | ||
| ART 100 | Visual Dynamics (GT-AH1) (select the course not completed for General Education) | 3 |
| or MUS 118 | Music Appreciation (GT-AH1) | |
| MATH: | ||
| MATH 360 | Elementary Mathematics Concepts I | 3 |
| MATH 361 | Elementary Mathematics Concepts II | 3 |
| MATH 362 | Problem Solving for K-6 Teachers | 3 |
| MULTICULTURAL STUDIES: | ||
| CS 420 | Voices of Protest (Other approved multicultural courses may be added) | 3 |
| READING: | ||
| RDG 355 | Linguistics for Educators | 3 |
| SCIENCE: | ||
| PHYS/CHEM 150 | Elementary Concepts in Phys & Chem | 4 |
| SOCIAL SCIENCE: | ||
| POLS 101 | American Government (GT-SS1) | 3 |
| Required Emphasis in Discipline Area | ||
| Select one emphasis from the list below. | 15 | |
| Elementary Education Requirements | ||
| Elementary Education credits listed below. | 40 | |
| Total Credits | 89 | |
Students are not allowed to count the same courses completed for general education requirements as course requirements in the Liberal Studies major, including those in emphasis areas.
Required Emphasis in Discipline Area
Students are required to select one of the following emphasis areas of 15 hours. All students should meet with an advisor and develop the goals to be achieved by completion of the emphasis and the sequence of courses to achieve the goals. Many options may lead to an added teaching endorsement.
Art
| Course | Title | Credits |
|---|---|---|
| ARH 211 | Global Art I (GT-AH1) | 3 |
| ARH 212 | Global Art II (GT-AH1) | 3 |
| Studio Art Course | 3 | |
| Art courses numbered 300 or above | 6 | |
| Total Credits | 15 | |
Early Childhood Education
| Course | Title | Credits |
|---|---|---|
| Select 15 credits from the following: | 15 | |
| Introduction to Early Childhood Ed | 3 | |
| Intro to ECE Lab Techniques | 3 | |
| Guidance Strat for Young Children | 3 | |
| Infant & Toddler Theory & Practice | 3 | |
| Nutrition, Health and Safety | 3 | |
| Admin: Human Relations for ECE | 3 | |
| Play & Creative Expression in ECE | 3 | |
| Involving Diverse Families in ECE | 3 | |
| Intro to EC Spec Ed | 3 | |
| Teaching Young CLD Children | 3 | |
| Effective Instr in Early Literacy | 3 | |
| Managing ECE Classrooms | 2 | |
| Teaching ECE Social Studies | 2 | |
| Teaching ECE Reading | 3 | |
| Teaching ECE Math | 2 | |
| Teaching ECE Science | 2 | |
| Total Credits | 15 | |
English
| Course | Title | Credits |
|---|---|---|
| Select 15 hours, 6 hours of which must be in courses numbered 300 or above | 15 | |
| Total Credits | 15 | |
Health
| Course | Title | Credits |
|---|---|---|
| EPER 162 | Personal Health | 3 |
| EPER 162L | Personal Health Lab | 1 |
| EPER 201 | Drugs and Healthy Lifestyles | 3 |
| AT 232 | First Aid | 2 |
| BIOL 112 | Nutrition | 3 |
| Select one of the following: | 3 | |
| Epidemiology & Disease Prevention | 3 | |
| Community and Global Health | 3 | |
| Public Health Program Planning | 3 | |
| Total Credits | 15 | |
Language & Linguistics
| Course | Title | Credits |
|---|---|---|
| CID 260 | Language Acquisition & Linguistics | 3 |
| ENG 352 | English Syntax and Usage | 3 |
| CLDE 401 | Teaching English Language Learners | 3 |
| Electives in Language/Linguistics | 6 | |
| Total Credits | 15 | |
Math
| Course | Title | Credits |
|---|---|---|
| MATH 120 | College Algebra (GT-MA1) | 3 |
| MATH 126 | Calculus & Analytic Geometry I (GT-MA1) | 5 |
| MATH 156 | Introduction to Statistics (GT-MA1) | 3 |
| Approved Electives in Math | 4 | |
| Total Credits | 15 | |
Modern World Language
All students will be required to complete a Placement Test to determine the level at which they will begin a language. Fifteen hours in the language will be planned with a language faculty advisor.
French
| Course | Title | Credits |
|---|---|---|
| Select 15 credits in FRN courses | 15 | |
| Total Credits | 15 | |
Italian
| Course | Title | Credits |
|---|---|---|
| Select 15 credits in ITL courses | 15 | |
| Total Credits | 15 | |
Spanish
| Course | Title | Credits |
|---|---|---|
| Select 15 credits in SPN courses | 15 | |
| Total Credits | 15 | |
Music
| Course | Title | Credits |
|---|---|---|
| MUS 150 | Music Theory I | 3 |
| MUS 210 | Music Theory II | 3 |
| MUS 118 | Music Appreciation (GT-AH1) (if taken as core course, 3 elective hours may be taken) | 3 |
| MUS 127 | Functional Piano I: Beginning | 1 |
| MUS xxx | Applied Music: 3 semesters at 1 credit each - 3 (1+1+1) | 3 |
| VARIES | Music Ensemble: 4 ensembles at .5 credits each - 2 (.5 x 4) | 2 |
| MUS 101 | Music Performance Symposium I (take two semesters) | 0 |
| Total Credits | 15 | |
Reading
| Course | Title | Credits |
|---|---|---|
| Select 15 credits from the following: | 15 | |
| Literacy for Eng Lang Learners | 3 | |
| Literacy & Technology | 3 | |
| Young Adult Literature | 3 | |
| Practicum | 1-3 | |
| Disciplinary Literacy | 4 | |
| Reading Assessment & Intervention | 3 | |
| Special Topics | 1-2 | |
| Total Credits | 15 | |
Science
| Course | Title | Credits |
|---|---|---|
| Select One Biology, One Chemistry, and One Physics Course and Labs; examples include: | 12 | |
| Environmental Conservation (GT-SC2) and Environmental Conservation Lab (GT-SC1) | 4 | |
| College Biology I/Organismal Bio (GT-SC2) and College Biology I/Organismal Bio Lab (GT-SC1) | 4 | |
| Introduction to Microbiology and Introduction to Microbiology Lab | 4 | |
| Chemistry and Society (GT-SC2) and Chemistry and Society Lab (GT-SC1) | 4 | |
| Principles of Chemistry (GT-SC2) and Principles of Chemistry Lab (GT-SC1) | 4 | |
| General Chemistry I (GT-SC2) and General Chemistry Lab I (GT-SC1) | 5 | |
| Astronomy (GT-SC2) and Astronomy Lab (GT-SC1) | 4 | |
| Light, Energy, & the Atom (GT-SC2) and Light, Energy and the Atom Lab (GT-SC1) | 4 | |
| Principles of Physics I (GT-SC2) and Principles of Physics Lab I (GT-SC1) | 4 | |
| General Physics I and General Physics I Lab (GT-SC1) | 5 | |
| GEOL 114 | Oceanography | 3 |
| or PHYS 110 | Astronomy (GT-SC2) | |
| Total Credits | 15 | |
Social Studies
| Course | Title | Credits |
|---|---|---|
| HIST 201 | U.S. History I (GT-HI1) (whichever class not completed in core) | 3 |
| or HIST 202 | U.S. History II (GT-HI1) | |
| ECON 201 | Principles of Macroeconomics (GT-SS1) | 3 |
| GEOG 101 | Physical Geography | 3 |
| Select 6 hours of upper division courses in History, Chicano Studies, or Political Science | 6 | |
| Total Credits | 15 | |
Special Education
| Course | Title | Credits |
|---|---|---|
| Select 15 hours from the following: | 15 | |
| Behavioral Support | 3 | |
| Levels of Support I | 3 | |
| Levels Of Support II | 3 | |
| Levels Of Support III | 3 | |
| Collaboration in Education | 3 | |
| Diverse Learners & Technology 1 | 3 | |
| Assessment & Data Driven Instruction | 3 | |
| Reading Assessment & Intervention | 3 | |
| Total Credits | 15 | |
- 1
This course counts toward the emphasis, but is not part of the required 24 credit hours for the Special Education Generalist added endorsement.
Elementary Education Requirements
Specific Requirements for the Elementary Teaching Endorsement/Minor
CSU-Pueblo requires the student interested in Elementary Education to complete a Liberal Studies major in addition to the courses in Education listed below.
| Course | Title | Credits |
|---|---|---|
| ED 202 | Foundations of Education | 3 |
| ED 280 | Educational Media and Technology | 3 |
| ED 301 | Frameworks of Teaching (Admission to Education is completed in this course) | 4 |
| ED 380 | Integrated Methods in Elementary 1 | 3 |
| RDG 410 | Teaching Reading 1 | 3 |
| RDG 411 | Teaching Writing 1 | 2 |
| ED 412 | Teaching Diverse Learners 1 | 3 |
| ED 413 | Teaching Elementary Social Studies 1 | 2 |
| ED 414 | Teaching Elementary Science & Health 1 | 2 |
| ED 417 | Teaching Mathematics in Elementary School 1 | 2 |
| ED 485 | Capstone Seminar in Education | 1 |
| ED 487 | Student Teaching Elementary | 12 |
| Total Credits | 40 | |
- 1
GPA of 2.6 required.
Planning Sheet
Disclaimer: The Planning Sheet is designed as a guide for student's planning their course selections. The information on this page provides only a suggested schedule. Actual course selections should be made with the advice and consent of an academic advisor. While accurately portraying the information contained in the college catalog, this form is not considered a legal substitute for that document. Students should become familiar with the catalog in effect at the time in which they entered the institution.
Note: Students are not allowed to count the same courses completed for general education requirements as course requirements in the Elementary Education major, including those in concentrations. In addition, student completing a major in Elementary Education are required to complete a minor in Education and meet all requirements outlined by the School of Education.
| Course | Title | Credits |
|---|---|---|
| Year 1 | ||
| Fall | ||
| ART 100 or MUS 118 |
Visual Dynamics (GT-AH1) or Music Appreciation (GT-AH1) |
3 |
| CID 103 | Speaking & Listening | 3 |
| ENG 101 | Rhetoric & Writing I (GT-CO1) | 3 |
| HIST 201 or HIST 202 |
U.S. History I (GT-HI1) or U.S. History II (GT-HI1) |
3 |
| General Education Must be one of the following: MATH 109, 121, 126, 156 | 3-5 | |
| Credits | 15-17 | |
| Spring | ||
| BIOL 100 | Principles of Biology (GT-SC2) | 3 |
| BIOL 100L | Principles of Biology Lab (GT-SC1) | 1 |
| ED 202 | Foundations of Education | 3 |
| ENG 102 | Rhetoric & Writing II (GT-CO2) | 3 |
| GEOG 103 | World Regional Geography (GT-SS2) | 3 |
| POLS 101 | American Government (GT-SS1) | 3 |
| Credits | 16 | |
| Year 2 | ||
| Fall | ||
| ED 280 | Educational Media and Technology | 3 |
| ENG 130 | Introduction to Literature (GT-AH2) | 3 |
| GEOL 101 | Earth Science (GT-SC2) | 3 |
| GEOL 101L | Earth Science Lab (GT-SC1) | 1 |
| MATH 360 | Elementary Mathematics Concepts I | 3 |
| PSYC 151 | Human Development (GT-SS3) | 3 |
| Credits | 16 | |
| Spring | ||
| ED 301 | Frameworks of Teaching | 4 |
| ED 351 | Children's Literature | 3 |
| MATH 361 | Elementary Mathematics Concepts II | 3 |
| PHYS 150 or CHEM 150 |
Elementary Concepts in Phys & Chem or Elementary Concepts in Phys & Chem |
4 |
| RDG 355 | Linguistics for Educators | 3 |
| Credits | 17 | |
| Year 3 | ||
| Fall | ||
| ED 380 | Integrated Methods in Elementary | 3 |
| HIST 110 or HIST 111 |
World History to 1500 (GT-HI1) or World History since 1500 (GT-HI1) |
3 |
| MATH 362 | Problem Solving for K-6 Teachers | 3 |
| RDG 410 | Teaching Reading | 3 |
| Elective Must be Concentration course. | 3 | |
| Credits | 15 | |
| Spring | ||
| ED 413 | Teaching Elementary Social Studies | 2 |
| ED 414 | Teaching Elementary Science & Health | 2 |
| ENG 303 | Advanced Rhetoric & Writing | 3 |
| RDG 411 | Teaching Writing | 2 |
| Elective Must be Concentration course. | 6 | |
| Credits | 15 | |
| Year 4 | ||
| Fall | ||
| ART 100 | Visual Dynamics (GT-AH1) | 3 |
| CS 420 | Voices of Protest | 3 |
| ED 412 | Teaching Diverse Learners | 3 |
| ED 417 | Teaching Mathematics in Elementary School | 2 |
| Elective Must be Concentration course. | 6 | |
| Credits | 17 | |
| Spring | ||
| ED 485 | Capstone Seminar in Education | 1 |
| ED 487 | Student Teaching Elementary | 12 |
| Credits | 13 | |
| Total Credits | 124-126 | |