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Nov 21, 2024
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2021-2022 Academic Bulletin [ARCHIVED CATALOG]
Elementary Education BSELED
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The Bachelor of Science in Elementary Education Degree (combined program of PK-3 and 3-6 preparing candidates to teach in grades PK-6) is a professional degree with emphasis in the curriculum and methodology of teaching in the elementary school.
The candidate will have Pre-Teacher Preparation Status until formally admitted into the Teacher Preparation Program by formally applying to the Department of Teaching, Learning & Curriculum. This typically occurs during the sophomore year.
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Professional Studies Core - 27
Elementary Education Core PK-6 - 50
PK-6 Whole Child Core - 19
Cognates - 30
These cognates fulfill ACE requirements and the current North American Division requirements for certification.
Admission Requirements
An application for admission to the Teacher Preparation Program and Student Teaching must be completed during the semester EDTE 408 or EDTE 208 Principles of Teaching and Learning is being taken. This must be completed at least a year before a student plans to do Student Teaching. Applications will be considered at the end of each semester once all requirements have been completed.
To be admitted to the teacher education program, students must meet the criteria listed below:
- Satisfactorily complete EDTE 165 /630 and EDTE 408 /508 or EDTE 208.
- Choose appropriate teaching major and/or minor(s). (This applies to Secondary Education majors only)
- Have a cumulative GPA of at least 2.75.
- Obtain a recommendation from three sources: a professor from an education course, and professors from your major and your minor.
- Complete a conviction clearance statement.
- Submit an acceptable plan for completing all required course work. All prerequisites for student teaching, as stated in the University Bulletin, must be met prior to the student-teaching semester.
- Submit a plan for completing the required MTTC Michigan Subject Area Exam(s).
- Applications will be processed as they are received and completed. It is the student’s responsibility to see that all paperwork is in for the application to be processed in a timely manner.
Maintaining Academic Standing
Once admitted to the Teacher Education/Student Teaching Program students must:
- Maintain good and regular status.
- Maintain at least at least a 2.50 GPA in each of the following areas: major, minor, professional education courses and overall course work.
- A course with a grade less than a C in a major, minor, or professional education class must be repeated.
- Continue working on their professional teaching portfolio (begun in EDTE 165).
- Demonstrate the professional disposition of an educator.
NOTE: Students cannot be admitted to the Teacher Preparation/Student Teaching Program, or remain in the program once admitted, if they fail two classes in their major, minor, courses for Professional Education, or Planned Program minor.
Graduation & Certification Requirements
CPR & First Aid Training
Michigan Public Act 18 of 2003 requires all teaching interns to be certified in CPR (child and adult) and first aid prior to being recommended for teacher certification. The legislation stipulates that this training must be completed through the American Red Cross or American Heart Association.
Michigan Test for Teacher Certification (MTTC) Subject Area Tests
A passing score on the Michigan Test for Teacher Certification subject area test in major and minor is also required to earn teacher certification through Andrews University and in the state of Michigan.
Official exam results must be sent directly to Andrews University from the testing companies prior to a recommendation for certification.
The subject area tests should not be taken before your final year in the program. We recommend that you wait until you have completed most or all of your major and minor university-based coursework before attempting the subject area tests.
Student Learning Outcomes
In order to serve all children in both public and faith-based schools:
- Graduates will develop knowledge, skills, and dispositions in academic content, school curriculum, and teaching methods.
- Graduates will have the knowledge, skills, and dispositions in trauma-informed, social-emotional learning, as well as learners with exceptionalities.
- Graduates will cultivate a personal and profession profile for long-term commitment to and leadership in their field.
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