Bachelor of Science in Elementary Education – For California Residents
Tuition Rate:
$38,200
(including fees)
Monthly Payment Plan:
$399 per month
The Bachelor of Science in Elementary Education degree provides students with the understanding and skills necessary to prepare them for careers or professions teaching or working with children in various roles. The curriculum for the education degree involves more than one discipline, fostering the understanding of people, nations, institutions, history, arts, sciences, and core courses for educators including a required two term, full time, student teaching experience. The Bachelor of Science in Elementary Education is a Multiple Subject Credential Preparation program for students in California interested in teaching at the TK-6 level.
Admission requirements can be found here.
10 Semesters / 40 Months*
*Dependent on course load (i.e., Full-Time, Part-Time)
Please refer to the University Catalog for Tuition and Fees.
REQUIREMENTS FOR ALL CREDENTIAL PROGRAM CANDIDATES
All credential candidates must provide evidence of passing the CBEST (California Basic Educational Skills Test) before or during the term in which they reach junior status and provide Certificate of Clearance (fingerprint clearance).
To stay on schedule for graduation and to be recommended as a candidate to the CTC students seeking a credential pathway must show proof of attempting or passing the California Subjects Examination Test (CSET) prior to beginning any EDU coursework. It is highly recommended that candidates take this exam as early in the program as possible.
Student Teaching Requirements
- Completed and passed the CSET for the credential being sought.
- CPR Certification
- Required observation hours completed
- Complete 600 hours of full-time student teaching in an approved classroom(s) over 2 eight-week sessions regardless of holidays or vacation days
- Students are advised not to work during their student teaching experience as it is a full-time commitment requiring 40 plus hours each week
- Substitute teaching and non-sequential or unapproved placements may not be counted towards the 600 hours of required practicum
- Students may be required to travel to distant school sites as assigned- specific school schedule requests or school sites may or may not be accommodated
- In order to progress to the second student teaching session (EDU563) a minimum of 1 EdTPA task must be completed
All student teaching must be completed in a California classroom.
Program Completion Requirements
- Complete program with a Cumulative GPA of 2.50 or higher
- Passed EdTPA Tasks*
- Passed the Reading Instruction Competence Assessment (RICA)
- Complete a Professional Teaching Portfolio
- Exit Interview
- Exit Survey
* Preliminary Teacher Credential Candidates are required to successfully complete two (2) EdTPA Instructional Cycles as part of their summative assessment for teacher credentialing as defined in Standard 17 of the 2042 credential document.
Teacher Credentialing and Licensure
Per the California Commission on Teacher Credentialing (CTC) all students must meet the specific requirements in effect at the time of candidate application for credential. While the United States University program prepares California teacher candidates it does not guarantee teacher licensure. All credential candidates are encouraged to check the commission requirement page on a regular basis as requirements may change. https://www.ctc.ca.gov/docs/default-source/leaflets/cl560c.pdf?sfvrsn=8db75dfc_16
In order to be recommended to the California Teaching Commission for a Multiple Subject credential candidates must complete the following requirements:
- Complete a baccalaureate or higher degree from a regionally-accredited college or university
- Satisfy the basic skills requirement (Passage of the CBEST exam)
- Achieve a passing score on required subject matter exams (CSET).
- Pass the Reading Instruction Competence Assessment (RICA).
- Complete a course in the provisions and principles of the US Constitution.
- Complete a Commission-approved multiple subject teacher preparation program
- Obtain a formal recommendation for the credential by the program sponsor.
The following course listings do not include general education requirements for the Bachelor of Education degree. Please refer to the University Catalog for more information on general education requirements.
Core Courses:
This course will cover the California Common Core standards for physical education. Students will be introduced to developmentally appropriate activities to help support and scaffold the development of physical skills for young children. Health education and nutrition, including the negative impacts of drugs and drug and alcohol use by children and anti-drug curriculum will be covered.
The wide variety of students that any teacher will meet in their classrooms, schools and communities will be reviewed with a focus on social justice, equity and educational opportunity for all students. Students will examine research-based cross-cultural strategies necessary to ensure an inclusive classroom honoring individual differences.
This course provides students with an overview of the historical, cultural, philosophical, legal and political history of the American educational system. Learning theories as applied to classroom teaching and differentiation of instruction will be explored. The importance of equity and social justice in education will be covered.
This course provides students with an overview of the history and legal requirements of Special Education in the American school system. Students will learn about response to intervention, qualification criteria for special education as well as the requirements of a teacher to support IEP goals and 504 accommodation plans to support students. Various models of support for students will be reviewed including inclusion, collaboration and co-teaching.
Students will be provided with research-based instructional strategies, as well as proven classroom routines and procedures that promote student mastery of curriculum by maximizing instructional time. Strategies for providing differentiated instruction as well as the integration of technology for learning will be covered. Assessment strategies will also be included.
Instructional models, strategies, approaches, assessment and placement of students in English as a second language and content based second language teaching will be explored. Instructional planning for the development of aural and oral language proficiency will be utilized. Research based strategies for teaching language will be applied.
Focus on various genres for young people. Includes picture books, classics, personified machine heroes, realistic books, etc. Includes enrichment ideas which teachers can use with young children.
The political, economic, social, and intellectual growth of California from Spanish colonial era to the present, with emphasis on the themes and movements identified in the California State Framework.
The structure of mathematics taught in the K-8 school curricula. Includes problem solving, whole numbers and integers, algorithms, number theory and fundamentals of algebra.
The structure of mathematics taught in the elementary school curricula. Includes ratio proportion, data collection, distribution, shapes and measurement in geometry.
Development from conception to pre-adolescence. Includes biological, psychological, cognitive-structural, stimulus response, humanistic views. Parental care, attachment-separation, parenting, and institutional care.
This course is specifically designed for teachers to be introduced to the Next Generation Science Standards (NGSS) as well as the California Common Core standards. Content domains to be covered include; properties of matter, principals of motion and energy, ecology, astronomy, geology, and oceanography.
Multiple Subject Preliminary Credential Requirements:
Teacher Candidates will learn how to use and develop curriculum embedded in the California State Standards and Frameworks. Students will learn a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
This course is a continuation of EDU534. Teacher candidates will learn how to use and develop curriculum embedded in California State Standards and Framework. Students will apply a variety of instructional methods and strategies to provide differentiated instruction to meet the needs of all learners.
Approaches, methods, and techniques for teaching literacy skills will be explored. The assessment of literacy skills will be addressed in this course. The six components of literacy instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension and writing) will be addressed throughout the course. This course meets the requirements of the California Education Code and will offer students support in preparation for the Reading Instruction Competency exam (RICA) required of all California Credential Candidates.
This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Education Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”
This course is designed to provide students with academic and professional support during their student teaching assignment. The courses are offered in a seminar format consisting of reflective discussions that evolve around events in content classes, field experiences, supervised teaching, and collaboration between the candidates, university personnel, and the on-site support provider. The course will also provide candidates assistance and support in the completion of the Education Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation. Synchronous (live) meetings via technology will be a requirement of this course.
This full-time supervised clinical practice course requires 300 hours of in class student teaching at the school and grade level assigned. This course will guide candidates through their daily classroom instructional practice as a student teacher in a public elementary school. The sequence of clinical practice experiences includes multiple opportunities for interaction with diverse populations and communities such as English Language Learners and Special Needs students. All students are provided with experiences which are age and grade appropriate and are required and authorized by the credential they are seeking. Clinical practice is a critical component of the Teacher Preparation Program which combines theory to practice and is rooted in the Unites States University Mission and informed by the California Commission on Teacher Credentialing requirements. The clinical practice experiences provide candidates an opportunity to complete the Education Teaching Performance Assessment (EdTPA). The EdTPA is structured around two, full instructional cycles based on the pedagogical sequence of “plan, teach and assess, reflect, and apply, each within a school placement.”
This course is designed to provide students with academic and professional support during their student teaching assignment. The course is offered in a seminar format consisting of reflective discussions that evolve around events in the classroom, field experiences, supervised teaching and collaboration between the candidates, university personnel. Support for candidates in the completion of the Education Teaching Performance Assessment (EdTPA) instructional cycles, to include implementation, guidance, and remediation will also be included. Synchronous (live) meetings via technology will be a requirement of this course.
Elective Requirements
Students are required to take 18 credits of electives selected from the list below.
The nature of the universe. Includes solar system, stars, galaxies, and remote universe.
Demonstration of astronomical principles though observation simulation, and analysis of data. Topics may include the sky, the solar system, stars, nebulae, galaxies, and cosmology.
Laboratory activities for BIO150 General Biology.
This course provides an overview of how globalization, society, economic systems, legal and political, financial institutions, and other forces interact to affect a business organization. An introduction to functional areas within a business are covered: e.g., business ethics, entrepreneurship, global business, management, marketing, production, information systems, accounting and finance. Students will effectively be able to create a business plan using all elements covered within the course.
This course is a basic introduction to data analysis and communication tools. It is intended to expand students’ skills and competencies in using software tools for analyzing data, converting data into information, and creating and delivering presentations to support decision-making.
This course provides an overview of the U.S. legal system structure, and basic terms and concepts of Business Law. Topics may include legal issues associated with ethical conduct in business, consumer protection, employment law, and social responsibility of corporations. Information literacy skills are honed as students learn to retrieve, read, and analyze business law cases.
This course provides students with the tools necessary to examine moral problems and make effective decisions on ethical issues faced in the workplace. Topics considered include discrimination, affirmative action, sexual
harassment, informational privacy, drug testing, ethics in advertising, business and the environment, and global ethics. Emphasis will be placed on the study of the ethical values, principles, and theories pertinent to management. Students will also examine social responsibilities of managers in the workplace.
This course covers the applications of chemistry for science majors. Topics included are the composition of matter, atomic structure, periodic relations and nomenclature. Includes qualitative and quantitative experiments.
Laboratory activities for CHM102 Principles of Chemistry.
This course provides foundational skills for subsequent IT courses. It provides an overview of the discipline of IT, describes how it relates to other computing disciplines, and begins to instill an IT mindset. The goal is to help students understand the diverse contexts in which IT is used and the challenges inherent in the diffusion of innovative technology.
Practical course intended for those interested in learning computer networking with an emphasis on earning the Computing Technology Industry Association’s certification Network+, a foundation-level, vendor-neutral international industry credential that validates the knowledge of networking professionals.
The purpose of this course is to introduce basic financial principles preparing students to interpret a company’s financial statements. Topics include analyzing the deployment of company funds, employee staffing, revenues, expenses, and cash flow. Emphasis is on understanding and gauging the financial health of an organization to assist in managerial decision-making and strategic planning to ensure its success.
Introduction to the healthcare delivery system in the United States; overview of U.S. healthcare delivery, healthcare providers and professionals, technology and its effects, financing, outpatient services and primary care, healthcare delivery institutions, the role of federal government, methods of reimbursement and managed care, implications for the healthcare provider, professional practice, and for individuals, families and communities included. Emphasis is on access, cost, affordability and quality of care and the future of health services delivery.
Health informatics, to promote meaningful and reliable analysis and sharing of data, utilizes a common set of abstractions, terminologies, and coding systems. Students will gain an understanding of these terminologies and their use within various institutional settings. Special attention and focus will be given to the selection of terminologies based on various institutional or business needs.
This introductory course provides the foundation to the concepts of health education and the typical responsibilities of health educators, including assessing the needs of individuals and communities; planning effective health education programs; implementing health education programs and evaluating their effectiveness; administering services; acting as a resource person; and communicating and advocating for health and health education.
An introductory course to key competencies essential to Human Resource operations. Examination on the various roles of Human Resources (recruitment, legal issues, selection, assessment and development, compensation, benefits) and a broad review of issues faced within an organization (termination, harassment, workplace violence).
Analysis of major health problems affecting the life of the individual, the family and community at large. Evaluation, planning and implementation of approaches to meeting personal and societal health needs.
This course is designed to enable healthcare professionals to deliver sensitive, humanistic and respectful care to clients and their families living in a global community. Emphasized is the valuing of differences to work effectively in cross-cultural situations. Explored are the changing demographics, awareness and acknowledgement of various cultural beliefs which are vital to delivering quality healthcare.
Because healthcare organizations are encouraged to apply proven evidence-based techniques to manage the health of populations and their individual members, knowledge of relevant biomedical concepts are important to administrators, managers and analysts. This course presents the foundation concepts of pathophysiology, infectious disease and chronic conditions in the context of public health as a discipline for improving outcomes.
The purpose of this course is to develop student skills in applying theories and concepts of organizational behavior to enable the student to identify and resolve behavioral issues within global organizations. Topics include factors affecting individual and group motivation in the workplace, development of effective groups and teams, organizational cultures, ethical issues in organizational behavior, as well as organizational behavior issues in global organizations.
This course introduces students to best practices in project management. Topics include definitions of project management and the environment. Students will also write proposals that cover the essential elements: project scope, work breakdown structure (WBS), the project schedule, project budget, and risk management, and project budgets. Group collaboration is emphasized to assist in understanding the effects of team/group dynamics in project management.
This course provides an introduction to the mechanics and politics of organizational and business communication. Contemporary theories and the evolving rules of business and how we communicate in the era of social media are explored. Preparing and delivering reports, messages, and presentations is reviewed with learners having an opportunity to develop documents and messages. Students will practice applying modern organizational communication strategies to internal and external business communication challenges from the lens of leadership with key constituents in mind.
New technology and the pace of change are challenging organizations to adapt and operate very differently than they did just a decade ago. This course focuses on the skills leaders need to lead successful organizations in the future. Students will explore fundamentals and current trends in leadership, communication, change, innovation, diversity, organizational culture and team development.
Conflict is inherent in all organizations and is often driven by the competition for limited resources and power. This course is an introduction to the sources and types of internal and external conflicts, and the strategies for understanding and managing these conflicts.
We have become a global economy, and as a result are operating across different time zones and cultures. Future leaders will need to have skills to create and lead both diverse and dispersed workforces. In this course, students will learn about the challenges of managing in a global economy by reading case studies demonstrating how some organizations have successfully addressed these new leadership challenges.
This course provides a familiarization with the field of marketing with an emphasis on the elements of marketing and associated strategies (analyses of customer, company, and competitor).
Synthesizes philosophical and ethical topics from the Western tradition including: theory of knowledge, metaphysics and reality, ethical relativism, deontology, God, skepticism, justice, free will, and moral responsibility, with inclusion of selected philosophers from Classic Era to the twentieth century.