Elementary Education

Undergraduate Programs

Description

Elementary Education develops necessary skills, knowledge and dispositions to create socially just classrooms for all learners. During the first two years, students complete program requirements designed to build knowledge of content across multiple disciplines. During the final two years, students are admitted into a cohort. In this cohort, students develop pedagogical knowledge and skills in elementary methods courses that focus on critical reflection, racial equity, culturally responsive teaching, and integrating technology. A key part is completion of several extensive field experiences in elementary classrooms which culminate in a year-long student teaching experience.

Majors

Program Locations Major / Total Credits
Elementary Education BS BS - Bachelor of Science
  • Mankato
  • Normandale
76 / 120

Certificates

Program Locations Major / Total Credits
Elementary Education STEM CERT
  • Mankato
  • Normandale
20 / 20

Policies & Faculty

Policies

Note: Requirements related to teaching majors are subject to change as new rules governing teacher licensure are adopted by the Board of Teaching.

Admission to the Major.

  1. Completion of 30 credits.
  2. Cumulative grade point average of 3.00 or better.

Admission to Professional Education.

  1. MATH 201; ELE 215 and ELE 222W
  2. Cumulative GPA of 3.00 or higher
  3. Completion of 40 credits
  4. Completion of or registration for Basic Skills Examination
  5. Completion of National Criminal Background Check
  6. Proof of liability insurance

Admission to Blocks. Admission to Blocks is based upon a competitive application process that includes factors such as, professional dispositions, program course completion, and GPA. While in Blocks students will be monitored for:

  1. Successful completion of coursework
  2. Successful completion of field experiences
  3. A cumulative GPA of 3.00 or higher
  4. Evaluation of professional dispositions
  5. Completion and validation of application materials one year prior to student teaching semester.
  6. Completion of National Criminal Background Check.

Admission to Student Teaching (119 Armstrong Hall)

Student teaching at Minnesota State Mankato is a results-oriented, performance based 16-week program requiring the demonstration of an acceptable level of teaching performance in the areas of planning and preparation, enhancing the learning environment, teaching for student learning, and professionalism. Multiple methods of assessment are used and evidence collected to provide a view of the teacher candidate's skills and dispositions. These methods include direct observations of teaching activities by public school and university faculty, the use of videotaped lessons and activities for self-assessment, use of logs, participation in learning communities, and participation in activities reflective of the professional responsibilities of teachers (e.g., parent conferences). The Director of the Office of Field and International Experience requests placements for all teacher candidates in partner districts, especially our Professional Development Schools. Teacher candidates should not contact schools regarding their placement.

Admission to the student teaching experience is contingent upon completion of:

  1. Completion of all coursework in major and General Education requirements.
  2. A cumulative GPA of 3.00 or higher; grades of "C" or higher in all program requirements.
  3. Admittance to Professional Education.
  4. Completion of all professional education course work.
  5. Completion and validation of formal application materials one year prior to student teaching semester.
  6. Attendance at all preliminary student teaching meeting(s).
  7. Recommendation of advisor.
  8. Approval of placement by school district administration, a mentor teacher, and Director of the Office of Field and International Experience, and completion of Minnesota State Police Background check materials.

ELE 432 Field Experience: Integrating Methods in the Elementary Classroom and ELE 440 Student Teaching: Integrating Methods in the Elementary Classroom make up a year-long student teaching experience. Year-long student teaching placements are consecutive and take place during the last two semesters in the same one classroom. These typically take place in our professional development schools.

Study abroad experiences may be available during student teaching. Selection is based on personal interview, faculty recommendation, and grade point average. Students develop interpersonal communication skills and dispositions for living in a global society. Student participating in study abroad opportunities will be required to complete course requirements in a shorter timeframe, but they are compatible with the year-long student teaching experience. Additional fees will be incurred with participation in student teaching abroad programs.

Teacher Licensure (118 Armstrong Hall)

The University recommends licensure to a state upon satisfactory completion of a licensure program. However, licensure does not occur automatically through graduation and the awarding of a diploma. Students need to make application for a Minnesota teaching license at the close of the term in which they graduate. The College of Education, 118 Armstrong Hall, coordinates the licensure process. In addition to meeting all program requirements, the Basic Skills examination in reading, writing, and mathematics needs to be successfully completed, as well as the Elementary Pedagogy and Content examinations. Minnesota State Law requires that all candidates applying for initial licensure in this state be fingerprinted for national background checks. A conduct review statement will also need to be completed and signed. There is a fee for the background check. There is a fee for the issuance of a Minnesota teaching license.

GPA Policy. All coursework listed in the Elementary Education degree requires a cumulative GPA of 3.00 and a grade of "C" or higher. Students must achieve at least a 3.00 GPA in Professional Education courses.

Undergraduate/Graduate Requirements: A student may apply for admission to a combined undergraduate/graduate program. The student must complete at least 60 undergraduate credits before applying to a graduate program. A max of 12 credits at the 400/500-level may be double-counted toward both an undergraduate and graduate program. The graduate program advisor will authorize the double-counted courses for which a student may register. A student pays graduate tuition for a double-counted course. A student must be registered for a double-counted course in the same semester (e.g., no backdating of a 400-level to a 500-level is permitted).

Department Requirements: Undergraduates pursuing a STEM Certificate in Elementary Education must be admitted to professional education and earn a B or higher in ELE 436, ELE 446, and ELE 467.

Admission to major and Professional Education is granted by the Advising Office, 117 Armstrong Hall.

Contact Information

328 Armstrong Hall

Main Office (507) 389-1516
https://ed.mnsu.edu/academic-programs/Elementary-literacy-education/

Faculty

Chair
  • Beth Beschorner, Ph.D.
Undergraduate - Mankato
  • Lisa Vasquez, Ph.D.
Undergraduate - Twin Cities
  • Kellan Strong, Ph.D.
Administrative Assistant
  • Sara Sletten
Faculty

200 Level

Credits: 1-2

An early course for elementary education majors. Exploration of the career field, introduction to the role of standards in education, overview of general methodology for the elementary classroom.

Prerequisites: none

Goal Areas: GE-12

Credits: 4

This course provides students opportunities to: 1) understand the theories and contributions of major educational psychologists and theorists; 2) develop and demonstrate skills in educational technologies; and 3) develop context for the knowledge and skills described above through activities/field experience.

Prerequisites: none

Credits: 3

Study of interpersonal skills, motivation and group skills. Applied to educational settings. Meets State of Minnesota human relations requirement for teacher licensure.

Prerequisites: none

Goal Areas: GE-07, GE-11

Diverse Cultures: Gold

300 Level

Credits: 3

The middle school concept, curriculum, and teaching methods.

Prerequisites: none

400 Level

Credits: 3

For teachers of students whose dominant language is other than English.

Prerequisites: none

Credits: 4

Teacher candidates will think critically about the context in which all students learn and will learn about historical and current patterns of inequitable education that marginalize students who have been minoritized according to race, culture, language, or ability. The course will focus on research-based practices that teacher candidates can use to create identity-safe classrooms and how they can work with families and communities using an asset lens.

Prerequisites: Admission to Professional Education and the Elementary Education program.

Credits: 4

Students learn to use a variety of developmentally appropriate, motivating techniques to disrupt predictable patterns of achievement and to advance children¿s: oral and written language, knowledge of phonemic awareness, phonics, and concepts about print within a balanced literacy framework. Additionally, the interdependent nature of reading, writing, listening, and speaking, stages of spelling development, and role of vocabulary and fluency in reading comprehension are addressed.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

This course is designed to prepare teacher candidates with the understanding and application of concepts related to human diversity and interactions, structures of power, the identity of individuals and communities, and explicitly connects social studies concepts with their influence on educational experiences of diverse learners.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

This course introduces elementary teacher candidates to areas of exceptionality in learning. Teacher candidates within the course will analyze elementary instruction within the general education classroom and learn to develop antiracist instruction that builds on students¿ assets and cultural capital with consideration of individual differences.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

The focus of this course will be providing teacher candidates with strategies and tools in providing daily instruction for diverse learners in terms of race, gender, ethnicity, nationality, language, religion, sexuality, social economic status and class. The course will focus on learners with complex and multiple disabilities that requires a variety of materials, strategies, and differentiation. The teacher candidates will have an opportunity to implement their plans in the classroom during field experience while closely working with a classroom mentor teacher and university mentor.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

This course will engage teacher candidates in critically analyzing children¿s texts. Teacher candidates will learn how to integrate diverse literature across the elementary curriculum and meet objectives and standards in math, literacy, social studies, science, and the arts. Teacher candidates will learn how to guide students in developing their literacy identities in order to promote reading engagement and students as independent and collaborative readers.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

This course is centered around three goals to help prepare teacher candidates to enact practices that develop learners¿ mathematical proficiency. The first goal is to explicitly teach skills for disrupting patterns of injustices and inequities that often get reproduced within the context of elementary mathematics classrooms. The second goal is to develop professional skills for the high-leverage practices of eliciting and interpreting students¿ thinking and leading a group discussion. The third goal is to gain the mathematical knowledge needed for engaging learners in inquiry-based instruction for number sense & operations, place value, computation, and rational number concepts in grades K-6.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

This course will provide elementary teacher candidates with the knowledge and skills necessary to: (a) Identify concepts to be explored through scientific investigations, and then design and conduct investigations of those concepts, using appropriate scientific apparatus and mathematical tools to improve their investigations; (b) know and apply basic concepts in the physical, biological and earth sciences; (c) know and apply appropriate pedagogies to foster inquiry the elementary classroom; (d) identify and mitigate their students¿ science misconceptions; and (e) understand and apply guidelines for proper procedures and safety practices while teaching science.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 3

Presents strategies for teaching reading and writing knowledge, attitudes and skills in the various teaching content areas.

Prerequisites: none

Credits: 4

This course will explore the incorporation and extension of physical education and the arts into the elementary curriculum to strengthen subject matter learning, support artistic expression, and promote physical fitness.

Prerequisites: none

Credits: 4

This course will explore practical information, assessment tools, instructional ideas and activities for effective implementation of an inquiry-based approach in elementary curriculum. Teacher candidates will focus on developing inquiry-based methods and strategies on improving students learning outcomes while linking one or more elementary content areas in a progressive way.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 4

This course is intended to provide a co-teaching mentorship between the teacher candidate and mentor teacher. Teacher candidates will use this semester to focus on co-teaching, and establishing a relationship with the district, school, and classroom environment. Candidates are expected to develop and demonstrate, through performance assessment, integrated knowledge, skills, and dispositions needed to become committed professionals in education.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 2

This course provides hands-on experiences through which students learn the basics of engineering. Topics include the engineering design process, reverse engineering, and engineering fields/professions. The course focuses on the engineering strand of the K-6 Minnesota State Science Standards.

Prerequisites: none

Credits: 12

Student teaching is the capstone field experience for the teacher education programs at Minnesota State University, Mankato. The purpose of the experience is to provide an opportunity for Teacher Candidates to experience fully the role of the professional educator and demonstrate their ability to successfully enter the induction phase of teaching. The Teacher Candidate uses this opportunity to produce evidence of their teaching competency in four domains: planning and preparation, the classroom environment, instruction, and professional responsibilities.

Prerequisites: Admission into Professional Education and the Elementary Education program

Credits: 2

Elementary education teacher candidates will study the technology skills needed in order to become effective STEM teachers.

Prerequisites: none

Credits: 1-2

The practicum consists of a minimum of four weeks during which candidates teach in the specific academic subject for the new licensure field. Those holding a license at the elementary level complete the experience with students in grades 7 or 8. Those who hold a license at the secondary level complete the experience with students in grades 5 or 6. The focus is on applying the standards of effective practice in teaching students, demonstrating both knowledge of the academic subject and students as well as the pedagogical skills required at the middle level.

Prerequisites: none

Credits: 1

This course provides students with familiarity in regard to emerging topics of importance in elementary STEM education.

Prerequisites: none

Credits: 2

In this pedagogy course, elementary teachers will learn to integrate the four disciplines of STEM; science, technology, engineering, and math.

Prerequisites: none

Credits: 4

Field experience focusing on the struggling reader and instruction in an integrated approach to teaching science, technology, engineering, and math (STEM).

Prerequisites: none

Credits: 4

Student teaching in a second content area for a full-day, half-semester, in a middle school setting. For elementary students student teaching in middle school.

Prerequisites: none

Credits: 3-6

Provides clinical experiences for pre-service teachers; extends laboratory experiences for those who have completed pre-student teaching experiences.

Prerequisites: none

Credits: 1-4

By contract between student and faculty member.

Prerequisites: none