Learning Outcomes 

1. Candidates know, understand, and apply the major concepts, principles, theories, and research related to cognitive and affective development of children and young adolescents to construct developmentally appropriate learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
2. Candidates demonstrate a high level of competence in the use of English language arts and they know, understand, and apply concepts from reading, language, and child development, to model and teach reading, writing, speaking, viewing, listening, and thinking skills through the implementation of varied instructional strategies and to help students successfully apply their developing skills to many different contexts.
3. Candidates know, understand, and apply fundamental concepts of physical, life, and earth/space sciences. Candidates can design, implement, and assess developmentally appropriate inquiry lessons to model and teach science, to build student understanding for personal and social applications, and to convey the nature of science.
4. Candidates know, understand, and apply the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation to engage children and young adolescents in diverse, developmentally appropriate learning experiences.
5. Candidates know, understand, and apply the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote and assess elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
6. Candidates know, understand, and apply the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts for communication, inquiry, and engagement in interdisciplinary, developmentally-appropriate learning experiences for all elementary students.
7. Candidates know, understand, and apply the major concepts in the subject matter of health education to create developmentally-appropriate learning opportunities for student growth and development and apply the skills that contribute to quality health across the lifespan.
8. Candidates know, understand, and apply their understanding and skills of human movement and physical activity as central elements to foster active, healthy lifestyles and enhanced quality of life through regular engagement in physical activity for elementary students.
9. Candidates plan, implement, assess, and reflect on instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community to ensure developmentally-appropriate learning opportunities for all children and young adolescents in elementary schools.
10. Candidates understand how elementary students differ in their development and approaches to learning, and create developmentally-appropriate instructional opportunities that are adapted to diverse students through various instructional strategies and assessment processes.
11. Candidates understand and apply a variety of instructional strategies that encourage elementary students’ development of critical thinking and problem solving in a variety of diverse learning environments.
12. Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments that engage all children and young adolescents in learning.
13. Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom to ensure all students are engaged in the learning opportunity.
14. Candidates know, understand, and effectively implement formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.
15. Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally through peers, mentorships, faculty, school-based professional development opportunities, and local, state, regional, and national professional conferences.
16. Candidates know and demonstrate through their interactions the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children that promotes motivation for lifelong learning.

Admissions

Admission to the Professional Program

All University teacher education students must apply and be admitted to Professional Program/Internship at mid-point(s) in their programs prior to final internship (i.e.student teaching). Requirements for admission vary by program, but for undergraduate students include 60 credit hours with a minimum overall GPA of 2.75, successful completion of a state-approved basic skills examination, and courses as specified by program area.

Students should contact their program area or the College of Education Office of Student Affairs for specific requirements and application deadlines.

Degree Requirements (120 hours)

See College of Education for certification requirements and other academic opportunities.

Program of Study

Founding Documents Requirement

All undergraduate students must take a 3-credit course or its equivalent with a passing grade in the subject areas of History, Political Science, or African American Studies that covers the founding documents including the United State Constitution, the Declaration of Independence, the Emancipation Proclamation and one or more documents that are foundational to the African American Freedom struggle, and a minimum of five essays from the Federalist papers.  This course may count as a requirement in any part of the program of study including the Carolina Core, the major, minor or cognate, or as a general elective.  Courses that meet this requirement are listed here.

1. Carolina Core Requirements (31-43 hours)

CMW – Effective, Engaged, and Persuasive Communication: Written (6 hours)

must be passed with a grade of C or higher​

• any CC-CMW courses

ARP – Analytical Reasoning and Problem Solving (6-8 hours) 

• any CC-ARP courses

SCI – Scientific Literacy (7-8 hours)

Select from two different categories below.

• Life Science from the following (3-4 hours):
  • BIOL 110
  • BIOL 120 & BIOL 120L
  • BIOL 220
• Physical Science or Earth Science from the following (3-4 hours):
  • ASTR 101
  • CHEM 101
  • CHEM 105
  • CHEM 107
  • CHEM 111
  • PHYS 101 & PHYS 101L
  • PHYS 201 & PHYS 201L
  • ​ENVR 101 & ENVR 101L
  • ENVR 200
  • GEOG 104
  • GEOG 201
  • GEOG 202
  • GEOL 101
  • GEOL 103
  • MSCI 210 & MSCI 210L
  • MSCI 215 & MSCI 215L

GFL – Global Citizenship and Multicultural Understanding: Foreign Language  (0-6 hours)

Complete the Carolina Core approved courses in Foreign Language (GFL) or by achieving a score of 2 or better on a USC foreign language placement test.

• CC-GFL courses

GHS – ​Global Citizenship and Multicultural Understanding: Historical Thinking (3 hours) 

• Choose one of the following:
  • HIST 111
  • HIST 112

GSS – Global Citizenship and Multicultural Understanding: Social Sciences (3 hours) 

• Select one of the following:
  • POLI 101
  • POLI 201
  • GEOG 103
  • GEOG 221

AIU – Aesthetic and Interpretive Understanding (3 hours)

• any CC-AIU course

CMS – Effective, Engaged, and Persuasive Communication: Spoken Component¹ (0-3 hours)

• any overlay or stand-alone CC-CMS course

INF – Information Literacy¹ (0-3 hours)

• any overlay or stand-alone CC-INF course

VSR – Values, Ethics, and Social Responsibility¹ (0-3 hours)

any overlay or stand-alone CC-VSR course

¹

Carolina Core Stand Alone or Overlay Eligible Requirements — Overlay-approved courses offer students the option of meeting two Carolina Core components in a single course. A maximum of two overlays is allowed. The total Carolina Core credit hours must add up to a minimum of 31 hours. Some programs may have a higher number of minimum Carolina Core hours due to specified requirements.

2. College Requirements (0 hours)

No college-required courses for this program.

3. Program Requirements (18-27 hours)

Supporting Courses (18 hours)

Minor (0-18 hours) optional

A student may choose to complete a minor consisting of 18 credit hours of prescribed courses. The minor is intended to develop a coherent basic preparation in a second area of study. Courses applied toward general education requirements cannot be counted toward the minor. No course may satisfy both major and minor requirements. All minor courses must be passed with a grade of C or better.

Electives (0-9 hours)

The number of elective hours required depends upon the number of hours used to fulfill other degree requirements.  Minimum degree requirements must equal 120 hours.

4. Major Requirements (62 hours)

Achieve a GPA of 3.00 or higher in all education course work; a minimum grade of C is required in all major courses.

Education Core (14 hours)

Elementary Core and Clinical Experience (27 hours)

Practicum and Internship Experience (21 hours)

Note: For admission to EDEL 490, completion of EDEL 440, EDEL 450, EDEL 460, EDEL 471, and EDRD 431  with a grade of C or better is required.

Major Map

A major map is a layout of required courses in a given program of study, including critical courses and suggested course sequences to ensure a clear path to graduation.

Major maps are only a suggested or recommended sequence of courses required in a program of study. Please contact your academic advisor for assistance in the application of specific coursework to a program of study and course selection and planning for upcoming semesters.

Elementary Education, B.A.

¹

Regardless of individual course grades, students must maintain a minimum 2.75 cumulative GPA.   

²

Some colleges require a minimum GPA for major courses. 

³

The Carolina Core provides the common core of knowledge, skill and academic experience for all Carolina undergraduate students.  Although students may take up to 43 hours to meet all Carolina Core requirements, students in the Elementary Education program must complete two Carolina Core approved “overlay-eligible” courses in order to graduate on time and avoid summer courses or taking more than five courses in some semesters. 

⁴

One Life Science and one Physical or Earth Science are required.

1. Life Science: BIOL 110, BIOL 120 & 120L, BIOL 220.
2. Physical or Earth Science: ASTR 101, CHEM 101, CHEM 105, CHEM 107, CHEM 111, PHYS 101 & 101L, PHYS 201 & 201L, ENVR 101 & ENVR 101L, ENVR 200, GEOG 104, GEOG 201, GEOG 202, GEOL 101, GEOL 103, MSCI 210 & 210L, MSCI 215 & 215L. 

⁵

The Carolina Core requires either two approved courses in one Foreign Language or a score of two or higher on the foreign language placement test.  If a student in the Elementary Education program is not exempted from the foreign language requirement through the foreign language placement test, additional courses may be required to meet all Carolina Core components. 

⁶

Information for the Praxis Core exam can be found on the College of Education, Office of Student Services website. 

⁷

Must meet all professional program and internship admissions requirements by set deadlines prior to participation in these courses.  Professional program and internship admission requirements can be found on the Bulletin. 

⁸

For admission to EDEL 490, completion of EDEL 440, 450, 460, 471 and 431 with a grade of C or better is required. 

Program Notes:

• All undergraduate students must take a 3-credit course or its equivalent with a passing grade that covers the founding documents. This course may fulfill any requirement in the program of study. Courses that meet this requirement are listed in the academic bulletin.
• Upon completion of 60 hours of course work, including courses specified by the Elem. Education Program, the candidate may apply for admission to the Professional Program in Elem. Education.  For admission requirements to the Professional Program, please visit the Bulletin.
• Students in the Department of Instruction and Teacher Education will be allowed to repeat one time only, one course offered through a department in the College of Education for which an unsatisfactory grade was earned.  If after the first unsatisfactory grade, a student makes an unsatisfactory grade in the repeated course or any other College of Education course, he/she will no longer be eligible to progress in the program.
• All initial teacher licensure programs in the College of Education require extensive field experiences in P-12 schools.  All students must read and understand the rules and expectations outlined in the Preservice Teacher Education Clinical Experiences Manual.  Prior to participating in school field experiences, s