Catalog Year

2020-2021

Degree

MS

Credits

31

Locations

Online

Accreditation

CAEP

Council for the Accreditation of Educator Preparation

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Elementary Education (MS)

The MS in Elementary Education program is an asynchronous online program that prepares in-service, licensed K-12 teachers from around the world to be leaders in the field of elementary education. This program includes coursework that focuses on applying research and theory to classroom practice. The program requires students to select “track” of specialization in STEM, mathematics, or as a generalist. Thus, the program can be tailored for individual interests. The tracks within the MS in Elementary Education program can also lead to a Graduate Certificate in Mathematics Pedagogy and/or work toward the Graduate Certificate in Reading. In addition to the coursework completed for the selected track, students also complete research/capstone coursework. There is additional electives, so students can select coursework that is particularly relevant to their work and interests.  

The MS in Elementary Education is designed to influence teachers’ ability to design and enact effective assessment and instruction for the diverse needs of all children in elementary school and, further, supports teachers to be consumers and producers of scholarship that informs effective instructional practices. Therefore, educators in the MS in Elementary Education program complete a capstone project that demonstrates their ability to synthesize scholarship in a specific area and communicate the practical implications of that scholarship to other educators in meaningful ways in order to influence and improve educators' instructional practice.  

 

Program Requirements

Common Core

This course is designed to assist teachers to reflect best practices for enhancing 21st Century Skills in the classroom in order to increase their students' critical thinking, communication and comprehension.

Prerequisites: none

Examines research and theory in education. Explores major research and theoretical thinking in education.

Prerequisites: none

Research/Methods Course(s)

This course focuses on developing skills related to academic writing.

Prerequisites: none

Restricted Electives

Tracks - Choose one track to complete the program.

STEM Track - 9 credits in consultation with an advisor

Through hands-on experiences students learn the basics of engineering needed to teach this content at the elementary school level. Topics include the engineering design process, reverse engineering, engineering fields/professions, and experience with instructional strategies. The course focuses on the engineering strand of the K-6 Minnesota State Science Standards.

Prerequisites: none

Students will develop competency using the specific technology skills needed to become effective Elementary Science, Technology, Engineering, and Math (STEM) teachers.

Prerequisites: none

Students will learn to integrate the four disciplines of STEM (science, technology, engineering, and math) into their instruction in the elementary classroom.

Prerequisites: none

Develop skills, knowledge, and dispositions related to technology use for literacy learning in the elementary classroom.

Prerequisites: none

Math Track -

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

Prerequisites: none

The focus of the course is on understanding assessment and instructional interventions designed to enhance the mathematical thinking of elementary learners. Additionally, it will focus on using that knowledge to design instruction and intervention strategies aimed at student success. This course will address the development of conceptual models, focused practice, feedback during strategy development, and the development of procedural skills with algorithms.

Prerequisites: none

Students in elementary math classrooms often exhibit a wide range of skills, learning styles, and attitudes toward math. Through this course, educators address the challenge of bringing students of diverse abilities and needs to an equal level of competence, taking into account the cumulative nature of mathematics proficiency. Educators learn how to apply grade-appropriate, differentiated instruction methods, thus providing students with multiple paths to understanding content. Through these strategies, educators learn to help students develop fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.

Prerequisites: none

Unrestricted Electives

A total of 12 credits is required. Select credits in consultation with your advisor. Credits cannot be double counted.

Capstone Course

Choose 1 - 4 Credit(s). Select one option in consultation with you advisor.

For students completing a Master's degree with the alternate plan paper option.

Prerequisites: none

For students completing a Master's degree with the creative project option.

Prerequisites: none

For students completing the Master's or Specialist degree using the thesis option.

Prerequisites: none

Degree Plan

The Degree Plan is a model for completing your degree in a timely manner. Your individual degree plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan.
* Please meet with your advisor on appropriate course selection to meet your educational and degree goals.

First Year

Fall - 6 Credits

Students will develop expertise in working with culturally and linguistically diverse students in literacy learning. The course focuses on culturally responsive instructional strategies for literacy learning in reading, writing, and oral language to meet the cognitive, linguistic, cultural, and dispositional needs of English learners and culturally diverse learners. English language development, linguistics, academic language, assessment, family engagement, strengthening students' cultural connections, vocabulary development, comprehension strategies, writing instruction, and differentiation are major topics.

Prerequisites: none

The focus of the course is on understanding assessment and instructional interventions designed to enhance the mathematical thinking of elementary learners. Additionally, it will focus on using that knowledge to design instruction and intervention strategies aimed at student success. This course will address the development of conceptual models, focused practice, feedback during strategy development, and the development of procedural skills with algorithms.

Prerequisites: none

Spring - 6 Credits

This course is designed to assist teachers to reflect best practices for enhancing 21st Century Skills in the classroom in order to increase their students' critical thinking, communication and comprehension.

Prerequisites: none

This course focuses on recent research, issues, and instructional approaches in K-12 reading. Emphasis is placed on providing effective instruction for all learners and includes topics related to content and pedagogy. Students will develop the ability to: explain components of a balanced approach to literacy instruction, describe phonemic awareness, phonics, fluency, vocabulary, and comprehension and their contribution to reading, plan and deliver effective instruction, and reflect on literacy instruction.

Prerequisites: none

Summer - 6 Credits

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

Prerequisites: none

Examines research and theory in education. Explores major research and theoretical thinking in education.

Prerequisites: none

Second Year

Fall - 6 Credits

Students will learn to integrate the four disciplines of STEM (science, technology, engineering, and math) into their instruction in the elementary classroom.

Prerequisites: none

This course focuses on developing skills related to academic writing.

Prerequisites: none

Spring - 6 Credits

This course provides an in-depth study of assessment strategies for readers at different levels. Effective reading assessments for groups and individual learners, data-driven decision-making, and assessment of curriculum will be emphasized. Data analysis and patterns of performance will be highlighted.

Prerequisites: none

Students in elementary math classrooms often exhibit a wide range of skills, learning styles, and attitudes toward math. Through this course, educators address the challenge of bringing students of diverse abilities and needs to an equal level of competence, taking into account the cumulative nature of mathematics proficiency. Educators learn how to apply grade-appropriate, differentiated instruction methods, thus providing students with multiple paths to understanding content. Through these strategies, educators learn to help students develop fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.

Prerequisites: none

Summer - 1 Credits

For students completing a Master's degree with the alternate plan paper option.

Prerequisites: none

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