Elementary Education (Pre K-4) BLS
Frank M. Bernt, PhD., Professor and Chair
Teacher Education Department
The undergraduate Teacher Education programs are built upon a strong liberal arts curriculum provided through the General Education Program (GEP) at Saint Joseph’s University. This enables students to integrate their understanding of interdisciplinary content with an understanding of child and adolescent learning.
Students balance theory and practice in teaching related courses. Most education courses provide students with the opportunity to investigate theory and research while participating in field experiences in local schools.
Learning Goals and Outcomes
Goal 1: The student will demonstrate an understanding of learner development.
Objective 1.1: The student will explain how learning occurs—how learners construct knowledge, acquire skills and develop disciplined thinking processes.
Objective 1.2: The student will identify readiness for learning and explain how development in one area may affect performance in others.
Goal 2: The student will demonstrate an understanding of learning differences.
Goal 3: The student will demonstrate an understanding of the central concepts of PK-4 teaching.
Objective 3.1: The student will identify and describe major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to PK-4 teaching.
Objective 3.2: The student will identify and describe PK-4 content standards and learning progressions.
Goal 4: The student will plan instruction that supports PK-4 student learning.
Objective 4.1: The student will plan for instruction based on appropriate curriculum goals and content standards.
Objective 4.2: The student will plan instruction that is responsive to the identified strengths and needs of individual learners.
Goal 5: The student will demonstrate understanding and effective use of multiple methods of assessment.
Objective 5.1: The student will define and interpret types of valid and reliable education assessments (including screening, diagnostic, formative, summative, and authentic) and identify principles of their effective use.
Objective 5.2: The student will analyze and interpret assessment data to identify patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners and their guardians.
Goal 6: The student will demonstrate an understanding of educating for social justice.
Objective 6.1: The student will describe key elements of interacting positively and respectfully with those of different racial, ethnic, language and socioeconomic backgrounds and sexual orientations.
Objective 6.2: The student will identify and describe practices and policies that reinforce inequalities and that undermine PK-4 student learning, as well as what can be done to challenge such practices in order to create a more just society.
General Education Program Courses
The General Education Program (GEP) at Saint Joseph’s University involves a distinctive liberal arts education in the Jesuit, Catholic tradition. General education is essential to the University’s mission, providing all students with the broad knowledge, essential skills, appreciation of diversity, and ethically informed perspective needed by those who would aspire to be “men and women for others.” The GEP ensures mastery of skills required for further study, exposes students to the principal achievements and problems of the major fields of human learning, and introduces them to new disciplines that they may or may not wish to pursue. The Major Concentration component gives depth in a particular field and is thus a preparation for an effective career or for graduate study in that field.
Free or general electives allow students to pursue interests, explore new fields, or to continue concentration in their major.
The Adult Learner General Education Program (GEP) applies to students who are completing a bachelor's degree through Professional and Liberal Studies Program (PLS) or through the Haub Degree Completion Program (HDC)
The Adult Learner GEP is comprised of Signature Core, Variable Core, Integrative Learning courses and Overlays.
|PHL 154||Moral Foundations||3|
|THE 154||Faith, Justice & the Cath Trad||3|
|or THE 221||Intro to the New Testament|
|ENG 102||Texts & Contexts||3|
|HIS 154||Forging the Modern World||3|
|Any course certified as Faith & Reason||3|
|Adult Learning Seminar (any course numbered 140)||3|
One approved course in Art, Literature, or Music, Theater, Film.
One course in the Natural Sciences (lab-based or lecture based) in biology, chemistry, environmental science, or physics.
Two courses in a Non-Native Language (e.g., SPA 111-SPA 112) or two approved alternative courses in Literature in Translation, Linguistics, or Classics. With permission, international students or students whose native language is not English may take ESL 201 and ESL 202, Composition and Critical Thinking for Non-Native Speakers of English, in their first two semesters to fulfill their language requirement. Bilingual students may also be considered for a language exemption by the Department of Modern & Classical Languages.
One course in the Social-Behavioral Sciences including Political Science, Economics, Sociology, and Psychology. Please note that some majors require a specific course.
One course that is certified as a Philosophical Anthropology course.
One course from Religious Studies or Theology that is certified as a Religious Difference course.
- ENG 101 Craft of Language.
Integrative Learning Course
(2 courses required)
- Courses approved for ILC requirements will vary by major. Some majors have specific courses that must be taken.
Students admitted Summer 2016 through Spring 2019 to an Adult Learner Program in PLS or HDC are required to complete at least one of the three GEP overlays. Students admitted Summer 2019 and later are required to complete two of the three GEP overlays:
- Ethics Intensive
- Writing Intensive, or
- Diversity, Globalization, Non-Western Area Studies.
Please note that PLS and HDC students admitted prior to the Fall 2014 semester may have slightly different GEP curriculum requirements as communicated by the PLS and HDC Advising Offices at the time of admission. Students are encouraged to contact their Advising Office with any curriculum questions. PLS students who are completing degree requirements for a major offered through the Day School are required to complete the GEP for Day Students.
|EDU 151||Develop, Cognition, & Learning||3|
GEP Integrative Learning Component
|SPE 160||Intro to Special Education||3|
|HIS 201||History of the United States||3|
|or HIS 202||History of the United States|
List of Courses: "F" courses are those that have a field assignment
|EDU 121||Child Development||3|
|EDU 151/151F||Develop, Cognition, & Learning 1||3|
|EDU 155/155F||Foundations of Early Childhood||3|
|Schools in Society|
and FE Schools in Soc(preK-4/4-8) 2
|EDU 231||Assessment and Evaluation||3|
|EDU 232/232F||Reading Literature I||3|
|EDU 240/240F||Reading Literature II||3|
|EDU 242/242F||Tech Enhncd Curr & Instrs PK-8||3|
|EDU 246/246F||Literacy, Language and Culture||3|
|EDU 362/362F||Social Studies Thru Arts PK-4||3|
|EDU 363/363F||Science Methods PK-4||3|
|EDU 365/365F||Math & Technology (PreK-4)||3|
|SPE 160||Intro to Special Education 3||3|
|SPE 200||Teaching in Inclusive Environ||3|
|EDU 495||ECE Student Teaching||12|
Also satisfies the GEP Social/Behavioral Science requirement
EDU 140 Public Schools & Social Equality in Urban Environments may substitute for this course
Also satisfies the GEP Integrative Learning Course requirement