Bachelor of Science in Education with a Major in Elementary Education
Our Bachelor of Science in Elementary Education (B. S. Ed.) degree program is designed to prepare candidates for initial teacher certification in grades Pre-Kindergarten through fifth grade school settings. Program coursework and field experiences promote research-based practices that ensure that all students can and do learn. Through a full year of field experiences in public schools candidates apply the content knowledge and pedagogical skills learned in professional education courses.
Program faculty are dedicated to the ideals of social justice and endeavor to equip graduates with the ability work within the existing systems or to change existing systems to bring about equitable environments for all learners.
For more information, please see the Academic Catalog. A program map, which provides a guide for students to plan their course of study, is available for download in the Courses tab below.
Candidates who successfully complete this program will earn a Bachelor of Science in Elementary Satisfactory completion of this program results in a concentration in mathematics and reading and leads to a clear and renewable teaching certificate (T-4) in Georgia.
As a student in our degree program, you'll learn strategies to help all students succeed by focusing on subjects such as:
• Knowledge and understanding of the classroom learner
• Methodologies of content area instruction
• Research in Elementary Education
• Curriculum theory and development
• Infusion of technology in instructional practices
• 129 semester hours
Estimated time to completion is 4 years. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable.
Buzzfile - Careers by Major:
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Carrollton Campus, Newnan
Method of Delivery
Courses are primarily taught face to face. Some courses may be available partially or fully online, however, this is not an online program.
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 129
A transfer credit evaluation will be completed by the UWG Transfer Team (firstname.lastname@example.org). Course application to a program is subject to review by the department.
This program may be earned entirely face-to-face. However, depending on the courses chosen, a student may choose to take some partially or fully online courses.
UWG is often ranked as one of the most affordable accredited universities of its kind, regardless of the method of delivery chosen.
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, he/she will pay both all mandatory campus fees and the higher eTuition rate.
- For cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.
An introductory course that surveys methods and activities to teach fundamental skills in movement/dance/drama, art and music in the early childhood/elementary curriculum. Field experience required. Admission to Teacher Education. Course Equivalent ECSE 3214.
Students will examine theories and models for designing curriculum, instruction, and classroom management in Pre-K through fifth grade classrooms. Students will also observe and apply these theories and models during a field based experience.
Students are placed in a designated early childhood/elementary site. Requirements include observing children and planning and implementing learning activities with the guidance of a qualified supervisor. Course equivalent ECSE 4783.
Overviews development of acquisition of mathematical concepts. The assessment/correction process is examined. Teaching strategies appropriate to children with learning difficulties are described. Individual assessment and analysis of a particular child's mathematical problems, including teaching to this analysis are developed in case study form. Current research on teaching mathematics to children with special needs is examined. Knowledge of teaching strategies and the assessment/correction process will be applied during field experience. Must be taken concurrently with ECED 4284, READ 3263 and READ 4251 or with advisor approval.
This course requires the supervised and coordinated diagnosing and correcting of students in K-5 classrooms. The lab experiences shall require demonstration of the content knowledge and pedagogical skills acquired in ECED 4251 - Assessment and Correction in Mathematics Education.
Students will examine the current content and methodology of social studies education for young learners (grades P-5). Students will design and implement learning experiences that incorporate the knowledge, skills, and attitudes appropriate for an elementary social studies program. Course equivalent ECSE 4761
Students will examine content, methodology, skills, and materials used to teach science to children in grades P-5 by means of course discussions and assignments, field placements/assignments and course readings. Emphasis will be placed on developmentally appropriate practices and integration with mathematics and other appropriate subject areas. Must be taken concurrently with ECED 4261, ECED 4263, ECED 4283 and READ 3262 or with advisor approval.
Mathematics education content, methods and materials which are appropriate for the cognitive development of the young child from Pre-K to Grade 5 will be investigated. Students will apply knowledge of content, methods and materials during field experience. Must be takenconcurrently with ECED 4261, ECED 4262, ECED 4283 and READ 3262 or with advisor approval.
Students are placed in a designated early childhood/elementary site. Requirements include observing children and planning and implementing learning activities with the guidance of a qualified supervisor. Must be taken concurrently with ECED 4261, ECED 4262, ECED 4263 and READ 3262 or with advisor approval.
Application for field experience required prior to enrollment. Students are placed in a designated early childhood/elementary site. Requirements include observing children and planning and implementing learning activities with the guidance of a qualified supervisor.
Students will be involved 15 weeks (one semester) in a full-time, supervised and directed classroom setting. Application to field experience required prior to enrollment Must be taken concurrently with ECED 4289; a practicum/intership fee will be charged.
Designed to engage interns in a critical reflection of issues, topics materials and skills appropriate to their professional development and teaching experience during their internship. Will also serve as a capstone experience for satisfying exit requirements of the program. Must be taken concurrently with ECED 4286 or ECED 4288.
(Non-credit for mathematics major or minor.) Special emphasis for teachers of grades P-8. Broadens understanding of the fundamental concepts of algebra, with particular attention to specific methods and materials of instruction. Special emphasis for teachers of grades P-8.
Non-credit for mathematics major or minor. Special emphasis for teachers of grades P-8. Broadens understanding of the fundamental concepts of probability and statistics, with particular attention to specific methods and materials of instruction.
An overview of how technology can play a role in the teaching and learning process; including digital citizenship, digital learning experiences, and assessment. In addition, aspects related to digital learning activities, assistive technology for students with mild disabilities, and implications of cultural/linguistic diversity for language, technology, and educational programs.
This course provides students with the knowledge and skills necessary for teaching health and integrating physical activity in the elementary school curriculum. This course is designed for early childhood education majors.
A survey of the past and current literature available for use with the young child as well as the role literature should play in early literacy development. Field placement is required.
An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.
A study of language acquisition and the development of the language arts curriculum with an emphasis on reading-writing connections. Admission to Teacher Education. Must be taken concurrently with ECED 4251, ECED 4283, READ 4251, SPED 3715 and MATH 3803.
Course will provide undergraduate students with knowledge and skills to administer informal assessments to determine children's strengths and weaknesses in reading. Students will be able to analyze test results and prescribe reading strategies to help children advance through the reading process. Field experience required.
Study of characteristics, identification and assessment of exceptional children and youth across age ranges and levels of severity, including individualizing instruction in inclusive classrooms. 'Best' ranges and levels of severity, teaching practices for this population also will be examined. Designed for non-special education majors. Students must earn a grade of "B" or better in SPED 3715 or department approved alternative to meet the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019 for courses completed on or after that date.
Stacey Britton, Ph.D.
Cliff Chestnutt, Ph.D.
Andrea Crenshaw, Ed.D.
Jennifer Edelman, Ph.D.
Department Chair and Associate Professor
Rebecca Gault, Ph.D.
Robyn Huss, Ed.D.
Robert C. Morris, Ph.D.
Natasha Ramsay-Jordan, Ed.D.
Kimberley Scasny, Ed.S.
Robin Strain, M.Ed.
Janet Strickland, Ph.D.
Guidelines for Admittance
Each UWG online degree program has specific requirements that you must meet in order to enroll.
- Complete online application. A one-time application fee of $40 is required.
- Official transcripts from all schools attended. Official transcripts are sent from a regionally or nationally accredited institution.
- Verify specific requirements associated with specific populations identified here: Freshman Adult Learners Transfer International Home School Joint / Dual Enrollment Transient Auditor Post-Baccalaureate Non-Degree Seeking Readmission
- For more information go to UWG Admission Deadlines
Program Specific Admittance Guidelines
- Admission to Teacher Education: Admission to the teacher education program is a prerequisite to enrollment in professional education courses. Students should file application for admission with their advisor.
- After completion of core, students must be admitted to Teacher Education to continue into their Professional Education courses. For more information about admission to Teacher Education: https://www.westga.edu/academics/education/advisement/admission-teacher-education.php
Current Student Teacher Education admission deadlines: https://www.westga.edu/
Admission Process Checklist
- Review Admission Requirements for the different programs and guides for specific populations (non-traditional, transfer, transient, home school, joint enrollment students, etc).
- Review important deadlines:
- Fall semester: June 1 (undergrads)
- Spring semester: November 15 (undergrads)
- Summer semester: May 15 (undergrads)
See program specific calendars here
- Complete online application
Undergraduate Admissions Guide
Undergraduate International Application
- Submit $40 non-refundable application fee
- Submit official documents
Request all official transcripts and test scores be sent directly to UWG from all colleges or universities attended. If a transcript is mailed to you, it cannot be treated as official if it has been opened. Save time by requesting transcripts be sent electronically.
Undergraduate & Graduate Applicants should send all official transcripts to:
Office of Undergraduate Admissions, Murphy Building
University of West Georgia
1601 Maple Street
Carrollton, GA 30118-4160
- Submit a Certificate of Immunization, if required. If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
- Check the status of your application
- For more information, go to UWG Admission Deadlines
COE Advisement Center Administrative Assistant
Advisors (based on first letter of student last name)
A-R - Shabina Panjwani
S-T - Marnica Camille Reid
U-Z - Bethany Schmelzer
Newnan Campus - Randy Blackmon
Specific dates for admissions (Undergraduates Only), go to: UWG Admission Deadlines
- 1.0 Development, Learning and Motivation: Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students' development, acquisition of knowledge, and motivation (ACEI 1)
2.1 Reading, Writing, and Oral Language: Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language, and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situation, materials, and ideas.
2.2 Science: Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for persona; and social applications, and to convey the nature of science.
2.3 Mathematics: Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.
2.4 Social Studies: Candidates know, understand, and use the major concepts and modes of inquiry from the social studies, the integrated study of history, geography, the social sciences, and other related areas to promote elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.
2.5 The Arts: Candidates know, understand, and use-as appropriate to their own understanding and skills-the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students.
2.6 Health Education: Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.
2.7 Physical Education: Candidates know, understand, and use-as appropriate to their own understanding and skills-human movement and physical activity as
3.1 Integrating and applying knowledge for instruction: Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.
3.2 Adaptation to diverse students: Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.
3.3 Development of critical thinking, problem solving, performance skills: Candidates understand and use a variety of teaching strategies that encourage elementary students' development of critical thinking, problem solving, and problem solving.
3.4 Active engagement in learning: Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.
3.5 Communication to foster collaboration: Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom (ACEI 3).
- 4.0 Assessment for instruction: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student (ACEI 4).
5.1 Professional growth, reflection, and evaluation: Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.
5.2 Collaboration with families, colleagues, and community agencies: Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children.
5.4 Collaboration with colleagues and the community: Candidates foster relationships with school colleagues and agencies in the larger community to support students' learning and well-being (ACEI 5).
“At UWG, I learned that as a teacher I’m not the most important person in the room – it’s the students. "When I walk into the room I’m always prepared to teach, learn and grow even if I taught that day’s concepts a million times."