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2024-2026 Academic Catalog

Elementary Education, B.S.E.D.

Location(s): Dickinson Campus, Online, DSUlive, Bismarck Campus, Williston Campus

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Bachelor of Science in Elementary Education degrees provide students with the content, pedagogy, and practice to serve as a teacher in grades 1-8. Additional endorsements are available in reading, early childhood, and middle school. This program culminates with a 12-week student teaching experience in K-12 schools.

Overview

The Bachelor of Science in Education - Elementary Education is a major within the School of Education. If you have questions regarding this program, please contact dsu.hawk@dickinsonstate.edu or call 1-800-279-HAWK.

The Bachelor of Science in Education degree with a major in Elementary Education includes general education courses, courses from specific disciplines, professional education courses, courses for an optional minor or area of concentration, and elective courses. A grade of “C” or better is required in all professional education courses graded on an “A” through “F” letter basis, and a grade of “S” is required in all professional education courses graded on an “S/U” letter basis.

Degree Requirements:

  • General Education Courses
  • Major Courses
  • Optional Minor or Concentration courses
  • Elective Courses

Degree available in Bismarck, Williston, DSUlive, and online

Accreditation and Program Approval

The Teacher Education Program at Dickinson State University is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP), 2010 Massachusetts Avenue NW, Suite 500, Washington, DC 20036; telephone: (202) 223-0077. This accreditation covers initial teacher preparation programs. CAEP is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation as a professional accrediting body for teacher preparation.

CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. More than 900 educator preparation providers participate in the CAEP accreditation system.

The CAEP Standards for Accreditation of Educator Preparation focus on five areas:

  • Content and Pedagogical Knowledge
  • Clinical Partnerships and Practice
  • Candidate Quality, Recruitment, and Selectivity
  • Program Impact
  • Provider Quality Assurance and Continuous Improvement

The Teacher Education Program at Dickinson State University is also approved by the North Dakota Education Standards and Practices Board (ESPB), 2718 Gateway Avenue, Suite 303, Bismarck, ND 58503-0585; telephone: (701) 328-9641. ESPB sets the standards pertaining to teacher licensure, teacher education program approval (accreditation), and professional development of educators.

The membership of ESPB includes

  • 4 classroom teachers from the public schools
  • 1 classroom teacher from a private school
  • 2 school board members
  • 2 school administrators
  • 1 dean of a college of education

West River Teacher Center

The West River Teacher Center (WRTC) is an integral part of the DSU School of Education. The WRTC offers face-to-face classes, online classes, and other programming so that teachers may earn professional development graduate credits (EDUC 2000) to strengthen their knowledge and skills and meet state licensing requirements. Continuing education is provided by DSU faculty/staff or in collaboration with other organizations, such as state agencies, local organizations, and area schools.

The School of Education also offers EDUC 2000 Supervision of Student Teachers. The State of North Dakota requires that pre-service teachers (student teachers) be placed with teachers who have completed a course in Supervision of Student Teachers. DSU offers this self-paced course online on a semester schedule. To check course availability, visit www.dickinsonstate.edu/wrtc.

Middle School Endorsements

Students in the Teacher Education Program who are interested in obtaining a middle school endorsement for grades 5-8 from the North Dakota Education Standards and Practices Board (ESPB) should contact their academic advisor for more information regarding this endorsement and the qualifying coursework at Dickinson State University.

Other Teaching Endorsements and Credentials

The North Dakota Education Standards and Practices Board (ESPB) and the Department of Public Instruction (DPI) make it possible for teachers to add a variety of endorsements and credentials to their standard teaching licenses. Certain coursework at Dickinson State University may qualify a student for one of those endorsements or credentials through ESPB or DPI. An interested student should consult his or her academic advisor to discuss options regarding endorsements or credentials beyond those described above.

Teacher Education Admission

Teacher Education Admission

The criteria for admission to, retention in, and exit from the Teacher Education Program are set by the Teacher Education Council and are subject to change. Policies and procedures related to the Teacher Education Program are provided in the Teacher Education Handbook, posted with other program information on the School of Education Web site.

Admission to Pre-Service Teaching

All education candidates must complete a full-time, fourteen-week student teaching experience.

Admission requirements for student teaching include

  • a 2.75 cumulative GPA;
  • a 2.75 GPA in the major (for elementary education GPA calculations, the major is defined as all courses listed under the major except BIOL 111: Concepts of Biology and its lab - BIOL 111L);
  • a 2.50 GPA in the minor (for those with double majors, one may be treated as a minor for GPA purposes);
  • Completion of all major and professional education courses with a grade of C or better (or S for “S/U” courses) by the end of the application term;
  • Recommendation by the dean of the candidate’s major;
  • Passing scores on all Praxis I and taken Praxis II exams required for licensure;
  • Proof of liability insurance;
  • Fingerprint background check;
  • Successful portfolio defense.

A candidate’s recommendation by their dean represents approval by that school’s faculty members, who review each candidate on the bases of scholastic record, dispositions, eligibility for teacher licensure, and skills in oral and written communication. The Teacher Education Council by Teacher Education Committee will make final decisions regarding admission to student teaching.

Admission to Teacher Education

Upon completion of EDUC 250: Introduction to Education, candidates may apply for admission to the Teacher Education Program. In cases in which a candidate has taken from another institution a course that can be substituted for EDUC 250: Introduction to Education, an application for admission may be completed once the candidate has completed a minimum of thirty semester hours and has declared a major in education. Admission criteria are

  • Completion of thirty (30) semester hours;
  • Completion of EDUC 250: Introduction to Education with a minimum grade of C;
  • Completion of EDUC 298: Pre-Professional Field Experience with a minimum grade of C;
  • Passing scores on the Praxis I exam (the Core Academic Skills for Educators tests in reading, writing, and mathematics);
  • A minimum grade of C in ENGL 110: College Composition I and ENGL 120: College Composition II;
  • A minimum grade of C in COMM 110: Fundamentals of Public Speaking;
  • A minimum cumulative GPA of 2.75;
  • Recommendation from one’s advisor and the instructors of EDUC 250;
  • Approval of the dean of the School of Education; and
  • Approval of the Teacher Education Council via committee.

The dean will notify the candidate in writing of one of the following levels of action for admission to Teacher Education:

  • Full Admission: This will allow the candidate to enroll in professional education courses.
  • Provisional Admission (one semester): This is used in special cases at the discretion of the Teacher Education Council. It may be granted to a candidate who has not met one or more of the requirements for full admission to the program. Candidates granted provisional admission may enroll in professional education courses. However, they have only one semester to meet all conditions for full admission. Failure to meet all admission requirements after the one term provisional acceptance may result in dismissal from the program.
  • Denied Admission: In this case, the candidate is not admitted to the Teacher Education Program and may not enroll in professional education courses. Candidates who have twice been denied admission to the Teacher Education Program will not be allowed to reapply. Applications are reviewed twice per year-at the end of the fall and spring semesters. Applications are not accepted or reviewed during the summer months.

Exit from the Teacher Education Program

Candidates who earn a grade of “C” of higher for pre-service teaching and have completed all program requirements may successfully exit the program. Candidates cannot complete pre-service teaching without having successfully completed all required assignments as detailed in the Pre-Service Teaching Handbook, posted with other program information on the School of Education Web site.

Final Portfolio Review

After completion of the student teaching experience, candidates once again give an oral presentation on their development of each of the InTASC standards. The presentation include candidates’ self-selected artifacts as evidence of their proficiency in each of the program outcomes, as well as their verbal articulation of the links between their artifacts and their understanding of each of the standards.

Portfolio Review

A formal portfolio review takes place as part of the candidates’ application for pre-service teaching. Candidates will have self-selected artifacts to demonstrate their proficiency in each of the program outcomes and will have created accompanying rationale narratives that link the artifacts to the candidates’ understanding of the related InTASC standards. A candidate presents his or her portfolio while enrolled in EDUC 350, portfolio preparation and is evaluated using the Portfolio Review Rubric, posted with other program information on the School of Education Web site. This portfolio review determines the candidate’s readiness for pre-service teaching and at that time either recommends or denies the candidate’s application to student teach.

Praxis Exams

The state of North Dakota requires passing scores on a series of three Praxis exams administered by ETS, the Educational Testing Service. The first exam is the Praxis I (the Core Academic Skills for Educators exam), which has subtests for three areas: reading, writing, and mathematics. Candidates complete this exam prior to admission into the Teacher Education Program.

Candidates also take two Praxis II exams. One is a content exam in their subject area (e.g., math, physical education, English, elementary education), and the other is a pedagogy exam in their licensure level (e.g., elementary, secondary). Testing locations are available in both Dickinson and Bismarck. Information about specific exam codes, required scores for passing, and registration information is available at the following ETS Web site: www.ets.org/praxis/nd/

In order to graduate from the Teacher Education Program, candidates must have passing scores on Praxis I exams and have taken Praxis II: PLT and Content Exams.

Professional Education Portfolio

All candidates in the Teacher Education Program prepare a professional education portfolio under the framework of the ten InTASC standards. The purpose of the portfolio is for candidates to link their products and performances to the program outcomes. Candidates select artifacts from their courses and field experiences that demonstrate their proficiency in each of the program outcomes. A key element of the portfolio is candidates’ rationale for artifact selection. Faculty seek to determine how well the candidates understand their educational decision-making as it relates to current research and best practices.

Program faculty designate key assessments in various courses to help candidates understand the link between theory and practice and justify their professional choices. These course-embedded key assessments (one for each InTASC standard) serve as the candidates’ artifacts for their first level of portfolio review. As such, candidates cannot progress in the program without having submitted the requisite artifacts for faculty review. Should a candidate fail to submit a course-embedded key assessment, an incomplete grade (I) will be recorded until the required assignment is submitted. If the candidate does not submit the key assessment within the designated time frame, the course grade will convert from an I to an F, and the candidate will need to repeat the course.

Retention in the Teacher Education Program

Following admission to the Teacher Education Program, candidates’ good standing will be reviewed each semester by the Teacher Education Council. A candidate may be placed on probation or removed from the program if they:

  • Fails to exhibit professional behavior in all courses, field experiences, and interactions with peers and faculty;
  • Violates the student code of conduct or criminal law;
  • Earns a grade lower than C in any course of the professional education sequence or major requirements;
  • Allows his or her GPA to fall below 2.75; or
  • Displays unsatisfactory knowledge, skills, and dispositions as determined by program faculty.

A candidate placed on probation has one semester in which to rectify the condition resulting in probation. If the condition is not removed at the end of the probationary semester, the candidate will be dismissed from the program.

Teacher Education Program candidates are permitted to retake only one major or professional education course while in the program.

Once admitted into the Teacher Education Program, candidates must take at least one major course each fall and spring semester. Candidates who fail to take a major course in more than one fall or spring semester without first notifying the School of Education will be removed from the program and must reapply to be reinstated.

Candidates can apply for readmission only once.

Career Options

Why should you pursue a Bachelor of Science in Education Degree - Elementary Education?

Elementary education is a necessary and rewarding field with an excellent job outlook predicated on the national and regional rising student enrollment trend. Dickinson State University’s teacher education program is nationally accredited through the Council for the Accreditation of Educator Preparation (CAEP) and is recognized as the region’s premier teacher education preparation program. Elementary education teachers are licensed in North Dakota to teach grades 1-8 and are in high demand.

Possible Career Paths

  • Elementary Education Teacher
  • Title I Reading Teacher
  • Reading Specialist
  • Instructional Coach

Requirements

General Education Requirements for the Major in Elementary Education

For accreditation and licensure requirements the following general education courses are required for a major in Elementary Education:

Communication

Citizenship

Critical and Creative Thinking

Select one course from the following:

Select one course from the following:

Subtotal: 41

Elementary Education Major Courses Pre-Professional Courses:

Professional Courses in Elementary Methods Block - Fall

These courses must be taken concurrently.

Professional Courses in Elementary Methods Block - Spring

These courses must be taken concurrently.

Additional Professional Courses:

Subtotal: 63

EDUC 280  and EDUC 300  and EDUC 398D  must be taken concurrently

EDUC 350  is taken the same semester as one’s application to pre-service teach.

ELED 383  and ELED 484  must be taken concurrently.

Pre-Service Teaching Semester (10-15 credits):

Select one (ELED 498K  requires prior completion of coursework for early childhood concentration):

Total: 73-78

All professional courses have a prerequisite of admission to Teacher Education.

Professional Course Electives

EDUC 305 , EDUC 310 , SEED 370  are required courses for the Middle School pedagogical endorsement.

Minors and Areas of Concentration

In addition to the General Education and major requirements, an Elementary Education major may choose to pursue a minor or an area of concentration. If the minor is in a subject that teachers can be licensed to teach in North Dakota, then it can lead to licensure in combination with an education major. Students should consult with their academic advisors or the dean to discuss licensure details. Specific requirements for each minor are shown under that program in the catalog.

With the approval of the dean of the School of Education, a student may select coursework for the middle school endorsement in lieu of a minor. The middle school endorsement must be in a content area approved by the North Dakota Education Standards and Practices Board (ESPB). Coursework applicable to the middle school endorsement will be determined in consultation with the academic advisor and the dean.

A concentration consists of a minimum of 12 hours in one of these areas: natural science, social science, computer science, mathematics, reading, or early childhood. Other options may be available with the approval of the dean of the School of Education. Required courses for the major or those courses used for general studies may not be counted in an area of concentration. Otherwise, coursework for most areas of concentration is decided jointly by the student and his or her academic advisor. Two exceptions are the reading and early childhood concentrations. Those concentrations lead to special state teacher license endorsements or credentials and require particular courses, as described in the next section.

Requirements for the Area of Concentration in Early Childhood Education

A student must be majoring in Elementary Education and be admitted into the Teacher Education Program to take the required courses in the early childhood sequence. Students must complete the entire sequence to be recommended for an early childhood endorsement on a state teaching license.

ELED 498B  is for students who already have completed ELED 498A - Teaching in Elementary School  (15 credits). Alternately, students may complete ELED 498K - Teach in Elementary and Early Childhood  (15 credits) in lieu of ELED 498A   and ELED 498B .

Subtotal: 19

Requirements for the Area of Concentration in Reading

A student must be admitted into the Teacher Education Program to take the required courses in the area of concentration in reading. The area of concentration in reading offers the coursework leading to a reading credential for grades K-6. To obtain a reading credential, students make application to the North Dakota Department of Public Instruction (DPI) after graduation and attainment of their initial North Dakota teaching license for elementary school.

Select two courses from the following: (6 credits)

Subtotal: 20

Semester Sequence

First Semester

Subtotal: 16

Choose from one of the following Literary Expressions Courses or Historical Perspectives Course:

Second Semester

Subtotal: 17

Choose from one of the following Literary Expressions Courses or Historical Perspectives Course:

Third Semester

Subtotal: 16

Fourth Semester

Subtotal: 13

Fifth Semester

Subtotal: 15

Sixth Semester

Subtotal: 13

Seventh Semester

Subtotal: 15

Eighth Semester

Subtotal: 10

Student Learning Outcomes for the Teacher Education Program

The ten InTASC (Interstate Teacher Assessment and Support Consortium) standards comprise the program outcomes for the Teacher Education Program. All coursework and experiences in the program are designed to enhance candidates’ proficiency in the InTASC standards, which articulate the basic competencies that should be mastered by a beginning teacher.

Graduates of the Teacher Education Program will demonstrate knowledge, skills, and dispositions in these areas:

I. The Learner and Learning

InTASC Standard 1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V, VI, VII, and X.)

InTASC Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (This learning outcome directly addresses Institutional Learning Outcomes I, V, VI, IX, and X.)

InTASC Standard 3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (This learning outcome directly addresses Institutional Learning Outcomes I, V, VI, and X.)

II. Content Knowledge

InTASC Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) that he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (This learning outcome directly addresses Institutional Learning Outcomes II, III, IV, V, and VII.)

InTASC Standard 5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (This learning outcome directly addresses Institutional Learning Outcomes II, IV, V, VI, and VII.)

III. Instructional Practice

InTASC Standard 6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (This learning outcome directly addresses Institutional Learning Outcomes IV, V, VI, and VII.)

InTASC Standard 7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V and VI.)

InTASC Standard 8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (This learning outcome directly addresses Institutional Learning Outcomes I, II, III, IV, V, VI, and X.)

IV. Professional Responsibility

InTASC Standard 9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (This learning outcome directly addresses Institutional Learning Outcomes I, V, VI, and X.)

InTASC Standard 10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (This learning outcome directly addresses Institutional Learning Outcomes V, VI, and X.)

Students’ achievement of these program outcomes is assessed with multiple measures at points throughout the program. Program assessment tools specify indicators that are related to each outcome and that are aligned with the seven Institutional Learning Outcomes for Dickinson State University.

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