Educational opportunities outside of public school systems abound. The educational studies major prepares you for work in museum education, national parks or outdoor education, community education programs, mission or ministry education, or private institutions. This program does not lead to an Illinois State Teaching License.
Ninety percent of graduates from Greenville University’s School of Education find work in the field of education within the first year after graduation.
Educational Career
Pursue a unique career where you'll educate outside of public school. Educational studies is an excellent choice for those interested in museum education, national parks/outdoor education, community education programs, mission/ministry education, or private institutions.
Experience
Find multiple opportunities to interact with other teaching professionals in field experience observations. During your first Interterm as an education major, you observe in urban schools in St. Louis. During your second Interterm, you observe in classrooms in East St. Louis, allowing you to experience a wide variety of culturally diverse settings.
Why GU
Choose from one of the following concentrations to narrow your studies: Christian education, early childhood, elementary, special education and teaching English to speakers of other languages.
Character education. Earn nationally recognized certification in character education from Character Plus and learn to educate the whole child.
Faith-based. Learn to incorporate your faith into both your studies and your career.
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Success Stories
I decided to come to GU because I love the community here. I was surrounded by great people that really invested in me and always pushed me to be greater than I formally was.
This major requires that students complete 51-56 hours of credit, depending on the chosen emphasis.
Educational Studies, BS Courses
This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course includes 30 hours of field experience in a diverse setting. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program.
(Offered fall and interterm)
$92 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement.
Prerequisite: EDUC 101. (Offered every Interterm.)
Course fee may apply.
This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirty hours of field experience in a special education classroom are required.
Prerequisite: EDUC 101. Corequisite: EDUC 282. (Offered every semester.)
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement.
Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)
A course in the reading sequence designed to acquaint candidates with a variety of reading programs and approaches used in contemporary elementary school classrooms. Emphasis is on the reading process and product from the early stages of readiness. Attention is given to strategies that aide in word identification such as using sight words, phonics, contextual analysis, and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special Needs students. There are 15 hourse of field experiences required.
Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required.
Prerequisite: EDUC 280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
EDUC395 Practicum (2 Credits)
A comprehensive survey of the various types of poetry and prose for children, with considerable attention to the significant historical and folklore backgrounds. Meets the general education humanities/literature requirement.
Prerequisite: ENGL 201, ENGL 243 or education major. (Offered every semester.)
This is the first mathematics course where the content of grades K-5 is carefully studied. Fundamental properties underlying the structure of numeration systems and various algorithms for computation are stressed. Basic algebra and problem solving is also reviewed and examined. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 144.
This is the second mathematics course where the content of grades K-5 is carefully studied. Topics including geometry, measurement, problem solving, probability, and statistics are stressed. This course is required of early childhood, elementary, and special education majors. This course does not count towards the mathematics major. Meets the general education quantitative reasoning requirement when taken in conjunction with MATH 143.
Prerequisite: MATH 143.
This course provides experience in formulating individualized performance objectives, key teaching and therapy skills, and programming for specific problems in organization and administration of students with disabilities. Provides a brief review of the legislative and history of adapted physical education. (Offered spring semester.)
Examines structures, functions, and policies of the national government. (Offered spring semester.)
Areas of Study
Christian Education
Courses
Learning to read the Bible through the eyes of the original author and audience is a critical skill for those who wish to understand the Bible and learn to apply it to a modern audience. Many things in the Bible seem strange to us today because they represent aspects of an ancient culture that are very different from our own. The Bible in its World offers an introduction to the discipline of biblical studies by addressing the various ways modern Bible readers can reconnect with this ancient culture to become better interpreters of the Bible. Students will learn about the history and culture of the ancient Near East, how geography shapes culture, and how archaeology can give us a window into the lives of biblical characters. Students will then practice interpreting biblical passages in a collaborative environment to gain experience applying this new information and skill set in a way that will prepare students to engage their biblical and theological studies at a more mature level. (Offered spring semester of odd calendar years.)
Prepares the student for admission to the Christian ministerial education program. Topics such as understanding God's call, grace-gifts, the different personalities of churches, church growth, church relationships, spiritual journeying, and Christian worship will be examined. Open to second semester freshmen and to sophomores. Required for admission to practica required in the fields of Christian ministry. (Offered fall semester.)
An historical and philosophical study of the development of Christian theology over the centuries.
Prerequisite: THEO 110 or THEO 310. Offered: Fall semester.
The systematic study of the development of Western Christendom from the first through the fifteenth centuries focusing on major themes, figures, actions, and impulses. The historical method of research will be employed as a means of helping students to gain a contextualized understanding and appreciation for the developing role of the church and its relationship to culture. A major emphasis will be placed on the reading of primary sources as a means for understanding the development of Christian theology. Cross listed with THEO 343.
Prerequisite: THEO 110. (Offered spring semester of odd calendar years.)
An historical and theological study of Christian thinking and practice from the first through the sixth centuries focusing on major movements, moments, and people. Primary sources will be foundational to this study. Crosslisted with HIST 343.
Prerequisite: THEO 110 or THEO 310. (Offered spring semester of odd calendar years.)
A close study of Paul's letters in the New Testament, focusing on issues that arise in those letters and in the culture of the first-century church.
Intensive study of the three synoptic Gospels as they interpret the works and words of Jesus Christ. Meets the general education biblical studies requirement. Cross listed with BIBL 253. (Offered fall semester.)
Intensive analyses of the ideas and literary patterns of the books of Psalms, Proverbs, Ecclesiastes, Job, Song of Solomon, and certain other selections from the inter-testamental literature of the Hebrews. Cross-listed with BIBL 120. Meets the general education biblical studies requirement. (Offered spring semester in odd calender years.)
The course focuses on the first five books of the Bible, also known as Torah or Law. As the first major section of the Bible, Torah is foundational to the rest of the Biblical witness. In this course students will ascertain the primary theological emphases of a narrative that begins with creation and ends with the death of Moses. Meets the general education upper division writing intensive requirement. (Offered fall semester.)
A critical and exegetical study of the Former (Joshua, Judges, Samuels, and Kings) and the Latter (Isaiah, Jeremiah, Ezekiel and the Twelve) Prophets with special consideration given to the social, political, and religious conditions of their times. Attention is given to the ministry and message both for their time and the present age. (Offered spring semester of even calendar years.)
Early Childhood
Courses
Students will study early childhood development. The development of children in preschools, kindergarten, and the primary grades will be explored. This course includes the history, philosophy, and theory of early childhood education. Students will complete 15 hours of field experience in an Early Childhood classroom.
Prerequisite: EDUC 101. (Offered spring of even calendar years
This course develops the instructional methods and assessment for an Early Childhood Classroom. Students will design and assess instruction for all areas of a self-contained classroom based on developmental stages, community, and curriculum goals. Students will learn to identify central concepts and methods of inquiry, and to use a variety of instructional strategies to encourage development within the context of creating a positive learning environment. Students will complete 15 hours of field experience in an Early Childhood classroom.
Prerequisite: EDUC 205 and admission to the Teacher Education Program. (Offered fall of odd calendar years.)
This course explores the importance of play as a guiding principal for the development of the whole child. Students will explore strategies for teaching language arts, science, mathematics, social studies, art, music and movement in early childhood classrooms within an integrated, thematic curriculum. Emphasis on appropriate play for children ages birth to 8, including individual, pair, small group and large group play as a means of intellectual development. Students will complete 20 hours of field experience in an Early Childhood classroom.
Prerequisite: Admission to the Early Childhood Teacher Education Program and EDUC 205: Early Childhood Development
Students will be introduced to strategies in developing positive and supportive relationships with families, community agencies, and schools in a diverse society. This course explores strategies for building understanding, trust, and effective communication with all children and their families including those who have special needs, have cultural and linguistic differences, come from nontraditional family configurations, and who face poverty, health problems, and/or family dysfunction.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester of odd calendar years.)
This course introduces students to language and literacy development for young children, birth through age 8. Students will explore theories of language development and the identification of readiness factors in emergent reading and writing. Attention is given to development, evaluation and special pre-reading and beginning reading needs of individual children as well as the use of assessment to plan for individual and group instruction.
Prerequisite: Admission to the Early Childhood Teacher Education Program.
This course studies the educational assessment process and uses various assessment strategies to support the continuous development of all students. Appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes will be examined. Students will collaboratively make decisions driven by data about curricular and instructional effectiveness and make adjustments to meet the needs of each student. Students in the course will research teaching as a profession understanding that a professional teacher maintains standards of professional conduct, and provides leadership to improve students' learning and well-being.
Prerequisite: EDUC 280 and admission to the Teacher Education Program. (Offered spring of odd calendar years.)
Elementary
Courses
The content of this course focuses on using art, music, and movement to enhance student learning in the elementary classroom core curriculum. The course includes the study of tools, techniques, and technology of art, music, and movement. It provides candidates an understanding of the educational, communicative, and aesthetic values of dance, music, and visual arts and the role fine arts plays in reflecting history and culture. Field experiences required. (Offered fall semester.)
Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required.
Prerequisite: EDUC 312 and admission to the Teacher Education Program. (Offered fall semester.)
This course explores methods and materials used in the teaching of the language arts at the elementary school level. Emphasis is placed on speaking skills, critical listening skills, using literature across the curriculum, and the writing process which includes grammar, spelling, handwriting, and word processing. Attention is given to writing in the Content Areas. Strategies to be used with ESL students are also presented. The integration of technology, diversity in the classroom, critical thinking skills, and assessment and evaluation are also examined. There are 15 hours of field experiences required.
Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)
The course examines effective teaching strategies for teaching mathematics to elementary school students. It emphasizes placing students in a role where they actively think, reason, problem solve, and make sense of an inquiry-oriented, problem solving classroom environment. Students will examine children's strategies for making sense of various mathematical concepts and consider means of facilitating the development of these strategies. There are 15 hours of field experience required.
Prerequisite: Admission to the Teacher Education Program and an appropriate mathematics course which may be taken concurrently. (Offered spring semester.)
This course examines effective strategies for teaching math in the number and operation strand to elementary and middle school students. It emphasizes placing students in a role where they actively seek to make sense of mathematics and where they are extending their capacity to think, reason, and problem solve mathematically. Teaching mathematics effectively requires the development of a knowledge base and a variety of skill sets. This includes: (1) an understanding of learning progressions in the elementary math curriculum, as well as aspects of childrens cognitive development that influence these learning progressions; (2) the capacity to use research-based approaches to building foundational conceptual understanding as well as procedural fluency and problem solving skills; (3) strategies for developing academic vocabulary and language in mathematics; (4) the ability to analyze student error patterns to identify student needs and construct targeted interventions; (5) the knowledge to effectively use and sequence the use of multiple representations to make mathematical content accessible to all learners; and (6) the capacity to develop (as opposed to merely cover) concepts and skills for a variety of learners in diverse classrooms. The Common Core State Standards and the Mathematical Standards of Practice will play an important role in this course, and the Learning Progressions (authored by the Common Core Writing Team) are required reading. There are 10 hours of field experience.
This course examines effective strategies for teaching math in the algebraic thinking, geometry, measurement, and data strand to elementary and middle school students. It emphasizes placing students in a role where they actively seek to make sense of mathematics and where they are extending their capacity to think, reason, and problem solve mathematically. Teaching mathematics effectively requires the development of a knowledge base and a variety of skill sets. This includes: (1) an understanding of how academic language in mathematics must be both fostered and scaffolded; (2) the capacity to merge understandings of student backgrounds and characteristics, knowledge of content and pedagogy, and assessment techniques to construct an age-appropriate and well-sequenced instructional plan; (3) the ability to analyze student error patterns to identify student needs and construct targeted interventions; (4) the knowledge to effectively use and sequence the use of multiple representations to make mathematical content accessible to all learners; and (5) the capacity to develop (as opposed to merely cover) concepts and skills for a variety of learners in diverse classrooms, and (6) the ability to analyze student work in a lesson to plan instructional next steps. The Common Core State Standards and the Mathematical Standards of Practice will play an important role in this course. There are 10 hours of field experience.
Prerequisite: EDUC 347
This course explores methods and techniques used in the teaching of Science and Social Studies at the elementary level. Emphasis is placed on the Science and Social Studies goals, writing objectives, lesson plans, assessment procedures, and the integration of other curricular areas. Literacy skills are examined as they apply to the goals of Social Studies and planning. Cultural diversity, differentiated instruction, integration of technology, and reflective teaching practices are also examined.
This course is to provide the student with current strategies and methodologies for the teaching Science and Social Studies in conjunction with the Illinois Learning Standards and the Illinois Professional Teaching Standards.
This course explores methods, materials, and techniques used in the teaching of social studies. Emphasis is placed on the social studies goals, writing objectives and lesson plans, and the integration of other curricular areas. History, Geography, Civics and Government along with the Economics of Illinois, the US and World are examined as they apply to classroom methods. Cultural diversity, the integration of technology, and small group activities are also explored. There are 15 hours of field experiences required.
Prerequisite: Admission to the Teacher Education (Offered fall semester.)
This course examines strategies for teaching science to elementary school students. The students will be exploring the nature of inquiry and strategies for promoting, supporting, and assessing students' scientific inquiry. This course will seek to provide students with instructional tools to help children develop conceptual understanding of scientific concepts. Students will examine strategies for questioning, sequencing of lessons, assessing students' understanding, meeting students' needs in multi-ability settings, and involving more girls and minorities. There are 15 hours of field experience required.
Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
Special Education
Courses
Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required.
Prerequisite: EDUC 312 and admission to the Teacher Education Program. (Offered fall semester.)
This course focuses on multiple and diverse support systems for special education students. The content includes the design and delivery of moderate to intensive support systems, principles of instruction in community-based education, adaptive strategies and equipment, augmentative/assistive technology devices, curricular design and delivery, classroom design, collaborative planning and scheduling, and assessment of student progress and achievement.
Prerequisite: EDUC 280 and Admission to the Professional Semester. (Offered fall of odd calendar years.)
This course studies the educational assessment process and uses various assessment strategies to support the continuous development of all students. Appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes will be examined. Students will collaboratively make decisions driven by data about curricular and instructional effectiveness and make adjustments to meet the needs of each student. Students in the course will research teaching as a profession understanding that a professional teacher maintains standards of professional conduct, and provides leadership to improve students' learning and well-being.
Prerequisite: EDUC 280 and admission to the Teacher Education Program. (Offered spring of odd calendar years.)
Study of organizational, administrative, and curricular modifications necessary for adolescents with disabilities. Techniques to create work-study programs are also stressed.
Prerequisite: EDUC 280 and admission to the Teacher Education Program. (Offered spring of even calendar years.)
This course investigates the philosophical, historical, and legal foundations of special education. Students in the course will research the impact disabilities have on the development of an individual and explore strategies to provide support for each student. Using the knowledge of effective written, verbal, and visual communication techniques students in the course will collaborate with peers and share decision making to solve the challenges that are present when a student has a disability.
Prerequisite: EDUC 280 and admission to the Teacher Education Program. (Offered fall of even calendar years.)
This course analyzes the differing approaches to learning and creates instructional opportunities that are adapted to diverse learners. Students will plan and design instruction, and Individual Education Plans based on knowledge of the discipline, student, community, and curriculum goals. Students will learn to identify central concepts and methods of inquiry; use a variety of instructional strategies to encourage students' development within the context of creating a positive learning environment. Twenty hours of field experience are required.
Prerequisite : EDUC 280 and admission to the Teacher Education Program. (Offered spring of odd calendar years.)
Teaching English as a Second Language
Courses
The course provides students with a theoretical overview of current linguistic, psychological, sociological, and educational issues related to second language acquisition and how they relate to the learning and teaching of second languages.
Prerequisite: ENGL 105. (Offered spring semester of odd calendar years.)
A study of the development of English with attention to historical influences as well as to linguistic evolution of sound, forms, structure, and meaning. Students will focus throughout the semester on current issues of gender, ethnicity, regionalism, etc. as they apply to the language. An introduction to the form and syntax of Modern English, with emphasis on the descriptive approach to grammar. Includes review of both traditional grammar and transformational-generative grammar.
Prerequisite: ENGL 105. (Offered fall semester of odd calendar years.)
This course provides students with information about the different historical and current approaches, methods and techniques used in teaching English as a second language. The course asks students to review and evaluate the different materials available to the instructor for effective delivery of information in the classroom.
Prerequisite: ENGL 214. (Offered fall semester of odd calendar years.)
This course focuses on the dynamic relationship between language, communication, and culture. Students will study how cultural differences between communities and within communities affect the communication process and the language choices people make. (Offered spring semester of even calendar years.)
The course prepares ESL instructors to understand the assessment and evaluation process and to plan and implement formal and informal assessment in the ESL classroom.
Prerequisites: ENGL 317, and ENGL 318. (Offered fall semester of even calendar years.)
