Elementary Education (4-8) Major

Learning Goals and Outcomes(INTASC)

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.


Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.


Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.


Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.


Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.


Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.


Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.


Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.


Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

The traditional undergraduate programs include 40 courses distributed across three components: A General Education component divided into Signature Courses, Variable Courses, and an Integrative Learning requirement; a Major and Divisional component; and Free Electives. In addition to course requirements as specified in each area, students must complete one certified course in each of the following overlay areas:

  1. Diversity, Globalization or Non-western Area Studies,
  2. Ethics Intensive, and
  3. Writing Intensive. Overlay requirements are part of the forty-course requirement.

General Education Signature Courses

See this page about Signature courses. Six courses

General Education Variable Courses

See this page about Variable courses. Six to Nine courses

One Science Course with Lab

Major Requirements 

F indicates that course includes a field component

EDU 150/150FSchools in Society-Fr Seminar (GEP First Year Seminar)3
EDU 151/151FDevelop, Cognition, & Learning (GEP)3
EDU 157/157FAdolescent Development3
EDU 231Assessment and Evaluation3
EDU 242/242FTech Enhncd Curr & Instrs PK-83
EDU 246/246FLiteracy, Language and Culture3
EDU 247/247FLiteracy in the Content Areas3
EDU 412/412FInstruct Techniques: Soc Stud3
EDU 416/416FInstructional Techniques -Math3
EDU 418/418FInstruct Techniques: Science3
SPE 160/160FIntro to Special Education3
SPE 203/203FTchng Adolescents Inclus Envir3
SPE 379Fam School & Comm:Diverse Soc3
EDU 4964-8 Student Teaching12
EDU 471Writing in the Classroom3

4-8 Major Additional Content Requirements

Students who complete the 4-8 program can be certified to teach all subjects in grades 5-6. They must choose one or two disciplines and take additional introductory and advanced courses in order to be certified to teach the selected subject(s) in grades 7-8. The following options are available:

Option 1: One concentration and three generalist academic content areas

Option 1A: English/Language Arts/Reading
Option 1B: Mathematics
Option 1C: Science
Option 1D: Social Studies

This option for teacher candidates is to complete a minimum of 30 credit hours in one of the four content areas of mathematics, science, English/language arts and reading or social studies as well as 12 credits in each of the two remaining content areas.

 Option 2: Concentration in two content areas

Option 2A: English/Language Arts/Reading and Science
Option 2B: English/Language Arts/Reading and Mathematics
Option 2C: Science and Mathematics
Option 2D: Social Studies and Mathematics
2E: Social Studies and Science

The second option permitted under the Elementary/Middle Level program design requires a concentration in two content areas. Teacher candidates are to complete a minimum of 21 credits in each content area concentration, as well as 12 credits in each of the two remaining content areas.

The second option permitted under the Elementary/Middle Level program design requires a concentration in two content areas. Teacher candidates are to complete a minimum of 21 credits in each content area concentration, as well as 12 credits in each of the two remaining content areas.

The specific number of content courses will vary among the disciplines depending on which option the student chooses. Students may select from a wide variety of offerings in each discipline. All GEP content courses and Education literacy courses are applied to the content course requirements.