Academic Catalog 2020-2021

Elementary Education, Bachelor of Science, Gardner-Webb Online

REQUIRED MAJOR HOURS 34
REQUIRED MINOR HOURS 27
ADDITIONAL PROGRAM HOURS NONE
TOTAL PROGRAM HOURS 61
PRESCRIBED COURSES ATTAINABLE IN GEN ED: NONE

Hours may vary depending on transfer credit awarded.

Elementary Education is designed to prepare candidates to become teachers in grades K-6. The program follows the North Carolina Teacher Candidate Standards. Candidates pursuing this major will be prepared to teach in an elementary school setting. Candidates will investigate current educational theory, educational philosophy, and elementary methods. Multiple opportunities will be provided for candidates to observe and teach in PK-12 schools. Candidates must meet the requirements listed in the Catalog for entrance into Teacher Education and for entrance into the Professional Semester.

The optional 14-credit-hour concentration in Exceptional Children prepares candidates to support diverse learners and become successful teachers of exceptional children. In order to be recommended for licensure, candidates must successfully complete a dual student teaching experience (EDU 450) and must pass all Elementary Education and Exceptional Children licensure tests.

The Exceptional Children Concentration is also available for non-Elementary Education candidates. For candidates who are non-Elementary Education majors, the following courses are required in order to obtain the concentration: MATH 204, MATH 205, and EDUC 302. Secondary Math Education candidates are exempt from MATH 204 and Math 205.

The Elementary Education Program at Gardner-Webb University is state-approved by the North Carolina State Board of Education.

Students who graduate from the Elementary Education program will demonstrate proficiency in the North Carolina Professional Teaching Standards (NCPTS) as follows:

  1. Teachers demonstrate leadership;
  2. Teachers establish a respectful environment for a diverse population of students;
  3. Teachers know the content they teach;
  4. Teachers facilitate learning for their students; and
  5. Teachers reflect on their practice.

Student Learning Outcomes

Student Learning Outcomes are subject to change based on data collected and analyzed by the Elementary Education faculty.

  1. Candidates will be able to demonstrate leadership skills to assume leadership roles in an educational setting (NCTCS I);
  2. Candidates will be able to apply leadership skills to assume leadership roles in an educational setting (NCTCS I);
  3. Candidates will be able to demonstrate the ability to adapt instruction for the diverse needs of learners (NCTCS II);
  4. Candidates will be able to differentiate instruction in an effective and appropriate manner (NCTCS II); 
  5. Candidates will be able to demonstrate advanced content knowledge related to core concepts (NCTCS III);
  6. Candidates will be able to implement processes relative to the specific discipline (NCTCS III);
  7. Candidates will be able to use formative and summative assessment data to inform instruction (NCTCS IV);
  8. Candidates will be able to integrate reading practices and assessments to design and implement an appropriate reading program of instruction (NCTCS IV);
  9. Candidates will be able to implement management processes in an educational setting (NCTCS IV);  
  10. Candidates will be able to reflect critically on performances of others and/or self for the purpose of improvement (NCTCS V);
  11. Candidates will use research and data to adapt instruction (NCTCS V);  
  12. Candidates will be able to design instruction to meet the needs of digital-age learners (NCTCS V); and
  13. Candidates will be able to demonstrate professional dispositions in varied settings with regard to all members of an organization (NCTCS V). 

Additional Information

All teacher candidates, regardless of the area of licensure, will be charged a Clinical Assessment Fee in EDU 250 Teaching in 21st Century Schools and EDU 450 Student Teaching. This fee will cover the candidate’s subscriptions to TaskStream, as well as the required background checks and drug screening. In addition, Birth-Kindergarten, Elementary, and Middle Grades candidates are required to have a device with video capabilities for every EDUC course with the exception of EDU 250 Teaching in the 21st Century.

All coursework in the education majors (Birth-Kindergarten and Elementary) and in the education minor must have a grade of “C” or better (“C-” is not acceptable).

Proficiencies will be met as students exhibit competency in the following areas:

  1. knowledge across all content areas included in the breadth of the Gardner-Webb General Education curriculum and enhanced by the specialty area of the curriculum. The beginning teacher will be broadly and liberally educated and have full command of the content that he or she will teach (NCPTS III);
  2. understanding of the unique learning characteristics of children from diverse populations including socioeconomic, linguistic, and cultural backgrounds as well as adapting for the needs of exceptional students (NCPTS II);
  3. the ability to plan, adapt, and reflect on curriculum theory and teaching strategies to meet the needs of the K-6 learner (NCPTS III, IV, and V);
  4. the ability to organize classroom environments conducive to facilitating and stimulating the lifelong intellectual growth of all children (NCPTS IV);
  5. interpersonal skills for the purpose of establishing effective communication in the classroom, in the school, between the home and school, and among the school community (NCPTS I, V);
  6. the ability to effectively assess and evaluate student learning and to use results to establish an effective instructional program (NCPTS IV, V);
  7. understanding of the teacher’s role as a change agent and the relevance of current issues related to teaching as a profession and to schooling in a complex society (NCPTS I, II, IV);
  8. knowledge about schools, teaching, and children that increases through carefully planned and supervised field experiences (NCPTS II, IV); and
  9. a commitment to service within the school and global community (NCPTS I, V).

Candidates will not be permitted to complete more than 50% of the major or Professional Education Minor until they are formally admitted into the Teacher Education Program. Candidates must be admitted into the Teacher Education Program at least one year prior to the student teaching experience.

The School of Education admission process is different than the Gardner-Webb admission process. The School of Education interview is a secondary admission process specific to the School of Education.

The North Carolina State Board of Education has adopted new teacher standards and required all teacher education programs to be revised. Candidates who are already in teacher education can choose to complete the current program or the new program.

A non-licensure track for qualifying elementary candidates is available. Please consult the Professional Education Committee (PEC) Handbook for details.

Program Requirements

Required Major Hours (34 hours)

EDU 251Introduction to Effective Teaching and Learning

1

EDU 252Applying Principles of Effective Teaching and Learning

1

EDU 302Literacy Foundations

3

EDU 306Literacy and Language Arts for K-8

4

EDU 312Practicum in Literacy (K-9)

3

EDU 375Classroom Leadership Seminar for Elementary and Middle Grades

2

EDU 410Introduction to Curriculum Integration and Assessment

3

MTH 204Mathematics for Elementary Teachers

3

MTH 205Mathematics for Elementary Teachers II

3

MED 330Math Methods in 21st Century Schools

3

PED 311Healthful Living for the Elementary Educator Seminar

1

SED 330Science Methods in 21st Century Schools

3

SST 307Social Studies Methods in 21st Century Schools (K-8)

3

EDU 310Fine Arts Integration Seminar

1

Required Minor Hours (27 hours)

Professional Education Minor

EDU 250Teaching in the 21st Century Schools

4

EDU 350Diverse Populations in 21st Century Schools

4

EDU 435Facilitating Learning in 21st Century Schools

4

EDU 450Student Teaching

12

PSY 303Educational Psychology

3

EDU 312 and EDU 435 must be taken the semester prior to student teaching. EDU 450 must be taken the final semester and no other courses may be taken concurrently.

Optional Exceptional Children Concentration ( 14 hours)

ECE 270Critical Components of Special Education

3

ECE 370Specially Designed Instruction for Exceptional Learners

4

ECE 380Communication and Collaboration with Stakeholders

3

ECE 425Providing Instruction - Continuum of Alternative Exceptional Children Placements

4

Total Credit Hours: 61